Design Team II

School Based Innovation

Purpose

Design Team II is comprised of primarily school-based personnel (teachers, curriculum specialists, superintendents and principals) and secondarily with faculty from the SEO-TDC institutions, as needed. Classroom practice is widely viewed as the most powerful, impactful component of the teacher education process, and within this experience, cooperating teachers are considered the most important part of candidates’ experiences. Cooperating teachers are highly influential on candidates’ beliefs, attitudes, techniques and strategies.

Design Team II focuses on matters relative to the successful management and integration of Clinical Experiences. Clinical field experiences, which are inclusive of practica in the field, and professional internships in teaching. Design Team II is committed to formally working with school-based personnel to define the duration, design, and location for our field experiences. Preparation in the field and for the field is the central concept guiding these efforts. The work of Design Team II is an evolving process.

As part of our efforts to support the growth and development of highly effective teachers, SEO-TDC institutions believe that schools of education (SOEs) carry the responsibility of working with the field to design strong clinical experiences that most effectively sharpens the beginning teacher preparedness. However, implementing high quality field experiences can be challenging as SOEs navigate obstacles ranging from finding high-quality cooperating teachers and appropriate placements, to closely integrating the curriculum with the field experience.

To this end, Design Team II is seeking to identify and address the following:

  • What mentoring activities do cooperating teacher report frequently engaging in?
  • Where do gaps exist between broad institutional expectations and cooperating teacher practice?
  • What supports and structures are important for cooperating teachers to feel effective in their roles?
  • What opportunities exist for SEO-TDC to better support cooperating teachers?
  • What tools might be designed to effectively assess various types of mentoring styles?
  • What do candidates say about the effectiveness of the mentoring they are receiving?
  • How can the SEO-TDC institutions effectively and efficiently assess and improving upon their field experiences?

Charge

Click HERE to view the current team charge.

Facilitators

Cindy Hartman, Instructor, The Patton College and Stephanie Starcher, Superintendent, Fort Frye School District

Completed Works

As members of Communications and Connections, SEO-TDC member deans endorsed the work of Design Team II and unanimously agreed to adopt and integrate the work product of Design Team II into their own unique teacher preparation programs. SEO-TDC also recommended identifying language that would differentiate between mentoring required for first-year teachers during their residency and that mentoring that is required during the professional internship of teaching (student teaching). To this end, the form is identified as– Cooperating Teacher Criteria Referral Qualifications–. The work is one measure used to be responsive to the gaps that exist between broad institutional expectations of SEO-TDC member institutions and cooperating teacher practice.

SEOTDC Cooperating Teacher Referral Criteria Qualifications

Accompanying Correspondence

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