Teacher Education Institute Thursday, June 14, 2018 Welcome to the - - PowerPoint PPT Presentation

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

Wednesday Preparing to Work Together Building Common Understanding Around the 3 Practices Coaching Practice Thursday TEI ‘17 Report Modeling the 3 Practices Building Relationships Task Selection Coaching Practice Friday Get Better Faster Feedback Practice Logistics (pilot

• verview)

Moving Forward

Teacher Education Institute, June 13-15

Our learning goals for today

Review a shared understanding and language of the focus practices.

Build trust and respect among faculty and clinical educators

Develop an understanding of task selection as they align to the focus practices. Understand coaching role and in the moment strategies.

Agenda

• Welcome
• TEI ‘17 Report
• Modeling the 3 Teaching

Practices

• Building Relationships
• Digging Deeper/Selecting and

Sequencing tasks to Support the 3 Teaching Practices

• Lunch
• Implementing Successful

Coaching Strategies

• Reflection and Wrap-up

Before Modeling the 3 Practices & Building Relationships Pre-Conference Selecting and Sequencing Tasks to Support the 3 Practices Lesson Implementing Successful Coaching Strategies Get Better Faster Management & Rigor Trajectory After Reflection & Moving Forward

TEI Path to Success

Post-Conference Facing the Fears

• f Feedback

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

• 2

2.5 43 53.8 35 43.8 Managing small group work

• 3

3.8 36 45.0 41 51.2 Eliciting student thinking

• 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 and Clinical Educators

• 1

1.3 15 18.8 64 80.0

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
• nly 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

• pinion 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

Before Modeling the 3 Practices & Building Relationships Pre-Conference Selecting and Sequencing Tasks to Support the 3 Practices Lesson Implementing Successful Coaching Strategies Get Better Faster Management & Rigor Trajectory After Reflection & Moving Forward

TEI Path to Success

Post-Conference Facing the Fears

• f Feedback

Modeling the 3 Focus Practices

Talking the Talk / The Importance of Common Language

• What are the 3 Focus Practices for TEI?
• Eliciting and Interpreting Student Thinking
• Setting Up and Managing Small Group Work
• 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
• How do you model or want to model for

your candidate the 3 focus practices?

• How can we integrate these 3 teaching

practices given mandated constraints?

Walking the Walk / The Importance of Modeling

• Break-Out Discussion
• Share what you do or want to do in your

classroom that models the 3 focus practices.

• 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: Faith Cote Clinical Educator: Ashley Boulos University Supervisor: Joyce Frazier Faculty: Luke Reinke Teacher Candidate: Alyssa Briscoe‐Rose Clinical Educator: Pamela Sams University Supervisor: Debra Diegmann Faculty: Erik Byker

Before Modeling the 3 Practices & Building Relationships Pre-Conference Selecting and Sequencing Tasks to Support the 3 Practices Lesson Implementing Successful Coaching Strategies Get Better Faster Management & Rigor Trajectory After Reflection & Moving Forward

TEI Path to Success

Post-Conference Facing the Fears

• f Feedback

Digging Deeper / Selecting and Sequencing Tasks to Support the 3 Practices

CHFD/Elementary/SPED Educators and Faculty

Facilitators: Madelyn Colonnese, Patrick Kennedy, Donna Sacco

Room 901 MDSK Educators and Faculty

Facilitators: Michelle Stephan

Room 902

Lunch

Digging Deeper / Selecting and Sequencing Tasks to Support the 3 Practices

CHFD/Elementary/SPED Educators and Faculty

Facilitators: Brian Kissel, Ashley Bayer

Room 901 MDSK Educators and Faculty

Facilitators: Hilary Dack, Angie McClain

Room 902

Stretch Break

Implementing Successful Coaching Strategies

CHFD/Elementary/SPED Educators and Faculty

Facilitators: Tehia Glass, Paola Pilonieta

Room 901 MDSK Educators and Faculty

Facilitators: Scott Kissau, Pamela Sams

Room 902

Before Modeling the 3 Practices & Building Relationships Pre-Conference Selecting and Sequencing Tasks to Support the 3 Practices Lesson Implementing Successful Coaching Strategies Get Better Faster Management & Rigor Trajectory After Reflection & Moving Forward

TEI Path to Success

Post-Conference Facing the Fears

• f Feedback

What is the role of a Coach?

• Coaches give real time direction during classroom

instruction; ideally, goals of lesson are discussed prior to the lesson.

• Establish clear communication and a common

understanding of why in‐the‐moment is being used and what it will look and sound like.

• Coach and candidate work out signals (e.g., hand

gesture, tap on shoulder, dry erase boards)

What is the role of a TEI Coach?

• Clinical Educators

○ Stronger Relationship with Candidates (the most interaction with candidates) ○ Coach throughout the year, not just required formal coaching sessions (2 Fall, 2 Spring)

• University Supervisors

○ Relationship will take time to develop (less interaction with Candidates) ○ Formal Coaching Sessions (1 Fall, 2 Spring)

• Faculty

○ Relationship will take time to develop (less interaction with Candidates) ○ Formal Coaching Sessions (1 fall, 2 Spring)

In-The-Moment Coaching Strategies

Sideline: Use hand gestures or provide written feedback (whiteboard, iPad, coaching cards, etc.) for the candidate to see and immediately respond to throughout instruction or behavior management Huddle: When students are working in groups or independently, pull candidate to side and whisper brief feedback and/or game-plan next moves Guiding question or statement: Coach addresses a short question or statement to the candidate to help guide them Tag Team: Candidate stops during instruction and asks the mentor to “tag in” for the moment.

TEI Coaching Video #1 - CE - Patrick Kennedy / 3rd Grade Math

• What coaching strategy is being used?
• What are your thoughts on this strategy?

TEI Coaching Video #1 cont. - CE - Patrick Kennedy / 3rd Grade Math

• Why is the coach intervening?
• Is this a good place for the coach to intervene?

Why or why not?

• What should the coach say?

TEI Coaching Video #2 - CE - Katelyn Gilbert

• What would you say if you were the

coach?

Reflection & Wrap-Up

TEI ‘18 Agenda Overview

Wednesday Preparing to Work Together Building Common Understanding Around the 3 Practices Coaching Practice Thursday TEI ‘17 Report Modeling the 3 Practices Building Relationships Task Selection Coaching Practice Friday Get Better Faster Feedback Practice Logistics (pilot

• verview)

Moving Forward

Teacher Education Institute, June 13-15

Thank you for attending Day 2 of TEI ‘18. We look forward to seeing you tomorrow morning. Please turn in your name tag and remember to bring your folder back tomorrow.