Education 401: Supervision in Action

Boston College Lynch School of Education Spring 2008 Amy H. Ryan, Ph. D. Boston College Lynch School of Education Office: 264 Carney Hall Office Phone: (617) 552-1016 Email: amy.ryan.2@bc.edu Office Hours: By Appointment Camille Fitzpatrick-Markey Graduate Assistant Office: 269 Carney Hall Email: fitzpace@bc.edu Course Description This course provides preparation and support for cooperating teachers, who are faculty member of local school districts. Each person who is enrolled in the course has a Boston College Lynch School of Education Student Teacher. Cooperating teachers will learn various tools to observe their student teachers in the classroom. Course participants will learn how to plan and conduct pre-observation and post-observation conferences. In addition, cooperating teachers will study the problems and issues facing beginning teachers. Course Rationale and Philosophy The constructivist instructor presents information from whole to part with emphasis on major concepts. Course participants will work in cooperative learning groups constructing knowledge from experience, using a variety of manipulative and original source materials. Course participants questions are highly valued and will serve as assessment tools when planning class content and structure. The instructor will challenge cooperating teachers to think deeply and critically when solving problems. Assessing course participants will be conducted both formally and informally with cooperating teachers having many opportunities to demonstrate their understanding of major concepts. The Massachusetts Curriculum Frameworks provide the structure for planning effective practice and assessment. In addition, this course will examine the role of human development and multiple intelligences in learning. In compliance with Section 504 of the Rehabilitation Act of 1973, Boston College is committed to making its facilities, services, programs and instruction accessible to all students.

Ryan, ED401 Syllabus Lynch School of Education Mission & Teacher Education Themes The mission of the School of Education at Boston College is to improve the human condition through education. This goal is pursued through excellence and ethics in teaching, research and service. We prepare students to serve diverse populations in a variety of professional roles as teachers, administrators, human service providers, psychologists, and researchers. Through research, we seek to advance knowledge in our respective fields, inform policy, and improve practice. As teachers, scholars, and learners, we engage in collaborative school and community improvement efforts locally, nationally, and internationally. What unites our diverse work is the underlying aspiration to enhance the human condition, to expand the human imagination, and to make the world more just. Programs in Teacher Education at BC have five unifying themes. Although no single course in teacher education addresses all the themes in depth, each student teacher will have discussed all the themes prior to student teaching. All five themes are included in this course and are reflected in the requirements. As part of this course, cooperating teachers will develop a holistic understanding of these themes and how they apply to their mentoring role. Promoting Social Justice: At Boston College, we see teaching as an activity with political dimensions, and we see all educators as responsible for challenging inequities in the social order and working with others to establish a more just society. Constructing Knowledge: At Boston College, we regard all teachers and students as active agents in their own learning, who draw on prior knowledge and experience to construct new knowledge in interaction with texts, materials, and other learners. Inquiring into Practice: At Boston College, the curriculum is intended to bridge the gap between research and practice by fostering critical reflection and by treating classrooms and schools as sites for teacher research and other forms of practitioner inquiry. Meeting the Needs of Diverse Learners: At Boston College, we believe that one of central challenges of teaching is meeting the needs of all learners, especially as the school population becomes more diverse in race, culture, ethnicity, language background, and ability/disability. Collaborating with Others: At Boston College, prospective teachers are encouraged to collaborate with each of the stakeholders in the educational process (other teachers, administrators, human services professionals, parents, community members) and with fellow students and professors.

Ryan, ED401 Syllabus Course Objectives and Outcomes An overarching goal of this course is to provide cooperating teachers with an understanding of Boston Colleges policies for student teachers and strategies for effectively collaborating with future educators. Upon completion of this course, you will be able to: Describe the role of the cooperating teacher. Show understanding of the development of the adult learner. Apply knowledge of the Boston College Lynch School of Education Student Teaching Process. Apply knowledge of the Clinical Supervision Model. Describe the Lynch School of Education mission and teacher education themes. Analyze the role of the Curriculum Frameworks in planning, observing and assessing practice. Describe the principles of effective practice and the relationship of these principles to planning developmentally appropriate, culturally responsive lessons and assessment strategies in the constructivist classroom. Use the stages of teacher development to understand the needs of student teachers. Use strategies for effective listening. Identify, analyze for stereotypes, and select curriculum and assessment materials, including computers, media, and the World Wide Web and adaptive technologies to enhance teaching and learning. Use verbal interaction counts in observing student teachers. Use teacher verbal behaviors (information giving, questioning and praising) in observing student teachers. Conduct a pre-observation conference. Conduct a post-observation conference. Use trust building techniques when conferencing. Use listening skills when conferencing. Plan the use of mentoring time. Use the technique of classroom movement tracking. Create a Cooperating Teacher Toolkit.

Ryan, ED401 Syllabus Course Topics Student Teaching at Boston College Lynch School of Education Clinical Supervision Model Stages of Teacher Development Needs of Beginning Teachers Pre- and Post-Conferences Conferencing Skills: o Foundations in Mentoring Conversation Guides (New Teacher Center, 2002) o Learning Focused Verbal Toolkit (Lipton, p. 129) o Listening Skills o Maximizing Time & Attention o Mentoring Time Pie o Teacher Verbal Behaviors: Information Giving, Questioning, Praising (Glickman, Gordon, and Ross-Gordon, 2004) o Verbal & Non-Verbal Behaviors (Teachers 21, Simmons College) Quantitative Observation Techniques: o Classroom Movement Tracking o Interactive Seating Chart (Wiseman, Knight, Cooner, 2002) o On/Off Task o Performance Indicator Checklist o Quantitative Observation Techniques (Association for Supervision and Curriculum Development) o Student Learning Styles o Verbal Interaction Counts Qualitative Observation Techniques o Selective Verbatim Observation o Verbal Flow Observation Conflict Management

Ryan, ED401 Syllabus Measures of Cooperating Teachers Success Measure Attendance & Positive Contribution to Classroom Climate Building Collaborative Relationships -Relationship Profile -Beginning Teacher Self-Assessment Inventory Pre- and Post-Observation Conferences Observation Techniques: Verbal Interaction Observation Techniques: Interactive Seating Chart Observation Techniques: Classroom Movement Letter of Recommendation for Student Teacher Cooperating Teacher Toolkit Assignments Attendance & Positive Contribution to Classroom Climate (20%) One of the main components of the course is student participation. As a teacher, you are expected to be an active, professional, and engaged member of the community. An active member of the community, by definition, is a conscientious teacher who completes the required readings prior to class, supports learning activities through positive interactions with his/her classmates, and completes the assigned activities. To receive full credit for participation in the course, you must be present at all classes and be a contributing member of the community Building Collaborative Relationships (10%) This assignment is comprised of the Relationship Profile and Beginning Teacher SelfAssessment Inventory. In order to establish an effective and successful mentoring relationship with your student teacher, you need to learn more about her/his learning style, educational philosophy, and expectations for the mentoring process. Through completion of the Relationship Profile, you and your student teacher will reflect on your educational philosophies and beliefs, teaching and learning styles, classroom experiences, and expectations for student achievement. The Beginning Teacher Self-Assessment Inventory, which you will ask your student teacher to complete, documents her/his areas of concern and mentoring needs. You can use these tools to tailor the supervision experience to meet the needs of your student teacher. Percentage 20% 10%

20% 10% 10% 10% 10% 10%

Ryan, ED401 Syllabus Pre- and Post-Observation Conferences (20%) As a cooperating teacher you are expected to meet with your student teacher both before a classroom observation and after an observation. Once you select a suitable lesson and/or unit to observe, you need to schedule a face-to-face meeting with your student teacher. This meeting is an opportunity for you to review your student teachers lesson plan. You will use the preobservation tool and pose a series of questions to your student teacher about the purpose of the lesson, lesson sequence, what students are expected to learn and accomplish, assessment component, and areas of concern (e.g., classroom management, student-teacher interactions, special needs students, and time management). You can also use this meeting as an opportunity to select the type of observation instrument (e.g., classroom movement, on/off task, select verbatim recording, and collaborative assessment logs) to use during the classroom observation. Once you observe a lesson and/or unit, you need to schedule a face-to-face meeting with your student teacher to reflect on her/his lesson. As with the pre-observation conference, this is an opportunity for you and your student teacher to reflect on the observed lesson. You will use the post-observation tool and to pose a series of reflective questions to your student teacher about her/his teaching methods, classroom practice, presence, and expectations for student learning. You will use this meeting as an opportunity to share the completed observation instrument. To successfully complete this assignment you will document both meetings with your student teacher and submit completed pre-observation and post-observation conference documents. Observation Techniques In your role as a Cooperating teacher you are to spend considerable time conducting classroom observations and reflecting on your student teachers professional growth and development. By carefully documenting each observation and concentrating on a particular classroom practice or approach, you can engage your student teacher in a critical and reflective dialogue about her/his teaching practices. You will cultivate these skills through completion of three distinct classroom observations and observational tools. Verbal Interaction (10%) You and your student teacher will select a lesson and/or unit to observe. You will use a Verbal Interaction tool to record the frequency with which your student teacher engages in a particular behavior. You can, for example, document how often your student teacher poses questions to a child/class, praises a child/class, or provides directions. You can also document interactions between your student teacher and students in the classroom. Interactive Seating Chart (10%) You and your student teacher will select a lesson and/or unit to observe. You will use the Interactive Seating Chart to document student/teacher interactions. You will use a set of symbols to code common classroom interactions (e.g., open-ended questions, check for understanding, praise, social comment, student initiated comment, and reprimands).

Ryan, ED401 Syllabus Classroom Movement (10%) You and your student teacher will select a lesson and/or unit to observe. You will create a map of the learning environment and plot your student teachers movement throughout the lesson. You will record the sequence, time, direction, and destination of each movement. Letter of Recommendation for Student Teacher (10%) Towards the end of the academic semester, you need to write a professional letter of recommendation for your student teacher. The submitted letter must be clear, easy to read and understand, proofread, and designed to showcase your student teachers experience in an elementary or secondary setting. This document should, at a minimum, include the following informationstudents full name, grade level taught, name of the school, city and state in which the teaching experience occurred, number of students in the classroom, number of special needs students and types of accommodations that were needed, description of the lessons and units that were planned, taught, and assessed, student teachers classroom presence and tone, and student teachers rapport with students, cooperating teacher(s), and colleagues within the school. Cooperating Teacher Toolkit (10%) This toolkit will serve as the culmination of your cooperating teacher experience. To successfully complete the course you need to compile a toolkit in a three-ring binder with tabbed sections and showcase your work as a mentor. The tabs should read as follows: Tab 1: Cooperating Teacher Information Create a title page with your full name, name of your student teacher, grade level taught, name of school and address, phone number, and email address. Tab 2: Building Collaborative Relationships Provide copies of the completed Relationship Profile and Beginning Teacher SelfAssessment Inventory. Tab 3: Pre- and Post-Observation Conferences Provide copies of the completed pre- and post-observation documents. Tab 4: Observation Techniques: Verbal Interaction Provide a copy of the completed Verbal Interaction tool. Tab 5: Observation Techniques: Interactive Seating Chart Provide a copy of the completed Interactive Seating Chart tool. Tab 6: Observation Techniques: Classroom Movement Provide a copy of the completed Classroom Movement tool.

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Tab 7: Letter of Recommendation for Student Teacher Provide a letter of recommendation on school letterhead. Tab 8: Final Reflection Review all of the assignments that you completed during Supervision in Action. Write Three Pluses and a Wish about your experiences and reflections as a mentor. This reflection should be one to two pages in length and be formatted with one-inch margins, double-spacing, and 12 point font.

Policies If a teacher must miss a class, please call the instructor before the missed class and leave a message. In addition, a teacher who misses a class must schedule a meeting with the instructor. Assignments are due on the dates listed in the tentative class schedule; late assignments will not be accepted unless prior arrangements have been made with the instructor. If a teacher candidate wishes to discuss reasonable accommodations for instruction for ED401, please make an appointment to see the instructor within the first week of classes. Textbooks Lee, E., Menkart, D., & Okazawa-Rey, M. (2006). Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington, DC: Teaching for Change. Lipton, L., & Wellman, B. (2003). Mentoring Matters: A Practical Guide to Learning-Focused Relationships. Sherman, CT: MiraVia. Tatum, B. D. (2007). Can We Talk About Race? And Other Conversations in an Era of School Resegregation. Boston, MA: Beacon Press.

Ryan, ED401 Syllabus Course Topics, Themes, and Assignments Tentative Schedule Date Topics & Themes

1/22 Introduction & Course Expectations Topics: Overview of Course Syllabus Office of Practicum Experiences & Teacher Induction o Cooperating Teachers Roles & Responsibilities o Department of Education Evidence Binder: Pre-Service Performance Assessment Massachusetts Curriculum Frameworks Activities: Cooperating Teacher Profile Personal Cultural History Exercise (Menkart & Okazawa-Rey, p. 70-72) Top Ten Things you need or need to know as a classroom teacher. (Lipton, Section 6: Strategies for Success, Lipton, p. 83) Assignments Due 2/5: Lipton: Preface and Sections 1-3 Initial Self-Assessment Profile (Lipton, p. 118) Beginning Teacher Self-Assessment Inventory (Lipton, p. 119) 2/5 Conferencing Skills Topics: Boston Colleges Clinical Supervision Model o Agenda for Full Practicum Initial Three-Way Conference Meeting (Form #1) o Collaborative Assessment Log (Form #2B) Pre- and Post-Conferences Maximizing Time & Attention Learning Focused Verbal Toolkit (Lipton, p. 129) Verbal & Non-Verbal Behaviors (Teachers 21) Activities: Reflection Journal I (Lipton, p. 122) Effective Mentoring: Building Learning Focused Relationships Video Assignments Due 2/26: Pre- and Post-Observation Conferences

Ryan, ED401 Syllabus Date Topics & Themes

2/26 Teacher Development & Observation Techniques Topics: Stages of Teacher Development o New Teacher Center: Phases of Teachers Attitudes o Needs of Beginning Teachers Boston Colleges Clinical Supervision Model o Observation and Feedback Report (Form #2) Verbal Interaction Counts Teacher Verbal Behaviors: Information Giving, Questioning, Praising (Glickman, Gordon, and Ross-Gordon, 2004) Activities: Reflection Journal II (Lipton, p. 123) Tips for Working with Student Teachers (Murray, Winter 2005-2006) Assignments Due 3/18: Observation Techniques: Verbal Interaction Counts 3/18 Mentoring Conversations Topics: Foundations in Mentoring Conversation Guides (New Teacher Center, 2002) Listening Skills Mentoring Time Pie (Zachary, L.J., 2000) Boston Colleges Clinical Supervision Model o Full Practicum Mid-Term Three Way Conference and Progress Report (Form #2) Observation Techniques: On/Off Task Activities: Reflection Journal III (Lipton, p. 124) Foundations in Mentoring: Professional Development for Those who Work with Beginning Teachers Video (New Teacher Center, 2002) Assignments 4/1: Observation Techniques: On/Off Task

Ryan, ED401 Syllabus Date 4/1 Topics & Themes Quantitative Observation Techniques Topics: Quantitative Observation Techniques (Association for Supervision and Curriculum Development) Classroom Movement Tracking Performance Indicator Checklist Interactive Seating Chart (Wiseman, Knight, Cooner, 2002) Student Learning Styles Activities: Reflection Journal IV (Lipton, p. 125) Observation Techniques Video (Association for Supervision and Curriculum Development, 2002) Assignments 4/15: Observation Techniques: Classroom Movement 4/15 Qualitative Observation Techniques Topics: Boston Colleges Clinical Supervision Model o Observation and Feedback Report (Form #2A) Selective Verbatim Observation Verbal Flow Observation Activities: Reflection Journal V (Lipton, p. 126) Assignments 5/6: Letter of Recommendation for Student Teacher Cooperating Teacher Reflection & Toolkit

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Ryan, ED401 Syllabus Date 5/6 Topics & Themes Conflict Management & Mentoring Closure Topics: Celebrating Successes and Reflecting on the Mentoring Experience Aha Chart (Lipton, p. 96) Boston Colleges Clinical Supervision Model o Clinical Faculty Supervisors Final Report and Grade Recommendation for Full Practicum Experience (Form #4) Activities: Reflection Journal VI (Lipton, p. 127)

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Ryan, ED401 Syllabus Readings and Resources Armstrong, T. (2000). Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Armstrong, T. (2006). The Best Schools. Alexandria, VA: Association for Supervision and Curriculum Development. Beck, M. (1999). Expecting Adam. New York, New York: Berkley Books. Bradekanmp, S. C., C. . (1997). Developmentally Appropriate Practice in Early Childhood Education (Revised ed.). Washington, DC: National Association for the Education of the Young. Chafel, J. A., Flint, A. S., Hammel, J., & Pomeroy, K. H. (January 2007). Young Children, Social Issues, and Critical Literacy: Stories of Teachers and Researchers. Young Children, 62(1), 73-81. Children, C. o. I. B. f. (2007). 10 Quick Ways to Analyze Children's Books for Racism and Sexism. In Rethinking Our Classrooms: Teaching for Equity and Justice (pp. 10-11). Milwaukee, WI: Rethinking Schools. Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic Assessment in Action. New York, New York: Teachers College Press. Darling-Hammond, L., French, J., & Garcia-Lopez, S. P. (2002). Teaching for Social Justice. New York, New York: Teachers College Press. Derman-Sparks, L., & Ramsey, P. G. (November 2005). What If All of the Children in the Class Are White? Anti-Bias/Multicultural Education with White Children. Young Children, 60(6), 20-17. Freiberg, J. (March 2002). Essential Skills for New Teachers. Educational Leadership, 59(6), 5660. Interactive Seating Chart. (2002). (2002). In D. Wiseman, S. Knight & D. Cooner (Eds.), Becoming a Master Teacher in a Field-Based Setting: An Introduction to Education and Classrooms (pp. 157-161). Belmont, CA: Wadsworth Group. Lee, E., Menkart, D., & Okazawa-Rey, M. (1998). Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington, DC: Newtork of Educators on the Americas. Liesveld, R., & Miller, J. A. Teach with Your Strengths: How Great Teachers Inspire Their Students. 12

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Lipton, L., & Wellman, B. (2003). Mentoring Matters: A Practical Guide to Learning-Focused Relationships. Sherman, CT: MiraVia. McIntosh, P. (1998). White Privilege: Unpacking the Invisible Knapsack. In E. Lee, D. Menkart & M. Okazawa-Rey (Eds.), Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development (pp. 79-82). Washington, DC: Newtork of Educators on the Americas. Murray, A. (Winter 2005-2006). Tips for Working with Student Teachers. Rethinking Schools, 20(2), 42-43. Okazawa-Rey, M. (1998). A Personal Cultural History Exercise. In E. Lee, D. Menkart & M. Okazawa-Rey (Eds.), Beyond Heroes and Holidays: A Practical Guide to K-12 AntiRacist, Multicultural Education and Staff Development (pp. 66-67). Washington, DC: Newtork of Educators on the Americas. Olsen, R. A. (1998). White Privilge in Schools. In E. Lee, D. Menkart & M. Okazawa-Rey (Eds.), Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development (pp. 83-84). Washington, DC: Newtork of Educators on the Americas. Schwebel, S. L., Schwebel, D. C., Schwebel, B. L., & Schwebel, C. R. (2002). The Student Teacher as a Person. In The Student Teacher's Handbook (Fourth ed., pp. 232-254). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Publishers. Short, D., & Echevarria, J. (December 2004/January 2005). Teacher Skills to Support English Language Learners. Associaton for Supervision and Curriculum Development, 62(4), 813. Sleeter, C. (1998). Teaching Whites About Racism. In E. Lee, D. Menkart & M. Okazawa-Rey (Eds.), Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development (pp. 36-44). Washington, DC: Newtork of Educators on the Americas. Tatum, B. D. (2007). Can We Talk About Race? And Other Conversations in an Era of School Resegregation. Boston, MA: Beacon Press. Wentz, P. J. (2001). The Cooperating Teacher. In The Student Teaching Experience: Cases from the Classroom (pp. 83-91). Upper Saddle River, NJ: Prentice Hall. What Is the Bias Here?: Staff Development for Critical Literacy. (1998). (1998). In E. Lee, D. Menkart & M. Okazawa-Rey (Eds.), Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development (pp. 76-77). Washington, DC: Newtork of Educators on the Americas.

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