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Mentor Teacher Orientation�

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Agenda

The CSUF Single Subject Credential Program

CalTPA (Dr. Quentin Robinson)
Program Overview (Dr. K. Shand Garrett)
Assessing Candidate Progress (Dr. Gavin Tierney)
Important Policies (Dr. Gavin Tierney)

CSUF Single Subject Credential Program

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CTC Guidelines

If a candidate has not passed the CBEST or CSET because of the pandemic, they will need to pass them both BEFORE they can be recommended for the credential.

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Cal TPA�California Teaching Performance Assessment

Dr. Quintin Robinson

Cal State Fullerton TPA Coordinator

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You are the link between the student and the Performance Assessment. The students needs to know they can depend on you as they work to build their evidence for the assessment.

Try to be compassionate and supportive
Check in with the student constantly and ask about their progress
Help by asking to read their written evidence and watch their videos, be both critical and supportive at the same time.

When advising and supporting the candidate, be sure to reinforce the importance of demonstrating/using academic language.

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Important documents you can make sure students add as part of their evidence.

Content Specific Standards
State Framework
Science Standards (NGSS)
Common Core (ELA)
VAPA Standards
Universal Design for Learning (UDL)
California Teaching Performance Expectations
California Content Standards or Curriculum Framework
Blooms Taxonomy

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Challenge the student to think critically as they build their written evidence for Cycle 1 and Cycle 2.

If you read their written narrative check for:

A narrative that supports all students during the teaching?
A narrative that clearly defines the assess students and the focus students bring to the classroom.
A narrative that connects the lesson to the students assess, these two should work in concert (this is very important).
A narrative that has clear steps that shows growth for students over time?

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Work closely with the student to produce their videos and allow the student to use you as a sounding board. Producing the videos commonly causes a great deal of stress. You can help by...

Helping with the filming
Watching the finished videos and checking them against the rubrics.

Work with the candidate as they start to identify their three focus students.

Focus Student 1 A student identified as an English learner

Focus Student 2 A student who has been identified by the district/school with an IEP, or a 504plan or a student who has been identified for GATE.

Focus Student 3 A student whose life experience(s) either inside or outside may result in a need for additional academic support.

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Remind the candidate that “students’ assets” are always positive, they should find ways to build on those assess.

Encourage the candidate pay attention to “Higher Order Thinking,” this is critical part of the assessment.

Help students with consent forms. If they already exist on your campus, direct the student these forms.

Encourage the candidate to stay focused and complete both Cycles.

Encourage the candidate to make the assessment a Priority.

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Program Overview

Dr. K. Shand Garrett

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Program Overview

36 weeks of observational fieldwork
Minimum of 150 hours during the first semester
3 periods + 1 planning/conference period Monday through Thursday

Transition of Instructional Leadership from MT to TC

CSUF Single Subject Credential Program

Your teacher candidate is expected to participate in a 36 week fieldwork experience. The single subject credential program utilizes a gradual induction model with a co-teaching and co-planning component. During semester 1 Your teacher candidate should be getting acclimated to the school site, the classroom, and getting to know the students. Candidates are expected to prepare for CalTPA 1. This learning experience is facilitated by strategic conversations about how the candidate can assist and support the mentor teacher as well as the use of co-planning and co-teaching throughout the first semester. During fieldwork, your teacher candidate is required to participate and support learning for three periods a day plus an additional period of planning or conference time. Which three periods of the day can be determined by you and your teacher candidate. Please be aware that your teacher candidate has at least one afternoon class one day a week for both semesters and a Friday morning class during the first semester. Also be advised that the teacher candidate should adhere to your site’s academic calendar even when the calendar does not align with the Cal State Fullerton calendar. If Cal State Fullerton is on break but your site is in session, the teacher candidate is expected to be present.

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Four Phases of Gradual Induction

Phase 1 Getting Acclimated

Semester 1 min 150 hours

MT: Instructional leadership in planning, assessment, & classroom management; orients TC to site; co-plans/co-teaches

TC: Evolves from observer to more active participant; participates in daily school activities and meetings; co-plans/co-teaches and/or TC completes

CSUF Single Subject Credential Program

The 36 week fieldwork experience is divided into four phases. During the first phase, you, the Mentor teacher, retains most of the instructional leadership. You should take the lead on planning and delivering instruction, assessing learning, and managing the classroom. However, please look for specific opportunities to involve your teacher candidate in these areas. Also encourage your teacher candidate to observe other teachers as well as attend school meetings and activities as appropriate. Introduce your candidate to other members of your department as well as administration and other faculty. During this phase it is recommended that candidates prepare and complete CalTPA 1. This means that the candidate will have to plan, teach, analyze student work and reflect on future learning in a very formal way. Mentor teachers and candidates determine what the lesson will be, set up times to record the lessons, and reflect. In addition, candidates will need to choose 3 focus students for their CalTPA and begin to compile student profiles and work with them in small groups. Encourage the candidate to pay attention to your strategies for creating community. Examples of community building include the ways you encourage the students to work in groups, how you greet students at the door, and team building strategies. If your candidate does not ask you to watch for something specific, we encourage you to push them to identify something specific in their practice to work on with you. For more information about the CalTPA have your candidate contact our Secondary Education CalTPA coordinator.

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Four Phases of Gradual Induction

Phase 2

Second Semester First 6 weeks

MT: Supports thee candidate in preparation for CalTPA and increases their planning and opportunity to provide student support; provides feedback to TC and CSUF faculty; co-plans/co-teaches

TC: Chooses students they will work with for CalTPA, identifies areas that they an support the MT; responds to feedback; participates in daily school activities and meetings; co-plans/co-teaches

CSUF Single Subject Credential Program

Phase 2 begins the first 6 weeks of the second semester. During the second phase, the instructional leadership should be a little less, and the student teacher should have a routine developed for co-teaching and planning with you. We expect your teacher candidate to be student centered, use culturally relevant and sustaining pedagogies, and create classrooms that are emotionally, physically and socially safe. They are also encouraged to attend subject specific professional development, department and faculty meetings. Your candidate will be visited at least 6 times by a subject-specific supervisor during this semester beginning with this phase to assess his or her progress. During this time the you will be asked to complete an online evaluation of your teacher candidate’s progress and dispositions as required by the CTC. The supervisor will be working with the TC to plan coaching cycle events. During coaching cycle events, the candidate will choose a teacher performance expectation or TPE to focus on. This requires the examination of materials from the courses they are taking, notes they have taken from fieldwork, classroom profiles they have created, and information collected through examination of documents that help frame how they will plan to enact the TPE. They They will co-plan and co-teach a lesson that highlights the TPE and send it to the supervisor before they are to be observed. The supervisor will review the lesson and forward any questions they may have for you or the candidate. The candidate will then record themselves teaching and provide the supervisor access to the recording. Once received, the candidate and supervisor will schedule a review and reflection about the learning event. During reflection we encourage the candidate to engage in critical reflection, that is dialogue and application of new knowledge and insights developed by working with the diverse students and teachers at the site. Critical reflection involves questioning personal assumptions, decisions, actions and interactions, as well as examining practices in the classroom that may have unintended impact on student learning. The MT is often a part of this discussion.

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Four Phases of Gradual Induction

Phase 3

Second Semester– weeks 7-12

MT: Supports TC in assuming leadership in instructional planning, assessment, & classroom culture building; provides feedback to TC and CSUF faculty; co-plans/co-teaches

TC: Assumes instructional leadership in planning, assessment, & classroom management; responds to feedback; participates in daily school activities and meetings; co-plans/co-teaches

CSUF Single Subject Credential Program

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Four Phases of Gradual Induction

Phase 4

Semester 2 Weeks 13 and beyond

MT: Continues to Support TC as instructional leader and helps prepare them for teaching assignment in a district; Letters of Recommendation, preparation for induction

TC: Continues to be lead teacher and completes an Individual Development Plan (IDP)

CSUF Single Subject Credential Program

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Going Deeper in Gradual Induction

CSUF Single Subject Credential Program

Co-planning & co-teaching discussion using MT Brochure insert

Using the MT Brochure role play using co-teaching scenarios

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Prior Preparation & Vetting

Coursework

Introduction to Secondary Education
Adolescent development
Literacy development
Diversity in schools
Technology in schools

Subject matter competency
Basic skills competency
Interview & recommendation review

CSUF Single Subject Credential Program

To provide some background about your candidate and the knowledge and experiences you can expect to bring to your classroom, I will briefly explain his or her prior preparation. Your teacher candidate will have completed four prerequisite courses addressing a range of topics. They will also have demonstrated subject matter competency in their discipline either through completing a state-approved coursework program or by passing state-approved subject matter exams. All candidates must also demonstrate competency in basic skills by submitting a writing sample and passing the CBEST exam. All candidates must pass an interview and submit three positive letters of recommendation to be granted entrance into the single subject credential program. All this is to say, we have vetted our candidates before sending them to work with you in classrooms.

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Concurrent Coursework

Semester 1

Subject specific methods
General pedagogy
Teaching English Language Learners

Semester 2

Subject specific seminar
Teacher Performance Assessment course

CSUF Single Subject Credential Program

To give you a sense of what else your teacher candidate is doing concurrent with their fieldwork, the candidate is enrolled in one afternoon methods course and a Friday morning general pedagogy course focused on instructional planning and classroom community building. He or she may also be taking a course in teaching English Language Learners, although many of our candidates complete this along with the program prerequisites. As part of their first semester methods course, they will complete a unit plan. As part of their general pedagogy course, they will complete two lesson plans as well as a classroom management plan. In their second semester, they will continue to have one afternoon course focused on methods and an additional course to support them in completing the state mandated Teacher Performance Assessment.

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Teacher Candidate Assessment

Dr. Gavin Tierney

General Pedagogy Instructor/Partner District Coordinator Director

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Candidate Assessment System

Online Evaluation System Access – Step By Step Guide in your packet.

CSUF Single Subject Credential Program

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Second Semester

Mentor Teachers are responsible for two evaluations during the second semester only. Access the Online Evaluation System at http://coeapps.fullerton.edu/edscassess/

TPE Level of Proficiency Second Semester Midterm
TPE Level of Proficiency Second Semester Final

Comments are required.

CSUF Single Subject Credential Program

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TPE Level of Proficiency Rubric

0: No Evidence
1: Emerging
2: Expanding
3: Proficient
4: Accomplished

Note: one rubric for full year of program

Program goal for the midterm TPE evaluation is 2.0, and for the end of program final TPE evaluation the goal is 2.85

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Coaching Cycle Form

The University Fieldwork Supervisors collect evidence of candidate practice during the second semester. Mentor Teachers are required to use the coaching cycle form, or CCF. This form may be more in alignment with the Cognitive Coaching approach you may already employ in your districts’ induction program. This is the form University Fieldwork Supervisors will use during their observations of the Teacher Candidate. Although the Supervisor and Teacher Candidate are responsible for completing the form, we do encourage you to be involved in the coaching cycle as well. Please share insights you have about your Teacher Candidate’s performance, strengths, and areas for growth with the Supervisor. Some observations may be conducted using video. We encourage you and your Teacher Candidate to follow your district’s media release and consent policies.

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Single Subject Credential Program Policy

Dr. Gavin Tierney

General Pedagogy Instructor/Partner District Coordinator Director

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Important Policies

CSUF Single Subject Credential Program

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Candidate Code of Conduct

In order to continue to participate in the Credential Program, candidates must:

Behave in an honest and forthright manner
Follow standard scholarly practice in giving credit to sources
Follow directions of University instructors, supervisors, and MT
Behave in a manner expected of professional educators
Cooperate and collaborate with fellow candidates on assignments
Maintain successful academic progress by passing all classes and maintaining at least a 3.0 grade point average
Maintain the standards of the Single Subject Credential Program

Credential candidates will be considered for removal from the program if they fail to meet these criteria.

CSUF Single Subject Credential Program

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Attendance

Candidates are responsible for regular attendance and punctuality in fieldwork placements and in all CSUF classes.
Candidates may not miss university classes to attend public school classes, activities, or substitute teach.
Candidates should inform you, their Subject Area Coordinator, and Instructor when absent.
Candidates may be removed for the program for multiple tardies and absences. Please inform us via email if students are late or absent.

CSUF Single Subject Credential Program

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Substitute Teaching Policy

Due to COVID, there is a need for substitute teachers.
Teacher candidates can substitute teach and have it count toward student teaching (in their content area only).
Teacher candidates would sign-up in the district that they are placed and substitute teach in the school where they have been assigned to student teach.
First semester teacher candidates can substitute teach after completing 5 weeks of fieldwork.
Second semester candidates can substitute for up to 8 non-consecutive weeks.
The assigned mentor teacher needs to continue to serve as a mentor and provide support to teacher candidates.
It is up to the teacher candidate if the teacher candidate would like to take advantage of this option. There is a cost to apply to substitute teach.
All candidates must be able to attend all courses and be on time. Substitute teaching does not excuse candidates from courses or program requirements.

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Lesson Plan Policy

Teacher Candidates are NOT ALLOWED to teach without a formal, written lesson plan.
The Teacher Candidate must provide the University Supervisor a copy of the lesson plan at least 24 hours in advance of the scheduled observation of classroom practice.
Students will submit two lesson plans and a unit plan for a grade during semester 1.
Students will submit weekly lesson plans for a grade during semester 2.

CSUF Single Subject Credential Program

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Who to Contact

Semester 1 contacts:

Subject Area Coordinator
Program Director (Dr. Maria Grant)
General Pedagogy Instructor (Drs. Tierney & Garrett)

Semester 2 contacts:

Subject Area Coordinator
Supervisor
Program Director (Dr. Maria Grant)

CSUF Single Subject Credential Program

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Mentor Teacher Post Survey

Please take some time to respond to this survey, this will help us plan the virtual MT orientation coming up.
https://forms.gle/dwzcWszN8FFkMwX47