Feedback tips
We asked teacher candidates (TCs), “What makes for effective feedback?” Here are some tips we heard from them that are consistent with research on effective feedback. These tips can be used for any kinds of feedback that you (mentors) provide. Download > Feedback Tips...
Feedback index cards
During busy days, feedback index cards can provide a quick way for mentors and TCs to interact around something the TC is intentionally working on. These index cards can be used anytime and can but need not go along with formal observations. Download PDF: Feedback index cards...
Newsletter 10 March 14 Saying thank-you’s and goodbyes
With this final newsletter we, the NASCENT Team, want to say thank you for allowing us to learn alongside you in your clinical placements, classrooms, and schools! We hope that you have found the process to be both personally meaningful and professionally valuable to your practice. Below you will find ways you can reflect on the experience and prepare for the next transition. Link to: Newsletter 10 March 14: Saying Thank You's and Goodbye...
Newsletter 9 January 9 Completing the edTPA
TCs will soon be enacting their planned series of lessons for the edTPA and assembling a portfolio of their planning, teaching, and assessment that focuses on student learning. It is important that you stick to the agreed upon plan as to which lessons will be taught by the TC and when. The edTPA is a time for the TCs use their own skills to teach, plan, and assess, but they may consult mentors as they would a colleague. Read on for how to navigate these roles. Link to: Newsletter 9 Completing the edTPA...
Newsletter 8 December 12: Preparing for the edTPA
During the winter quarter, TCs will complete the edTPA, a portfolio of their planning, teaching, and assessment that focuses on student learning. TCs may consult mentors as they would a colleague, but the edTPA will be the responsibility of the TCs. Before winter break, decide with your TC(s) what series of lessons they can take on in January/February and stick to that plan. Planning, preparing, and practicing for the required components now will make the enacting and reflecting process more rewarding later. Link to: Newsletter 8 Preparing for the edTPA...
Newsletter 7 November 21: Transitioning to Taking the Lead
Student teaching is a rare opportunity for TCs to practice teaching alongside knowledgeable others to guide and support their learning. Looking ahead, in January/February TCs will assemble a portfolio of materials about a series of lessons they plan and teach for the edTPA, their performance-based assessment. To prepare for this experience, it is important for TCs to take the lead in frequent and meaningful ways across planning, teaching, and assessment, starting now! Link to: Newsletter 7 Transitioning to taking the lead...
Newsletter 6 October 31: Giving and Recieving Feedback
TCs learn a great deal when they receive feedback from their mentor. Feedback is most helpful when a specific area of practice is discussed and chosen ahead of time (pre-briefing) and then reflected on afterwards (debriefing). This practice of pre-briefing and de-briefing is also useful for TCs as they observe a mentor. This newsletter focuses on how to make the most of feedback as you work together. Link to: Newsletter 6 Giving and Receiving Feedback...
TCs: IDEAS FOR GETTING TO KNOW THE SUPPORT AT YOUR SCHOOL
Getting to know the varied professionals at your school who support both students and teachers is an ongoing process! Start by finding out what roles exist at your school and who serves them—ask your mentor, look at your school’s website, and visit the offices of the school. Make a plan to talk with colleagues about their roles at the school. You can go by their office, email them, or set up an appointment to talk. Download PDF > Getting to Know Support Staff at Your School Download Word doc > Getting to Know Support Staff at Your School ...
Newsletter 5 October 17: Formatively assessing together
A key aspect of teaching that TCs can practice early on is formative assessment (FA)—gaining insight into student thinking or perceptions and using this information to inform instruction. Since TCs and students have started building relationships and are settling into routines and content, now is a great time to discuss different methods of FA and try them out. You'll find tips for doing so in this newsletter! Link to: Newsletter 5 Formatively Assessing Together...
Maintenace Self-Care Worksheet
On this maintenance self- care worksheet, list those activities that you engage in regularly (like every day or week) under “current practice” within each domain. Identify new strategies that you would like to begin to incorporate as part of your ongoing maintenance self-care— pay particular attention to domains that you have not been addressing in the past. On the last page identify barriers that might interfere with ongoing self-care, how you will address them, and any negative coping strategies you would like to target for change and how you will change them. Download PDF > Maintenance Self-Care Worksheet ...