Building-Scaled-and-Sustainable-Residencies_Series-1_3

Components of High-Quality Residencies Role of the Site Coordinator Site Coordinator Perspectives Scaling the Role SDSU Implementation Spotlight Q & A and Closing... Introducing a New St

Building Scaled and Sustainable

Residencies

Topics for Today

Who is US PREP?

Components of High-Quality Residencies

Role of the Site Coordinator Site Coordinator Perspectives

Scaling the Role SDSU Implementation Spotlight

Q & A and Closing

Portland State University

Touro University California

University of the Pacific

San Diego State University

Brooklyn College Lehman College Touro College

University of Texas-San Antonio Texas Tech University

University of Houston-Downtown

University of Houston Sam Houston State University

Jackson State University Southeastern Louisiana University

McNeese State University

Texas A&M-Commerce UT-Permian Basin

Texas State University

Tarleton State University

CSU-San Marcos

University of Arkansas at Pine Bluff

University of Texas-El Paso

University of Houston - Victoria Texas A&M University - Corpus Christi

Prairie View A&M University

Texas A&M University - Texarkana

Strengthening the Teacher Preparation Pipeline

The coalition commits to

Piloting, Scaling, and Sustaining the Quality Objectives

Programming

builds teacher candidate competency to

meet the needs of all

students- especially

our students who

have been historically

underserved

QUALITY OBJECTIVE 1:

Programming demonstrates commitment to usingdata for continuous improvement

QUALITY OBJECTIVE 2:

Programming ensuresteacher educators are effective in preparing novices to work with all students- especially our students who have been historically underserved

QUALITY OBJECTIVE 3:

Programming is

r esponsive to PK-12 school systems and

the communities

they serve

QUALITY OBJECTIVE 4:

Three Year Transformation Timeline

How do you define a

high-quality residency?

6

US PREP Coalition’s Definition of a High-Quality Residency

14 Components of a High-Quality Educator

Preparation Program

1 Year Long Student Teaching Experience

2 Performance Gates and Growth Plans

3 Data-Driven Student Teaching Course

4 POP Cycle and High-Quality Feedback

5 Co-Teaching

6 DEI & Social Justice

7 Rubric Calibration and Norming

8 Data Discussions and Data Use Practices

9 Site Coordinator Role

10 Practice-Based Coursework

11 Quarterly Governance Meetings

12 Mentor Recruitment and Selection

13 Mentor Training

14 Mutually Beneficial Partnerships

8

Traditional

University

Structure

9

Introducing a

New Stakeholder

The Faculty Member The Trained Recruited & Mentor

Teacher

The Resident

Teacher Candidate

The Site Coordinator Administrator The School

10

Role of Site

Coordinator

Conducts all performance assessments &

walkthroughs

Teaches practice-based methods courses as well as a bi-weekly student teaching class

Works with principals to carefully select and train the mentor teachers

Meets with mentor teachers quarterly in the semester to provide data and coaching support

Facilitates quarterly governance meetings with principals using candidate performance data

Provides ongoing feedback &

coaching to teacher candidate

11

What role does the Site Coordinator play in implementing the components of

a high-quality residency?

14 Components of a High-Quality Educator

Preparation Program

1 Year Long Student Teaching Experience

2 Performance Gates and Growth Plans

3 Data-Driven Student Teaching Course

4 POP Cycle and High-Quality Feedback

5 Co-Teaching

6 DEI & Social Justice

7 Rubric Calibration and Norming

8 Data Discussions and Data Use Practices

9 Site Coordinator Role

10 Practice-Based Coursework

11 Quarterly Governance Meetings

12 Mentor Recruitment and Selection

13 Mentor Training

14 Mutually Beneficial Partnerships

Perspectives from Current Site Coordinators

14

Scaling the Site Coordinator Role

Strategies used to scale the role of Site Coordinator:

● Leveraging Existing Supervisors

● Reallocating Roles & Budget

● Leveraging Existing Faculty Roles

Whole Group Share Out

Identify Benefits to Stakeholders

Topics for Today

Who is US PREP?

Components of High-Quality Residencies

Role of the Site Coordinator Site Coordinator Perspectives

Scaling the Role

SDSU Implementation Spotlight

Q & A and Closing

Cross Department Collaboration to Create

a Competency Rubric used to Prepare

Teacher Candidates to Equitably Educate

All Students

Laura J Hall, Estella Chizhik & Saúl I Maldonado

San Diego State University

Scaling the Residency at SDSU Where Are We in our Scale Efforts?

14 Components of a High-Quality Educator

Preparation Program

1 Year Long Student Teaching Experience

2 Performance Gates and Growth Plans

3 Data-Driven Student Teaching Course

4 POP Cycle and High-Quality Feedback

5 Co-Teaching

6 DEI & Social Justice

7 Rubric Calibration and Norming

8 Data Discussions and Data Use Practices

9 Site Coordinator Role

10 Practice-Based Coursework

11 Quarterly Governance Meetings

12 Mentor Recruitment and Selection

13 Mentor Training

14 Mutually Beneficial Partnerships

Scaling the Residency at SDSU Where Are We in our Scale Efforts?

14 Components of a High-Quality Educator

Preparation Program

1 Year Long Student Teaching Experience

2 Performance Gates and Growth Plans

3 Data-Driven Student Teaching Course

4 POP Cycle and High-Quality Feedback

5 Co-Teaching

6 DEI & Social Justice

7 Rubric Calibration and Norming

8 Data Discussions and Data Use Practices

9 Site Coordinator Role

10 Practice-Based Coursework

11 Quarterly Governance Meetings

12 Mentor Recruitment and Selection

13 Mentor Training

14 Mutually Beneficial Partnerships

What if

● We developed a Teacher Candidate

Competency Rubric co-created by

representatives from all 3 credentialing

departments and our partner districts

that embedded the California Teacher

Performance Expectations and Culturally

Responsive Practices that was used to

● Idiosyncratic methods to provide feedback &

evaluation by university supervisors and

guide teachers

● Data on individual teacher candidate

performance are not shared

Coalition of the willing to create a new

evaluation form/rubric based on CA 6 TPE

areas-● Bilingual, General, and Special Education

departments

● TC Supervisors from each department

● Faculty/lecturers from each department

● Guide teachers from our district partner

● Cohort leaders (i.e., site coordinators)

A Focus on Equity

The rubric is designed to prepare TCs to teach

effectively with ALL students regardless of race, ethnicity, language, gender identification, or

ability.

The 8 Culturally Responsive Teacher Practices

as identified by Muñiz (2019) are embedded in

the rubric

Eight Interconnected Competencies for Culturally Responsive Teaching (Muñiz, 2019)

https://www.newamerica.org ›

Reflect on one’s own cultural bias

Draw on students’ culture to shape curriculum and instruction Bring real-world issues into the classroom

Model high expectations for all students

Promote respect for student differences

Collaborate with families and the local community

Communicate in linguistically and culturally responsive ways Recognize and redress bias in the system

The process for rubric creation included:

Workgroups - 1 for each CA - TPE

departmental meetings

What if

● How are (or how could) guide teachers,

university supervisors, site coordinators, and methods faculty collaborate on

designing, validating/calibrating,

implementing and making decisions

informed by measures of teacher

candidate competency? How are (or how could) district colleagues be included in the process?

Rubric - Item - TPE 1 – Engages Students in Learning

interests, in lesson contexts

backgrounds in lesson contexts

❏ Connects subject matter to meaningful, real-life contexts

❏ Incorporates Universal Design for Learning (UDL) to support

access to the curriculum for a wide range of learners

❏ Provides learning opportunities for inquiry and problem solving to

promote students’ critical and creative thinking and analysis.

❏ Incorporates visual and performing arts as appropriate to content

and context of learning

● Rubric items in a form with a list of evidence

that appears when you hover over the

indicators

● Rubric indicators will be incorporated into

SibME to be used with TC videos

Data Use - Design, Delivery & Decisions

Data was used to guide rubric development throughout

Data informed about priorities of current University Supervisors/Site Coordinators Data used from the rubric can be analyzed across TCs and programs

Data will inform program content across courses, assignments & activities

● Could TPP and district

colleagues co-create

definitions of diversity and

equity?

colleagues review how

community advocacy and

philanthropy colleagues

define and measure

diversity and equity?

colleagues use data to examine issues of diversity and equity in clinical practice curricular and instructional choices?

supervisors, site coordinators, and methods faculty collaborate

on designing, implementing and making decisions informed by measures of teacher candidate competency? Could district colleagues be included?

clinical practice tools to connect teacher candidate competency to issues of diversity and equity?

consistent/aligned teacher candidate competency ratings across IHEs and

districts?

The Role of District & EPP

Shared Governance

September 28th 9:00-10:30 am PST

The Performance Assessment Cycle

October 5th 9:00-10:30 am PST

RSVP:

https://tinyurl.com/CALearningSeriesPart1