integrating university instruction and the clinical experience supporting teacher candidates using a...

Integrating University Instruction and the Clinical Experience

Supporting Teacher Candidates using a Community of Practice Model of Supervision

George Fox University

MAT Full-timeORATE 2012

What does the literature say?

There has been a national call

to move clinical practice to a more central role in the preparation of teachers

(Cibulka, 2011; Darling-Hammond, 2006; National Council

for Accreditation of Teacher Education, 2010).


There is a closely related call for

teacher preparation programs to partner more closely with schools (Cibulka, 2011; Darling-Hammond, 2006; National Council for Accreditation of Teacher Education, 2010).


Communities of practice have

potential to strengthen teacher preparation

(Cibulka, 2011; Cuddapah & Clayton, 2011; Fulton, Burns, & Goldenberg, 2005; Grossman, Wineburg, & Woolworth, 2000; Hollingsworth, 1992; Hollins, 2011; National Council for Accreditation of Teacher Education, 2010; Radencich, Thompson, Anderson, Oropallo, Fleege, et al., 1998)


When teacher educators participate

in professional learning communities, it can influence how candidates collaborate with colleagues on behalf of student learning.

(Cuddapah & Clayton, 2011; Darling-Hammond, 2006; Hollins, 2011)

A Local Need

• Limited relationship with supervisors• Need for

coaching/mentoring/scaffolding• Disconnect between development

of, and teaching of, the work sample

Models ComparedPart time practicum

Spans 16 weeks31 teacher candidates/ 2

cohorts Previous Supervision

ModelCollaborative Supervision

Model

2 evaluative visits 2-9 coaching & evaluative visits

Up to 31 supervisors (Currently 17)

6 supervisors – met regularly with cluster group of students

Up to 31 schools (Currently 28)

15 schools (10 had 2-5 candidates)

Limited communication between cohort leaders and supervisors

Supervisors met every other week as a community of practice

Introductions and Roles

• Jan Carpenter• Tom Buchanan• Ken McChesney• Debby Espinor• Amy Lutz• Sue Diers

What was the perceived impact of collaborative

supervision model on the clinical practice experience?

Research Sub-Questions

• How did teacher candidates perceive their relationship with their supervisor?

• What were the teacher candidates’ perceptions of the supervisor’s influence on their professional development?

• What were the perceived benefits and barriers of the new model for all stakeholders?

Methodology

• Surveys: Teacher Candidate, Supervisor, CT

• Supervision documents• Anecdotal notes, emails,

reflections, minutes from meetings, evaluations

Survey – Student Perspective on Local Changes Made

Relationship:

Themes:

Knew me

Availability

Sense of connectio

n

"It was so helpful to have my supervisor guide me, support me, teach me, observe me and grade my work sample. She really knew what I was going through, my classroom environment, and how my work sample was progressing." “Was always available for me to talk and sort out problems I was having in the classroom navigating the role of my CT.”

“I hope to stay in contact with my supervisor.”


Coaching/ Mentoring (Scaffolding):

Which of the following activities did your supervisor do with you? (Check all that apply)

Observed my CT (‘s) teaching

69.2%

(9/13)

Discussed classroom management

100%

Wrote goals/identified areas to which to focus my teaching

100% Debriefed the teaching of a lesson

100%

Problem-solved challenges as they arose

100% Evaluated my clinical practice experience

100%

n = 13


Coaching/ Mentoring (Scaffolding):Themes:

Encouragement

Empathy

Confidence-Building

Advice/guidance

Process the experience

“kept me going when it seemed that no one else was understanding where I was coming from.”

“[…] helped me to PRIORITIZE and not to get depleted because I was trying to do too much.”

[…]helped me reframe my way of looking at teaching and working with a CT.”


Integrating the Work Sample:

Which of the following areas of the work sample did your supervisor discuss with you? (Check all that apply)

Community Context

69.2%

(9/13)

Pedagogical Strategies

61.5%(8/13)

Goals and/orObjectives

84.6%

(11/13)

Differentiation 92.3%(12/13)

Assessments 92.3%

(12/13)

Literacy 53.8%(7/13)

n = 13



“I went into the semester feeling rather ‘blind’ when it came to writing goals/objectives, and had no idea where to even begin when it came to writing goals/ objectives, lessons. I now feel like I have a better feel for what these should look like.”



“Assessments, I didnt [sic] think that they would be the most helpful but in the end they were. I was able to assess where my students were at the beginning and at the end. I was so amazed at their growth, I learned things about my students throgh [sic] assessments that I would not have learned.”



“I considered leaving the program because the demands of a teacher seemed to be overwhelming. Besides helping me by giving me deadlines, my supervisor let me know that she has the same struggle and that she understood how I was feeling.”


Warning: Possible Side Effects

“Last semester, I feel like each of us had different expectations, needs, and requirements from our different supervisors. This was difficult because different supervisors required different things in TWS. It seemed a bit inconsistent because we often heard conflicting opinions/requirements. Now, this semester, we all come to the plate with different experiences and need to adjust to having a new person evaluate our TWS.”

Supervisor Perspective: Panel Discussion

• Coaching• Cluster Benefits• Community of Practice• TWS Role• Stories

Discussion

1. What are you hearing?2. What have you seen?3. What forms of collaborative

practice have you used in supervision and what benefits and/or challenges have you seen?

Next Steps ……

How do we more fully collaborate with our school partners?

How do we continue to grow within our community of practice?

integrating university instruction and the clinical experience supporting teacher candidates using a...

Documents