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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...
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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...
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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...
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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...
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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...
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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...
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NEWSLETTER 4 OCTOBER 3: CO-PLANNING & CO-TEACHING
As early as October (if not before), mentor and teacher candidate partners can begin engaging in the practices of co-planning and co-teaching, strategically sharing responsibility for both planning and enacting instruction. This newsletter focuses on these practices, describing different arrangements they may take and how you...
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Newsletter 3 September 12: Making the most of opportunties to observe
Making the most of opportunities to observe. At the beginning of the year, TCs are primarily in an observational phase of their clinical experience. This newsletter focuses on ways to support deep learning during this phase—through strategically selecting key pieces of instruction to model, engaging in pre-briefs...
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Newsletter 2 August 29: The start of the school year, a one-time opportunity
The beginning of the year is a unique opportunity for the TC to experience getting to know students for the first time—as a teacher—and learning how teachers set up a classroom as a community. This newsletter focuses on tips for the start of school. Read on...
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Newsletter 1 August 19: Introducing newsletter and website
This newsletter is being provided by the NASCENT research team at the UW College of Education. The aim of the team is to support the collaborative work of our mentors and teacher candidates (TCs). From mid-August through March, we’ll provide helpful suggestions for working together and...
