The Acorn
A Newsletter for CSB/SJU Cooperating Teachers
Volume 3, no. 14--Friday, March 12, 2021
Growing, Nurturing, and Supporting CSB/SJU Student Teachers
A Message from the Director of Student Teaching
Mentorship for Goal Setting
We have reached the half-way point in the student-teaching experience, which presents a great opportunity for reflection and looking forward. Reflecting on the observations of our student teachers and conversations shared with them, I can see growth in our management and pedagogical skills, in how we question and offer feedback for students, and in our confidence as emerging educators. As a lifelong learner and someone who hopes we will all seek improvement, I also know there is always room to move further, to dig into areas needing more support or feedback, and to add to our toolboxes as educators. So, as we look at the next few weeks’ work, I encourage all of us who work with student teachers to assist in the goal-setting processes that will shape the last half of their placements.
Goal setting is a valuable tool for our student teachers as they consider who they are and where they are going as educators. To wrap their brains around this, student teachers have been asked to review observational data and feedback they have been given. 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).
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).
In the next two weeks, I encourage you to work with your student teacher to clarify SMART goals that will guide their professional growth for the duration of their student teaching. I encourage you to help the student teacher stretch, to challenge themselves, to deeply commit to improvement, and to continue to provide feedback that will allow for reflection, adjustment, and greater improvement.
References:
Black, P. & William, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice. 5:1, 7-74.
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.
The Next Two Weeks for Student Teachers
For student teachers beginning their second 8-week placement:
- Help the student teacher get to know your students, the teachers, and the school
- Review the Orientation Guidelines/Checklist with cooperating teacher (see handbook)
- 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 individual and group work; transition to co-planning
- Determine which classes the student teacher will lead building to teaching one less than the teacher’s full load.
- Allow the student teacher to teach a lesson you have co-planned. Observe this lesson and provide feedback.
- Co-teach lessons throughout the day
- Conduct informal observations of the lessons taught and provide feedback.
- Elementary: Allow the student teacher to solo teach 30-40 minutes per day and lead morning meetings/classroom routines by the end of week 2.
- Secondary: Allow the student teacher to begin teaching in one section of one course by the end of week two (minimum).
For student teachers with 16-week placements at one site:
Week 8--
- Complete the mid-placement evaluation. Discuss with student teacher and supervisor at the next triad meeting
- Engage in goal setting based on observational and evaluation data
- Elementary: Allow the student teacher to teach for ¾ of the full load
- Secondary: Allow the student teacher to teach to almost full time (1 section less than a full load)
Week 9--
- Continue to teach as in week 8
- Assist student teacher to address areas needing improvement with continued informal observations and feedback
Week 10--
- Continue to teach up to one course/section less than a full load
- Assist student teacher to address areas needing improvement with continued informal observations and feedback
- Conduct one formal observation
For student teachers in a 12-week placement:
Week 8--
- Assist student teacher to address areas needing improvement with continued informal observations and feedback
- Elementary: Allow the student teacher to teach approximately 80% of the full load.
- Secondary: Allow the studnet teacher to teach almost full time (one setion less than the teacher's full load.
Week 9--
- Elementary and Secondary: Continue to teach as in week 8
- Conduct one formal observation
Week 10--
- Elementary and Secondary: For ten consecutive days, teach full time with possible exceptions: secondary student teachers may only teach up to two preps
- Assist student teacher to address areas needing improvement with continued informal observations and 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.Cooperating Teacher Mid-Placement Review of Student Teacher (for placements of 12 or 16 weeks)
Final forms for the completion of a placement:
Cooperating Teacher's Final Evaluation of Student Teacher
Cooperating Teacher's Dispositional Evaluaiton of Student Teacher
Readings and Resources
In the next month of their experience, student teacher coursework will be focused on engagement strategies and working with students with specialized learning needs (students who are EL, have IEPs or 504s, etc.). Because much of their previous experience has been framed in the context of specific course requirements, student teachers need opportunities to flex their pedagogical muscle in real classroom settings through supportive, experienced mentorship.
Goal Setting for Teachers
Access here.
Reflecting on Your Values During a Time of Crisis
Access here.
Daring Classrooms
Access here.
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