Teacher Education Institute Thursday, June 14, 2018
Welcome to the 2nd Annual Teacher Education Institute 2018 Presented by Debra Diegmann and Michelle Stephan - UNC Charlotte John Roberts - Deans for Impact TEI Design Team Ashley Bayer Bettie Butler Hilary Dack Paul Fitchett Tehia Glass Laura Hart Scott Kissau Angie McClain Paola Pilonieta Richie Wells Teresa Petty Ellen McIntyre - Dean of the Cato College of Education
What is the PURPOSE of TEI?
Think of 2 Things... 1. Something you’re excited about after watching the TEI video… 2. If you’re a returning for your second year of TEI, think of something you learned this year as a participant in the TEI. If you’re new to the TEI, think of something you want to ask someone who participated in the TEI this past year. ➔ Write down a few thoughts about 1 and 2 on the note card in your folder.
Think of 2 Things... Stand up, turn to someone around you that you don’t know. Look behind you or in front of you for partner(s) A group of 2 or 3 works well for this discussion. 1) Talk about question #1: Something you’re excited about after watching the TEI video. (2 min) 2) Talk about question #2: What did you learn this past year in the TEI? What questions do you have if you’re new to the TEI? (2 min)
Who’s in the Room? Stand up if you are… ● TEI 18 Design Team Member ● Returning for your 2nd year of the TEI ● New to the TEI this year ● A Clinical Educator (what we used to call Cooperating Teachers) ● A University Supervisor ● UNC Charlotte Methods/Content Faculty ● A Department Chair, Dean, Assistant/Associate Dean, or Director at UNC Charlotte ● A TEI 18 co-facilitator
TEI ‘18 Agenda Overview Teacher Education Institute, June 13-15 Thursday Wednesday Friday Preparing to TEI ‘17 Report Get Better Work Together Faster Modeling the 3 Practices Building Feedback Common Practice Understanding Building Relationships Around the 3 Logistics (pilot Practices overview) Task Selection Coaching Moving Forward Practice Coaching Practice
Our learning goals for today Review a shared understanding Agenda and language of the focus • Welcome practices. • TEI ‘17 Report Build trust and respect among • Modeling the 3 Teaching Practices faculty and clinical educators • Building Relationships Develop an understanding of • Digging Deeper/Selecting and task selection as they align Sequencing tasks to Support the 3 Teaching Practices to the focus practices. • Lunch Understand coaching role and • Implementing Successful Coaching Strategies in the moment strategies. • Reflection and Wrap-up
TEI Path to Success After Reflection & Moving Forward Post-Conference Facing the Fears of Feedback Get Better Faster Management & Rigor Trajectory Lesson Implementing Successful Coaching Strategies Pre-Conference Selecting and Sequencing Tasks to Support the 3 Before Practices Modeling the 3 Practices & Building Relationships
TEI ‘17 Report: Frequency and Percent of the Extent to Which TEI Workshop Objectives Were Met Not Met At All Met A Little Met Somewhat Completely Met F % F % F % F % Facilitating whole-class discussion 0 -- 2 2.5 43 53.8 35 43.8 Managing small group work 0 -- 3 3.8 36 45.0 41 51.2 Eliciting student thinking 0 -- 2 2.5 42 52.5 36 45.0 Identify effective feedback for coaching 2 2.5 12 15.0 48 60.0 18 22.5 Develop trust and respect among faculty 0 -- 1 1.3 15 18.8 64 80.0 and Clinical Educators
What Went Well? ● Bringing all stakeholders together and having conversations with collaboration, as well as building the relationship with faculty. ● Hearing from teacher candidates who have recently graduated; using their comments/concerns to help inform decisions. ● Having level-specific and content-specific breakout groups to develop in-depth conversations on high-leverage practices. ● The analysis of videos to help develop a common understanding; candidate versus veteran videos. ● Excellent DFI facilitators; They were great and engaging. ● Focusing on non-judgy language and practicing descriptive language of what we were analyzing on the videos.
What Might We Stop? ● Day 3 was a lot of sitting and lecturing; less lecturing and more modeling (especially for the coaching). ● Changing the facilitators veered the group off course; keep the Deans for Impact facilitators the whole time. ● Showing more of a variety of videos; not showing the same videos over and over again.
What Might We Start Doing? ● More engaging facilitators for coaching; ● Coaching day needs to be more engaging in general. ● More information on logistics and expectations of pilot. ● More role playing; specifically, during the coaching day. ● Provide more time with coaching teams during the institute; role play and practice coaching within these teams. ● More information on coaching in general; did not feel as though the coaching day was very informative with what coaching teams are supposed to be doing. ● Have time to meet with the student teacher on the last day. ● More in-depth conversations on best practices; maybe focus on only 1 or 2 high-leverage practices; more time on each high- leverage practice in general.
TEI Coaching Pilot Preliminary Report ● Members of each stakeholder group (candidates, faculty, supervisors, and clinical educators) said they appreciated being invited to provide their opinion through the focus group. ● Supervisors, faculty, and clinical educators felt different levels of confidence with in-the-moment coaching. ● Stakeholders experienced the three focus practices differently; while some believed the focus practices improved candidate learning, others viewed it as a compliance exercise. ● Stakeholders wondered whether the three practices were appropriate for all contexts. ● Candidates, faculty, clinical educators, and supervisors all expressed a need for clearer understanding of the expectations for the pilot. ● On some teams, relationships were strengthened; on other teams this wasn’t the case. ● Candidates, faculty, clinical educators, and supervisors all expressed concern about the amount of paperwork required. ● Stakeholders struggled with other logistics including scheduling, geography, and how to deal with dual or departmentalized placements.
More Responses From Each Group ● Candidates had inconsistent experiences with the pilot, depending on how their CEs, faculty, and supervisor engaged in the work. ● Some candidates valued the perspective faculty brought to the classroom, while others didn’t have much experience with their faculty member. ● Many candidates experienced in-the-moment coaching from at least one stakeholder and appreciated the additional feedback. ● Candidates said they felt their programs focused too heavily on lesson planning, impractical, like a compliance exercise. ● Faculty said that the pilot informed how they think about their own practice and the redesign efforts underway. ● A few supervisors said that “they really liked the pre-conference” structure of the TEI and that they had made some changes in their work as a result. ● Some clinical educators noted that the work this year “felt different compared to previous years,” that they liked the “push” they felt this year from the 3 focus practices, and that they liked the idea of a team supporting the candidate.
Stretch Break
TEI Path to Success After Reflection & Moving Forward Post-Conference Facing the Fears of Feedback Get Better Faster Management & Rigor Trajectory Lesson Implementing Successful Coaching Strategies Pre-Conference Selecting and Sequencing Tasks to Support the 3 Before Practices Modeling the 3 Practices & Building Relationships
Modeling the 3 Focus Practices
Talking the Talk / The Importance of Common Language • What are the 3 Focus Practices for TEI? o Eliciting and Interpreting Student Thinking o Setting Up and Managing Small Group Work o Facilitating Whole Class Discussion • Card Sort Activity Sort the three practices thinking about a developmental progression of the candidate; where do you anticipate your work starting? Portions of the protocol and process that follow are adapted from Instructional Rounds in Education (City, Elmore, Fiarman, and Teitel, 2009) and research and work by TeachingWorks at the University of Michigan.
Walking the Walk / The Importance of Modeling • Self Reflection o How do you model or want to model for your candidate the 3 focus practices? o How can we integrate these 3 teaching practices given mandated constraints?
Walking the Walk / The Importance of Modeling • Break-Out Discussion o Share what you do or want to do in your classroom that models the 3 focus practices. o How can we be intentional about the time we devote to modeling the 3 focus practices?
Building Relationships
Importance of Establishing a Good Relationship with the Teacher Candidate
Importance of Establishing a Good Relationship with the TEI Team Teacher Candidate : Teacher Candidate : Faith Cote Alyssa Briscoe‐Rose Clinical Educator : Clinical Educator : Ashley Boulos Pamela Sams University Supervisor : University Supervisor : Joyce Frazier Debra Diegmann Faculty : Faculty : Luke Reinke Erik Byker
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