year long student teacher pilot iacte 8 october 2015
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Year Long Student Teacher Pilot
IACTE8 October 2015
Yearlong Student Teaching Pilot Report
State Board of Education 17 September 2015
L Bice
Process
• DE Staff developed requirements
• Applications open to all 32 IHE’s
• One public one private
• Nine scorers
• UNI and Dordt
• Spring 2014 Planning
• 2014-2015 Implement
2015 IACTE Fall Meeting
UNI Yearlong Student Teaching Pilot:
A Journey of Discovery
Introduction• J.D. Cryer
– Coordinator of Elementary Education at UNI– Project Coordinator for the UNI Yearlong Student
Teaching Program: “Expanding Co-Teaching to Enhance Learning” (EXCEL)
• Current UNI Student Teaching Program– Two 8-week placements– Two separate schools/classrooms/grade-levels– Current program success
State Goals• Does the expansion from a typical one-semester
student teaching experience to a full academic year of student teaching experience better prepare future teachers to maximize each child’s potential and to raise academic achievement?
• By strengthening the clinical experience and the content knowledge of student teachers through a full academic year of student teaching, will first-year teachers perform like highly effective second-year teachers?
Additional DOE Questions• Discuss the feasibility of Co-Teaching• Discuss the ability of Institutions of Higher Education
to manage student schedules to allow for Yearlong Student Teaching
• Discuss the ability of Institutions of Higher Education to manage on-site coursework
• Discuss intern growth as a function of Yearlong Student Teaching
• Discuss the feasibility of Yearlong Student Teaching
Foundational Background• “Co-Teaching” model based on the work of Lynne Cook
and Marilyn Friend • Six key strategies of this model
1) One teach-one observe 2) One teach-one assist 3) Station teaching 4) Parallel teaching 5) Alternative/differentiated teaching 6) Team teaching
YLST Pilot Organization• 3 school districts
– Urban (Waterloo) Elementary– Suburban (Linn-Mar) High School– Rural (Hudson) Middle School
• Students Teachers– Elementary Education majors in Waterloo– Secondary Social Studies majors in Linn-Mar– Elementary/Middle-Level majors in Hudson
Extended Field Experience• Co-Teaching Summer Workshop• 2-weeks prior to the start of classes in schools
– 80 hours• At least 10-hours per week in schools during the fall semester
– 150 hours• Annual School Events (open house/conferences/PLC/extra-curricular
– 20 hours• 1-week full emersion during the fall semester
– 40 hours• Full-time student teaching in the same classroom during spring
semester – 16 weeks (Full benefits of having 2 teachers in the classroom)
On-Site Instruction• Waterloo
– Methods of Teaching Literacy at the Intermediate Level – Methods of Teaching Elementary Social Studies– Classroom Management (Tuesday/Thursday am)
• Field experience T/Th pm + other available time
• Linn-Mar– Methods of Teaching Social Studies at the Secondary Level (Tuesday
after school)• Field Experience T/Th + other available time (Distance)
• Hudson– Human Relations (Monday after school)
• Field Experience T/Th pm + other available time
Collaborative Partners• Yearlong Student Teachers• Cooperating Classroom Teachers• Building Administrators• UNI Course Instructors• Student Teaching Supervisors
Benefits to YLST• Co-Teaching is an excellent model to use as a
foundation for a Yearlong Student Teaching Program. However, there would need to be flexibility in the model in order to provide the student teacher the opportunity to solo-teach for an extended time during the last month(s) of the experience.
Benefit to YLST• Two adults in the classroom helps meet the
individual needs of students, more opportunities to vary instruction, and able to promote stronger engagement and stronger behavioral management.
Benefits to YLST• The opportunity of extending the field
experience time in a classroom by over 250 hours provides a student teacher with a wealth of diverse teaching opportunities prior to the full-time student teaching semester.
Benefits to YLST• The growth of student teachers as a function of
participating in a Yearlong Student Teaching Program was tremendous. Because these student teachers experienced so many duties associated with being a teacher they had an exceptional understanding of the role of a professional teacher and thus felt very prepared and confident moving into their first year of teaching.
Challenges to YLST• The financial obligation for student teachers
was great. In this day and age, with the realities of the increasing cost of higher education, it was difficult for students to take a year off of work in order to engage in an additional semester of field-based education.
Challenges to YLST• Difficulties could arise for a student teacher
with completing his/her program of study in a timely manner, specifically for those teacher candidates at the secondary level or those attempting to obtain a minor or endorsement in literacy, mathematics, special education, ESL, STEM or other fields of study.
Challenges to YLST• Due to the requirements associated with a
Yearlong Student Teaching Program and the large time commitment for completion of final coursework prior to full-time student teaching, student teachers may become overworked, overwhelmed, and stressed out.
Challenges to YLST• Limitations as classroom teachers willing to
host a student teacher for an entire year and classroom teachers to host earlier field experiences for all teacher candidates in a Teacher Education Program may exist.
Challenges to YLST• Matching cooperating teachers and student
teachers could be a challenge. If the “match” is not good, both student teachers and cooperating teachers in the Pilot study indicate that the experience would be very difficult to complete, and may have ramification on future placements. This may be one of the greatest challenges.
Lessons Learned• Time to plan on campus
– Faculty involvement (On and off campus)– Program of Study (Tracked set of classes)– Co-Teaching Workshop/Ongoing Training– Coordination of Program
Lessons Learned• Time to plan off-campus
– Have supportive administrators – Determine facilities, schedule, and technology
needs to teach classes on-site– Find qualified and motivated teachers able to be
true mentors (Financial support/TLC). Turnover– Develop clear roles and expectations– Relationships are crucial
Lessons Learned• Time to plan with students
– Create specific plan of study– Meet all licensure requirements (Dual majors
consideration)– Determine daily class schedule vs. field experience
(consecutive days of field experience/Credit hours?)– Minimize expense involved (financial support)– Maximize “Match”
Final Recommendation• Based upon the benefits associated with a Regular Student
Teaching Program model, there is not enough information to support the statement that expansion of the typical one semester of student teaching to one full academic year better prepares future teachers to maximize each child’s potential and raise academic achievement. Each model has a unique set of benefits and drawbacks for student teachers.
• It is the final recommendation that the three Regent’s Institutions of Higher Education work to implement a Yearlong Student Teaching Program model as an alternate option alongside the Regular Student Teaching Program model.
Questions???
YLST PILOT2014-2015
IACTE ReportOctober 8, 2015
Introduction
Ryan Zonnefeld, Ph.D.• Teacher Preparation Program Director
Current Dordt College Student Teaching Program (3 pathways)
• PDS (Professional Development School)• Local • Non-local
Background
Based on our PDS model (collaborative partnerships with TPP and exemplary P-12 schools)
Expansion of PDS with added dimensions of accountability and enhanced collaboration
Main goal: Improvement of P-12 learning
Background
Main goal: Improvement of P-12 learning• Supporting goal 1: to equip interns with knowledge,
skills, and professional dispositions essential to attaining P-12 student learning through sustained, on-site, and intensive professional preparation
• Supporting goal 2: to enable the improvement of teaching practice of professional teachers (mentors) by providing key opportunities for collaborative professional development and partnership
• Supporting goal 3: reflective, practical inquiry and research opportunities for both interns and mentors that result in improved teaching practices and improved P-12 learning
YLST Pilot Organization
One school district• Sioux Center Community High School• Sioux Center Community Middle School• Kinsey Elementary School• Sioux Center Christian School• Stepping Stones Preschool
YLST Pilot Organization
14 interns (student teachers)Secondary History ELLK-12 Music SPEDMiddle School Early ChildhoodElementary Reading
21 mentors (cooperating teachers) 5 site coordinators (P-12 administrators) 5 college coordinators (DC Educ Dept) 1 program coordinator
(Dr. Patricia Kornelis)
Key Features
Extensive Field Experience Co-teaching Theory and Practice Match TIPs (Teacher Inquiry Projects)
Extensive Field Experience
Fall• In-service and training workshops – prior to beginning
of school year• Interns on site with partner mentor Monday-Thursday
(7:45-11:30) – 240 hours• Afternoons/evenings – complimentary education courses
Spring• Interns full-time student teaching with partner
*Students with two endorsements split fall and spring placement between two mentors in two endorsement areas
Co-teaching (St. Cloud State University Model)
Co-teaching/Mentoring training, prior to school year
Co-teaching with intern fall semester (lead role)
Weekly meetings with intern and college coordinator
Monthly meetings with YLST team (M, SC, CC, PC)
Co-teaching with intern spring semester (from lead to support to solo)
Theory and Practice Match
Initial selection of education courses in fall to support practice in P-12 setting
• Methods and applied educational psychology
Collaborative Course Design – fall workshop• Mentors volunteered in areas of expertise
Modified On-Site Instruction
TIPs: Teacher Inquiry Projects
Initiated and designed by intern with collaborative support from mentor and college coordinator
Design:• Issue studied• intervention designed, implemented and studied for
effectiveness
TIPs shared with: • stakeholders• IDEA fest• 6 at NAPDS
Benefits to interns
Statistically significant evidence of the effectiveness of co-teaching and extended field experience
• Improved classroom management skills• More confidence in teaching • Deeper understanding of curriculum• Higher level of professionalism• Higher level of reflective skills
Benefits to mentors
Mentors reported• Intense professional growth by modeling
good teaching and working collaboratively with interns
• Increased reflective practices• Exploration of new ideas• Confidence/affirmation of their skills as
professional educators by collaborating or co-teaching college education course
Benefits to P-12 students
With two capable and active professionals teaching students:• reduction in student-teacher ratio• enhanced ability to meet student needs in
diverse and large classrooms• greater student participation and
engagement• increased instructional support for all
students
Challenges: Structural
Co-planning time Meaningful placements of interns
with multiple endorsements Balancing the load of theory and
practice elements (college classes vs preparation of teaching responsibilities)
On-site college instruction
Challenges: Personnel
Paradigm shift in mentor/intern relationship and student teaching responsibility
Matching of mentors and interns
Overall Challenges
Location – rural setting Secondary
• Buy-in• Scheduling challenges
Reflections
YLST holds incredible promise• Evidence that YLST does produce graduates
that are better equipped and more qualified/capable than traditional model
• New InTASC standards lend themselves to this model well
Reflections
Commitment to the co-teaching model• Overwhelming evidence that co-teaching is
the most effective model for student teaching
• Implementation to all three strands• Need to provide significant and ongoing
training in co-teaching for paradigm shift and for clarity of expectations
Final Recommendation
While we fully endorse the YLST model, it has become clear that the scalability for this model for all of our students is not feasible
We will continue to implement as one pathway for students
Possible Applications
• Student Scholarships• $5,000 per student for year long ST• Support while not working
• Partnerships between P-12 and IHE• YLST or Professional Development Schools model• $75,000 per Partnership P-12 and IHE
• P-12 lead, $5000 per mentor up to 10 ST’s in building/district• $25,000 support admin and IHE• Partner to prepare teacher
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