CCSSO Inclusive Leadership Webisode: AACTE/CEEDAR/CCSSO - Teacher Candidates as Assets - Shared screen with speaker view
Who can see your viewing activity?
Cara Dubay, Clinical Placement Coordinator and Mount St. Joseph University
Lisa Mozer, Director, Office of Field Experience & PK-12 Partnerships. National Louis University
Phyllis Wolfram, CASE
Phyllis Wolfram, Executive Director, Council of Administrators of Special Education (CASE)
Ariane White Loyola Marymount University Supervisor/Coordinator of Clinical Fieldwork, Traditional Pathway
Alisha Albritten, Human Resources Director, Clayton County Public Schools (GA)
Randa Suleiman, Associate Professor, Alverno College
Dani Smith, Director of Field Experiences, University of Montana
Kim Hofkamp, Director of Clinical Experience, Carroll University (Wisconsin)
Carol Moffitt, NC Dept. of Public Instruction
Michelle Patterson - Director of Sped for Northeast CO BOCES; Colorado
Cynthia Bolton-Gary, Associate Vice Chancellor for the University System of Georgia
Kathleen Puckett, Arizona State University, Associate Professor and lead strategist for special education program
Aaron Malczewski - CESA 7 Green Bay, Wisconsin. Educator Licensing Program Coordinator.
Krysta Bellevue, Hawai’i Inclusion Educational Specialist
Diana McDonald, HR, Alamogordo Public Schools
Carol Ciotto, Interim Assistant Dean for Accreditation and Partnerships, edTPA coordinator at Central CT State University
Jim Maloney,Adjunct Buffalo State College
Amy Strickland, CQTL, Columbus State University
Jill Grubb, Ohio Dept. of Ed, Office Educator Effectiveness
Vicki Griffo CALI Reads Director, CA SPDG
Michelle Sandler, Teacher Education Specialist, MN Professional Educator Licensing and Standards Board
Kimiko Ott, Education Department Chair, Marian University - Fond du Lac, WI
Raisa Portman, Assistant Director Office of Field Experiences, SUNY Fredonia
Celeste Comeau-Mullane, Director of Partnerships and Placements , Rhode Island College
Alicia Palmer, Maryland State Department of Education
Mary Ann McKinnon
Mary Ann McKinnon, Associate Dean, College of Education and Health Sciences, Bridgewater State University MA
Jen Wojcik, Maryland State Department of Education, Instructional Assessment Specialist
David DeGuire-Director is Teacher Education, Professional Development, and Licensing at Wisconsin Department of Public Instruction
Amber Ward, Director of Field and Clinical Experiences, Georgia Southwestern State University
Eleonora Villegas-Reimers, Boston University Wheelock College of Education and Human Development
Andrea Decker, Director of Clinical Education and Partnerships, Binghamton University
Eileen Heddy, The College of New Jersey, Director of Support forTeacher Prep Programs
Julie Jameson, Statewide Director of Kansas Early Career Special Education eMentoring
Doreene Etongue-mayer, Associate Professor and Graduate Licensure program Chair- The College of St. Scholastica, Duluth MN
Lauren Tafrate, CCSU
Tammy Krueger, Director of Special Services, Elizabeth School District, CO
Angela Murphy, Associate Director Office of Student Success in Field Experience, Adelphi University. NY
Scott Bogan, Indiana Department of Education
Debbie Gober, Professor of Mathematics Education, Columbus State University, Department of Teacher Education
Becky Kappus (NM Public Education Dept.)
Lindsay Kubatzky, NCLD
Caren Gough Stony Brook University Science Education Program
Heather Scott, Georgia Southern University, MAT Program Director
Stephanie Koscielski, Director of Clinical Experience, UMSL
Mike Harris, Dean, College of Education and Professional Studies, University of Wisconsin-River Falls
Joelle Lastica Hlava
Joelle Lastica Hlava, Office of the State Superintendent of Education (DC)
Liz Arcieri, University of New Hampshire
Sharon Fuller, CT Department of Education
Mary Lou Rossi
Mary Lou Rossi University of Rhode Island
Mark Zuzek, Superintendent of ISD 917, Dakota County in Minnesota
Please feel free to submit question via chat!
Kelsey Bouslaugh, University of Northern Colorado
please forgive me if you already addressed this, but will we have access to slides after the presentation today?
Here is a link to the brief: https://ceedar.education.ufl.edu/portfolio/shortages-covid19-teacher-candidates-as-assets/
Am I the only one not seeing any slides?
slides are projecting
Ok, so slides aren’t on the zoom call at all?
I can see the slides.
Click on your view options in the top right corner.
Jessica Towarak, Special Education Director, Bering Strait School District, Alaska
Sara B Woolf
Thanks for continued supports - very timely and helpful
Please submit any questions. We will have a break for questions in 5 minutes
I'm curious to know how others have shifted supervision of students? Business as usual? Use of Video? Combination of face-to-face and video? Is face-to-face supervision going to be a thing of the past, with many programs shifting to online coursework, and students being spread across wide regions?
You need to share your computer audio.
I am unable to hear it
Sara B Woolf
volume not playing
I am wondering if most EPPs are continuing early field experiences or have suspended them for this year?
We've done remote supervision, and it looks a variety of ways. Sometimes it's via videorecording with ipad or other device, sometimes it's a ZOOM recording...it kind of depends on the setup at the school, and what the school permits.
At Binghamton, we're using Panopto and Sibme to do supervision remotely in most of our programs. I used Sibme in the spring and plan to use it again in 2021. I've also used Skype and Zoom
I supervise in three districts...none allow college supervisors in person. We are doing all supervision live on zoom as candidates teach either remotely or in person.
WI department of public instruction has been incredibly flexible thus far and are preparing an emergency ruling to provide additional flexibilities (some that may become permanent) moving forward. These include virtual synchronous and asynchronous observations.
Our supervisors are using GoReact for observations. It's working really well!
For what it's worth, I've been using Zoom and other systems for remote supervision for a number of years (pre-pandemic)- it's not perfect, but it works
We are using GoReact, as well. I agree, it’s working really well.
At ASU, we have implemented the use of GoReact for observation/evaluation/coaching, along with Zoom for pre/post conferences and coaching. I think it may actually change the way we deploy supervisors as we move forward, but time will tell.
I'm a HUGE fan of Sibme- very similar to GoReact
I wonder if one method is better than the other. Video/remote vs. face-to-face.
We work with about 70 mostly rural school districts in Wisconsin. One has insisted on in-person supervision. The rest either require or prefer remote synchronous observations. Few would allow recordings for observations. We’re using Bluejeans, Zoom and Teams—whatever the district prefers.
In NYC we're using GoReact as well. We've customized the GoReact rubric to align with our supervisor's formative assessment/observation report. Now, looking forward to running customized reports targeting students' skills.
I am assuming that these platforms cost money. Is one less expensive than another?
We've done the same with the rubric. We are using the markers a lot, which has been great.
I would love to form a GoReact collaboration group, if others are interested.
We use the swivl with zoom for remote observations
At William Paterson University all observations are remote using Zoom, Interact and Chalk and Wire. It has worked quite well.
We're using video and zoom. Fortunately, we've been having our candidates video for many years so this was already in place with our partner districts.
Lucky - It has worked GREAT for us here at CV!
Lucky, very interesting approach!
One benefit of online platforms is that candidates are able to see themselves teach and understand supervisor feedback in the context of the candidate's instruction. I recently had someone walk me through how Teacher Prodigy works, and they report that teacher candidates have made great progress with opportunities allowed by the platform.
Lucky, can you remind me of your role?
Many privacy issues that we are facing with remote supervision in Illinois.
Buffalo State has a DeFT fellowship program allowing teacher candidates to be substitute teachers and be recognized as a fellow
Associate Professor of special education, I also led our accreditation efforts (AAQEP-approved 2020!)
Thank you! That’s helpful to know how you were able to have those important conversations.
NJ will not permit substitute teaching experiences, short or long term, to be considered as clinical work. We advocated for a change to this administrative code in light of Covid without success.
I work with AMAZING people- our field ed director is also participating today. She led many of these efforts!
@Kari Deswood - most virtual meeting platforms have an option for free use - you often can pay to upgrade and have access to more enhanced features
The NJDOE led a stakeholder group in writing a tool
Biggest issue we have had is acessing the school’s LMS system as our UG candidates are not employees. Coupled with privacy or firewalls in our K12 school partners networks it’s been challenging but we’re working through the issues. GoReact and zoom have worked well for videoing and supervision but the day to day work of our candidates is problematic due to lack of access.
...toolkit to place and support clinical interns and schools: https://www.njacte.org/wp-content/uploads/2020/08/Placing-and-Supporting-Clinical-Interns-Fall-2020-Toolkit.pdf that may be helpful.
@Margaret Renn- I appreciate the reluctance about using candidates as subs, but I also see the opportunity. Definitely preferred when we had a mix of both
We are also looking at unique roles interns/residents may hold in remote/online settings. https://workforce.education.asu.edu/wp-content/uploads/2020/09/Roles-for-MLFTC-elementary-Resident-Teachers-in-an-online-setting_v1.0.pdf
I’m not a fan of using teacher candidates as subs. They are still learning and need guidance. However, other universities in the area are allowing it so we had to too.
In Minnesota, we are able to have a person with a BS/BA degree become a "tier 2 teacher." They actually teach every day, and they attend classes two evenings a week to attain a special education license in two years. The Minnesota legislature has funded a "Grow your Own" grant program. So, school districts hire their own highly successful paraprofessionals to nurture them to become a licensed special education teacher.
Hi Mark, I’m from MN too. :)
Lindsey! Thank you for having the courage to share your experience with us!
Lindsey, you are doing a great job of articulating how Clinical Practice partnerships can become a value-added asset!!
Lindsey, this is awesome. Thank you so much for sharing your experiences!
Phyllis Wolfram, CASE
Lindsay, Your enthusiasm is contagious! Thank you for sharing!
Agreed! Thank you Lindsey. Really appreciate your perspective.
Lindsey, I think you have several interested in hiring you:)
I love your enthusiasm, Lindsey!
Thank you for sharing, Lindsey!
Lindsey, how about access to books? How are you getting books to the children?
Mary Ann McKinnon
Thanks for the resource links everyone. I'm downloading like crazy! Thanks for sharing.
@Lindsey - You are demonstrating how we always need to adapt to support student learning. I am a proud Wheelock alum. You brought me back to my teacher prep. Thank you.
Same situation is happening here in the wild west, AZ.
Thank you Lindsey, well done. Your perspective is very valuable!
I would be interested to hear from candidates on the relative efficacy of these different modalities. Unlike most classroom teachers, they have had more of less equal amounts of time these diverse modalities so they are less prejudiced by experience. I would guess it would actually be a pretty big vote in favor of in-person instruction.
Building on Patrick's inquiry, I am also interested to know what candidates think about virtual supervision vs. face-to-face.
Good point, Robert. It would be interesting to learn a bit about best practices in remote supervision to support candidates who might be in more rural schools.
Our candidates prefer face to face but are adapting to the change. We developed 6 Professional development modules that were related to remote instruction. They were required prior to entering the full time student teaching internships. They encompassed topics like creating an inclusive environment, project based remote instruction, equitable practices, culturally response instruction. Each module had many links to effective resources. It helped the interns to feel more confident here in Vermont with the hybrid and remote instruction. Schools are just going fully face to face
@Ellen Baker. Are these modules able to be shared?
Adding to the previous questions to the teacher candidates, I would like to know how prepared they feel for being a teacher of record of a face to face classroom after doing clinical work in a remote or hybrid setting.
Agreed. Candidates I've supervised remotely appreciated the opportunity to take jobs in other states while finishing their preparation, but I've not had the opportunity to research the impact/advantages/disadvantages.
Great point, Margaret!
Lucky, I have done some research on remote supervision. There really isn't a huge body of research out there.
Time to get to work :)
Right! That's what my dissertation committee is telling me.
Dr. Jackson, what will this look like for student teachers in setting where their students are all white?
We can likely learn from work done on instructional coaching
I have to leave a few minutes early for another meeting. Thank you all for your wisdom, insights and experience sharing.
Can someone save the chat and share? I cannot do it on my end.
Lynn please send me your email and I will forward them to you. firstname.lastname@example.org
Sara B Woolf
Our teacher candidates are not consistently gaining access to field based learning experiences. Many feel high levels of anxiety surrounding this.
Districts in GA have expressed a desire to hire these beginning teachers because they have these diverse experiences and are prepared to flip and flex and handle the uncertainty.
Sara B Woolf
We are exploring alternate ways for them to gain more direct experience
Sara, same thing is happening with our students. A lot of anxiety.
Mentorship and instructional coaching are going to be soooo important moving forward
Since remote learning might be the first teacher experience, it is important to provide new teachers family engagement training to help build relationships next year
Sara B Woolf
Again, thanks folks for taking this time
Thank you all... great ideas to consider and move on...
Thank you to all for an excellent set of presentations. Flexibility is the key!
Yes to family engagement! NAFSCE is an important and valuable org providing learning and advocacy for family and school engagement!
If anyone wants to connect to talk about how you are using GoReact, would love to connect. Robert.email@example.com
Thank you for sharing such helpful information!
@ Barry, flexibility, understanding and grace is our theme for the school year
Will you share the recording so I can watch what I missed?
Yes, the recording will be shared. Should be emailed to you if you registered
It's really a great conversation on how Clinical Practice is centered in this dialogue as a critical framework
Great session!!!! Look forward to the recording, slides, and chat. Thank you!
This was fantastic. thank you!
I so look forward to the upcoming special education webisode!
Thank you to all of our participants for your questions, engagement, and your hard work to support our k20 learners!
Yes - thanks!
Hi, so even in a situation where students are all White, the students candidates are taught to teach literature in ways that they can take up conversations on racism, white supremacy, etc.—in order to disrupt the status quo. We live in a pluralistic society thus we have to prepare our student candidates to teach as such. They are being taught to honor all the identities, cultures, languages of all students.
Sara B Woolf
Bye for now, and thanks
Great presentation thank you!