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D/HH Cooperating Teacher & University Supervisors’� Orientation

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Welcome and Introductions

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Teaching Performance Expectations (TPEs)

Aligned with the California Standards for the Teaching Profession (CSTPs)

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TPE 1: Engaging and Supporting All Students in Learning

Elements 5

Narrative 5

TPE 2: Creating and Maintaining Effective Environments for Student Learning

Elements 7

Narrative 7

TPE 3: Understanding and Organizing Subject Matter for Student Learning

Content Specific Pedagogy

Elements 8

Narrative 9

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

Elements 10

Narrative 11

TPE 5: Assessing Student Learning

Elements 12

Narrative 12

TPE 6: Developing as a Professional Educator

Elements 13

Narrative 14

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NEW…

September 2024

Earlier this summer, the California Commission on Teacher Credentialing (CTC) put into effect a new requirement for all teacher preparation programs in the state.

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The new requirement was an additional Teaching Performance Expectation (TPE):

TPE 7 – Effective Literacy Instruction for All Students.

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We are in the process of implementing TPE 7 across our credential programs.

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Expectations for TPE 7

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  • Emphasis on:
    • understanding and teaching foundational literacy skills
    • the inclusion of literature, language, and comprehension skills
    • preparing candidates to understand and implement diagnostic and early intervention techniques
    • incorporate concepts and strategies included in the California Dyslexia Guidelines

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Your Role in the TPE 7

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  • Please provide the following opportunities for your teacher candidate:
    • to practice the teaching of foundational literacy skills
    • to include the teaching of foundational literacy during their final performance assessment (edTPA)
    • to engage in diagnostic and early intervention techniques with students
    • to observe and practice the concepts and strategies included in the California Dyslexia Guidelines with the understanding that not all candidates will teach a student with dyslexia

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The Role of the Cooperating Teacher��

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CLU Triad

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Primary Role of Cooperating Teacher

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The primary role of a cooperating teacher is to purposefully take a student teacher on a journey that will cause them to develop capacity and confidence to make their own informed decisions about teaching and learning (Portner, 2003).

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Mentor Role

  • Provide Encouragement
  • Provide Support
  • Role Model
  • Share best practices
  • Provide guidance for successful take-over of classroom

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Steps for Lesson Observation

  • Pre-Conference – review the lesson to be taught and discuss content, methods and learning objectives. Decide the specific skills you may be looking for in this lesson
  • Observation – watch the lesson and gather data based on pre-conference. All observations should also look for fulfillment of the TPE’s
  • Analysis of Observation – review your notes and determine the feedback that you will provide.
  • Post Conference – Encourage reflective dialogue so that student teacher can come to conclusions about their performance. Offer your feedback in a positive way

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Early Foundation

  • Build rapport early and set the ground rules upfront
  • Discuss the objectives of the relationship and the program and create a timeline together
  • Promise to be honest with one another and to not assume either one “knows” what the other is feeling or thinking
  • Avoid Information Overload

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What happens if they struggle?

  • Identify the struggle
  • Develop a plan
  • Be very clear and specific
  • Model (again)
  • Provide lots of practice time
  • Reflect together
  • Be positive and patient
  • Celebrate every improvement
  • Ask for help (University Supervisor – CLU Faculty etc.)

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Behaviors Requiring Documentation

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  • Tardiness
  • Early departure (except of seminars)
  • Not planning adequately
  • Inappropriate dress
  • Lack of initiative
  • Lack of participation in class activities
  • Lack of participation in school functions (staff meetings, etc)
  • Inappropriate interactions with students

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The Role of the University Supervisor

  • The university supervisor is the primary liaison between the cooperating school and the university
  • To review student teacher lesson plans
  • To observe the student teacher teaching

and give feedback

  • Read the reflective journal
  • To confer with cooperating teacher

and student teacher

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CLU Lesson Plan

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Student Teacher Attendance

  • Must follow the school district calendar (not the university calendar) including vacations, holidays and workdays.
  • Allowable absences include personal illness, death in the immediate family, or extreme circumstances.
  • Multiple absences and/or frequently arriving late or leaving early are not permitted. Be sure to inform the university supervisor.
  • The cooperating teacher and university supervisor must be notified prior to the beginning of the day of absence.

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Week 1

  • Observations:
    • Classroom management
    • Student names
    • Demographics of class/school
    • School map
    • Daily schedule
    • Start reflective journal

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Week 2

  • Opening activities
  • Prepare initial instructional duties
  • Continue to get acquainted with students
  • Get acquainted with entire school staff
  • Become familiar with curriculum

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Week 3

  • Begin gradual takeover of one subject after observations

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Weeks 4-7

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  • Plan and begin “Takeover” plan developed with and approved by cooperating teacher and university supervisor

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MIDTERM EVALUATION-���

Please coordinate completing this evaluation with the University Field Supervisor

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In addition, please complete the Dispositional Rating Form

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Weeks 10-13

  • Student teacher will takeover all daily teaching responsibilities

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Weeks 14-15

  • Plan for final assessment, electronic portfolio visiting other classrooms, conclude your takeover and provide for closure with your students.

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FINAL EVALUATION� May 10, 2019

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Please coordinate completing this evaluation with the University Field Supervisor

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In addition, please complete the Dispositional Rating Form

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Full-Time Expectations

  • Student teachers are expected to follow Cooperating Teachers schedule throughout the placement including:
  • Observing the same hours (reasonable)
  • Attending professional meetings, including faculty meetings, parent conferences, PTA, and county or city in-services

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Questions