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 do you define a
high-quality residency?

6


US PREP Coalition’s Definition of a High-Quality Residency
1. Year Long Student Teaching Experience
2. Performance Gates and Growth Plans
3. Data-Driven Student Teaching Course
4. POP Cycle and High-Quality Feedback
5. Co-Teaching
6. DEI & Social Justice
7. Rubric Calibration and Norming
8. Data Discussions and Data Use Practices
9. 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
8


Traditional
University
Structure

9


Introducing a
New
Stakeholder
The Faculty
Member

The Recruited &
Trained Mentor
Teacher

The Resident
Teacher
Candidate

The Site
Coordinator

The School
Administrator

10


Role of Site
Coordinator

Conducts all
performance
assessments &
walkthroughs

Provides
ongoing
feedback &
coaching to
teacher

candidate

Works with
principals to carefully
select and train the
mentor teachers

Teaches practice-based
methods courses as
well as a bi-weekly
student teaching class

Facilitates
quarterly
governance
meetings with
principals using
candidate
performance
data

Meets with mentor
teachers quarterly in
the semester to
provide data and
coaching support

11

What role does the Site Coordinator play in implementing the components of
a high-quality residency?
1. Year Long Student Teaching Experience
2. Performance Gates and Growth Plans
3. Data-Driven Student Teaching Course
4. POP Cycle and High-Quality Feedback
5. Co-Teaching
6. DEI & Social Justice
7. Rubric Calibration and Norming
8. Data Discussions and Data Use Practices
9. 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


Perspectives from Current Site Coordinators


14


Scaling the Site Coordinator Role

Strategies used to scale the

role of Site Coordinator:
● Leveraging Existing
Supervisors
● Reallocating Roles & Budget
● Leveraging Existing Faculty
Roles


Whole Group Share Out
Identify Benefits to Stakeholders
Benefits to Districts
●

Benefits to Teacher Candidates
●

Benefits to the Educator Prep Programs
●

Benefits to the Community and Families
●


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


Cross Department Collaboration to Create
a Competency Rubric used to Prepare
Teacher Candidates to Equitably Educate
All Students
Laura J. Hall, Estella Chizhik & Saúl I. Maldonado
San Diego State University


Scaling the Residency at SDSU. Where Are We in our Scale Efforts?
1. Year Long Student Teaching Experience
2. Performance Gates and Growth Plans
3. Data-Driven Student Teaching Course
4. POP Cycle and High-Quality Feedback
5. Co-Teaching
6. DEI & Social Justice
7. Rubric Calibration and Norming
8. Data Discussions and Data Use Practices
9. 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


Scaling the Residency at SDSU. Where Are We in our Scale Efforts?
1. Year Long Student Teaching Experience
2. Performance Gates and Growth Plans
3. Data-Driven Student Teaching Course
4. POP Cycle and High-Quality Feedback
5. Co-Teaching
6. DEI & Social Justice
7. Rubric Calibration and Norming
8. Data Discussions and Data Use Practices
9. 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 3 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 6 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 8 Culturally Responsive Teacher Practices
as identified by Muñiz (2019) are embedded in
the rubric