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Master Teacher/Fieldwork Supervisor Training - California State ...

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Welcome<br />

Special Education Program<br />

Field Experience <strong>Supervisor</strong> and<br />

<strong>Master</strong> <strong>Teacher</strong> <strong>Training</strong> Module # 1<br />

<strong>California</strong> <strong>State</strong> University Dominguez Hills<br />

Carrie Ann Blackaller, Co-Chair


Expected Learning Outcomes<br />

By the end of the module participants will be able to:<br />

1. Use Field Experience competencies to evaluate<br />

teaching practice.<br />

2. Describe salient aspects of a lesson plan.<br />

3. Demonstrate appropriate use of observation skills.<br />

4. Use Field Experience supervisor protocols.<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Presentation Components<br />

This presentation is divided into:<br />

Part 1 – Overview of Courses<br />

Part 2 – CCTC Teaching Competencies<br />

Part 3 – Lesson Plan Elements<br />

Part 4 – Evidence Documentation<br />

Part 5 – Field Experience <strong>Supervisor</strong> Protocols<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Part 1 – Overview of Credential Courses<br />

Preliminary Credential Coursework for<br />

Interns and Student <strong>Teacher</strong>s<br />

Mild-Moderate<br />

Intern ST<br />

Moderate-Severe<br />

Intern ST<br />

Early Childhood<br />

Intern ST<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Part 1 – Overview of Supervision Courses<br />

Supervision Courses<br />

Mild-Moderate<br />

Intern Program Student Teaching<br />

SPE 523, 525, 526, 569 SPE 556, 579<br />

Moderate-Severe<br />

SPE 523, 525, 526, 566 SPE 556, 576<br />

Early Childhood<br />

SPE 523, 525, 526, 555 SPE 549/550, 575<br />

549/550<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Part 1 – CCTC Teaching Competencies<br />

Teaching competencies in Special Education<br />

Field Experience courses are based on the<br />

<strong>California</strong> Commission for Teaching Credentialing<br />

(CCTC) http://www.ctc.ca.gov/<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

Mild-Moderate<br />

Initial Final<br />

Moderate-Severe<br />

Initial Final<br />

Early Childhood<br />

Initial Final<br />

<strong>California</strong> <strong>State</strong> University, Dominguez Hills - Special Education Program<br />

Mild/Moderate Initial <strong>Fieldwork</strong> Competency Evaluation<br />

Credential Candidate: _______________________________________________________ Term: ______________________<br />

Evaluator’s Name: _______________________________________ Position:_______________________________________<br />

(e.g., Univ., <strong>Supervisor</strong>, Site Admin./<strong>Master</strong> <strong>Teacher</strong>, Candidate)<br />

Class Type: _______________________________________ Intern Option or Student Teaching Option<br />

(e.g., Special Day Class, Resource Room, Full Inclusion) (Circle one of the above)<br />

Please indicate your rating for each competency using the following key: (1) Competency not demonstrated; (2) Met competency at beginning<br />

level; (3) Met most elements of the competency; (4) Met the competency with distinction. Candidate must receive a minimum rating of 2 in<br />

order to receive Credit for SPE 523, 525, 526, or 556 by University <strong>Supervisor</strong> and Site Administrator.<br />

*Note: Dark grey items are not evaluated. Light grey items indicate exceptional teaching aptitude for early field practice.<br />

Assessment and Program Planning including Transition<br />

1. Use multiple sources of information for progress monitoring and decision making regarding<br />

eligibility and services (CTC Program Std. 5; CSTP 1.6, 5.1, 5.2, 5.3, 5.8*; TPE 2, 3, & 8).<br />

2. Assess the developmental, academic, behavioral, social, communication/language, career and<br />

community life skill needs of students, and monitor students’ progress (CTC Program Std. 5,<br />

10, MM Std 2; CSTP 4.5; TPE 2 & 3).<br />

3. Use both formal and informal assessments to make accommodations, modifications,<br />

instructional decisions, and ongoing program improvements (CTC Program Std. 5; CSTP 5.2,<br />

5.3. 5.7*; TPE 2 & 3).<br />

4. Utilize standards-based assessment data to collaboratively develop IEP goals, adaptations and<br />

instructional plans (CTC MM Std. 3; CSTP 5.3; TPE 1, 2, 3, 4, 6, 8, 11 & 12).<br />

5. Use and communicate the results of a variety of individualized assessment and evaluation<br />

approaches (CTC MM Std. 2; CSTP 5.7; TPE 2, 3, & 8).<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

6. Participate in state-mandated accountability measures (CTC MM Std. 2). 1 2 3 4<br />

7. Develop appropriate IEP/transition planning goals based on standards and legal requirements<br />

(CTC Program Std. 8; CSTP 4.2, 4.3, 4.6*, 5.4; TPE 1, 3, 4, 6, 10 &11).<br />

8. Use of computer-based technology for information collection, analysis and management (CTC<br />

Program Std. 6; CSTP 5.6; TPE 3 & 10).<br />

Curriculum and Instruction<br />

9. Develop, implement, adapt, modify, and evaluate a variety of pedagogical approaches to<br />

instruction, including instructional sequences, unit, and lesson plans (CTC Program Std. 13;<br />

CSTP 4.1, 4.3, 4.4; TPE 1, 4, 5, 6, 8 & 9).<br />

10. Develop differentiated lessons and instructional sequences that address diverse strengths and<br />

needs in a variety of educational environments including English language learners (CTC<br />

Program Std. 10, 13; CSTP 1.1, 1.2, 1.4, 3.6; TPE 1, 4, 5, 6, 7, 8 & 9).<br />

11. Use flexible grouping, individualized instruction, and whole-class instruction as needed (CTC<br />

Program Std. 9; CSTP 4.4; TPE 1, 2, 3, 4, 5, 6, 7, 8 & 9).<br />

12. Select curricula, teach and adapt instruction in reading: e.g., orientation, presentation,<br />

structured guided and independent practice (CTC Program Std. 9, MM Std 3 & 5; CSTP 3.1 –<br />

3.4, 3.6*, 4.5; TPE 1, 4, 5, 6, 7, 8 & 9).<br />

13. Organize and manage differentiated reading instruction and interventions including remediation<br />

strategies, accommodations, and modifications (CTC Program Std. 9; CSTP 4.4; TPE 1, 4, 5, 6,<br />

7 & 11).<br />

14. Select curricula, teach and adapt instruction in listening and speaking e.g., listening<br />

comprehension, organization and delivery of oral communication, analysis and evaluation of<br />

oral, and media communication (CTC Program Std. 9; MM Std. 3 & 5; CSTP 3.1 – 3.4, 3.5*,<br />

4.5; TPE 1, 2, 3, 4, 5, 6, 7, 8 & 9).<br />

15. Select curricula, teach and adapt instruction in foundational writing strategies, conventions<br />

(sentence structure, grammar, punctuation, capitalization and spelling), organization and focus<br />

(CTC Program Std. 9, MM Std. 5; CSTP 3.1 – 3.4, 3.6*, 4.5; TPE 1, 2, 3, 4, 5, 6, 7, 8 & 9).<br />

16. Select curricula, teach and adapt mathematical skills, applications and problem-solving<br />

methods (CTC MM Std. 3 & 5; CSTP 3.1 – 3.4, 3.6*, 4.5; TPE 1, 2, 3, 4, 5, 6, 7, 8 & 9).<br />

17. Design instruction to support access to the core curriculum (CTC Program Std. 8; CSTP 3.5;<br />

TPE 1, 3, 4, 5, 6, 7, 8, 9 &10).<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

1 2 3 4<br />

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Part 2 – Lesson Planning<br />

Guidelines for lesson planning:<br />

1. Special Education lesson plan observation form<br />

2. Detailed description of lesson plan<br />

3. Lesson plan rubric<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

Lesson Planning<br />

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Part 2 – Lesson Planning<br />

Lesson Plan Foundation<br />

<strong>California</strong> Teaching Standards<br />

K-12 Academic Content Standards<br />

http://www.cde.ca.gov/search/searchresults.asp?cx=00177922524<br />

5372747843%3Agpfwm5rhxiw&output=xml_no_dtd&filter=1&num=<br />

20&start=0&q=K-12+Academic+Content+Standards<br />

Early Childhood Standards<br />

http://www.cde.ca.gov/sp/cd/re/psfoundations.asp<br />

Moderate/Severe Standards<br />

1. <strong>California</strong> Alternate Performance Assessment (CAPA)<br />

http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp<br />

2. <strong>California</strong> Modified Assessment (CMA).<br />

http://www.cde.ca.gov/ta/tg/sr/cmablueprints.asp<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Part 3 – Evidence Documentation<br />

1. Observations of teacher practice are<br />

based on gathering appropriate evidence.<br />

2. Field Experience supervisors document<br />

evidence of teaching practice during<br />

lessons, conversations, and review of<br />

related materials.<br />

3. The following slides will focus on the<br />

major aspects of gathering evidence to<br />

document teaching competencies.<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Part 3 – Three Types of Evidence to Document<br />

Observable – What you see (example:<br />

three students were sleeping in the back of<br />

the classroom)<br />

Numerical – What you count<br />

(example: one of the three students<br />

slept for 20 minutes)<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

Verbatim – What you hear (example: The<br />

teacher remarked, “I wish the three of you<br />

would get more sleep at home and less<br />

during my class”).<br />

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Part 3 – Observable Examples<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

1. Students work with<br />

the teacher in<br />

groups of four.<br />

2. <strong>Teacher</strong> uses<br />

communication<br />

board.<br />

3. <strong>Teacher</strong> reads to<br />

students.<br />

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Part 3 – Numerical Examples<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

1. Warm up began at 9:05<br />

and ended at 9:30<br />

2. One boy raised his hand,<br />

but the teacher called on<br />

the rest of the class<br />

3. Talley: girls //// - boys //<br />

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Part 3 – Verbatim Examples<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

1. “Well I must say your<br />

science project has a<br />

new twist on Newton’s<br />

theory of what goes up,<br />

must come down.”<br />

2. “Sit down, NOW!”<br />

3. “I like how all of you are<br />

working!”<br />

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Part 3 – Evidence<br />

What to Document<br />

1. What you See – <strong>Teacher</strong> and<br />

Student Actions<br />

a. What is the teaching doing?<br />

b. What are the students<br />

doing?<br />

2. What you Hear – <strong>Teacher</strong> and<br />

Student Words<br />

a. What is the teacher saying?<br />

b. What are the students<br />

saying?<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Part 3 – Evidence<br />

What Not to Document<br />

1. Opinions<br />

- Avoid statements that stem<br />

from your opinion.<br />

- Example: <strong>Teacher</strong> does not<br />

rely on students’ prior<br />

knowledge.<br />

2. Judgmental <strong>State</strong>ments<br />

- Avoid judging statements.<br />

- Example: Students are not<br />

learning much in this class.<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Part 3 – Evidence Documentation<br />

Evidence can also be gathered<br />

from the Classroom Environment<br />

and documents such as:<br />

�Student Work<br />

�Parent Communications<br />

�IEP Goals<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

Dear Parents,<br />

My name is Ms. Jones and your<br />

son/daughter is enrolled in my class. I am<br />

looking forward to an exciting year. It is my<br />

goal to provide all students with an<br />

educationally challenging, yet fun,<br />

experience in my classroom.<br />

……………………………………….<br />

Please do not hesitate to contact me at<br />

……if you have any questions or concerns<br />

during the year.<br />

Thank you,<br />

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Practice Examples<br />

The following slides will allow you to practice<br />

“collecting evidence” from classroom settings.<br />

1. Take out a sheet of paper<br />

2. Individually, record your evidence of the<br />

classroom scenes<br />

3. Work in groups to discuss your evidence<br />

4. Report out to larger group<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Practice Slide #1<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

What could be said of this classroom?<br />

What should not be said?<br />

18


Practice Slide #2<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

What could you write about these pictures?<br />

What should not be written?<br />

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Practice Slide # 3<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

What could be said about this teacher?<br />

What should not be said?<br />

20


Report Out<br />

Select a member of your group to report major points of<br />

the discussion; for example:<br />

1. What did the majority note about each slide?<br />

2. What types of evidence were noted?<br />

3. Were group members “tempted” to use opinions or<br />

judgmental statements?<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Part 4 – Field Experience Protocols<br />

<strong>Master</strong> <strong>Teacher</strong>s and <strong>Supervisor</strong>s are<br />

liaisons between the university and<br />

schools. They collaborate to provide<br />

support to teaching candidates by:<br />

1. Maintaining Professionalism<br />

2. Building Relationships<br />

3. Using Effective Communication Skills<br />

4. Providing Support<br />

5. Observing/Assessing <strong>Teacher</strong> Practice<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Maintaining Professionalism<br />

University Protocols:<br />

1. Attend <strong>Master</strong> <strong>Teacher</strong>/Field Experience <strong>Supervisor</strong> Orientation/<strong>Training</strong>.<br />

2. Refer to Student <strong>Teacher</strong> or Intern Supervision Handbook for: university<br />

lesson plan format, guidelines, rubrics, and university Teaching<br />

Competency Evaluation Form.<br />

3. Conduct seminars and post documents on Blackboard.<br />

4. Review candidate work as submitted on TaskStream.<br />

5. Review candidate evaluation at exit interview (provide copy).<br />

6. Assign candidate field experience course grade.<br />

7. Maintain contact with university field coordinator and/or Department Chair.<br />

8. Intern <strong>Supervisor</strong>s attend Support Provider/Intern workshops SPE 523/525.<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

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Maintaining Professionalism<br />

School Site Protocols:<br />

1. Maintain professional decorum (comportment, dress, speech).<br />

2. Provide Introduction Letter and Teaching Competency Evaluation form to<br />

appropriate school administrator and/or master teacher.<br />

3. Review field-experience requirements/competencies with candidate.<br />

4. Schedule observations with candidate (sign-in at main office on each visit).<br />

5. Conduct observation of candidate performance and related competencies.<br />

6. Provide support and feedback.<br />

7. Review candidate’s lesson plan and related material prior to observation.<br />

8. Assess candidate practice with Teaching Competency Evaluation and rubric.<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

Professional ????<br />

24


Building Relationships<br />

Establish rapport by building trust, using effective interpersonal<br />

communication skills, and maintaining confidentiality. Candidates<br />

learn best from master teachers and supervisors who:<br />

Establish Trust<br />

Empathize with candidate’ challenges, share<br />

knowledge without being patronizing, and remain<br />

fair and impartial.<br />

Communicate Effectively<br />

Be sincere, approachable, and nonjudgmental.<br />

Maintain Confidentiality<br />

Maintain the trust and respect the privacy of the candidate.<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

25


Using Effective Communication Skills<br />

<strong>Supervisor</strong>s employ multiple communication skills (verbal,<br />

non-verbal, written) to effectively interact with candidates.<br />

There are a variety of ways to enhance or hinder communication:<br />

Examples of promoting<br />

communication:<br />

a. Active listening<br />

b. Reflective listening<br />

c. Paraphrasing<br />

d. Summarizing<br />

e. Asking open-ended<br />

questions/probing<br />

f. Sharing<br />

g. Interpreting<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

Examples of barriers to<br />

communication:<br />

a. Moralizing<br />

b. Arguing<br />

c. Preaching<br />

d. Storytelling<br />

e. Blocking mentees<br />

communication<br />

f. Talking too much<br />

g. Using judgmental<br />

statements<br />

26


Providing Candidate Support<br />

Stages Candidate<br />

Behaviors<br />

Dependent � Self-Directed<br />

<strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> Behaviors<br />

Stage 1 Dependent Authority/Coach<br />

Provides information during planning sessions.<br />

Offers immediate and specific feedback. Suggests<br />

remedies for deficiencies.<br />

Stage 2 Interested Motivator/Guide<br />

Inspires through modeling. Offers examples and<br />

suggests learning strategies. Assists in goal setting.<br />

Stage 3 Involved Facilitator<br />

Facilitates interactive discussions.<br />

Stage 4 Self-Directed Consultant<br />

Provides minimal direction and feedback.<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

Supporting<br />

27


Observing and Assessing <strong>Teacher</strong> Practice<br />

Preparing for the teaching practice observation.<br />

Planning: Decide observation focus.<br />

Observing: Document what you see and hear.<br />

Providing Feedback: Give concrete suggestion for development.<br />

Evaluating: Use competency rubric.<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

28


Questions and Answers<br />

Contact Information:<br />

Dr. Carrie Ann Blackaller, Co-Chair<br />

310-243-3900 - cablackaller@csudh.edu.<br />

SPE <strong>Master</strong> <strong>Teacher</strong>/<strong>Supervisor</strong> <strong>Training</strong><br />

29

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