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Integrating University Instruction and the Clinical Experience
Supporting Teacher Candidates using a Community of Practice Model of Supervision
George Fox University
MAT Full-timeORATE 2012
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What does the literature say?
There has been a national call
to move clinical practice to a more central role in the preparation of teachers
(Cibulka, 2011; Darling-Hammond, 2006; National Council
for Accreditation of Teacher Education, 2010).
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What does the literature say?
There is a closely related call for
teacher preparation programs to partner more closely with schools (Cibulka, 2011; Darling-Hammond, 2006; National Council for Accreditation of Teacher Education, 2010).
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What does the literature say?
Communities of practice have
potential to strengthen teacher preparation
(Cibulka, 2011; Cuddapah & Clayton, 2011; Fulton, Burns, & Goldenberg, 2005; Grossman, Wineburg, & Woolworth, 2000; Hollingsworth, 1992; Hollins, 2011; National Council for Accreditation of Teacher Education, 2010; Radencich, Thompson, Anderson, Oropallo, Fleege, et al., 1998)
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What does the literature say?
When teacher educators participate
in professional learning communities, it can influence how candidates collaborate with colleagues on behalf of student learning.
(Cuddapah & Clayton, 2011; Darling-Hammond, 2006; Hollins, 2011)
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A Local Need
• Limited relationship with supervisors• Need for
coaching/mentoring/scaffolding• Disconnect between development
of, and teaching of, the work sample
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Models ComparedPart time practicum
Spans 16 weeks31 teacher candidates/ 2
cohorts Previous Supervision
ModelCollaborative Supervision
Model
2 evaluative visits 2-9 coaching & evaluative visits
Up to 31 supervisors (Currently 17)
6 supervisors – met regularly with cluster group of students
Up to 31 schools (Currently 28)
15 schools (10 had 2-5 candidates)
Limited communication between cohort leaders and supervisors
Supervisors met every other week as a community of practice
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Introductions and Roles
• Jan Carpenter• Tom Buchanan• Ken McChesney• Debby Espinor• Amy Lutz• Sue Diers
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What was the perceived impact of collaborative
supervision model on the clinical practice experience?
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Research Sub-Questions
• How did teacher candidates perceive their relationship with their supervisor?
• What were the teacher candidates’ perceptions of the supervisor’s influence on their professional development?
• What were the perceived benefits and barriers of the new model for all stakeholders?
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Methodology
• Surveys: Teacher Candidate, Supervisor, CT
• Supervision documents• Anecdotal notes, emails,
reflections, minutes from meetings, evaluations
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Survey – Student Perspective on Local Changes Made
Relationship:
Themes:
Knew me
Availability
Sense of connectio
n
"It was so helpful to have my supervisor guide me, support me, teach me, observe me and grade my work sample. She really knew what I was going through, my classroom environment, and how my work sample was progressing." “Was always available for me to talk and sort out problems I was having in the classroom navigating the role of my CT.”
“I hope to stay in contact with my supervisor.”
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Survey – Student Perspective on Local Changes Made
Coaching/ Mentoring (Scaffolding):
Which of the following activities did your supervisor do with you? (Check all that apply)
Observed my CT (‘s) teaching
69.2%
(9/13)
Discussed classroom management
100%
Wrote goals/identified areas to which to focus my teaching
100% Debriefed the teaching of a lesson
100%
Problem-solved challenges as they arose
100% Evaluated my clinical practice experience
100%
n = 13
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Survey – Student Perspective on Local Changes Made
Coaching/ Mentoring (Scaffolding):Themes:
Encouragement
Empathy
Confidence-Building
Advice/guidance
Process the experience
“kept me going when it seemed that no one else was understanding where I was coming from.”
“[…] helped me to PRIORITIZE and not to get depleted because I was trying to do too much.”
[…]helped me reframe my way of looking at teaching and working with a CT.”
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Survey – Student Perspective on Local Changes Made
Integrating the Work Sample:
Which of the following areas of the work sample did your supervisor discuss with you? (Check all that apply)
Community Context
69.2%
(9/13)
Pedagogical Strategies
61.5%(8/13)
Goals and/orObjectives
84.6%
(11/13)
Differentiation 92.3%(12/13)
Assessments 92.3%
(12/13)
Literacy 53.8%(7/13)
n = 13
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Survey – Student Perspective on Local Changes Made
Integrating the Work Sample:
“I went into the semester feeling rather ‘blind’ when it came to writing goals/objectives, and had no idea where to even begin when it came to writing goals/ objectives, lessons. I now feel like I have a better feel for what these should look like.”
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Survey – Student Perspective on Local Changes Made
Integrating the Work Sample:
“Assessments, I didnt [sic] think that they would be the most helpful but in the end they were. I was able to assess where my students were at the beginning and at the end. I was so amazed at their growth, I learned things about my students throgh [sic] assessments that I would not have learned.”
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Survey – Student Perspective on Local Changes Made
Integrating the Work Sample:
“I considered leaving the program because the demands of a teacher seemed to be overwhelming. Besides helping me by giving me deadlines, my supervisor let me know that she has the same struggle and that she understood how I was feeling.”
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Survey – Student Perspective on Local Changes Made
Warning: Possible Side Effects
“Last semester, I feel like each of us had different expectations, needs, and requirements from our different supervisors. This was difficult because different supervisors required different things in TWS. It seemed a bit inconsistent because we often heard conflicting opinions/requirements. Now, this semester, we all come to the plate with different experiences and need to adjust to having a new person evaluate our TWS.”
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Supervisor Perspective: Panel Discussion
• Coaching• Cluster Benefits• Community of Practice• TWS Role• Stories
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Discussion
1. What are you hearing?2. What have you seen?3. What forms of collaborative
practice have you used in supervision and what benefits and/or challenges have you seen?
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Next Steps ……
How do we more fully collaborate with our school partners?
How do we continue to grow within our community of practice?