The Acorn
A Newsletter for CSB/SJU Cooperating Teachers
Volume 5, no. 13--Friday, March 10, 2023
Growing, Nurturing, and Supporting CSB/SJU Student Teachers
A Message from the Director of Student Teaching
Revised from October 28, 2022 issue--
Over the past several weeks, my articles in The Acorn have focused on ways student-teacher mentors can help “mind the gap” and recognize emerging educators’ levels of competence. These structures have allowed us to dig into need areas with greater focus than simple identification of competencies on CSB+SJU observation and evaluation tools. While all of these frameworks and tools are helpful, they should lead to purposeful change and improvement in teaching. At this point in the student teaching process, it is time to use these to reexamine the goals that were set at the beginning of the term.
Very soon, each of the student teachers will receive copies of all of the observations they have received. In these observations, cooperating teachers and supervisors provided valuable data to support goal-setting opportunities including detailed suggestions and feedback for areas of improvement. Using this information, student teachers should be reflecting on their practice and utilizing the expertise of their mentors to construct a path toward further improvement.
Hattie and Timperley (2007) remind us that effective feedback helps us to reflect on three key questions: Where am I going? How am I going? and Where to next?. Reflecting on feedback also allows us to focus on learning goals and create strategies to move closer to those goals (Black and William, 1998). When teachers are allowed to self-identify improvement goals, they gain motivation, engagement, and autonomy around those areas of their teaching (Deci & Ryan, 2002).
Blackman (2010) reminds us that each “step in the goal-setting process starts with a broad general goal and works down to smaller and more specific steps, so that the broad or general goal is achievable” (p. 428). Knowing how to do this, however, sometimes requires mentorship from valued individuals who understand that growth does not happen by great leaps or bounds; it requires steady and focused sharpening of the goal areas. Engaging in these “self-assessment protocols” formulated from quality feedback and with support of mentors empowers emerging educators to take ownership of their own professional growth (Mielke, 2012).
Over the next few weeks, I encourage our cooperating teachers and university supervisors to review the goals set at the beginning of the term with an eye to specific areas of growth identified in observations and coaching conversations. Consider those areas where gaps may exist or where the student teacher is seeking to develop conscious competence. The framework provided in the diagram below may assist in this process.
References:
Blackman, A. (2010) Coaching as a leadership development tool for teachers, Professional Development in Education, 36:3, 421-441, DOI: 10.1080/19415250903208940
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research. 77(1), 81-112.
Mielke, P. G. (2012). Investigating a systematic process to develop teacher expertise: A comparative case study. Milwaukee, WI: Cardinal Stritch University.
Goal Setting Framework (Ohio Department of Education)
Weeks Nine and Ten with Student Teachers
For Candidates in 12- or 16-week placements:
Weeks 9 & 10--
- Engage in goal-setting for the remainder of the term
- Revise teaching calendar as necessary based on observational data
- Assist student teacher to address areas needing improvement with continued informal observations and feedback
- CT to complete feedback form if needed
- Conduct one formal observation by the end of week 10
- To review and reset (providing informal observational feedback),
*Secondary: Allow the student teacher to teach to almost full-time (one section less than
the teacher’s full load) building to full-time teaching for at least two consecutive weeks
For Candidates in 8-week placements:
Week 1 of new placement--
- Help the student teacher get to know your students, the teachers, and the school
- Review the Orientation Guidelines/Checklist
- Assist the student teacher in setting up observations--one of the cooperating teacher and another of a colleague
- Allow the student teacher to assist with planning, preparation of lessons and materials, monitoring of student work time.
- Develop an eight-week schedule to build reaching responsibilities up to full teaching responsibilities for a minimum of 2 full weeks.
- Allow the student teacher to teach a lesson you have co-planned. Observe this lesson and provide feedback.
Week 2 of new placement--
- Work with the student teacher in lesson planning (reviewing plans daily) and management design.
- Co-teach lessons throughout the day
- Allow the student teacher to fully teach at least one section
- Conduct informal observations and provide feedback.
- CT to complete feedback form
Quick Links
CSB/SJU Student Teaching Handbook
Student Teaching Observations (by Cooperating Teacher/University Supervisor/Director)
This observation/evaluation form should be used to complete observations throughout the placement. Six formal observations of the student teacher are required within the span of student teaching. We ask that you complete 6 for a 16-week placement, 5 in a 12-week placement, 3 in an 8-week placement, and 2 in a 5-week placement. The entire form does not need to be completed for each observation; however, by the end of the placement, each part should be addressed.Additional Forms:
Cooperating Teacher Information (if not completed in the past three years)
Feedback (week 2 and as needed after)
Cooperating Teacher's Final Evaluation of Student Teacher
Cooperating Teacher's Dispositional Evaluation of Student Teacher
Great Resources for Teachers and Transformational Coaches
Goal Setting for Teachers: 8 Paths to Self Improvement
Goal Setting for Teachers with The Class Act Teacher
No Silver Bullets, Swords
CSB/SJU Education Department
Director of Elementary and Secondary Student Teaching
Allison Spenader, PhD.
Chair
Email: jmeagher001@csbsju.edu
Website: csbsju.edu/education
Location: 37 College Avenue South, St Joseph, MN, USA
Phone: 320-363-5709