Office of Clinical Experiences

THE GLADYS W. & DA V ID H. PA TTON COLLEGE OF EDUCAT ION

Contact Us:

Athens Campus

Maureen Coon, Assistant Dean,

Student Affairs &

Academic Advising

coonm@ohio.edu

Professional Internships in

Teaching

Debra Shaw

(Professional Internships)

shawd1@ohio.edu

119D McCracken Hall

740.593.4278

Anne Oberlin

(Pre-Primary Professional

Internships)

oberlina@ohio.edu

119E McCracken Hall

740.593.2881

Early Field Experiences

Anne Oberlin

oberlina@ohio.edu

119E McCracken Hall

740.593.2881

Kevin Rice

ricek@ohio.edu

119D McCracken Hall

740.593.0676

The teacher preparation program in the Patton College is moving rapidly

towards a clinically-based model of teacher education. By clinically-

based, we mean a teacher preparation program that is 1) organized

around clinical experiences, 2) provides strong mentoring, 3) fosters re-

flection through seminars, and 4) organizes college coursework to sup-

port learning in field settings.

One of our most exciting initiatives associated with this change is our

move towards a co-teaching model of professional internship (student

teaching). This approach to professional internship is very different from

the traditional model. In years past, cooperating teachers were expected

to relinquish their classroom to accelerate the learning and foster the

autonomy of professional interns. In the new co-teaching approach, the

teacher remains in the classroom with the professional intern and contin-

ues to play a vital role in facilitating student learning.

The primary reason for making this change is our recognition that stu-

dent learning must be the number one concern of every professional in a

school setting. Research from St. Cloud and Milliken Universities have

demonstrated that by working together the cooperating teacher and the

professional intern will have a greater impact on student learning than

either one alone.

A number of teachers in the area have done some very interesting work

with co-teaching. One approach to increasing student learning through

has been to

assess student learning through standardized achieve-

ment test, unit test, or some other form of assessment

divide the class into two groups based on the assess-

ment results

the professional intern and the cooperating teacher

each develop a set of lesson plans that specifically

serve the needs of each group

the intern and the cooperating teacher each assess the

progress of their group and reflect on student pro-

gress together.

Co-teaching continued on page 2...

Co-Teaching By Dr. John Henning, Department Chair of Teacher Education

Mission Statement: To assure quality clinical experiences that support The Patton College of Education in preparing leader-educators and practitioners.

Contact Us:

Regional Campuses

Chillicothe

Karen Corcoran

(Professional Internships)

corcoran@ohio.edu

740.466.8477

Lorna Buskirk

(Early Field)

buskirk@ohio.edu

740.772.7360 ext. 116

Eastern

Kathy Chini

(Professional Internships)

chini@ohio.edu

740.699.2500

Lancaster

Paula Brown

(Professional Internships)

brownp2@ohio.edu

740.654.6711 Ext. 227

Jane Hart

(Early Field)

hartj2@ohio.edu

740.654.6711

Southern

Kevin Rice

(Professional Internships)

ricek@ohio.edu

740.593.0676

Zanesville

Dave Goins

(Professional Internships)

goinsd@ohio.edu

Jon Carroll

(Early Field)

carrolj2@ohio.edu

740.588.1452

McCracken Hall, Photo taken by Rick Fatica

Fall Semester 2012

Co-Teaching Continued…

In this example, the learning needs of each group of students is served while the teacher candidate gains valuable experience with teaching.

Let me share a few additional possibilities associated with co-teaching. Early in their experience, professional interns can work with individuals,

small groups of students, monitor learning stations, assist with behavior management, and grade papers, among many other tasks. By working

together, the cooperating teacher and professional intern can double their planning time by each searching for new examples, visual aids, reading

matter, and other materials. As their relationship matures, cooperating teachers and professional interns have also enjoyed success with team teach-

ing the same lesson together. Finally, the teacher can also work with individuals and small groups of students when the professional intern takes

the lead in the classroom.

Most of these explorations with co-teaching have been accomplished through extended professional internships, that is professional internships that

have lasted longer than a single term. Currently, over 70 teachers are hosting professional interns who are spending an entire year in their class-

room. During the fall semester, the professional interns finish taking classes while spending 2-3 days in the classroom, and in the spring semester

do their full Professional Internship (Student Teaching). By spending an entire year in the classroom, the professional intern builds stronger rela-

tionships with students, a stronger relationship with the cooperating teacher, and becomes much more familiar with the school environment. All of

these advantages contribute to better co-teaching and increased student achievement.

To better support teachers in their efforts to master this new approach to mentoring teacher candidates, we are developing a website for co-teaching

that you may find at the following http://www.cehs.ohio.edu/CC/coteachingworkshop.htm Currently, there are a few examples of co-teaching

shared by teachers on this site. Eventually, there will be many more.

We are also offering a 3 credit graduate workshop on co-teaching entitled “Co-Teaching for Innovation in Appalachia.” Although the workshop is

filled for this year, there will be another one offered for next year. Tuition will be waived for the participants. This workshop is offered for teachers

who are interested in using co-teaching techniques to mentor a year-long placement concluding with a professional internship. If you are interest-

ed, please contact John Henning at henningj@ohio.edu

The Patton College of Education and Education Unit is again preparing for our National Council on Accreditation of Teacher Education (NCATE)

accreditation visit. While the visit is not scheduled until Fall, 2014, we have already had to submit our Specialized Professional Association (SPA)

reports for each program. Some of the SPAs include the National Association for the Education of Young Children (NAEYC), the National Council

for Teachers of Mathematics (NCTM), and the Council for Exceptional Children (CEC). A total of 32 SPA reports were submitted in September 2012.

The Unit is now preparing our Institutional Report (IR), which addresses our Conceptual Framework and each of the six NCATE standards. The

NCATE standards are:

Candidate Knowledge, Skills, and Dispositions

Assessment System and Unit Evaluation

Field Experiences and Clinical Practice

Diversity

Faculty Qualifications, Performance, and Development

Unit Governance and Resources

The IR is due January 2014. That might sound like a long time off but the IR is a very thorough and comprehensive document that includes a narra-

tive for meeting each standard and is accompanied by a number of required exhibits and data that will be reviewed by the NCATE Board of Exam-

iners.

The NCATE onsite accreditation visit is scheduled for fall 2014.

NCATE Accreditation By Dr. Connie Patterson

Director, Office of Assessment & Academic Improvement

We prepare leader-educators, practitioners and human service professionals who

share our commitment to lifelong learning and serving society responsibly as change

agents in meeting diverse human and social needs.

Fall Semester 2012