Volume 3: September 12th-26th, 2018 Visit Website E-mail NASCENT

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 and debriefs together, and determining meaningful observational data TCs can collect.

We also continue to share ideas for what mentors and TCs might focus on at this time of the year in our "trajectory" column, on the righthand side of the newsletter.

Poll Results

Last newsletter, we asked what you were most excited about at the start of the school year. Your results are shown to the left!

Stay tuned for another poll in a few weeks.

Mentors: Coupling two key mentoring practices
Two mentoring practices—modeling the work of teaching, and pre- and debriefing—can work together to provide TCs with opportunities to learn through intentional observation. Check out our resources on these practices, and try them with a regularly occurring part of teaching that allows the TC to see students interact with each other and with you.

Modeling the work of teaching

Pre- and debriefing

Mentors & TCs: Collecting useful observational data
It is beneficial for everyone (mentors, TCs, and students) if TCs collect meaningful data while observing—data that can be used to understand how students are participating and how their participation relates to instruction. For instance, the TC might...

Record what they notice students doing or saying, in relation to instruction. (Click the button below for an adaptable observation tool.)
Collect baseline data of which students participate during different learning opportunities, or how many times different students contribute.
Script student talk during group work.

Decide together what data would be most useful to collect and discuss at this time!

Get adaptable observation tool

TCs: Getting to know your colleagues

Everyone in the school community has a unique role and perspective, and is there to support students' learning and well-being. Connect with colleagues at your school by introducing yourself and asking questions about their experiences.

See tips for connecting

Trajectory column: What to focus on now

1. Getting to know students and the school ecosystem

- TCs, start getting to know more colleagues every day.
- TCs, visit other classrooms if feasible to see how multiple teachers set up norms and routines.

2. Planning
- Mentors, make the thinking behind an upcoming lesson explicit to your TC.
- TCs, review instructional materials for the current unit. Work with your mentor to identify small piece of instruction you could take on in upcoming weeks.

3. Teaching

- Mentors and TCs, select an interactive part of teaching and conduct rounds of pre-briefing, modeling and observation, and debriefing around it.

4. Assessment
- TCs, collect observational data and discuss the data and instructional implications with your mentor during a debrief.

Look ahead to Oct-Nov trajectory

TEP Announcements

9/13 from 4:30-7:30: Methods classes for Science, Math, ELA, Social Studies.

9/18 from 4:30-7:30: Methods class for World Languages.

9/20 from 4:30-7:30: Methods classes for Science, Math, ELA, World Languages.

9/25 from 4:30-7:30: Assessment classes for ELA, SS, WL in 104. Math and Science in 212.

Please check out our beginning of the year checklist. Coaches will be sending this soon!

This email was sent to <<Email Address>>
why did I get this? unsubscribe from this list update subscription preferences
NASCENT Project · University of Washington College of Education · 2012 Skagit Lane, Miller Hall, Box 353600 · Seattle, WA 98195-3600 · USA