How to Conduct an Effective Mentor/Intern Co-teaching Forum:

Effective Pedagogy During the Internship

Race to the Top Maryland Teaching Consortium Summer Institute

Harbourtowne Conference CenterSt. Michaels, Maryland

July 10, 2013

Ron Siers, Jr.Stacie Siers

Expectations & Goals

• Get to know more about yourself & co-teaching

• Learn why co-teaching & co-planning are effective pedagogy

• Learn what the research shows about mentors & student interns

• Discover new co-teaching resources

• Have fun, laugh, learn and eat

Growth Opportunities

• Data Analysis (Mentor & Interns) revealed that miscommunication and a lack of understanding of roles and expectations were major causes of problems during the Internship.

• How can we improve interns’ and mentor teachers’ common understanding of roles and expectations during the Internship?

• How can we improve communication between interns, mentor teachers and university faculty during the internship?

• Thus…• Thus…

The Forum 2013

Pair CommunicationDiscuss & Determine

• What type/frequency of communication would we like to have with each other during the internship?

• How will we ensure regular communication with each other during the internship?

• What is the best way to give each other feedback during the internship?

Pair CommunicationDiscuss Responses to the Following

Co-Teaching Statements

• I am comfortable telling my Co-Teacher what I need.

• I find it difficult to express my opinions when my Co-Teacher doesn’t share them.

• I tend to postpone discussing touchy topics with my Co-Teacher.

• I find it important for tasks to be clearly defined and distributed when Co-Teaching.

Pair CommunicationDiscuss Responses to the Following

Personal Statements

• I am comfortable being told by others what they need from me.

• I express my opinions, even if others disagree with me.

• I become defensive when I am being criticized.

• I am able to resolve problems without getting emotionally intoxicated.

Millennial Generation

Millennial Expectations & Technology (Carter, 2012)

Millennial Generation 1982 – 2013 (79 million) (Interns)

•Generation X 1961 – 1981 (Small Cohort) (Mentors)

•Boomer Generation 1943 – 1960 (80 million) (Mentors)

•Traditionalist Generation 1925 – 1942 Millennial Interaction with Multiple Technological Resources•Unfamiliar with life before networking technologies. Consider themselves to be technologically savvy (Carter, 2012).•No experience with life before cell phones, instant messaging, Internet applications, Facebook, Twitter, IPods, IPhones, IPads, & handheld technologies (Howe & Strauss 2000; Raines, 2003, Carter, 2012).•Learning occurs through social collaboration.•Social networking & Social negotiation are the norm (Howe & Strauss, 2000; Carter, 2012).

Values & Self-Discovery Exercise

Values & Self-Discovery Exercise

1) Quickly go through the handout and place an x in the appropriate column for each value.

2) This is a personal activity and there are NO right or wrong answers.

3) It doesn’t matter if it is something that you currently possess or do or if it is something you want to improve on. If it is important, place an X in the column.

4) Now, only look at the X’s you placed in the “Very Important” column.

5) Choose 3 that represent the values that are most important to you at THIS moment, realizing you choices do not define you for life.

6) Reflect & then discuss your reflections with your co-teaching partner.

Triangular Personal Value Congruency (Siers, 2013)

Thoughts or Dreams

Words Actions

Communication is the Key to a Great Co-Teaching

Partnership • Chit Chat• Deeper Communication & Uncomfortable Issues

How Do You Toss Your Slippery Eggs?Be Careful That You Do Not:• Save your “slippery eggs” for a long time and hurl them!• Throw your “slippery eggs” hard & fast because you

can’t hold on to tough issues!• Avoid people so that you don’t have to toss your

“slippery eggs.”• Wrap your “slippery eggs” in so many layers of

expectations & apology that no one is sure you have tossed them.

Outstanding Co-teaching Award Recipients

Communication: Learning to Address Difficult Issues

• Mentors & Interns will alternate Role-Playing the individual issues on the next slide.

• 1 minute for each issue.

Communication: Learning to Address Difficult Issues

Mentor Teacher Issues With Student Interns

• Lateness

• Personal Hygiene/Body Order

• Unrelated Work During School Day (Text, Twitter, Facebook, Iphones, etc)

• Grammar Issues• Classroom Management Issues

Student Intern Issues with Mentor Teachers

• Lack of Specific Feedback

• Inappropriate Use of Co-Planning Time

• Unwillingness to Allow Intern to Try New Ideas or Methods

• No Individual Space in the Classroom/Gym

• Stepping In Too Much and Too Soon

Collaboration Self-Assessment Tool (CSAT)

• 1 Minute Partner Discuss: What is the Difference between Cooperation & Collaboration?

• Collaboration: A philosophy of interactions with the focus on the process of working together (Myers, 1991).

• Cooperation: Stresses the Product of such work (Myers, 1991).

• Individuals become more effective collaborators by evaluating their role in the process.

Nancy Bacharach

Teresa Heck

Kathryn Dahlberg

Teaching Challenges: Why Co-Teach

• Landmark research in 1996: 50% of new teachers leave the profession within the first 5 years of teaching (Darling-Hammond & Schlan, 1996)

• Clinical Experiences are Needed that allow interns to learn from expert modeling of practice alongside teachers who show them how to teach in ways that are responsive to diverse learners (Darling-Hammond, 2006)

• Co-Teaching Model has great promise for transforming the educational landscape (Bacharach, Heck, & Dahlberg, 2010)

WHAT IS CO-TEACHING?It is an attitude: we are both teaching

Definition of Co-Teaching

• Co-Teaching is defined as two teachers working together in a classroom with groups of students; sharing the planning, organization, delivery and assessment of instruction as well as the physical space.

• Both teachers are actively involved and engaged in all aspects of instruction.

(Bacharach, Bergen-Mann & Washut Heck, 2010)

Sharing Responsibility

Communication is the Key for:

•Co-Planning•Co-Instructing•Co-Assessing

Nancy Bacharach Teresa Heck

Kathryn Dahlberg

St. Cloud’s Initiative• October 2003-2008 - 5 year U.S. Dept. of Education

Teacher Quality Enhancement Partnership Grant• Looked at co-teaching in student teaching• Collected 4 years of data (qualitative and

quantitative)• Training and support for cooperating teachers and

university supervisorsBacharach, N., Heck, T., & Dahlbeg, K. (2010). Changing the face of

student teaching through coteaching. Action in Teacher Education,

32(1), 3-14.

Type of Student Teaching

Reading Proficiency • Minnesota Comprehensive Assessment (MCA)

• Compares Traditional and Co-taught student teaching settings

• Statistically significant in each year with sufficient data (3 of 4)

• Significance between co-taught and traditional student teaching highlighted

MCA Reading Proficiency

Co-TaughtOne Licensed

Teacher

Traditional Student Teaching

P

OVERALL (4 Year Cumulative)

78.8%(N=1461)

67.2%(N=6403)

64.0%(N=572)

< .001

Free/Reduced Lunch Eligible

65.0%(N=477)

53.1%(N=2684)

49.5%(N=222)

< .001

Special Education Eligible

74.4%(N=433)

52.9%(N=1945)

46.4%(N=179)

< .001

English Language Learners

44.7%(N=76)

30.7%(N=515)

25.8%(N=31)

.069

Type of Student Teaching

Math Proficiency• Minnesota Comprehensive Assessment (MCA)

• Compares Traditional and Co-taught student teaching settings

• Statistically significant in each year with sufficient data (3 of 4)

• Significance between co-taught and traditional student teaching highlighted

MCA Math Proficiency

Co-TaughtOne

Licensed Teacher

Traditional Student Teaching

P

OVERALL (4 Year Cumulative)

72.9%(N=1519)

63.7%(N=6467)

63.0%(N=597)

< .001

Free/Reduced Lunch Eligible

54.2%(N=513)

47.3%(N=2778)

45.7%(N=232)

.032

Special Education Eligible

72.0%(N=472)

54.7%(N=1906)

48.9%(N=180)

< .001

English Language Learners

30.5%(N=118)

28.8%(N=671)

26.8%(N=41)

.656

Co-Teaching Benefits for Students:

Co-Teaching Benefits for Students (K-12)

Percent RespondingN=1,686

More help with questions 79.7%

Different Styles of teaching 68.9%

More individual attention 66.4%

Get two-perspectives 65.8%

Teachers build off each other 60.3%

More creative lessons 51.2%

Assignments graded & returned faster 50.9%

More energy between teachers 46.1%

Better discussions 45.0%

More in-depth knowledge 43.1%

No benefits 4.0%

Co-Teaching Drawbacks for Students

Co-Teaching Drawbacks for Students (K-12)

Percent RespondingN=1,686

No drawbacks to co-teaching 57.6%

Confusing with two explanations 18.8%

Confusing who to go to 13.5%

Grading issues 13.0%

Contradicting information 11.6%

Teachers interrupt each other 8.8%

Intern too dependent 8.3%

Co-Teaching Benefits for Student Interns

Co-Teaching Benefits for Student InternsPercent RespondingN=249

Improved classroom management skills 92.4%

Increased collaboration skills 92.0%

More teaching time 90.0%

Deeper understanding of curriculum through co-planning

89.2%

More opportunities to ask question and reflect 88.6%

Increased confidence 88.4%

Co-Teaching Benefits for Mentor Teachers

Co-Teaching Benefits for Mentor TeachersPercent RespondingN=326

More help for students with high need 94.5%

A better relationship with student intern 92.3%

Professional growth through co-planning 90.5%

Enhanced energy for teaching 89.0%

Ability to host intern without giving up classroom/gym

87.1%

Co-Teaching Myths & Realities

Co-Teaching Myths & Realities

• Myth 1: Student Interns (SI) must be left on their own to sink or swim.

• Reality 1: SI are supported to become a licensed professional.

• Myth 2: Co-Teaching inhibits the development of classroom management skills.

• Reality 2: Support given so SI can eventually take the lead.

Co-Teaching Myths & Realities

• Myth 3: SI do not get enough solo teaching time with Co-Teaching.

• Reality 3: SI must have opportunities to teach alone. This must be demonstrated.

• Myth 4: It take too much time to Co-Plan.

• Reality 4: True in early stages. Yet, deeper understanding leads to increased academic performance.

Co-Teaching Myths & Realities

• Myth 5: SI who Co-Teach will never have full responsibility of the classroom.

• Reality 5: SI will lead the planning, organization, assessment, and human resources.

• Myth 6: Co-Teaching does not provide “real world” experience.

• Reality 2: Diversity requires SI’s to be able to Co-Teach with Special Education, ELL, Title 1 teachers, as well as paraprofessionals.

Co-Teaching Myths & Realities

• Myth 7: Co-Teaching does not work at the secondary level.

• Reality 7: Effective for larger classes and

greater diversity of classes. • Myth 8: Co-Teaching can only work if

both have the same teaching style.

• Reality 8: SI must be able to partner with different styles and respond appropriately.

Increased Intern Self-efficacy

• Transformational Mentor Teachers positively impact the Self-Efficacy of Student Interns during the Internship experience in Professional Development Schools (Siers & Gong, 2012; Gong & Siers, 2011)

• Positive impact in efficacy in classroom management, instructional strategies, and student engagement (Siers & Gong, 2012; Gong & Siers, 2011)

• p< .05

Translation…• Co-teaching matters

• Co-teaching works

• Co-teaching is good pedagogy

• Co-teaching affects student outcomes

SU Co-Teaching Pedagogy

What does co-teaching look What does co-teaching look like?like?

Four basic models1.1. Supportive teachingSupportive teaching - one teacher is the lead instructor while the other teacher provides support for individual students and observes particular behaviors.

Strategies: graze & tag, proximity, conferencing, strategic pull-out, 1-on-1...

Co-teaching models Co-teaching models continued…continued…

2.2. Complementary Teaching Complementary Teaching - - when one co-teacher enhances the instruction provided by the other co-teacher.

Strategies: record & edit, demonstrations, simulations, activity/lab set-up & break down, technology assistance, modeling, planted question...

Co-teaching models Co-teaching models continued…continued…

3.3. Parallel TeachingParallel Teaching - when two or more people work with different groups of students in different sections of the classroom.

Strategies: tiered instruction, stations, cooperative learning, literature circles...

Co-teaching models Co-teaching models continued…continued…

4.4. Team teaching Team teaching - both teachers are actively engaged in instruction and management of the class.

• Strategies: role playing, modeling, cooperative learning, think-alouds, staged argument

What is Your Role? Intern or Mentor?

MENTORING WHAT DOES IT LOOK LIKE? WHAT DOES IT

FEEL LIKE?

A mentor is someone who shows you the ropes, helps you in your journey and guides you through the rough parts. What are some key qualities of a strong and supportive mentor? Independently, construct your own list. Identify 8-10 characteristics of an effective mentor. 1.

6.

2.

7.

3.

8.

4.

9.

5.

10.

Working as a team (mentor teacher/intern) share your lists. Merging your thoughts and ideas, list the top 4-5 characteristics of an effective mentor. 1. 2. 3.

• Interns with Interns & Mentors with Mentors

• Independently list characteristics

• Mentor/intern partners share list

• Discuss as a whole group

• Big idea- What kinds of things should a mentor teacher do?

41

• Interns with Interns & Mentors with Mentors

• Independently list characteristics

• Mentor/intern partners share lists

• Discussion as a whole group

• Big idea – What are the qualities of an intern ready to improve her/his craft?

INTERNS

Like a mentor teacher, interns who are going to have a positive experience and grow as a professional possess certain haracteristics. What are some key characteristics of a strong and professional intern? Independently, construct your own list. Identify 8-10 characteristics of a strong intern.

1.

6.

2.

7.

3.

8. c

4.

9.

5.

10.

Working as a team (mentor teacher/intern), share your lists. Merging your thoughts and ideas, list the top 4-5 characteristics of a strong intern. 1. 2. 3. 4. 5.

Student Intern Focus Group Data

Monday, March 25, 2013Successful Student Intern

•Flexible•Organized•Possess Classroom Management Skills•Honest•Knowledgeable **•Listens to Feedback and Advice•Punctual•Takes Initiative **

Student Intern Focus Group Data

Monday, March 25, 2013Successful Mentor Teacher

•Flexible **•Caring•Gives Honest Feedback **•Experienced•Helpful & Supportive•Open Minded•Organized **

Mentor Teacher Focus Group Data

Monday, June 3, 2013Successful Student Intern

•Self-Motivated•Takes Initiative & is Proactive **•Holistic view of Teaching•Sees a Career rather than a Job•Knowledge of Pedagogy **•A Passion for Content & Teaching•Challenges the Status Quo

Mentor Teacher Focus Group Data

Monday, June 3, 2013Successful Mentor Teacher

•Flexibility & Realistic **•Provides Space for Lead Role in Teaching: Proper Balance•Model the Way•Well-Planned & Organized **•Give Honest & Open Feedback & Communication **•Determine Personal Value Congruency

Phases of Teaching (Moir, 1990; Siers, Elburn, & Ramey

2012)

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

SurvivalConfusion/Clarity

AnticipationAnxiety/Euphoria

DisillusionmentInadequacy/Competence

RejuvenationFeedback/New

Awareness

ReflectionConfidence

Improves/Competence

AnticipationEfficacy

Change/Loss

Critical

Conceptualizing the Roles of Mentor Teachers During the Internship

(Butler & Cuenca, 2012)

Take 1 minute with your partner and discuss the following statements. Be prepared to share with the whole group.

1.Collaborative Dissonance between University & Field-based Teacher Education is more the norm than the exception. True or False?

2.Mentoring the student intern is an idiosyncratic affair, & the mutual anxiety is further exacerbated between teacher educators who claim mentor teachers are not “progressive” enough and mentor teachers who claim university faculty are not “realistic” enough. True or False?

Conceptualizing the Roles of Mentor Teachers During the Internship

(Butler & Cuenca, 2012)• Experts of Practice• Apex of the Teaching Community• Play a Highly Influential Role in how Student Interns understand the

work of teaching • Lack of Clarity in research on The Mentor’s Role• Perception of Clinical teacher education as an uncomplicated and

self-evident activity• Little guidance on effective mentoring practices• Conceptualization is based around their own experiences as

students, student interns, in-service teachers, unique school contexts, & individual dispositions for teaching

• Mentoring is a socially constructed practice• A lack of common language between the university & field-based

teacher education.• 3 Conceptual Categories 3 Conceptual Categories can provide purpose & goals for the

internship experience

Mentor as Instructional Coach

(Butler & Cuenca, 2012)• Assisting in the development of the “craft” of teaching.

• Observe & evaluate instructional practice• Provide Constructive Feedback• Model effective pedagogy• Help student interns reflect on their experience in

order to gain insights on their teaching skills.

Mentor as Emotional Support System

(Butler & Cuenca, 2012)• Help the Student Intern move past the fears of

uncertainty.• Helpful rather than Evaluative• An Ethic of Care & of Being There (Siers & Elburn,

2008, Phenomenological Study)• Trust• Collaboration• Consistent Communication• A needed Catalyst to Teacher Learning

Mentor as Socializing Agent

(Butler & Cuenca, 2012)• Powerful influence in shaping student intern

perspectives & practices.• Interns lack practical knowledge regarding the “daily

grind of teaching.” • Clarity of Purpose• Formal & Informal requirements & resources in

teaching • Can be positive or negative• Conform & Penalize Innovation or• Challenge the Status Quo (Siers & Gong, 2012)

ReferencesBacharach, N., Heck, T., & Dahlberg, K. (2010). Changing the the face of student teaching through coteaching. Action in Teacher Education, 32 (1), 3-13.Badiali, B. & Titus, N. (2010). Co-teaching: Enhancing student learning through mentor-intern partnerships. School-University Partnerships, 4 (2), 74-80Butler, B & Cuenca, A. (2012). Conceptualizing the roles of mentor teachers during student teaching. Action in Teacher Education 34 (4), 296-308.Conners, K., Siers, R., Jenne, J., Brown, M., Booth, M., & Outten, C. (2011, September). “High maintenance” interns and the challenge of pds sustainability. PDS Partners 7 (2), 13. Gong, T., & Siers, R. (2011). Linking transformational leadership to student teacher’s efficacy: Contributions of mentor teacher’s leadership behaviors. Academic Leadership, 9 (1)Moir E. (1991). A guide to prepare support providers for work with beginning teachers: Training module. New Teacher Success: You Can Make a Difference. Riverside, CA: California Department of Education and Commission on Teacher Credentialing.

ReferencesSiers, R., Elburn, S., & Ramey, C. (2012, September). The internship journey through the lens of the student interns. PDS Partners 8 (2), 2-3.Siers, R., & Gong, T. (2012). Examining the effects of mentor teacher’s leadership practices and levels of interaction on student intern efficacy in professional development schools. School-University Partnerships, 5 (1), 63-74Siers, R. (2011, May). Challenging the status quo in professional development schools: Mentor teachers’ impact on student intern efficacy. PDS Partners 7 (1), 4-5.Siers, R. (2009). Teacher leadership. In D.W. Hammond & J. Buffone (Eds.), Your first years of teaching: Beginning a journey of excellence (pp. 117-119). Salisbury, MD: Seidel School of Education and Professional Studies. Teacher Quality Enhancement Center, College of Education (2010). Mentoring Teacher Candidates Through Co-Teaching: Collaboration That Makes a Difference. St. Cloud, MN: St. Cloud State University.

BREAK

Buffet Dinner