Volume 20 Number 9 - May 1, 2020
In This issue:
- Is Hosting a Student Teacher Right for Me? Benefits of and Strategies for Mentoring
- Social Studies Professional Learning - FREE - Harvard Case Method Project
- Volunteers Sought for Ever-Growing Needs during COVID-19
- The Core Academic Quarterly Shares Evidence-Based Tools for Distance Learning
- FREE STEM and STEAM Resources for Schools during the COVID-19 Outbreak
- Free Resources for Schools during COVID-19 Outbreak
Is Hosting a Student Teacher Right for Me? Benefits of and Strategies for Mentoring
Drawing from collaboration between Southeast Polk High School and Drake University’s School of Education, Garrett Hall (Chemistry Teacher) and Michelle Krogulski (Director of Student Teaching) share benefits of and strategies for effectively mentoring preservice candidates.
Taking on a student teacher can be a difficult decision for many teachers as they plan for an upcoming school year or new semester. The student teacher is an unknown commodity in most cases, leaving the potential mentor teacher weighing the pros and cons of the additional responsibility in an age of never-ending demands. In an effort to understand motivating factors and barriers to mentoring a preservice teacher, Drake University’s School of Education explored current research and conducted a survey of local educators. In the 348 surveys completed, responses were consistent with those cited in literature (Allen, Ambrosetti, & Turner, 2013).
Teachers indicated these reasons for deciding to mentor a preservice teacher: to give back to the profession, being asked by an administrator, personal satisfaction, and being compensated. Conversely, the top reasons given for being less likely to serve as a mentor include lack of time, too much extra work, not compensated enough, unclear expectations, and being unsure what to do with the student.
As professionals, we want our building’s next hire to be the best of the best, ready to hit the ground running and improve the data team, PLC, and district. For this to take place, we must be willing to take on student teachers and give them the tools and experiences to succeed in their own classroom. This point is exacerbated when we remember that we have a diminishing number of teacher-ed candidates and a growing number of open teaching positions. Research has shown that student teachers (ST), when paired with a more instructionally effective cooperating teacher (CT) (Ronfeldt, Brockman, and Campbell, 2018; Ronfeldt, Matsko, Green Nolan et al., 2018; Jiang and Sporte, 2016; Goldhaber, Krieg, and Theobald, 2018), are more instructionally effective in their first year, exhibiting behaviors of a 2nd to 5th year teacher.
In addition to the positive impact on the ST, there are many benefits for the CT. The CT is forced to become more prepared for the upcoming semester, as their decision-making process will be under close scrutiny. This often involves double checking unit plans, progressions, routines, assessments, etc. as these impact how the ST views teaching and the profession. Adding a second teacher in the classroom is one of the biggest benefits to the students (the reason for our profession!), though the ST’s role evolves over time. When the placement begins, the ST can take on menial tasks (pass out materials, organize materials, setup/prep labs/activities), as well as begin building rapport with the students. Often, the ST learns something about students that the CT did not, and this shared knowledge helps both the CT and ST in creating a safe learning space where students can be pushed towards their full potential. As the ST progresses, he/she is able to begin grading work, take over small/short teaching segments, and provide the presence of a second teacher during individual/group work time. As the ST gains confidence, he/she is able to help others when the CT cannot, and as responsibility for full time teaching increases, the CT can take on a variety of co-teaching roles (see Bacharach and Washut-Heck, 2012), magnifying the instructional impact on students. As the ST completes the required full-time teaching segment, the CT and ST can seamlessly transition back to their original roles, using the co-teaching practices cited.
Another benefit comes when reflecting with the ST. While opportunities and approaches to reflecting abound, at the start of the fall 2019 semester, Garrett employed a technique (garnered from the Drake University CT orientation meeting) referred to as 3-2-1. The ST had to give three praises, two questions, and one suggestion about his teaching. In the past, they usually reflected at the end of the school day on what the ST saw, and what questions they had, but this technique forced the ST to be thinking about what their “3-2-1” would be through the entire day and distill down what they found to be the most important to discuss. This helped Garrett to better understand exactly where their thinking was and enabled him (much like an exit slip) to gauge the direction of the mentoring required. The feedback from the ST, whether using 3-2-1 or not, always revealed the good, the bad, and the ugly in his teaching. Knowing that he did not want the ST to pick up any bad habits, he openly discussed the things mentioned about the teaching that were problematic and why it may have happened (ex. I was lazy and made an assumption that all students knew what I was talking about). This practice helped Garrett to strengthen his own practices and help the ST see that it was ok to make mistakes, but reflecting and making change were not steps to skip. As the ST took on more responsibility in the classroom, the roles were reversed, with the CT giving the praises, asking questions, and giving suggestions.
Student teachers (STs) and university supervisors also recognize and value the effective mentoring techniques utilized by CTs.
Feedback shared by student teachers:
“We collaborated on planning a great deal. When I started, he would talk me through his strategies for planning a week or so at a time and breaking it down day by day. When I would teach the class, he also coached me through reflecting on my teaching and determining what went well and what could go better, so I developed the habit of reflecting on my teaching.”
“My cooperating teacher encouraged me to be active in class from the very start. Starting on day one of student teaching, I was walking around class, interacting with students, and answering questions during work time. I got to know students during this process so when I did begin teaching more, I was not a new face to students.”
“At the beginning of my student teaching experience [while I was observing my cooperating teacher], we would have a “3-2-1” discussion at the end of each school day. This strategy was beneficial to me because it allowed us to have a conversation that focused on teaching choices, teaching practices, and philosophy. When I was full time teaching, he would ask me questions of a similar caliber to those that I asked him about his teaching choices. I was able to articulate myself and explain the reasons why I taught in the way that I did in a way that made sense and was logical (e.g., using learning theory, or talking about changes I made throughout the day to make lessons better). Starting with the “3-2-1” discussion and hearing [my cooperating teacher] explain his choices helped set me up for my own explanations.”
Feedback shared by university supervisors:
“He is a master cooperating teacher who makes adjustments in his mentoring based upon the needs of the student teacher.”
“This CT is one of the best mentor teachers I have worked with. She is caring, supportive, and knows her students and what they need. She allows the student teacher enough flexibility to try ideas for implementing teaching strategies in the classroom. Then she objectively reviews the results with the student teacher and makes suggestions about what worked and what can/should be improved.”
“ The CT openly and explicitly models being a reflective practitioner. He has high expectations that have appropriately challenged the student teacher. He also makes sure to give regular written feedback. The student teacher is always able to articulate what they are currently working on. He has also helped the student teacher learn about out-of-the-classroom job expectations and networking.”
Once a teacher says “yes” to hosting a ST, the strategies listed below can guide the use of effective mentoring techniques.
Strategies for Mentoring Student Teachers
All Student Teachers
· Meet prior to the start of placement: discuss expectations (regarding the teacher, school, & university), feedback (preference and style), & support the mindset that the ST will be the 2nd teacher in the room, rather than a guest.
· Engage in a Gradual Release Model for Planning. Example: 1st unit planned by the CT, modeling logic flow, decision making, backward mapping from summative assessment/standard; 2nd unit is co-planned by ST and CT; 3rd unit is planned by ST first, with feedback from CT. This is modified for the needs of the ST.
· Model and support ST to build rapport with students.
· Commit to a dedicated and consistent meeting time to discuss upcoming lesson planning, grading and formative assessments.
· Push for the ST to get in front of the students day 1 to build comfort and rapport with classroom/students.
· Build the practice of reflection (within the day, after the day, related to the Iowa Teaching Standards, etc.).
· Help the ST curate a role and a voice in the data team and PLC
· Create a transition plan (into full time teaching) that fits the strengths of the ST.
First Semester ST
· Focus on routines to start the year, creating a safe and welcoming classroom culture, determining skills that students are deficient in that will limit their abilities in the classroom.
Second Semester ST
· Help the ST understand how the classroom culture was developed, the routines/expectations of the students, prior learning from first semester.
References
Allen, J., Ambrosetti, A., and Turner, D. (2013). How School and University Supervising Staff Perceive the Pre-Service Teacher Education Practicum: A Comparative Study. Australian
Journal of Teacher Education, 38(4).
Bacharach, N. & Washut-Heck, T. (2012). Voices from the Field: Multiple Perspectives on a
Co-Teaching in Student Teaching Model. Educational Renaissance, 1(1), 49-61.
Goldhaber, D., Krieg, J., & Theobald, R. (2018). Effective Like Me? Does Having a More
Productive Mentor Improve the Productivity of Mentees? CEDR Work Paper No. 11232018-1-1. University of Washington, Seattle, WA.
Jiang, J. Y., & Sporte, S. (2016). Teacher evaluation in Chicago: Differences in observation and value-added scores by teacher, student, and school characteristics. Retrieved from: https://consortium.uchicago.edu/sites/default/files/2018-10/Teacher%20Evaluation%20in%20Chicago-Jan2016-Consortium.pdf
Ronfeldt, M., Bardelli, E., Brockman, S., & Mullman, H. (2019). Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics (EdWorkingPaper No.19-69). Retrieved from Annenberg Institute at Brown University: http://edworkingpapers.com/ai19-69.
Ronfeldt, M., Brockman, S. L., & Campbell, S. L. (2018). Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Performance? Educational Researcher, 0013189X18782906.
Ronfeldt, M., Matsko, K.K., Greene Nolan, H., & Reininger, M. (2018). Who Knows if our
Teachers are Prepared? Three Different Perspectives on Graduates’ Instructional Readiness
and the Features of Preservice Preparation that Predict them (CEPA Working Paper No.18-
01). Retrieved from Stanford Center for Education Policy Analysis:
Social Studies Professional Learning - FREE - Harvard Case Method Project
See below for an exciting and free professional development opportunity for social studies teachers from the Harvard Business School.
Over the past five years, the Case Method Project at Harvard Business School has worked with hundreds of high school teachers to bring case method teaching to US history, government, and civics classes across the country. Now, in an effort to help address the current educational crisis, the Case Method Project (CMP) is piloting a new version of its online professional development program aimed at preparing teachers to teach cases virtually.
As schools have closed their doors and transitioned to remote teaching, teachers are facing countless difficulties. In many places, students have limited and unequal access to technology, severely curtailing the ability of teachers to continue delivering an education. Even in places where technology is more widely available, participation and attendance are often low and instructional time is often limited.
As teachers around the country can attest, technology provides a critical vehicle in this emergency, but it alone cannot meet the many challenges posed by the closure of schools. Now more than ever, students need engaging learning experiences that can be delivered online in a condensed period of time.
The case method—a lively discussion-based approach to teaching used at Harvard Business School—is well-suited to the distinct demands of remote learning. High school teachers find that the exciting nature of case discussions can motivate students who have been reluctant to engage with other remote school offerings. They have found that the case method, by design, offers both broad coverage of an important historical topic and in-depth discussions of key events.
Encouraged by positive feedback from high school teachers, the Case Method Project is now trying to expand high school students’ and teachers’ access to virtual case method teaching. As part of this pilot, interested teachers will be asked to read and prepare two cases, engage with a series of videos that cover the fundamentals of case method teaching, and attend an online workshop with Professor David Moss via Zoom on an upcoming Saturday. At this Saturday session, attendees will have the opportunity to dive deeper into the mechanics of remote case method teaching, participate in a live case discussion, and hear from high school teachers who have already had success teaching remotely using the case method. Like all of our programs, this will be completely free of charge.
Because spots are limited, CMP is offering the program to teachers who will try to teach at least one case before the end of the school year. If this sounds like something you’d be interested in, please complete the application form on the CMP website.
For additional information about the Case Method Project at Harvard Business School, please see the Project’s website for an overview video, a list of the teachers involved in the program, and videos of students and teachers talking about their experiences with case method teaching.
Volunteers Sought for Ever-Growing Needs during COVID-19
The demand for volunteers during the COVID-19 epidemic is growing exponentially, especially at the state's health-care facilities and food banks and other free food providers that are overwhelmed with requests.
Gov. Kim Reynolds is asking for health-care professionals, particularly nurses but even chaplains, to volunteer their services across the state. Health-care professionals should go to the website of Iowa Statewide Emergency Registry of Volunteers to input their information.
In addition, the governor is asking for volunteers at food banks and pantries since many older Iowans who normally help are now staying home due to the risk. This would be a great opportunity for students to earn hours toward a silver cord honor, so long as they incorporate social distancing guidelines and other safety measures. In addition, FFA chapters throughout the state are taking up the challenge to volunteer.
"Every day Iowans can lend a hand – health-care facilities, food banks, pantries, emergency meal sites need volunteers," she said. "Nearly 40 percent of the volunteer force that keeps food banks operating is made up of older adults who are at most risk and need to stay home."
To learn more about volunteer opportunities and how individuals and organizations can help out at food banks and pantries across Iowa, go to https://volunteeriowa.org/, click on "COVID-19 Food Distribution Opportunities" and search by zip code. Local food pantries can be found through the Iowa Food Bank Association website, www.iowafba.org.
In addition, the Iowa Commission for Volunteer Service has also compiled dozens of other projects to help the state mitigate the coronavirus outbreak. Projects are varied and require different skill sets, such as sewing to create face masks.
The Core Academic Quarterly Shares Evidence-Based Tools for Distance Learning
Resources abound and it’s not always clear to what extent these align with evidence-based practices. The Core Quarterly shares a few resources with you that they trust.
FreeReading provides a library of actual sequenced, systematic instruction and other curricular resources for literacy development. It was developed by a reliable group of researchers and practitioners and adheres to the science of reading.
There are two links at the top left of the home page (Find Activities and Teaching Tools) that offer a wealth of instruction and resources. The Teaching Tools link provides an organized week by week set of lessons, while the Find Activities provides separate activities taken from the same sequence.
UFLI Virtual Teaching Resource Hub provides assistance to teachers as they explore new ways to teach foundational reading skills using technology. The site has tools for reading instruction and intervention with children in the elementary grades. The materials are designed to be used with videoconferencing platforms for distance education and to create video lessons for asynchronous learning.
Resources from Achieve the Core
- Foundational Skills Practice Strategy resource: This document is filled with free, open-source activities to support K-1 foundational skills practice.
- Text Set Guidance: This two-page guidance document shares several sources of free text sets as well as guidance on how to use them.
- K-8 Learning Activities for Math: A curated selection of grade-level-specific math activities (enough for four weeks of remote learning) that support a balance of conceptual thinking and reasoning, fluency practice, and application.
- Math Modeling Tasks: Help students see the practical ways they can use their math skills to solve complex challenges in the real world.
Sites to help develop world knowledge
FREE STEM and STEAM Resources for Schools during the COVID-19 Outbreak
Updated: Free STEM and STEAM Resources for Schools during the COVID-19 Outbreak
Free Resources for Schools during COVID-19 Outbreak
Updated: Free Resources for Schools During COVID-19 Outbreak
CONTACT US
Email: LouHowell@mediacombb.net
Website: http://iowaascd.org/
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