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Rowan University��Cooperating Teacher�Meeting

AY 2025-2026

DR. MELISSA AWENOWICZ, ASSISTANT DEAN

AWENOWICZ@ROWAN.EDU

856.256.4753

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Agenda and Goals for Our Session https://rowan.webex.com/rowan/j.php?MTID=mde7c2fec0363b183e7f39bd4e06e235d�

Welcome and Introductions [please sign in –name, school district – use sign in sheet, chat, or email me your completion of video session Awenowicz@rowan.edu ]
Understand the Structure and Expectations of Clinical Practice 1 and 2
Planning and Organizing your Classroom for a Clinical Intern – Co-Teaching for Success
Understanding Feedback, Goal-Setting, and Assessment for Candidate Growth and Success – Using the Framework for Teaching
Assistance in Navigating Rowan’s Documentation and Data Management System [TK20]
Receiving Support and Collaboration
Answering your Questions

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Meeting Norms for a Productive Session

Use strength-based language and a growth-oriented mindset.
Engage in solution-oriented discussions, being open to multiple perspectives and others’ experiences.
Reflect on what is presented and shared, seek additional clarification or information when needed, ask questions in efforts to understand.
Stay engaged, actively listen and respond, respect the perspectives of others.
Please silence phones. Respectfully, keep texting, electronic and other distractions to a minimum during the session.

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Welcome �Let’s Get to Know Each Other

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Poll Everywhere join instructions for submitting live audience responses.�Slide 6

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The Teacher Preparation Program at Rowan University’s College of Education

Programs
Early Childhood
Elementary
Elementary with Inclusive Education
Art
Music
Health and Physical Education
STEM Math and Science
Humanities: English, Social Studies, World Language, Theater
Reading Specialist and Teacher of Reading
Teacher of Students with Disabilities
Learning Disabilities Teacher Consultant
---------------------------------------------------------
School Administration [principal, superintendent, supervisor]
School Counselor
Educational Psychologist
Teacher Leader
School Nurse

Clinical Practice 1 – course work with abbreviated clinical experiences in schools 2-3 days a week – episodic planning & teaching, small & large group tutoring, understanding the culture and procedures of the classroom/school, grading, etc. Some periodic supervision. 1 formal CT Lesson Observation, acknowledgement on midterm and final evaluations
Clinical Practice 2 – full-time student teaching internship with seminar course Supervisor support every other week with observation – minimum [in person]. 1 formal CT Lesson Observation, acknowledgement on midterm and final evaluations

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Memorandum of Understanding�review with supervisor – please acknowledge

Intern Responsibilities
Planning, teaching, assessing for student learning
Observing and reflecting on teaching [their mentors, their own, and other teachers in the school]
Completing the Impact on Student Learning Assessment during CP2
Demonstrating and refining content and pedagogical knowledge and skills
Developing and refining the professional dispositions required of an educator
Demonstrating and supporting all learners, respecting individual and cultural differences and multiple perspectives
Communicating with others [teachers, parents, counselors, etc.] about students’ progress
Communicate with the University Supervisor and Cooperating Teacher

If absence is needed-provide lesson plans
If experiencing difficulties

Coperating Teacher Responsibilities
Provide opportunities for intern to plan, teach, and assess students using a variety of strategies, methods, and practices.
Scaffold responsibilities incrementally over time
Model, demonstrate, and make explicit your teaching practices, methods, strategies, etc. as an effective educator
Co-plan, co teach with the intern
Observe the intern, providing continual informal feedback in constructive, goal- oriented ways
Communicate often with the university supervisor regarding the intern’s successes, challenges, and goals [email, in person].
Formally observe the intern using the Framework for Teaching once during CP1 and once during CP2
Complete requested surveys at end of CP1 /CP2
Consult with the university supervisor on the midterm and final grades and [if needed] an improvement plan

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Key Professional Dispositions Rowan Assesses�via the Educator Disposition Assessment

The candidate demonstrates effective oral communication skills.

The candidate demonstrates effective written communication skills.

The candidate demonstrates professionalism.

The candidate demonstrates a positive and enthusiastic attitude.

The candidate demonstrates preparedness in teaching and learning.

The candidate exhibits an appreciation of and value for cultural and academic diversity.

The candidate collaborates effectively with stakeholders

The candidate demonstrates self-regulated learner behaviors/takes initiative.

The candidate exhibits the social and emotional intelligence to promote personal and educational goals and stability

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Poll Everywhere free text poll activity�Activity Title: Dispositions Essential in an Effective Educator�Slide 10

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Why are dispositions so important but so difficult to develop, nurture, or change?

Consider:
1. Dispositions are tied strongly to beliefs, personal experiences, backgrounds, and cultures.
2. Dispositions are personal, often tacit or unconscious, and difficult to even articulate for many individuals.
3. Dispositions are often indirectly reinforced by others’ actions, words, perceptions, and interactions.
4. Dispositions form over time and thus take time and experiences to change.
5. A sensitive topic - it’s difficult to talk about and coach others about their dispositions

Reflect, React, Respond

Model,

Discuss

Problem- Solve using Growth-Mindset

Time for feedback, goal setting, improvement plans

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Helping Interns with Dispositions

1. Be honest and sincere. Use: I notice, I wonder statements…
2. Don’t wait to address concerns – they won’t simply go away – don’t wait for frustration to develop for you or the intern. Set specific goals.
3. Model the dispositions you want to see.
4. Acknowledge progress sincerely
5. Avoid sarcasm
6. Communicate concerns with the supervisor. Request an action plan if necessary.

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What you can expect from your intern -

Planning and Organizing for a Clinical Intern

Getting your classroom and yourself ready

Things to consider:

What do I have to offer this intern – what are my strengths as an educator?
What do I want to teach this intern – what do I want him/her to learn about teaching during this time with me?
What do I want to learn about my teaching through this experience?
Where in my classroom will my intern work? – what space is dedicated to this intern? How will I introduce my intern to the class?
What time during the day/week do I have set aside for us to collaborate, co-plan, conference on teaching, debrief, set goals regarding the students and regarding the intern’s progress?
Can I develop a plan or schedule for how the intern can gradually assume responsibilities in the classroom in a way that makes sense and is not overwhelming?
What materials and supplies can I get ready?
Does the intern know how to contact me, and do I know how to contact the intern? The supervisor? The university?
Have I established expectations for arrival, dismissal, lesson plans, dress , phone, smoking, etc.
How can I make the intern feel engaged, included, and welcomed?

Foundational knowledge of lesson planning and assessment
Disciplinary content knowledge in area of specialization
Foundational knowledge of pedagogical practices and skills [theoretical, conceptual]
Some information regarding classroom environments, organization, management
Foundational knowledge of learning principles
Introduction to professional practices and expectations
Hard Work!!!
Enthusiasm, Anxiety, Nervousness, Hubris, Initiative, ...

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Co-Teaching for Success

A COLLABORATIVE PARTNERSHIP

This Photo by Unknown Author is licensed under CC BY

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Elements of Co-Teaching

1. a teaching arrangement where two or more educators share the responsibility of teaching a group of students
2. the planning, instructional delivery, and assessment of instruction is a shared responsibility
3. all teachers have parity to set expectations, make decisions, support students
4. communication, compromise, mutual respect, shared accountability, adaptability, humor, and innovations are necessary components and non-negotiables

Share with a partner
What are potential strengths and complications of using a co-teaching model during CP2?

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Lots of Models and Strategies for Co-Teaching ��Primary Benefit – more students receive equitable instruction

Discuss your experiences, thoughts, perspectives about using these structures in your classroom to tailor learning to students’ needs and interests. What would be benefits for students? For the intern? For the teacher?

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Other Models to Consider

Skill Group Teaching-

students are grouped by instructional needs, readiness levels or interest areas

Speak and Add –

1 T takes lead instructing, 1T adds examples, clarification, questions, checks for understanding, assesses, coaches

Adapting Curriculum Approach-

1T takes the lead instructing the other roams to make adaptations & modifications/groupings flexibly to meet students understanding

1. use a variety of these strategies, models, and options to engage students, meet students’ learning needs, and highlight the strengths of both teachers

2. the same teachers should not always take the lead

3. compromises will need to occur-be open and flexible

4. communication, planning, and debriefing are important!

Enrich and Remediate

1 T can challenge or progress with students who have demonstrated mastery of a concept while 1T can aid students who are still working toward mastery or need remediation/more time

Learning Styles Approach

Each teacher teaches the content through different modalities to best address the learners in the classroom –increases engagement

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What skills or characteristics do you have to draw on to be an effective coach & co-teacher?

This Photo by Unknown Author is licensed under CC BY-SA

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Understanding Feedback, Goal-Setting, and Assessment

ROWAN UNIVERSITY

FRAMEWORK FOR TEACHING

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Feedback and Goal-Setting – NON-Evaluative

Framework for Teaching

Planning

Classroom Environment

Instruction

Professionalism

Lesson Plans

– prior to instruction –please provide guidance and feedback

Instruction

-please provide informal notes, debriefing, guidance, and feedback

Classroom Environment and Professionalism

Please provide opportunities, document, provide feedback and goals

Goal Setting

1. Prioritize most significant, actionable areas for improvement

2. Focus on no more than 3 at a time

3. Be realistic, specific, and empathetic

4. Describe, encourage problem solving- don’t advise

4. Provide continual feedback on progress

5. Acknowledge progress

6. Please also provide glows with grows ☺

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Domain 1 Planning & Preparation�Component 1a Applying Knowledge of Content and Pedagogy

Emerging-1	Developing-2 Target Level minimum for Pre-Service Teacher Candidates at end of Student Teaching	Proficient-3	Distinguished-4 Aspirational for pre-service teachers – typically a level reached by experienced, practicing teachers.
The teacher lacks sufficient knowledge of content and pedagogy to support student learning of the content Indicators: • Blatant errors in content • Misinformation may be provided to students • Key information missing during lesson • Doesn’t consider pre-requisite knowledge when planning • Uses inappropriate instructional strategies	The teacher’s understanding of content and pedagogy par􀆟ally supports student learning of the new content. Indicators: • Basic understanding of the content -may lack conceptual understanding • Inaccurate or incomplete knowledge of pre-requisites needed for learning new content • Limited use of strategies • Minor errors may occur during instruction	The teacher’s understanding of content and pedagogy supports student learning of the content. Indicators: • Knows key concepts • Provides clear explanations of content and examples/models/ applications • Strategies are suitable for content • Accurate responses to students’ questions • Furthers own knowledge	The teacher’s understanding of content and pedagogy fosters deeper learning, student agency, and intellectual dispositions such as curiosity, reasoning, and reflection. Indicators: • Makes content connections and relationships • Addresses student misconceptions and misunderstandings • Varied and innovative strategies that engage students [inquiry, active learning, student centered] • Uses research to develop lesson/knowledge

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Domain 4 Principled Teaching �Component 4d Contributing to School Community and Culture

Emerging-1	Developing-2 Target Level minimum for Pre-Service Teacher Candidates at end of Student Teaching	Proficient-3	Distinguished-4 Aspirational for pre-service teachers – typically a level reached by experienced, practicing teachers.
Teacher is not an active member of the school community or contributes negatively to the culture of learning/values of school. Indicators • Teacher’s relationships with colleagues are negative or combative • Teacher avoids activities promoting professional inquiry or only participate when required making few contributions • Teacher avoids involvement in school events, projects, initiatives.	Teacher makes modest contributions to the school culture, supporting professional learning, and upholding the values of the school. Indicators • Teacher has cordial relationships with colleagues but may not have trusting or collaborative relationships • Teacher participates in professional inquiry when invited and occasionally contributes to their success • Teacher participates in school events, projects, initiatives.	Teacher takes initiative in contributing and leading events, programs, activities in the school and bringing the values of the school to life through modeling and positive action. Indicators • The Teacher has supportive and collaborative relationships with colleagues built on mutual trust and respect • The teacher regularly and actively participates in and contributes thoroughly to professional inquiry. • Teacher makes substantial contributions to school events, projects, and initiatives.	Teacher takes leadership roles in defining, modeling, and holding self and peers accountable to the values and intellectual life of the school. Indicators • Teacher actively builds relationships and trust with colleagues and models collaboration focused on student success. • Teacher takes a leadership role in promoting and ensuring the success of professional inquiry, modeling and supporting a culture of inquiry across the school • Teacher takes a leadership role in event, projects, and initiatives.

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Summary: consider the rubrics we’ve examined …what generalizations can you make regarding the 4 buckets of proficiency levels?�https://drive.google.com/drive/folders/0AC7N1rO7TdFIUk9PVA �

Errors and mistakes are evident
Lack of understanding – strategies, resources, content knowledge, pedagogical skills
Generally weak
Needs lots of support
Lack of awareness/initiative
Unprepared

Novice

Occasional content errors though generally understands content
Uses several pedagogical strategies in a limited way
Some classroom management awareness/skills
Effort, initiative, understands what to do though limited success in implementation

Developing

Strong content knowledge
Strong pedagogical skills – variety of strategies and methods-flexible grouping, stations, effective instruction
Impact on student learning
Engaged students
Differentiates instruction

Proficient

Makes connections across subjects/disciplines
Makes learning relevant
Student centered, inquiry based
Develops materials and resources using research
Challenges learners appropriately
Students self regulate/self direct learning and behavior, choice, autonomy, collaborate, agency
Students participate in planning learning and assessment.
Teacher guides, facilitates, innovates, researches, accommodates

Distinguished

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1 Formal Documented Observation using�Framework for Teaching Rubric during Clinical Practice 1 and 2

1. Located in TK20 online system.
2. Please complete towards the end of CP1 and the end of CP2
3. Options: you can do it by yourself, or you can elect to compete it while the university supervisor is completing one of their observations [you will still have to input your data into TK20] – yours does not have to match the supervisors even if completed on the same lesson.
4. Danielson Framework for Teaching Rubric is used: Evidence Based. Indicators are scored:

Emerging, Developing, Proficient, Distinguished

5. Please follow the rubric. In CP1 candidates can score Emerging, Developing, or Proficient on any indicator. In CP2 on observations, candidates can score Emerging, Developing, Proficient on any indicator – we believe Distinguished would be rare and aspirational for a pre-service candidate and is a category most likely achieved by experienced educators. On the Final Student Teaching Evaluation, to pass student teaching, a candidate must score Developing or Proficient on each indicator as rated by the supervisor in consultation with you., meaning they must have demonstrate that skill during student teaching.
NOTE: A candidate’s score is not a reflection of the supervisor or the cooperating teacher.
6. Please familiarize yourself with the Danielson rubric so you can help ensure your intern will have opportunities to demonstrate the skills and proficiencies indicated on the assessment.

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Please spend some time becoming familiar with the Danielson rubric.

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Impact on Student Learning Assessment �[Performance Task – CP2] Replacement for EdTPA

Part 1: Planning for Instruction

Considering Context, Prior Knowledge, Curriculum and Resources

Write Lesson Plan

UDL

Formative Assessments

Materials and Resources

Part 2: Teaching

Teach the Lesson.

Supervisor Observes.

Intern collects data on student learning from formative and summative assessments.

Notes any deviations from lesson plan made during instruction.

Part 3: Analysis of Student Learning and Reflection

Share data on student learning. Debrief on use of Formative Assessments. What did students learn? Impact on student learning during this lesson. Effectiveness of strategies/instruction. Obstacles/barriers to learning? Successes and take-aways?

Next steps?

Reflection on teaching.

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Accessing TK20 – Rowan’s Data Management System

1. Each CT will receive an email from Dennis Rivera at the beginning of the semester informing them an electronic binder is available in TK20 for them to access and use during CP1 or CP2. Reply individually to this email to obtain your username and temporary password. Accounts have been created for you.
You will be prompted to change your password when logging in. Please do so and secure your username and password for future log ins. https://rowan.tk20.com/campustoolshighered/start.do
If you have used TK20 in the past as a Cooperating Teacher, you may use the same log in credentials or email Dennis if you can’t remember your username and password.

If you do not receive this email by the end of September or January, please email or call Dennis at riverade@rowan.edu and alert him that you have not received your TK20 email.

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Once you log in you will see the screen below. Click on “Field Experience” on the left panel�

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YOU WILL BE TAKEN TO THIS SCREEN, CLICK ON YOUR INTERN’S NAME

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The Binder will open:�Click on the form in blue –[on right] to complete it.�Once you complete a form, please save it. Click Save and Close at bottom of form.�ONLY after all forms are completed, hit submit at the end of the semester.

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1. Dr. Melissa Awenowicz, Assistant Dean, Awenowicz@Rowan.edu 856.256.4753�2. Mr. Dennis Rivera, TK20 Support, riverade@rowan.edu 856.256.4500 EXT. 53020�3. University Supervisor for your candidate�4. Program Coordinator for your candidate’s program �5. Office of Clinical Experiences: Mrs. Laurie Haines Haines@rowan.edu 856.256.4726��College of Education website: https://education.rowan.edu/ �Teacher Intern Handbook: https://education.rowan.edu/_docs/itp-clinical-practice-handbook-revised_8.2023.pdf �Readings and Materials on Co-Teaching, Feedback, and Coaching: https://drive.google.com/drive/folders/0AC7N1rO7TdFIUk9PVA �Copy of the Danielson Framework for Teaching Rubric: https://drive.google.com/drive/folders/0AC7N1rO7TdFIUk9PVA �Impact on Student Learning Prompt and Rubric: https://drive.google.com/drive/folders/0AC7N1rO7TdFIUk9PVA

SUPPORT

THANK YOU FOR JOINING US IN PREPARING OUR NEXT GENERATION OF EDUCATORS!