Chapter 3: Using The ST Pedagogy & Dispositions Form In .
Chapter 3:Using the ST Pedagogy & Dispositions Form inthe Three-Way Conference and DevelopingGoals for Professional GrowthDeveloped by the VARI-EPP* Collaboration*Valid and Reliable Instruments for Educator Preparation Programs 2016
Learning ObjectivesIn this chapter, you will:Learn the purpose of the Three-Way ConferenceLearn about the Three-Way ConferenceExamine examples of interactions that may occur during theConferenceLearn the timeline for goal developmentLearn the content and structure of the goalsLearn how to support student teachers in their goal progressChapter 3Slide 2 of 28
What is the Three-Way Conference? The meeting Includes the university supervisor, thecooperating teacher (mentor), andthe student teacher (intern). Ensures the perspectives of eachmember of the team are taken intoconsideration when evaluating thestudent teacher using the STPedagogy & Dispositions Form. Occurs twice: Formative Mid-term andSummative FinalChapter 3The Three-Way ConferenceSlide 3 of 28
When does the Three-Way Conference occur?The ST Pedagogy & DispositionsForm is intended to: Accurately reflect the STperformance at the middleand the end of the studentteaching experience. Provide formativefeedback to the studentteacher.The ST Pedagogy & DispositionsForm is used:At any time during the studentteaching experience, but it maybe particularly useful inpreparing for the midterm andfinal Three-Way Conferences.Chapter 3Review expectations at the beginning of thesemesterThe midterm Three-Way ConferenceProvides an opportunity for selfand formative assessmentTakes place midway throughthe student teachingexperienceHelps the student teacher (ST)identify areas of strength andopportunities for growth in theremaining time in the placementThe final Three-Way ConferenceServes as the summativeassessment for the studentteaching experienceTakes place in the in the finalweek of the student teachingexperienceHelps the ST identify areas ofstrength and opportunities forgrowth in his/her future teachingcareerSlide 4 of 28
Who participates in the Conference?CooperatingTeacherSupervisorStudent TeacherChapter 3The Three-Way ConferenceSlide 5 of 28
How should each participant prepare forthe conference?Each teammemberinvolved in theevaluationprocess shouldbring: a suggestedscore evidence tosupporthis/her scoreChapter 3Slide 6 of 28
Where do I find evidence to support myscore? Remember to consult the“Look Fors” document forsuggestions for possiblesources of evidence, aswell as further elaborationof the characteristics foreach level ofperformance. A note for Row M: Evidence may begathered from lesson plans,teaching,reflections,conferences, etc.Chapter 3ItemExceeds Expectations(3 points)Meets Expectations(2 points)Emerging(1 point)Does Not Meet Expectations(0 points)Analysis of TeachingM.Connections toResearch andTheoryDiscusses, provides evidence of, and justifiesconnections to educational research and/or theorySources ofEvidence: PossibleEvidence:Discusses and provides evidence ofconnections to educational researchand/or theoryMentions connections toeducational research and/ortheoryNo connections OR inaccurateconnections to educationalresearch and/or theoryANDUses research and/or theory to explain their P-12learners’ progressObservation of teachingPre/post observation conferencesReflections (written or oral) on lessonsTeaching journalsCumulative planning documentsAppropriate citations for research and theoryStudent learning objectivesConnections between methodology and research/theoryExceeds/Meets ExpectationsExceeds:The student teacher: makes multiple and specific references to theory and research to supportwhy a task was chosen, how an assessment is appropriate/aligns toinstruction, etc. is able to go “in-depth” about the relationship between research/theoryand their teaching (i.e., they are able to discuss applications and rationalesin depth)Meets:The student teacher can: use theory and research to support why a task was chosen, how anassessment is appropriate/aligns to instruction elaborate on their teaching/assessment practices referring to specificresearch-based strategies/methods (e.g., “When I was doing X in theclassroom, it was based on Y’s research-based method.”)Emerging/ Does Not Meet ExpectationsEmerging: Connections are grade/developmental levelappropriateThe student teacher: consistently refers to only one general connection, ors/he relays the same connection within multiplelessons is a “name dropper” of theorists and researchers, butcannot articulate how his/her teaching integratesconcepts from research and theoryDoes not Meet: Student teacher makes no attempt to draw connectionsto research and theoryRow M: “Look Fors”Slide 7 of 28
How should I prepare dispositional evidencefor the Three-Way Conference?When completing the Dispositions section, there may be somesubjectivity. It is necessary for the student teacher, cooperating teacher,and university supervisor to use their professional judgment . Several observations of a student teacher’s performance are requiredto gather sufficient evidence. Chapter 3In some cases, it may be helpful for the supervisor to arrive earlyand/or stay late after an observation of a lesson to obtain evidence.All Three-Way Conference participants should bring evidence tosupport their proposed scores for each row.Slide 8 of 28
NOTE: In addition to self-assessing his/her progressthe student teacher should: Complete the “Goals” section of the STPedagogy & Dispositions Form Refine his/her goals after discussing them withthe supervisor and cooperating teacher atthe Three-Way conference More information about the goal developmentand refinement process is available later in thischapter.Chapter 3Slide 9 of 28
Let’s look at what conversations may look like in twomock Three-Way Conferences.Chapter 3SituationWebsite LinkExample #1: The ST indicating s/he has nothad the opportunity to demonstrate aparticular skillhttps://youtu.be/VMJT738RMywExample #2 – A team member indicatings/he has not had an opportunity to observethe student teacher demonstratingevidence for a specific skillhttps://youtu.be/A39KGYMjYlQSlide 10 of 28
What is the timeline for goal development?Goals are developed during the: Goal development is acollaborative effortbetween thecooperating teacher,university supervisor,and student teacher. Goals are finalized atthe end of the ThreeWay Conference withinput from all teammembers.Midterm Three-Way Conference To be achieved by the end of the semester.Final three-way conference Chapter 3To drive professional improvement in the first years ofteaching.Slide 11 of 28
What is the content of the goals?The content of the goals should focus on scores on the STPedagogy & Dispositions Form that could be improved. Thismay include: Skills the student teacher has not yet had an opportunityto practice/ demonstrate Rubric rows receiving a score of ‘0’ or ‘1’NOTE: The specific nature of the learningenvironment will determine the focus of the goals. One goal is required Two to three goals are recommendedChapter 3Slide 12 of 28
How should the goals be structured?Goals must be specific and measurableExample ofinappropriategoalsestablishedduring amidtermThree-WayConferenceChapter 3Example ofappropriategoalsestablishedduring amidtermThree-WayConferenceSlide 13 of 28
How can a supervisor and cooperatingteacher support the student teacher’sgoal progress?After the midterm conference, the student teacher’s progress toward goalsshould be monitored and regularly discussed. The supervisor and cooperatingteacher can support the student teacher in the following ways:Chapter 3 Encouraging the student teacher to reflect on his/her progress related tothe goals (i.e., provide evidence related to the goals) during each postobservation conference; Giving feedback related to the goals as part of post-observationconferences; Providing the student teacher with resources (journal articles, samplematerials, etc.) related to the focus of his/her goals.Slide 14 of 28
SummaryIn this chapter, you:Learned the purpose of the Three-Way ConferenceLearned about the Three-Way ConferenceExamined examples of interactions that may occur during theConferenceLearned the timeline for goal developmentLearned the content and structure of the goalsLearned how to support student teachers in their goal progressChapter 3Slide 15 of 28
QuizTest your knowledge with a self-check quiz!Record your answers and then compare with thekey at the end of the quiz.Created by the VARI-EPP Coordination Team and the College of Education and Human Ecology Educational Technology Team at The Ohio State University Contact: Brownstein.2@osu.eduChapter 3
Quiz: Question 1What is the minimum required number of goals?Ü FourÜ OneÜ There is no minimum number; it will vary by student teacherÜ TwoCreated by the VARI-EPP Coordination Team and the College of Education and Human Ecology Educational Technology Team at The Ohio State University Contact: Brownstein.2@osu.eduChapter 3
Quiz: Question 2If writing goals at the midterm point, when shouldthe team strive to have these goals met?Ü Goals should be met by the end of the next monthÜ Goals should be met by the end of the student teachingexperienceÜ Goals should be met within the first year of teachingÜ Goals should be considered career goals to be worked onfor next several yearsCreated by the VARI-EPP Coordination Team and the College of Education and Human Ecology Educational Technology Team at The Ohio State University Contact: Brownstein.2@osu.eduChapter 3
Quiz: Question 3Below is a sample of evidence presented at the Three-Way Midterm [formative assessment] Conference. Based on theevidence presented below, what rating would you give Tammy for Row G “Advocacy to Meet the Needs of Learners or for theTeaching Profession”? Remember to use the “Look Fors” document to find examples of evidence for this row.Select one below: G. Advocacyto Meet theNeeds ofLearners or forthe TeachingProfessionChapter 3Recognizes and articulatesspecific areas in need ofadvocacy, including the1. Needs of learners (e.g.academic, physical, social,emotional, and cultural needs; ORadequate resources, equitableopportunities)OR2. Needs of the teachingprofession (e.g. technologyintegration, research-basedpractices)Recognizes and articulatesspecific areas in need ofadvocacy, including the1. Needs of learners (e.g.academic, physical, social,emotional, and culturalneeds; OR adequateresources, equitableopportunities)OR2. Needs of the teachingprofession (e.g. technologyintegration, research-basedpractices)Exceeds ExpectationsMeets ExpectationsEmergingDoes Not Meet ExpectationsRecognizes areas inDoes not recognize areas in need ofneed of advocacy, butadvocacy, including thecannot articulate the1. Needs of learners (e.g. academic,1. Needs of learnersphysical, social, emotional, and cultural(e.g. academic,needs; OR adequate resources, equitablephysical, social,opportunities)emotional, and culturalORneeds; OR adequate2. Needs of the teaching profession (e.g.resources, equitabletechnology integration, research-basedopportunities)practices)OR2. Needs of the teachingprofession (e.g.technology integration,Created by the VARI-EPP ANDCoordination Team and the College of Education and Human EcologyEducational Technology Team at The Ohio State University Contact: Brownstein.2@osu.eduresearch-basedTakes action(s) based uponpractices)identified needs, while followingdistrict protocols
Quiz: Question 4Below is a sample of evidence presented at the Three-Way Midterm [formative assessment] Conference. Based on theevidence presented below, what rating would you give Tommy for Row G “Advocacy to Meet the Needs of Learners of for theTeaching Profession”? Remember to use the “Look Fors” document to find examples of evidence for this row.Select one below: G. Advocacyto Meet theNeeds ofLearners or forthe TeachingProfessionRecognizes and articulatesspecific areas in need ofadvocacy, including the1. Needs of learners (e.g.academic, physical, social,emotional, and cultural needs; ORadequate resources, equitableopportunities)OR2. Needs of the teachingprofession (e.g. technologyintegration, research-basedpractices)Recognizes and articulatesspecific areas in need ofadvocacy, including the1. Needs of learners (e.g.academic, physical, social,emotional, and culturalneeds; OR adequateresources, equitableopportunities)OR2. Needs of the teachingprofession (e.g. technologyintegration, research-basedpractices)Recognizes areas inneed of advocacy, butcannot articulate the1. Needs of learners(e.g. academic,physical, social,emotional, and culturalneeds; OR adequateresources, equitableopportunities)OR2. Needs of the teachingprofession (e.g.technology integration,research-basedpractices)Exceeds ExpectationsMeets ExpectationsEmergingDoes Not Meet ExpectationsDoes not recognize areas in need ofadvocacy, including the1. Needs of learners (e.g. academic,physical, social, emotional, and culturalneeds; OR adequate resources, equitableopportunities)OR2. Needs of the teaching profession (e.g.technology integration, research-basedpractices)ANDTakes action(s) based uponCreated by the VARI-EPPidentifiedCoordinationTeamandthe College of Education and Human Ecology Educational Technology Team at The Ohio State University Contact: Brownstein.2@osu.eduneeds,whilefollowingdistrict protocolsChapter 3
Quiz: Question 1What is the minimum required number of goals?Ü FourÜ OneÜ There is no minimum number; it will vary by student teacherÜ TwoCreated by the VARI-EPP Coordination Team and the College of Education and Human Ecology Educational Technology Team at The Ohio State University Contact: Brownstein.2@osu.eduChapter 3
Quiz: Question 2If writing goals at the midterm point, when shouldthe team strive to have these goals met?Ü Goals should be met by the end of the next monthÜ Goals should be met by the end of the student teachingexperienceÜ Goals should be met within the first year of teachingÜ Goals should be considered career goals to be worked onfor next several yearsCreated by the VARI-EPP Coordination Team and the College of Education and Human Ecology Educational Technology Team at The Ohio State University Contact: Brownstein.2@osu.eduChapter 3
Question 3: Answer and ExplanationANSWER – Exceeds ExpectationsFrom the Form RubricExceeds Expectations(3 Points)Recognizes and articulatesspecific areas in need ofadvocacy, including the1. Needs of learners (e.g.academic, physical, social,emotional, and cultural needs; ORadequate resources, equitableopportunities)OR2. Needs of the teachingprofession (e.g. technologyintegration, research-basedpractices)ANDTakes action(s) based uponidentified needs, while followingdistrict protocolsOn multiple occasions (i.e., thestudent without a jacket andthe dyslexic student), Tammyrecognized a need foradvocacy, and took action toresolve it.Tammy saw a need among hercolleagues related to thegradebook technology, and tookinitiative to learn about thesoftware, and teach it to them.Tammy spoke with hercooperating teacherand the schoolcounselor to meet theneeds of her studentwithout a jacket.From the Look ForsExceeds/Meets ExpectationsEngages in discussions with other professionals in the building about the needs of the learners(i.e., speaking with the School Nurse about vision screening, School Counselor related to mentalTo meet the needs of herhealth needs, etc.)dyslexic student, Tammy Evidence of proactive (instead of reactive) thinking and actionsproactively sought Collects information related to perceived areas of need (i.e., reading news 2@osu.edutheCreated by the VARI-EPP Coordination Team and the College of Education and Human Ecology Educational Technology Team at The Ohio State Universitystudies to support actions for the area of need, referencing the applicable laws)learning disorder. Chapter 3
Question 4: Answer and ExplanationANSWER – Does Not Meet ExpectationsFrom the Form RubricDoes Not Meet Expectations(0 Points)Does not recognize areas inneed of advocacy, includingthe1. Needs of learners (e.g.academic, physical, social,emotional, and culturalneeds; OR adequateresources, equitableopportunities)OR2. Needs of the teachingprofession (e.g. technologyintegration, research-basedpractices)Although the CooperatingTeacher presented evidencethat would place Tommy in the“Emerging” level ofperformance (i.e., herecognized the student withoutglasses needed resources), theUniversity Supervisor indicatedthat Tommy did not recognize aneed for advocacy withoutprompting.The evidence Tommy presented, byitself, without further elaboration,was not indicative of advocacy.Tommy recognizedthe student’s absenceof glasses, but did nottake any further actionto support her.From the Look ForsEmerging/ Does Not Meet ExpectationsAccording to the UniversityThere is an obvious need for a learner and candidate does not recognize or discuss itSupervisor, Tommy did notwith otherstake any independent Reactive thinking and actionsactions to investigate theDoesnot engagein fact-finding,toandareasof need,does notTechnologyknowCreated by theVARI-EPPCoordinationTeam and thereadingsCollege ofrelatedEducationHumanEcologyorEducationalTeam at The Ohio State UniversityBrownstein.2@osu.eduneeds ofContact:the sleepingappropriate resources to consultstudent. Chapter 3
If writing goals at the midterm point, when should the team strive to have these goals met? Ü Goals should be met by the end of the next month Ü Goals should be met by the end of the student teaching experience Ü Goals should be met within the first year of teaching Ü Goals should be considered career
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
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Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Part One: Heir of Ash Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26 Chapter 27 Chapter 28 Chapter 29 Chapter 30 .
TO KILL A MOCKINGBIRD. Contents Dedication Epigraph Part One Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Part Two Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18. Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26
