Required Training for Candidate Support

Module 2: Co-Teaching With Your Candidate

What is Co-Teaching?

Co-teaching is a collaborative approach to education where both the experienced teacher and the student teacher work together in the classroom to provide a more comprehensive and effective learning experience for students.

How does Co-Teaching differ from Traditional Student Teaching?

In traditional student teaching, the student teacher may be left to teach alone, sometimes for entire school days or weeks, without the support and guidance of an experienced teacher. This can lead to a "sink or swim" experience that may not be beneficial for either the student teacher or the students.

In contrast, co-teaching involves both teachers working together in the classroom, sharing planning, teaching, and assessment responsibilities to provide a more realistic and supportive learning environment.

Why Choose Co-Teaching?

There are many benefits to co-teaching, including:

Benefits for Students

• Reduced student-to-teacher ratio
• Increased instructional options
• Diversity of instructional styles
• Greater levels of student engagement and participation

Benefits for Cooperating Teachers

• Enhanced collaboration skills
• Increased flexibility in grouping students
• Another set of eyes to watch and help problem-solve
• Flexibility to try new approaches
• Help with classroom management

Benefits for Cooperating Teachers and Candidates

• Enhance Your Collaboration Skills
• Improve Your Classroom Management Skills
• Gain More Teaching Time
• Boost Your Confidence
• Gain a Deeper Understanding of the Curriculum
• Reflect and Ask Questions

How Co-Teaching Can Help You Achieve Your Goals

• By participating in co-teaching, you'll be better equipped to:
• Develop a growth mindset and become a more confident teacher
• Improve your ability to manage classroom behaviors and activities
• Enhance your collaboration skills and build strong relationships with colleagues
• Gain a deeper understanding of the curriculum and instructional strategies
• Reflect on your teaching practices and make data-driven decisions

By working together as co-teachers, we can provide a more comprehensive and effective learning experience for our students, while also developing our own skills and knowledge as educators.

Six Co-Teaching Strategies for Effective Classroom Collaboration

Co-teaching is a powerful way to enhance student learning and improve teacher collaboration. By sharing the responsibilities of teaching, co-teachers can create a more engaging and supportive learning environment. Here are six co-teaching strategies to try:

1. One Teach, One Assist

In this strategy, one teacher takes the lead while the other assists with monitoring student work, addressing behavior issues, answering questions, and distributing materials. This approach helps ensure that students receive individualized support and attention.

2. One Teach, One Observe

In this approach, one teacher teaches while the other observes student learning, gathering data on academic, behavioral, and social skills. Roles can be switched depending on the topic or interest of the teacher. This strategy helps co-teachers gain a deeper understanding of student learning and identify areas for improvement.

3. Station Teaching

Co-teachers divide the class into small groups and provide instruction at separate stations. Each station should have a self-contained activity that requires approximately the same amount of time as the others. This approach reduces the student-teacher ratio, increasing student participation and effective monitoring.

4. Parallel Teaching

In this strategy, co-teachers divide the class in half and instruct them on the same material at the same time. This approach maximizes participation, minimizes behavior problems, and increases instructional intensity. Co-teachers must be mindful of timing and pacing to ensure a smooth lesson.

5. Alternative (Differentiated) Teaching

One teacher manages a large group while the other works with a small group for a specific instructional purpose. This approach provides flexibility and can be used for enrichment, remediation, assessment, or pre-teaching. It also allows co-teachers to use alternative methods of providing lesson input.

6. Team Teaching

In this approach, both teachers share the responsibilities of lead instruction in the front of the classroom. They may take on equally active roles with different responsibilities in a lesson. This strategy encourages creativity, collaboration, and energy among students and teachers alike. It should be used occasionally to ensure that subtle student needs are not missed.

Try out these co-teaching strategies in your classroom to see what works best for you and your students!

Module 3: Coaching the Candidate

Using the Instructive-Collaborative-Facilitative Framework for Effective Coaching Conversations

Coaching adults requires a different approach than teaching students. Instead of giving direct instructions, we need to empower teacher candidates to take ownership of their learning and development. The Instructive-Collaborative-Facilitative (I-C-F) framework is a valuable tool to guide your conversations with teacher candidates.

Cooperating Teacher Roles

Instructive: Give directions, explain options

Collaborative: Guide the interaction, ask focusing questions, co-construct solutions and materials

Facilitative: Listen, ask open and reflective questions, support self-assessment

Teacher Candidate Roles

Instructive: Follow directions, select from available options

Collaborative: Narrow ideas, determine next steps, co-construct solutions and materials

Facilitative: Actively direct the flow of information, self-assess, self-prescribe

Language Examples

Instructive: "Would you like me to offer some ideas?"

Collaborative: "Perhaps I can share some strategies that might be useful here?"

Facilitative: "What next steps do you think we should take?"

Activity Examples

• Suggest a strategy for assessing student work.
• Provide classroom management policies.
• Offer ways to differentiate instruction.
• Co-develop a lesson or curriculum unit.
• Analyze examples of student work together.
• Listen as the Teacher Candidate analyzes observation data.
• Pose questions that clarify and deepen the Teacher Candidate's thinking.

By using the I-C-F framework, you'll be able to adapt your coaching style to meet the needs of your teacher candidates and promote a collaborative and empowering learning environment.

Teaching Adults: A Different Approach

It's essential to understand the unique characteristics of adult learners to effectively support your teacher candidates. Adult learners have developed a sense of responsibility for their own lives, which is distinct from young learners. This fundamental difference requires an adapted approach to teaching and learning.

Tips for Teaching Candidates

Wait for the Teachable Moment: Adults are more likely to learn when they're ready. Look for cues indicating your teacher candidate is prepared to move forward. Don't force learning when they're not receptive.

Explaining the "Why": Fostering Deeper Learning in Adult Learners

As a cooperative teacher trainer, you know that adults learn best when they can see the relevance and application of new information. That's why it's crucial to explain the "why" behind what you're teaching.

The Power of Relevance

Adult learners, including your teacher candidates, are driven by a desire to understand how new information will be used in their daily lives or near future. When you can show them the practical connection, they're more likely to engage and retain the information.

Leveraging Life Experience

One of the greatest assets your teacher candidates bring to the table is their life experience. By recognizing and valuing this experience, you can create a more effective learning environment.

Tips for Fostering Deeper Learning

• Connect new information to real-life scenarios: Help your teacher candidates see how new concepts can be applied in their own classrooms or professional settings.
• Encourage sharing of life experiences: Create opportunities for teacher candidates to share their own experiences and relate them to the learning material.
• Emphasize the benefits: Highlight how the new knowledge or skills will benefit their students, colleagues, or themselves in the short-term.

By understanding and addressing the needs of adult learners, you'll be better equipped to support your teacher candidates and help them become more effective educators.

The Art of Giving Feedback: A Key to Effective Cooperative Teaching

As a cooperative teacher trainer, providing feedback is an essential part of your role. It's a delicate balance between offering constructive criticism and boosting confidence. With practice, you can master the art of giving feedback that inspires growth and development.

What Makes Feedback Effective?

Effective feedback is:

• Specific and Actionable: Provide concrete examples of the behavior in question, avoiding vague comments that leave your teacher candidate unsure of what needs improvement.
• Focused on Performance, Not Personality: Target specific behaviors rather than personality traits, ensuring your feedback is constructive and actionable.
• Limited in Scope: Focus on 1-2 issues at a time to avoid overwhelming your teacher candidate.
• Ongoing: Provide regular, informal feedback to help your teacher candidate stay on track and address issues promptly.

Feedback Language Tips

To ensure your feedback is effective, use these language tips:

• Practice Mirroring: Repeat what you've heard in your own words to show empathy, respect, and ensure accurate understanding.
• Ask Open-Ended Questions: Encourage your teacher candidate to share their thoughts and ideas by asking open-ended questions.
• Use the Sandwich Method: Frame your feedback with positive comments to make it more palatable and constructive.

Module 4: Observing Candidates

As a cooperating teacher, you play a vital role in supporting the growth and development of your teacher candidate. Observation and evaluation are crucial components of this process, providing valuable insights into the candidate's teaching practices and areas for improvement. In this section, we'll outline the requirements for observation and evaluation in cooperative teacher training.

Purpose of Observation 

The purpose of observation is to:

• Provide feedback to the teacher candidate on their teaching practices
• Support the candidate's growth and development as a professional educator
• Document progress towards meeting state/provincial teaching standards

Required Observation Documentation

To ensure consistency and transparency, it is essential to maintain accurate and detailed records of observations. Please ensure that the required documentation requested by the program coordinator is submitted.

Best Practices for Observation

To ensure effective observation, follow these best practices:

• Establish clear goals and expectations with the teacher candidate
• Use specific, observable criteria for evaluation
• Provide timely and constructive feedback
• Maintain accurate and detailed records

LiveText

Professional Characteristics Assessment

1. The Professional Characteristics Assessment (PCA) will be introduced to students during the student teaching semester(s).
2. The host teacher and university supervisor will discuss the completed assessment with students.
3. Two versions of the assessment will be set up in LiveText, one for formative assessment, and one for the summative assessment to be completed during the last four weeks of the final student teaching semester.
4. Host teachers will submit one PCA during the student teaching semester(s) for each student teacher.

PCA Rubric

The Professional Characteristics Assessment can be accessed through LiveText. If you have questions about LiveText, please contact the SOE office. Next is a tutorial for your reference as a host teacher, university supervisor or candidate.

Student Teacher Observation Tool

The STOT (Student Teacher Observation Tool) is one of the standard assessment protocols that we employ for evaluating our candidates. This tool is completed over the duration of the student teaching placement by the university supervisor with input from both the host teacher and candidate. 

• STOT may be implemented by host teachers and university supervisors during the student teaching experience as a formative assessment.
• All initial licensure program candidates, across programs will be evaluated using STOT by the university supervisor during the last four weeks of the final student teaching semester as a summative assessment.
• STOT will be used to evaluate student teachers during observations lasting between 60 and 100 minutes. There could be multiple lessons and iterations during this time period.
• Candidates will be scored N/A (not observed) when an indicator is not observed during the evaluation. There will also be a conference with the student teacher (face to face or virtual) with follow up to the indicators labeled as (C, conference).

Elementary: Student Teacher Observation Tool (STOT) Training Module
Secondary: Student Teacher Observation Tool (STOT) Training Module
PDF Copy of STOT

The STOT formative and summative assessment forms can be accessed through LiveText. If you have questions about LiveText, please contact the UAS SOE office.