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![Page 1: The Teacher Support Specialist (TSS) Program TSS Training through Redelivery College of Education Valdosta State University Valdosta, Georgia (updated.](https://reader035.fdocuments.us/reader035/viewer/2022062516/56649e715503460f94b6f271/html5/thumbnails/1.jpg)
The Teacher Support Specialist (TSS) Program
TSS Training through Redelivery
College of EducationValdosta State University
Valdosta, Georgia
(updated June 2004)
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Written by:Shirley Andrews, Ed.D.
Teacher Support Specialist Program Coordinator
College of EducationValdosta State University
E-mail: [email protected]
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Overview of TSS Preparation Phase/Phase I TSS Redelivery Model Agenda and Syllabus TSS Mentor Manual Table of Contents Introduction to TSS Roles/Responsibilities of the TSS
Teacher Reflection Problems/Needs of Preservice,
Beginning, and Inservice Teachers
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Overview, contd. Action Plan for Supervision Characteristics of Adult Learners Models of Supervision Supervisory Skills Learning Styles/Multiple Intelligences Elements of Effective Teaching Danielson’s “A Framework for
Teaching”
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Overview, contd. Legal/Professional/Ethical Issues Technology Internship Journal Articles
Journal Articles to Share with Protégé
Quotes Resources
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IntroductionsActivity
1. Find a partner - someone you do not know.2. After you and your partner share with each other make a Calling Card for your partner using name tents.3. Display your partner’s Calling Card and be prepared to introduce your partner to the rest of the group. 4. Tell one thing about your partner that you found interesting.
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Introduction
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Introduction to TSS TSS Article: Mentoring Matters Purpose TSS Program Objectives PSC Certification Rules
505-2-.124 Teacher Support Specialist Endorsement
The Georgia Mentor Teacher Program Informal Mentoring is Not Enough
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Introduction to TSS, contd. Benefits of Induction Mentoring to Improve Teaching
Practices Assessment of Mentoring Strategies
– Handout 8: Strategies for Using Mentoring to Improve Teaching
Components of an Effective Induction Program
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Reflective Journal Part I Activity A
Mentoring Reflections Guide Complete the “Introductory
Prompts” Complete “My Motivations for
Mentoring” Be prepared to share
Time: 5 minutes
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Reflective Journal Part I Activity A, contd.
Complete Final Reflections Share any personal sentiments
about the importance of mentoring.
Time: 5 minutes
*Remove completed “Mentoring Reflections Guide” from MM to place in Reflective Journal Part I in TSS Portfolio
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The heart and soul of mentoring is an outgrowth of belief in the value and worth of people and an attitude toward education that focuses upon passing the torch to the next generation of teachers.
- Head, Reiman, & Thies-Sprinthall, 1992, p. 5
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Roles and Responsibilities of the TSS
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Roles and Responsibilities of the TSS
Roles of TSS Mentor Counselor Teacher Role model Coach
Guide Sponsor Colleague Other?
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Roles and Responsibilities of the TSS, contd. Primary Functions of the TSS
To support the development, refinement, and advancement of effective teaching practices
To provide appropriate technical assistance and guidance to improve the teaching performance of others
Meeting regularly with protégé, both formally and informally, is necessary to provide support structure for protégé
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Roles and Responsibilities of the TSS, contd.
Responsibilities of the TSS Characteristics of a TSS A TSS needs to be…
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Qualities/Characteristics of an Effective Mentor An effective, skilled
teacher Good
communicator Good listener Enthusiastic Confident Dedicated Sensitive Caring
Patient Nonjudgmental Professional Experienced Flexible Energetic Tactful Trusted role model Other?
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Qualities of the High-Performance Mentor Teacher: Knowledge, Skills, and Values
Commits to the Roles and Responsibilities of Mentoring
ServesServes as an Instructional Coach
Accepts the Beginning Teacher as a Developing Person and Professional
Models a Commitment to Personal and Professional Growth
Reflects on Interpersonal Communications and Decisions
Communicates Hope and Optimism for the Future
(Rowley, 1999)
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Roles and Responsibilities of the TSS, contd.
100 Things a Mentor Teacher Might Do
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Levels of Teacher Support Preservice Teachers
Field Experience Students Practicum/Apprenticeships
Student Teachers
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Levels of Teacher Support, contd. Inservice Teachers
Beginning Teachers (traditional/nontraditional)
Interns Intern (provisional
certification/alternative preparation, career-changers, TAPP)
Experienced Teachers New to School System
Experienced Teachers Needing Revitalization
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What is a Mentor?Activity:
1. Form 4 groups of approximately 3 people
2. Groups Yellow and Blue: Create an acrostic using the word MENTOR
3. Groups Green and Orange: Create an acrostic using the word PROTÉGÉ
4. Display acrostic on wall – be prepared to share
Time: 10 minutes
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Reflective Journal Part I Activity BWhat is a Mentor?
1. Recall one of your mentors from each of the following areas:
• Your childhood• Your neighborhood• Your professional career
2. How were each of these mentors alike? Different? What qualities/characteristics made them stand out in your mind as mentors?
*Place in Reflective Journal Part I of TSS Portfolio
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Reflective Journal Part I Activity C
Elaboration Upon One or Two Episodes This activity is an out-of-class activity
to be included in the Reflective Journal Part I of TSS Portfolio.
See the TSS Reflective Journal section of the TSS Preparation Phase Syllabus for directions for completing this activity.
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What Can Schools Do to Help Beginning Teachers? Activity: In groups of four…
1. Individually read Moran’s (1990) article, “Schools and the Beginning Teacher”2. Discuss what is being done in schools.3. Discuss what schools CAN do to help
beginning teachers.4. Create a visual and prepare to explain
what schools can do to help beginning teachers.
5. Display your visual. Time: 15 minutes
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Out of Class Assignment Read the following articles before
the next training session: “The Good Mentor” “Reflection is at the Heart of Practice”
“Approaches to Teacher Reflection” “Lifesaving 101: How a Veteran
Teacher Can Help a Beginner”
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Three Common Mentor Problems Activity:
In groups of four brainstorm possible ways to effectively respond to the problem assigned to your group.
Group 1– 1st problem Group 2 – 2nd problem Group 3 – 3rd problem
Be prepared to share.Time: 8 minutes
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Needs Assessment Needs Assessment Questionnaire
for Mentors
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MentoringA nurturing process in which a more skilled or
more experienced person, serving as a role model, teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s professional and/or personal development. Mentoring functions are carried out within the context of an ongoing, caring relationship between the mentor and protégé.
(Anderson and Shannon, 1987)
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The degree to which I create relationships which facilitate the growth of others as separate persons is a measure of the growth I have achieved in myself.
Carl Rogers
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Problems/Needs of Beginning Teachers
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Reflective Journal Part I Activity D
My Chief Concern as a Classroom Teacher Directions: Respond in writing to
the following questions: What is your chief concern as a
classroom teacher? Why is this a concern?
*Place in Reflective Journal Part I of TSS Portfolio
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The Most Common Problems of Beginning Teachers Activity:
Working in groups of three (3), in the left-hand column of the handout “The Most Common Problems of Beginning Teachers,” list what you believe are the eight (8) most commonly reported problems of beginning teachers
Be prepared to share Listings will be compared to Veenman’s
Research.Time: 10 minutes
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Problems/Needs of Beginning Teachers, contd.
Perceived Problems of Beginning Teachers (Veenman, 1984)
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Problems/Needs of Beginning Teachers, contd.Top Five Problems For BTs Related to
School Environment (Ligon, 1988)1. Low salary2. Stress3. Lack of classroom materials/supplies4. Inadequate equipment5. Heavy teaching load
• Not having a classroom• Change in scheduleAgree? Disagree?
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Problems/Needs of Beginning Teachers, contd.
Sources of Problems for BTs (Deal & Chatman, 1989)
Classroom Management Needs of BTs (Cangeloni, 1988)
Challenges that Lead to High Turnover Rates
Needs of BTs (Brock & Grady, 1997) Ten Factors That Contribute Positively to
School Climate (Sweeney, 1988)
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“The teaching profession is one of the few, if not the only profession, in which beginners are expected to assume full responsibilities the first day on the job.”
(Huling-Austin, 1988)
“We tend to give the hardest job to the least experienced.” (ASCD, 1987)
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“We use the ‘sink or swim’ approach.” (Lortie, 1975)
“92% of new teachers do not seek help unless required to do so.” (Gray & Gray, 1985)
“Education has been dubbed the profession that eats its young.”
(Halford, 1998)
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All I Really Need to Know I Learned from Noah’s Ark
1. Don’t miss the boat. 2. Remember: We’re all in the same boat. 3. Plan ahead. It wasn’t raining when
Noah built the Ark. 4. Stay fit. When you are 600 years old,
someone may ask you to build something really big.
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5. Don’t listen to critics; just get on with the job that needs to be done.
6. Build your future on high ground. 7. For safety’s sake, travel in pairs. 8. Speed isn’t always an advantage. The
snails were on board with the cheetahs. 9. When you’re stressed, float a while. 10. Remember, the ark was built by
amateurs; the Titanic by professionals.
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Problems/Needs of Beginning Teachers, contd. Activity: Perceived Problems: Carousel
Brainstorming Form groups of three (3) Report to assigned station and record
relevant effective practices and resources to meet perceived need written on chart paper
At the signal move to the next station to your right
Groups will rotate through all 8 stations
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Action Plan
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Action Plan for Supervision Action Plan for Supervision
Examples Student Teacher Action Plan Beginning Teacher Action Plan
Optional: New Teacher to System Action Plan
*Action Plans will be placed in TSS Portfolio
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Action Plan, contd.
To develop your Action Plans bring:HandbooksGuidelinesFormsSchool calendarsAny other materials
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Adult Learners
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Characteristics of Adult Learners
Glickman’s Adult Development and Life Transitions
Krupp’s Steps in Achieving a Skill Gordon’s Skill Development Ladder
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Burke, Fusler, & Christensen’s Components of the Career Cycle
Preservice Induction Competency Building Enthusiastic and Growing Career Frustration Stable but Stagnant Career Wind-Down Career Exit
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Moir’s (1990) Phases of New Teacher Growth
Anticipation Survival Disillusionment Rejuvenation Reflection
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Characteristics of Adult Learners, contd.
Characteristics of Adult Learners
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Characteristics of Adult Learners, contd.
Moir’s (1992) Continuum of Skills, Knowledge, & Attitudes Beginning Abilities Advanced Abilities
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Beginning Teachers as Adult Learners
Form groups of 3. Reflect on the principles of adult
learning and their implications for mentoring.
Complete “Beginning Teachers as Adult Learners” by identifying at least one implication for each of the five principles.
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Beginning Teachers as Adult Learners, contd. Identify specific ways that each
principle might influence the practice of a mentor teacher.
Example:The principle that adults need to be self-
directing might lead a mentor teacher to be cautious about being too directive, especially early in the relationship.
Be prepared to shareTime: 8 minutes
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Models of Supervision
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Models of Supervision Complete inventory *“What is Your
Educational Philosophy?” Complete self-score Read “What Is Your Educational Philosophy?
– Implications” Read “Essentialism, Experimentalism, and
Existentialism” (*Extra copy is included at the end of the “Models of Supervision” section so feel free to write on the first copy)
Time: 20 minutes
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Models of Supervision, contd. Compare and contrast Glickman’s
philosophical stances. Use the visual organizer and collect information based on criteria. Analyze the information by listing similarities and differences.
Time: 10 minutes
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Models of Supervision, contd. Complete *“The Supervisory Beliefs
Inventory” Read “The Supervisory Beliefs Inventory”
information Complete self-score Read “Three Approaches to Mentoring” Read “Relationship of Philosophy,
Control, and Supervisory Belief” (*Extra copy included at end of section)
Time: 20 minutes
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Models of Supervision, contd. Using data from your inventories, write
a one-page “Supervisory Beliefs Statement” that reflects your philosophy and beliefs about supervising from the perspective of a TSS.
Be prepared to share. Place in TSS Portfolio
Time: 30 minutes
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Models of Supervision, contd.
“Chapter SixSupervisory Behavior Continuum: Know Thyself”
Glickman’s Supervisory Behavior Continuum
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Video Case Study: Kristin and Beverly
Read the background information about the case study - “Video Case Number 1: Kristin and Beverly”
As you view the video, carefully observe Beverly during the conference and record her communications by placing tally marks in the appropriate boxes on the “Developmental Mentoring Data Sheet”
Determine if the tone of the conference is nondirective, collaborative, or directive.
Time: 12 minutes
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Developmental Mentoring Data Sheet
Developmental MentoringData Sheet
NONDIRECTIVE
COLLABORATIVE
DIRECTIVE
Listening
Clarifying
Encouraging
Reflecting
Presenting
Problem Solving
Negotiating
Directing
Standardizing
Reinforcing
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Supervisory Skills
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Supervisory Skills:Observing
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Supervisory Skills Observing
Observation Feedback Cycle Notetaking Tips Examples of Notes Various Data Collection Instruments Article for further reading:
“Techniques in the Supervision of Teachers: Preservice and Inservice Applications”
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Supervisory Skills, contd. The Observation of Teaching Planning for Observation Most Used Observation Techniques
Selective Verbatim Verbal Flow At Task Class Traffic Interaction Analysis Global Scan
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Supervisory Skills:Conferencing
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Supervisory Skills, contd. Conferencing
Conferencing Skills Guidelines for Good Conferences Conference Observation Guidelines
Opening Sharing Information (Give and Get) Summary and Direction (Closure)
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Supervisory Skills, contd. Self-Evaluation Feeling Word List Relationship Building Analysis of Observed Teaching Processes for Providing Feedback
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Conferencing Skills, contd. Trust Building Skills
Complete TB-2 (5 minutes) Be prepared to share
Rapport Building View video (10 minutes) In groups of three
Complete TB-3 (20 minutes)
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Conferencing Skills, contd. Trust Building Skills, contd.
Presuppositions View video - 4 minutes Read TB-4 (5 minutes) In Groups of Three
Complete TB-5 (15 minutes) Whole Group Discussion
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Conferencing Skills, contd. Questioning Skills
View video – 7 minutes Mediational Questions
Form pairs Read Q-2
In groups of three Complete Q-3, Q-4, Q-5, Q-6 (20 minutes)
Whole Group Discussion
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Conferencing Skills, contd. Responding Skills
View video – 6 minutes Clarifying Statements
Complete R-2 (10 minutes) In groups of three
Complete R-3 (20 minutes) Whole Group Discussion
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Conferencing Skills, contd. Empowering Skills
View video – 12 minutes Generating Alternatives, Accepting
Responsibility, Becoming More Precise In groups of three
Complete E-2, E-3, E-4 (30 minutes)
Whole Group Discussion
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Supervisory Skills, contd. View video “Conferencing Skills
Practice I” Transcript for Practice I (Elementary)
Preconference Transcript for Practice I (Elementary)
Postconference
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Supervisory Skills, contd. View video “Conferencing Skills
Practice II” Transcript for Practice II (Secondary)
Preconference Transcript for Practice II (Secondary)
Postconference Information for further reading
from “Another Set of Eyes”
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Activity Watch the video “Tina’s Predicament.” During the video, watch for the following
Opening (How was rapport established?) Sharing Information (How did the mentor
allow for and encourage protégé contribution?)
Summary and Direction (Was there to be a follow-up?)
Look for positive qualities and something that needs improvement (Glow/Grow).
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Supervisory Skills:Coaching
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Supervisory Skills, contd. Coaching
“To Coach” Stages of Skill Development Commonly Used Coaching Strategies
Articles for further reading
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Reflective Journal Part I Activity E
The Good Coach Reflection Guide – Directions: Complete the “The Good Coach Reflection Guide
*Place in Reflective Journal Part I of TSS Portfolio
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Supervisory Skills:Communication
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Supervisory Skills, contd. Communicating
Communication Cycle Listening and the
Communication Process
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Communicating Tips for Effective
Communication Listen. Watch the body language. Choose your medium carefully. Load your mouth before you
shoot it.
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Communicating, contd. KISS (keep it simple, sister). Remember that everything you
do communicates. Give and ask for feedback.
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Communicating, contd. Listening and Responding
Paraphrasing Clarifying
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Communicating, contd. Active listening is…
The most important communication skill
Often perceived as a passive activity A critical attribute of a good
communicator A skill that can be improved A skill that only 25% of the population
has mastered
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Communicating, contd. Attitudes that are Essential
Prerequisites to Active Listening Listening to Others Principles of Human Interaction
Related to Communication Verbal Skills for Effective
Conferencing
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Communicating, contd. Helpful/Not-So-Helpful Responses
Verbal Villains Detective Magician Drill Sergeant Hangman
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Communicating, contd. Verbal Villains, contd.
Guru Historian Sign Painter Florist
(adapted from “The High Performance Mentoring Program” by James B. Rowley)
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Other Villains
Do you know any of these “Tater People”?
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Some people never seem motivated to participate, but are just content to watch while others do the work. They are called Speck Taters.
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Some people never do anything to help, but are gifted at finding fault with the way others do the work. They are called Comment Taters.
NO!
NO!
NO!
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Some people are very bossy and like to tell others what to do, butdon't want to soil their own hands.
They are called Dick Taters.
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Some people are always looking to cause problems by asking others to agree with them. It is too cold or too hot, too sour or too sweet. They are called Agie Taters.
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There are those who say they will help, but somehow just never get aroundTo actually doing the promised help.
They are called Hezzie Taters.
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Some people can put up a front andpretend to be somebody they are not.
They are called Emma Taters.
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Then there are those who love others and do what they say they will. They are always prepared to stop whatever they are doing and lend a helping hand. They bring real sunshine into the lives of others. They are called Sweet Taters.
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Which kind of “Tater” are you?
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Communicating, contd.
“We have been given two ears and but a single mouth, in order that we may hear more and talk less.”
Zeno of Citium
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Communicating, contd. Activity
Read the background information about the case study - “Video Case Number 2: Monica and Soammy”
As you view the video, complete the Helping Relationship Observation Guide
Be prepared to shareTime – 8 minutes
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Learning Styles
Prepared by Dr. Adele DucharmeDepartment Head, Middle Grades & Secondary
EdValdosta State University
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Learning Styles/Multiple Intelligences Beliefs About Student Learning Animal School Multiple Intelligences Adult
Inventory
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Learning Styles/Multiple Intelligences, contd. Multiple Intelligences Adult Inventory
Sum the points given to each “A” item. Do the same for items “B” through “H.”
The highest two numbers indicate your preferences for processing information.
Get a partner. Refer to the charts on the “8 Ways of
Knowing” handout. What intelligence is the descriptors in the first grouping aligned?
Do the same for the other 7 groups.
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Learning Styles/Multiple Intelligences, contd.Answers: Grouping A - Verbal-Linguistic Grouping B - Logical-Mathematical Grouping C - Visual-Spatial Grouping D - Musical-Rhythmic Grouping E - Bodily-Kinesthetic Grouping F - Interpersonal Grouping G - Intrapersonal Grouping H - Naturalist
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Learning Styles/Multiple Intelligences, contd.
Additional documents pp. 178-185 in TSS Mentor Manual
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Learning Styles/Multiple Intelligences, contd. Assessing Your Personal Learning Style
Count the number of A’s you marked. If you have 6 A’s or more your style is
Grouper. If less that 6 A’s your style is Stringer.
Refer to the “Scoring Guide” on p. 196 and “Characteristics for Brain Preferences” on p. 197 for additional information.
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Learning Styles/Multiple Intelligences, contd. Assessing Your Problem-Solving Style
Count the number of B’s you marked. If you have five or more B’s your style is
Helicopter. If less that 5 B’s your style is Pathfinder.
Refer to the “Scoring Guide” on p. 196 and “Characteristics for Brain Preferences” on p. 197 for additional information.
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Learning Styles/Multiple Intelligences, contd. Questionnaire Based upon your answers color in your
brain (use two different colors). If your answer is 1a, color in 1a. If your answer is c, color in a and b for
that number. Total the numbers on the right, then total
the numbers on the left. The higher number shows your
preference.
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Learning Styles/Multiple Intelligences, contd. Adult Modality Checklist
Sum all the points you gave for all A items.
Put the total under the A on the back of the checklist.
Do the same for B and C items. Your highest number represents your
modality preference.A = VisualB = Auditory C = Tactile/kinesthetic
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Learning Styles/Multiple Intelligences, contd.
Student Inventories What Is My Brain Doing? Study Habits
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Learning Styles/Multiple Intelligences, contd.
Learning Styles in Relationship to Mentoring Do not force your learning style on
protégé Help protégé become aware of his/her
learning style Help protégé to learn to provide time
during week to meet all students’ learning styles and intelligences
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Learning Styles/Multiple Intelligences, contd.
Help protégé establish a classroom environment conducive to all students’ learning.
When communicating with protégé be sure to use his/her learning styles, words, etc.
Use positive feedback in manner in which he/she feels most comfortable.
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Elements of Effective Teaching
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Reflective Journal Part I Activity F
Characteristics of Effective Teachers Directions:
List what you believe are the five (5) most important characteristics of an effective teacher. Explain why you believe each of the characteristics are important.
*Place in Reflective Journal Part I of TSS Portfolio
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Elements of Effective Teaching Effective Teaching Five Ways to Manage Your Classroom Strategies for Low Achieving Students Charts with
Effective Teaching Skills Elements of Enthusiasms Guidelines for Effective Praise
Ten Tips for Teachers in Multicultural Classrooms
Articles for further reading
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Elements of Effective Teaching
Additional Effective Teaching Information Practical Suggestions: Time Management Top 10 Instructional Strategies for Achievement Witcher-Travers Survey of Educational Beliefs
Description and Rationale of Survey Link to survey:
http://www.abacon.com/witcher-travers/survey.html Scoring Interpretation
Articles for further reading
Prepared by: Dr. Lynn Minor
Dept. of Early Childhood and ReadingValdosta State University
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A Framework for Teachingby
Charlotte Danielson
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A Framework for Teaching Consists of 4 Domains
22 components (5- 6 components in each domain) which defines distinctive aspect of that domain
2-5 elements in each component that describe a specific aspect for teaching
Components are related to one another Level of Performance
Grounded in research and wisdom of experienced teachers
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A Framework for Teaching, contd.
Understanding the Four Domains
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Domain 1: Planning and Preparation Component 1a: Demonstrating Knowledge
of Content and Pedagogy Component 1b: Demonstrating Knowledge
of Students Component 1c: Selecting Instructional Goals Component 1d: Demonstrating Knowledge
of Resources Component 1e: Designing Coherent
Instruction Component 1f: Assessing Student Learning
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Domain 2: The Classroom Environment Component 2a: Creating an Environment of
Respect and Rapport Component 2b: Establishing a Culture for
Learning Component 2c: Managing Classroom
Procedures Component 2d: Managing Student Behavior Component 2e: Organizing Physical Space
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Domain 3: Instruction Component 3a: Communicating Clearly
and Accurately Component 3b: Using Questioning and Component 3c: Engaging Students in
Learning Component 3d: Providing Feedback to
Students Component 3e: Demonstrating
Flexibility and Responsiveness
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Domain 4: Professional Responsibilities Component 4a: Reflecting on Teaching Component 4b: Maintaining Accurate
Records Component 4c: Communicating with Families Component 4d: Contributing to the School
and District Component 4e: Growing and Developing
Professionally Component 4f: Showing Professionalism
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A Framework for Teaching, contd. Classroom Observation Record Portfolio Purposes
For self-reflection and analysis To support mentoring and coaching
relationships To strengthen a resume
Worksheet D: Sample of Contents VSU Preservice Teachers’ portfolios:http://education.valdosta.edu/coeii/portfolios/Default.asp
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Legal/Professional/Ethical Issues
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Legal/Professional/Ethical Issues
Professionalism and Ethics Brainstorm behaviors that may be
construed as unprofessional Whole Group Discussion
How would you go about addressing any of these issues with protégé if he/she exhibited one or more of these behaviors?
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Legal/Professional/Ethical Issues, contd.
Legal, Ethical, and Professional Issues The Code of Ethics for Georgia
Educators (brochure) and document The Investigative Process Disciplinary Actions Educator Monitoring Heading Off Legal Problems The Teacher’s Ten Commandments
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Legal/Professional/Ethical Issues, contd.
Georgia’s Code of Ethics for Educators Case Study Activity
Review Code of Ethics for Educators Standards
Read case study on index card Determine which standard(s) the
situation violates (if any) Be prepared to share
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Legal/Professional/Ethical Issues, contd.
Some areas to warn protégé about before situation arises What to do about information
found out in a parent conference that needs to be reported to a social worker or school administrator
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Legal/Professional/Ethical Issues, contd.
What the Georgia Codes, State Board and school system policies are that govern:
Reporting of child abuse Corporal punishment Confidential information Colleague’s unprofessional conduct
Other?
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Technology
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Technology
On-line Technology Component Link:http://ettc.valdosta.edu/tss/tss.htm
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Internship
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Final Assignments – Preparation Phase To be completed during Internship Phase but
will count towards completion of Preparation Phase Peer Observation/Analysis
Activities/Reflections Purpose is to practice using observation
technique/instrument and collecting data Must be done with peer, NOT protégé NOT to be videotaped Due on or before Seminar #1
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Final Assignments – Preparation Phase (Peer Observations, contd.)
Your Observation of Peer Peer Observation of You
Include in TSS Portfolio (in appropriate section) Preconference AND Postconference
Questions (your set of pre and postconference questions for observation of peer AND peer’s set of pre and postconference questions (if used) for observation of you
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Final Assignments – Preparation Phase (Peer Observations, contd.)
Include in TSS Portfolio, contd. The data collection instrument you
used when observing peer with data collected
Notes you took Your written self-analysis/reflection of
observing peer
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Final Assignments – Preparation Phase (Peer Observations, contd.) Include in TSS Portfolio, contd.
The data collection instrument (with data collected) your peer used when observing you
Any notes taken by your peer Your written self-analysis/reflection of
being observed by peer Must be completed BEFORE Videotaped
Practice of Preconference and Postconference with Protégé/Self-analysis/Reflection
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Final Assignments – Preparation Phase, contd. (Videotape of Lesson) To be completed during Internship
Phase but will count towards completion of Preparation Phase Videotape and written
self-analysis/reflection of you teaching a lesson
Include lesson plan Due at Seminar #1 Include in TSS Portfolio in appropriate
section
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Internship Phase In addition to completing the TSS
Preparation Phase, successful completion of a 50 hour internship is required to be eligible for the Teacher Support Specialist endorsement granted by the Georgia Professional Standards Commission.
After successfully completing the 50 hour Preparation Phase a teacher may enroll in the TSS Internship Phase.
Will receive five (5) hours SDU credit
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Internship Phase, contd. Requirements
Videotaped Practice of Preconference and Postconference with Protégé/Self-analysis/Reflection
Purpose is to practice using conferencing techniques
Must be done with protégé, NOT peer
Pre/post conference questions, instrument, data collected and notes are NOT required as documentation
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Internship Phase, contd. (Videotaped Practice of Pre and Postconference with Protégé )
Must be completed BEFORE Observation Cycle #1
Due during or before Seminar #1
Include in appropriate section of TSS Portfolio
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Internship Phase, contd. Requirements, contd.
Three (3) Observation Cycles supervised by TSS intern supervisor
Documentation includes Preconference AND postconference
questions Instrument used Data collected/Notes taken Include in appropriate section of
TSS Portfolio
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Internship Phase, contd.
Requirements, contd. Participation in four 2-3 hour
seminars Reflective Journal Part II Activities Final TSS Portfolio
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Reflective Journal Part I Activity G
My Final Reflections View video
“Beginning Teachers: Final Reflections”
Complete “My Final Reflections”
*Place in Reflective Journal Part I of TSS Portfolio
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Complete Course Evaluation Check
Mentor Manual TSS Portfolios
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Journal Articles
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Quotes
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Resources
TSS Web Site:http://
coefaculty.valdosta.edu/tss/
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For additional information about VSU’s TSS Program contact:
Dr. Shirley Andrews, TSS Program Coordinator E-mail: [email protected] Phone: 229-293-6068 Fax: 229-333-7167