The Acorn

A Newsletter for CSB/SJU Cooperating Teachers

Volume 4, no. 3--Friday, October 1, 2021

Growing, Nurturing, and Supporting CSB/SJU Student Teachers

The Acorn is a newsletter for the cooperating teachers working with student teachers from the College of St. Benedict/St. John's University. This publication is intended to help our cooperating teachers understand their roles and responsibilities as well as provide them with current research and best practice in working with student teachers. Additional information helpful to mentorship, pedagogy, and current issues in education is often included.

A Message from the Director of Student Teaching

Feedforward Follow-up--Impact

In the last edition of The Acorn, I shared Joe Hirsch’s feedback fix which he refers to as feedforward. In this system, Hirsch (2017) advocates that we attend to the 6 REPAIR components: how feedback regenerates, expands, is particular, is authentic, has impact, and refines. This week, I would like to focus on the idea of impact.


Hirsch argues that feedback has impact when the recipient is in relationship with the source and has direction of when and how to implement the feedback given. We know that relationships are foundational to the receptivity of feedback and that quality feedback is “accurate, constructive, specific, and timely” (Danielson, 1996, p. 100). That feedback, however, also needs to have direction--a sense of feedforward—to make a difference in future practice. Feedback must be operationalized. To do this, we can look to Hattie and Timperley’s feedback model. Hattie and Timperley encourage us to press forward in how we frame our feedback and push the recipient into reflection. We are encouraged to ask:

*Where am I going? (What are the goals?)
*How am I going? (What progress is being made toward the goal?)
*Where to next? (What activities need to be undertaken to make better progress?)
(Hattie & Timperley, 2007, p. 86)


In our preparation model, we focus heavily on reflection, so these questions work well to support that intention. While these questions may be directed from the cooperating teacher or supervisor, it is even better if the teacher candidate can engage in a discussion these questions, constantly looking at the impact of choices on teaching and learning.


Another way to look at these impact reflections may be a process implemented in the teacher education program at Surf Coast Secondary College (2013, p. 7). They encourage this feedforward and reflection process:

*What went well? (reflection based on assessment or agreed-upon criteria; evidence)

*Even better if… (a chance for the individual to brainstorm or reflect on improvements or highlight areas of further exploration)

*Where to next? (a shared conversation of steps, strategies, options, supports).


In both of these models, what happens next is what creates impact. Once student teachers have a direction or plan broken up into steps and connected with available tools and supports, the impact will be greater as they now know what can be done. Having the ownership of their future, the possibility of implementation and impact increases.



References:

Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria,VA: ASCD.
Hattie, J., & Timperley, H. (2007, March). The Power of feedback. Review of Educational Research, 77(1). 81-112.

Hirsch, J. (2017). The Feedback fix: Dump the past, Embrace the future and lead the way to

change. Lanham, MD: Rowman & Littlefield.

Weeks 5 & 6 for Student Teachers

For Candidates in 12- or 16-week placements:

Week 5 with Students:

  • Co-teach in classes/subjects the student teacher is not leading
  • Elementary: Allow the student teacher to fully teach in one subject, minimum
  • Secondary: Allow the student teacher to teach up to two classes less than a full-time load, if the student teacher is prepared to do so
  • Discuss lesson planning techniques and whether or not to continue with CSB/SJU full lesson plans
  • Conduct one formal observation
  • Encourage the student teacher to observe another classroom or two based on areas needing improvement; upon completion, discuss what was discovered and what could be implemented in current practice

Week 6 with Students:

  • Model teaching, learning, and assessment for the student teacher
  • Complete the progress report on your student teacher: feedback form
  • Follow week 5; add time if the candidate is ready
  • Discuss planning, assessment, and class management techniques
  • Co-teach in classes/subjects the student teacher is not leading
  • For 12-week placements: review goals and revise teaching calendar as necessary to address those goals and observational data



For Candidates in 8-week placements:

Week 5 with Students:

  • Work with the student teacher in planning, preparation of lessons and materials, monitoring
  • Discuss lesson planning and management techniques
  • Encourage the student teacher to observe another classroom or two based on areas needing improvement; upon completion, discuss what was discovered and what could be implemented in current practice
  • Co-teach in classes/subjects the student teacher isn’t leading
  • Conduct one formal observation
  • Elementary: Solo teach at least ½ of the day, more if the candidate is prepared
  • Secondary: Allow the student teacher to teach up to two classes less than a full-time load, if the student teacher is prepared to do so


Week 6 with Students:

  • Discuss lesson planning and management techniques

  • Elementary and Secondary: Solo teaching full time for ten consecutive days

  • CT to complete feedback form

  • Informally observe and provide actionable feedback

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 (weeks 2, 6, 10, & 12)
Cooperating Teacher's Final Evaluation of Student Teacher

Cooperating Teacher's Dispositional Evaluation of Student Teacher

Great Resources for Coaching Student Teachers

CSB/SJU Education Department

Jennifer L. Meagher, EdD.

Director of Elementary and Secondary Student Teaching


Allison Spenader, PhD.

Chair