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Crystal Ratican , Ph.D. Elizabeth Olsavsky March 20, 2014 Youngstown State University

Promoting Positive , Collaborative , and Insightful P artnerships between the University S upervisor , Teacher C andidate , and Classroom T eacher . Crystal Ratican , Ph.D. Elizabeth Olsavsky March 20, 2014 Youngstown State University. Early Childhood Field Students

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Crystal Ratican , Ph.D. Elizabeth Olsavsky March 20, 2014 Youngstown State University

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  1. Promoting Positive, Collaborative, and Insightful Partnerships between the University Supervisor, Teacher Candidate, and Classroom Teacher Crystal Ratican, Ph.D. Elizabeth Olsavsky March 20, 2014 Youngstown State University

  2. Early Childhood Field Students • 35 days/ 210 hours in field placements • Four content classes on campus • Lesson Week/Unit Week Youngstown State UniversityTeacher Education Center (TEC)

  3. “The voices of cooperating teachers are heard only occasionally and voices of prospective teachers are seldom heard” (Franklin Torrez & Krebs, 2012) • “The voices of the cooperating teacher and teacher candidate largely remain absent in the literature” (The National Council for Accreditation of Teacher Education, 2010) • “Characteristics of effective partnerships include: mutual trust; sufficient time to develop and strengthen relationships at all levels; shared responsibility and accountability among partners, and periodic formative evaluation of activities among partners” (Darling-Hammond & Baratz-Snowden, 2005) Current Research

  4. Developed survey on Google Docs • 36 Resource Teachers • 36 Teacher Candidates • Questions aligned with CAEP and OSTP standards Fall 2013

  5. Top five elements that were provided during the placement

  6. Pick the top three characteristics you think are the most important characteristics -for a teacher candidate to possess. -for a resource teacher to possess.

  7. Pick the top two characteristics that you feel are lacking the most in -teacher candidates -resource teachers

  8. Identify the top three (3) challenges of a teacher education placement -for you as the resource teacher -for you as the teacher candidate.

  9. What do you believe are the most beneficial attributes of the teacher education placement? Pick the top three (3) attributes

  10. Which workshops would you find beneficial?

  11. How many times do you believe the supervisor should be in the classroom during a placement if there are no concerns evident with the teacher candidate?

  12. Remind 101 for Teacher Candidates • Introductions with Resource Teachers • Open Line of Communication with Coordinator • Weekly Emails to Resource Teachers • Blackboard 9 Forum for Teacher Candidates • Video Taping Critiquing Online and in Class • Facebook Page for Resource Teachers • Debriefing at end with Resource Teachers • Certificates provided to Resource Teachers • Conduct Survey again Changes

  13. Franklin Torrez, C. & Krebs, M. (2012). Expert voices: What cooperating teachers and teacher candidates say about quality student teaching placements and experiences. Action in Teacher Education, 34(5/6), 485-499. National Council for Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Report of the Blue Ribbon Panel of Clinical Preparation and Partnerships for Improved Student Learning. Washington, DC: Author. Darling-Hammond, L. & Baratz-Snowden, J. (2005). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. San Francisco, CA: Jossey-Bass. Resources

  14. Crystal Ratican • Youngstown State University • 330-941-3245 • clratican@ysu.edu • Elizabeth Olsavsky • Youngstown State University • 330-941-2517 • ekolsavsky@student.ysu.edu Contact Information

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