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

Building Scaled and Sustainable Residencies Who is US PREP? Topics for Today 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 Brooklyn College Lehman College Touro College University of the Pacific Touro University California CSU-San Marcos San Diego State University University of Arkansas at Pine Bluff Texas A&M-Commerce Texas A&M University - Texarkana UT-Permian Basin Tarleton State University Jackson State University Texas Tech University University of Texas-El Paso Texas State University University of Texas-San Antonio Southeastern Louisiana University McNeese State University University of Houston-Downtown University of Houston Sam Houston State University Prairie View A&M University University of Houston - Victoria Texas A&M University - Corpus Christi Strengthening the Teacher Preparation Pipeline ● The coalition commits to Piloting, Scaling, and Sustaining the Quality Objectives QUALITY OBJECTIVE 1: QUALITY OBJECTIVE 2: QUALITY OBJECTIVE 3: QUALITY OBJECTIVE 4: Programming Programming demonstrates commitment to Programming Programming is ensures teacher responsive to educators are effective in PK-12 school systems and the communities builds teacher candidate competency to meet the needs of all students- especially our students who have been historically underserved using data for continuous improvement preparing novices to work with all students- especially our students who have been historically underserved they serve Three Year Transformation Timeline How you define a high-quality residency? US PREP Coalition’s Definition of a High-Quality Residency Year Long Student Teaching Experience Performance Gates and Growth Plans Data-Driven Student Teaching Course POP Cycle and High-Quality Feedback Co-Teaching DEI & Social Justice Rubric Calibration and Norming Data Discussions and Data Use Practices Site Coordinator Role 10 Practice-Based Coursework 11 Quarterly Governance Meetings 12 Mentor Recruitment and Selection 13 Mentor Training 14 Components of a High-Quality Educator Preparation Program 14 Mutually Beneficial Partnerships Traditional Teacher Preparation Key Roles The Faculty Member The University/ Field Supervisor The Mentor Teacher The Teacher Candidate Traditional University Structure Scaling the Residency at SDSU Where Are We in our Scale Efforts? Year Long Student Teaching Experience Performance Gates and Growth Plans Data-Driven Student Teaching Course POP Cycle and High-Quality Feedback Co-Teaching DEI & Social Justice Rubric Calibration and Norming Data Discussions and Data Use Practices Site Coordinator Role 10 Practice-Based Coursework 11 Quarterly Governance Meetings 12 Mentor Recruitment and Selection 13 Mentor Training 14 Components of a High-Quality Educator Preparation Program 14 Mutually Beneficial Partnerships What if ● .We developed a Teacher Candidate Competency Rubric co-created by representatives from all credentialing departments and our partner districts that embedded the California Teacher Performance Expectations and Culturally Responsive Practices that was used to Departments guide TC preparation… ● ● ● Bilingual Education General Education Special Education Why ● Idiosyncratic methods to provide feedback & evaluation by university supervisors and guide teachers ● Data on individual teacher candidate performance are not shared What Coalition of the willing to create a new evaluation form/rubric based on CA 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 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 How The process for rubric creation included: ● Reviewed existing Rating Forms ● Development of Indicators & Evidence in Workgroups - for each CA - TPE ● Review of items for clarity using the Delphi method ● Large group meetings for review & feedback ● Rubric review by University Supervisors in cross departmental meetings ● Piloting by University Supervisors 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 – Engages Students in Learning ❏ Connects learning to students’ prior knowledge, experiences, interests, in lesson contexts ❏ Connects learning to students’ cultural, language and community 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 Results ● 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? ● Could TPP and district colleagues review how ● community advocacy and philanthropy colleagues define and measure diversity and equity? Could TPPs integrate how district colleagues use data to examine issues of diversity and equity in clinical practice curricular and instructional choices? Could guide teachers, university 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? ● Could TPPs use clinical practice tools to connect teacher candidate competency to issues of diversity and equity? ● Could we imagine 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: Survey https://tinyurl.com/CALearningSeriesPart1