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Members of Paired Placement SubRAC collaborated with members of CPCT to offer f2f and virtual workshops for mentors and student teachers (interns) to identify expectations for working together during student teaching semester.

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Major piece of clinical experiences.  Paired placement helps new teachers focus on students rather than self.

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Discussions across institutions indicate a fervent effort at transparency and clarity regarding expectations, roles, and support.

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Methods - Three Modules Developed (Primary Driver #1 & #2)

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Methods - Three Modules Developed (Primary Driver #1 & #2)

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We need to work on the transparent and coherent system of mentor selection and support; we are doing well with other primary drivers. We need to develop professional development for our mentors.

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Challenge finding mentor teachers - number hasn't increased - however, the PP model has increased their knowledge of MTP.

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Methods Courses designed around Clinical Experiences

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Methods Courses designed around Clinical Experiences

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The implementation of three modules from the Methods CERAC has a strong focus on connecting university coursework to field experiences with engaging the Mentor Teacher.

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Provided ongoing coursework on CCSSMP. More work is needed for professional development in this area.

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Methods - Also Disseminated via Book Chapters and Presentations (Primary Driver #2, Secondary Driver #2)

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Methods - Also Disseminated via Book Chapters and Presentations (Primary Driver #2, Secondary Driver #2)

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Collaborative meetings with mentor teachers, student teachers, and university supervisors

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The PDSA cycle at MT Cohort - piloted Culturally Relevant Teaching unit of instruction in our methods courses - now have very intentional unit of instruction - contextually adaptable based on institutional differences.

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PD for mentor teachers

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The secondary driver says, "equitable teaching practices". This has a range of interpretations. We need to come together on a specific definition from Strutchens slide show earlier today. _BC

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Professional Program for Mentor Teachers

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Professional Program for Mentor Teachers

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Via a Track 3 Noyce Master Teacher Fellowship, we are focused on providing opportunities for master teachers to learn from and with university faculty, as well as integrating PD sessions for both preservice and inservice track 3 teachers.  These teachers are the primary placements for field experiences at UA.

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(the google form)

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Feedback sessions with student teachers to reflect on the experience

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Focus groups have provided evidence regarding the collaborative nature of the PP model and how important communication is in resolving differences and providing clarity on expectations and roles. The same holds true for discussions between institutions (partner universities and district/schools).

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Members of all subRACS learned how to support teacher candidates in virtual and hybrid environments.
Some teacher candidates learned many creative ways to co-plan and co-teach virtually. Co-teaching strategies used creatively to support hybrid teaching during Covid.
MTEs also learned to supervise remotely. This allowed interns to be placed in more remote regions.

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Partnerships developed within and between universities, with district and schools; implementing early field experiences, paired placement, CPCT models

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Observed during teacher candidates' coursework and practicum

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"Meeting the needs" -- how the pairs are assigned

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Lots of collaboration around dissemination of our work (presentations, book chapters, articles).

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Is this about CERAC, districts, institutions, teacher candidates - who is this targeted toward.

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Interdependency of Methods Courses and Field Experiences

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Interdependency of Methods Courses and Field Experiences

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Implementation of Letter Writing module within methods courses and field experiences