improve abilities to manage a full load. Student Assessment: Develop lesson plans. Four to five student teacher Increase focus on instruction for four supervisor visits outcomes for learners. periods for Create assessment the marking systems that are period. effective and efficient. Communication: Assume full In-services and Collaborative assignment of Increase ability to talk control of meetings as required grade for SED 455. Finalize instructional instruction. of cooperating collaborative internship effectiveness in terms teacher. report writing process. of students’ needs and Completion of performance. portfolio and other program documents, found in the handbook. Reflective Coaching Model The reflective coaching model is highly consistent with the themes of the internship. In it, the coach is a colleague whose primary interest is to help the teacher reflect on the effectiveness and appropriateness of his or her behavior, goals, beliefs and values. The reflective coach is not super ordinate, nor does he/she attempt to impose beliefs or methods on the colleague being observed. Instead, the coach holds up a professional mirror, asking the teacher to consider and reconsider what he or she is doing. Nolan and Hillkirk (1991) identify four features of the reflective coaching model: The model is based on cycles of pre-conferencing, observation, and post-conferencing. The partners share control over the process. Data are collected and used to orient instruction and test hypotheses. The coaching process is continuous over a significant period of time. Function of the Coach Changes due to Reflective Coaching Cycles Coaching Lets the teacher call the Questioning behavior Should be planned collaboratively Focus coaching on particular Classroom management Should reach agreement aspect of their teaching, such as about what behavior(s) is/are pace being observed and changed. Collects data and provides Use of different teaching Coaches should keep clinical feedback strategies records of observations and comments Asks, listens and the Use of more effective “engages teacher in an ongoing dialogue techniques to increase student the meaning of his intentions understanding
improve abilities to manage a full load. Student Assessment: Increase focus on outcomes for learners. Create assessment systems that are effective and efficient. Develop instruction for four periods for the marking period. lesson plans. Four to five student teacher supervisor visits Communication: Increase ability to talk instructional effectiveness in terms of students’ needs and performance. Assume full control of instruction. In-services and meetings as required of cooperating teacher. Completion of portfolio and other program documents, found in the handbook. Collaborative assignment of grade for SED 455. Finalize collaborative internship report writing process. Reflective Coaching Model The reflective coaching model is highly consistent with the themes of the internship. In it, the coach is a colleague whose primary interest is to help the teacher reflect on the effectiveness and appropriateness of his or her behavior, goals, beliefs and values. The reflective coach is not super ordinate, nor does he/she attempt to impose beliefs or methods on the colleague being observed. Instead, the coach holds up a professional mirror, asking the teacher to consider and reconsider what he or she is doing. Nolan and Hillkirk (1991) identify four features of the reflective coaching model: The model is based on cycles of pre-conferencing, observation, and post-conferencing. The partners share control over the process. Data are collected and used to orient instruction and test hypotheses. The coaching process is continuous over a significant period of time. Function of the Coach Changes due to Reflective Coaching Coaching Cycles Lets the teacher call the Questioning behavior Should be planned collaboratively Focus coaching on particular aspect of their teaching, such as pace Classroom management Should reach agreement about what behavior(s) is/are being observed and changed. Collects data and provides feedback Use of different teaching strategies Coaches should keep clinical records of observations and comments Asks, listens and “engages the teacher in an ongoing dialogue the meaning of his intentions Use of more effective techniques to increase student understanding
Internship%20Handbook.docx