synchronous session 2 powerpoint

•

Welcome to Synchronous Session 2

Strengthening Our Profession:Year 1 Online Academy for

OSTEs and Clinical Teachers

Collaborative Norms

• Be courteous

• Be on time and attentive for class sessions

• Be an active listener and participant in conversations

• Agree to safety to share different perspective

Break Out Room Audio

• We want to remind you to only use the talk button on the

collaborative session when you are talking… and to click it

off when you’re not.

• This will help decrease feedback and chirping that you may

experience otherwise.

Review of Asynchronous

Session 1 Activities

• Autonomous Teacher

• Role of confidentiality and flow confidential communication

• Stance – Instructive, Collaborative, and Facilitative

• Teacher Candidate Standards

• Dispositions – set of standards used by UNCG

• Formative Assessment in helping pre-service teachers

• Preview of the TGAP activity

Questions about any of these activities? Raise your virtual

hand.

Teacher Growth and Assessment

for Pre-Service (TGAP)

• TGAP standards are adapted from the NCPTS standards

• Are a clear description of what pre-service teachers

should know and be able to do by the end of their student

teaching experience.

• Formative and summative

TGAP

TGAP

• Planning

• Instruction

• Assessment

• Student motivation and management

TGAP Standards Carousel

Assignments

Group 1: Planning: Brooke, Pelzetta, Cassie & Katie

Group 2: Instruction: Monica, Tiara, Shawna & Angela

Group 3: Assessment: Jennifer, Diane, & Lindsay

Group 4: Motivation: Brian, Lorie & Sarah

TGAP Standards Carousel

TGAP Standards Carousel

Model

Example

TGAP Standards Carousel Debrief

• Give one example of a teacher behavior and a student

behavior from your document.

A Coaching Conversation

From Category A:

• Were there any examples of

instructive

language in the conversation?

• Collaborative language?

• Facilitative language?

From Category B:

• What were some examples of

language that showed trust?

• Were there any references to

standards?

• How about formative assessment?

A Coaching Conversation

Instructive – Collaborative – Facilitative Trust – Ref to Standards – Form Assessment

Module 2 Outcomes

• Distinguish the difference in evidence and opinion

• Become familiar with data gathering tools

• Learn question stems to encourage meaningful conversation

between pre-service teachers and Clinical Teachers / OSTEs

• Learn the value and importance of the Collaborative Reflection

Log

Evidence vs. Opinion

• You will practice formulating evidence statements when giving

feedback so that change in behavior is based on data and focuses on

criteria.

• To develop 21st Century teachers, best practice requires feedback that

is:

• Specific

• Measurable

• Objective

Evidence vs. Opinion

Evidence vs. Opinion

Evidence vs. Opinion

Write any

feedback

to David about

his practice

Evidence vs. OpinionUse the whiteboard type tool to share your list of feedback statements for David

What is evidence?

Evidence is:

• A piece of information that supports a conclusion (specific)

• Must be measurable (i.e. 3 times out of 5; 7 minutes; 15 students)

• Can be supported by data (Objective)

Evidence vs. Opinion

Sort Card Activity

You will participate in this activity in

small groups in a break-out room.

We will provide a link to your Google

Doc in the chat window for you in a

few moments.

24 sort cards

in your pile.

Evidence vs. Opinion

Sort Card Activity

• Step 1: Sort the cards as either evidence or opinion statements. (4-5

minutes)

Evidence vs. Opinion

Sort Card Activity

• Step 1: Sort the cards as either evidence or opinion statements.

• Step 2: Flip one opinion statement into an evidence statement.

(3 minutes)

Evidence vs. Opinion

Sort Card Activity

• Step 1: Sort the cards as either evidence or opinion statements.

• Step 2: Flip one opinion statement into an evidence statement.

• Step 3: Look back at your whiteboard of feedback for David. Classify

these statements as either evidence or opinion. (3 minutes)

Evidence vs. Opinion

Sort Card Activity

• Step 1: Sort the cards as either evidence or opinion statements.

• Step 2: Flip one opinion statement into an evidence statement.

• Step 3: Look back at your whiteboard of feedback for David. Classify

these statements as either evidence or opinion.

• Step 4: Change the opinion statements for David into evidence

statements. (5 minutes)

Week 2 Asynchronous Preview

• Learn three new tools that will help you collect data and give you

information and organization for conversations that help your interns

and student teachers grow.

Focused

Scripting

Tool

Seating

Chart Tool

Collaborative

Reflection

Log

Week 2 Asynchronous Preview

• Learn three new tools that will help you collect data and give you information

and organization for conversations that help your interns and student

teachers grow.

• Focused Scripting Tool

• Seating Chart Tool

• Collaborative Reflection Log

• Language Stems – paraphrase, clarify, and stretch your pre-service teacher’s

thinking

• Practice a conversation protocol, TEMA

Week 2 Asynchronous Preview

• Learn three new tools that will help you collect data and give you information

and organization for conversations that help your interns and student

teachers grow.

• Focused Scripting Tool

• Seating Chart Tool

• Collaborative Reflection Log

• Language Stems – paraphrase, clarify, and stretch your pre-service teacher’s

thinking

• Practice a conversation protocol, TEMA

Benchmark:

Tuesday, January

27

Benchmark:

Friday, January 30

•

Thank you!

Closing thoughts or questions?