The Acorn

The Acorn is a newsletter for the cooperating teachers working with student teachers from the College of St. Benedict/St. John's University. This publication is intended to help our cooperating teachers understand their roles and responsibilities as well as provide them with current research and best practice in working with student teachers. Additional information helpful to mentorship, pedagogy, and current issues in education is often included.

Revised from Vol. 5, no. 6.

As human beings, we make a lot of mistakes; some of these are small and inconsequential, others may be significant and indelibly marked in our memories. Inevitably, we will make mistakes, and if we treat them appropriately, those mistakes will hopefully not be negatively life altering.

During student teaching, emerging educators can see their mistakes through a negative and unforgivable lens. While it is cliché to respond that “we can learn from our mistakes,” the truth is that we learn better when we embrace and understand the mistake rather than deny or dismiss its existence. This idea is emerging in educational research in ways that help us consider the importance of embracing mistakes, especially if those mistakes are part of intentional risk-taking, exploration, or even encouraged. Principal and researcher Zak Cohen (2022) urges us to consider the importance of making mistakes as a means to “sharpen self-monitoring, judgement, and skills, and stimulate questioning and curiosity.” Cohen’s research on Mistake Literacy aligns with Elena Aguilar’s Mind the Gap and the Conscious Competence frameworks that have been highlighted in the past few issues of The Acorn.

Our student teachers are bound to make mistakes. What could make a difference for them in how they rebound from these rests in our reactions, support, and coaching. Cohen emphasizes that we set the tone with our reactions. As experienced professionals, we create the space for learning or failure. Aguilar reminds us that we can misinterpret mistakes as gaps. A singular incident is not a gap, but patterns show evidence that gaps may exist. Mistakes also live in the conscious incompetence of a learner. Exploring the reason for the mistake can help to create strategies to build competence.

A colleague of mine encouraged our student teachers to FALL BEAUTIFULLY. When we are prepared to fall, to fail, to struggle and to make mistakes, we can accept our missteps more easily. We can take ownership of the error and FALL FORWARD. With this, we reference Hattie and Timperley’s feedback structures, what we know about goal setting, and are reminded of Mielke’s (2012)statement that “self-assessment protocols” formulated from quality feedback and with support of mentors empowers emerging educators to take ownership of their own professional growth.

Over the next few weeks, I encourage cooperating teachers and university supervisors to help our student teachers fall beautifully and fall forward. I also encourage everyone to check out Zak Cohen’s Mistake Literacy.

References:

Aguilar, E. (2018, March 2). The key to working with adult learners: Mind the gap (opinion). Education Week. Retrieved September 12, 2022, from https://www.edweek.org/education/opinion-the-key-to-working-with-adult-learners-mind-the-gap/2018/02

Cohen, Z. (2022, November 2). Normalizing Professional Failure. Retrieved November 11, 2022, from https://www.ascd.org/blogs/normalizing-professional-failure?utm_campaign=Express-FY2023&utm_medium=email&_hsmi=233397519&_hsenc=p2ANqtz--DHDJuucjkn5y4jy_qVxX_Xx1Q0JUYiLXUGL8eLhtuLR2JufeNg5vsc7nZGsBDsQzG1A-umyqbP53v9zqIhdws66tuXQ&utm_content=233397519&utm_source=hs_email.

Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research. 77(1), 81-112.
Mielke, P. G. (2012). Investigating a systematic process to develop teacher expertise: A comparative case study. Milwaukee, WI: Cardinal Stritch University.

Effective July 1, 2022, all individuals who serve in the capacity of cooperating teacher or university supervisor for student teachers are required to complete training on coaching strategies for adult learners. To meet this PELSB and State requirement, CSB/SJU provides three options for cooperating teachers and university supervisors:

1. For the statewide training, complete the training through the U of M professional development platform: https://umn.qualtrics.com/jfe/form/SV_etFjXTO7ARZwPDU

2. For members of the CSB/SJU student teaching community, complete the training with us using this link: Coaching Adult Learners training

3. For individuals who have completed training with another placing institution, provide evidence in the form of a CEU certificate or letter from the granting institution to the CSB/SJU Director of Student Teaching via email at jmeagher001@csbsju.edu

This training is required once every five years. A statewide system of reporting completion is in process to ensure all cooperating teachers and university supervisors who serve the state's student teachers have met this requirement. CSB/SJU will be reporting our completers to that entity each semester.

Thank you for your time and attention to this responsibility. The information you will glean from these trainings should be valuable to your role.

For Candidates in 16-week placements:

Weeks 11 & 12--

• Continue to teach as in week 10 (ten consecutive days of full-time teaching are to be done in this time)
• Assist student teacher to address areas needing improvement with continued informal observations and feedback
• Additional materials for week 12: Conduct one formal evaluation

For Candidates in 12-week placements:

Weeks 11 & 12--

• Continue to teach as in week 10 (ten consecutive days of full-time teaching are to be done in this time)
• Assist student teacher to address areas needing improvement with continued informal observations and feedback
• Additional materials for week 11:
• Conduct one formal evaluation
• Discuss transitioning back to your classroom
• Schedule a final meeting with the university supervisor
• Prepare letter of recommendation for the final meeting
• Additional materials for week 12:
• Have the student teacher teach half time and observe (either you or colleagues) half time
• Complete the final evaluation and dispositions forms (see below)
• Participate in the final meeting

For Candidates in 8-week placements:

Week 3 of new placement--

• Work with the student teacher in planning, preparation of lessons and materials, monitoring student work.
• Review the student teacher’s lesson plans
• Co-teach in subjects/classes the student teacher isn’t leading
• Conduct one formal observation
• Elementary: Allow the student teacher to solo teach 30-40 minutes per day, adding more time as the student teacher is ready.
• Secondary: Allow the student teacher to teach at least one section of a course, building to two sections by the end of the week

Week 4 of new placement--

• Model teaching, learning, and assessment for the student teacher
• Conduct informal observations and provide actionable feedback
• Co-teach in classes/subjects the student teacher is not leading
• Review the student teacher’s goals and performance, setting new goals for the remainder of the placement
• Elementary: Allow the student teacher to teach building to half of the day
• Secondary: Allow the student teacher to teach up to two classes less than a full-time load, if the student teacher is prepared to do so

CSB/SJU Student Teaching Handbook

Student Teaching Observations (by Cooperating Teacher/University Supervisor/Director)

This observation/evaluation form should be used to complete observations throughout the placement. Six formal observations of the student teacher are required within the span of student teaching. We ask that you complete 6 for a 16-week placement, 5 in a 12-week placement, 3 in an 8-week placement, and 2 in a 5-week placement. The entire form does not need to be completed for each observation; however, by the end of the placement, each part should be addressed.

Additional Forms:

Cooperating Teacher Information (if not completed in the past three years)

Feedback (week 2 and as needed after)
Cooperating Teacher's Final Evaluation of Student Teacher

Cooperating Teacher's Dispositional Evaluation of Student Teacher

Jennifer L. Meagher, EdD.

Director of Elementary and Secondary Student Teaching

Allison Spenader, PhD.

Chair

Email: jmeagher001@csbsju.edu
Website: csbsju.edu/education
Location: 37 College Avenue South, St Joseph, MN, USA
Phone: 320-363-5709