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School Site and Cooperating Teacher Criteria
Spring 2018
Department of Teacher Education
209-667-3357
Office of Field Services
209-667-3230
Contents
MSCP Mission, Vision, and Prioritized Skills
MSCP Development Organizational Structure
MSCP Program Overview
Anchor School Value Proposition
Cooperating Teacher Value Proposition
Anchor School Roles and Responsibilities Defined
Anchor School Selection Process
Cooperating Teacher Selection Process
Appendix A: Anchor School Criteria Matrix
Appendix B: Cooperating Teacher Criteria Matrix
MSCP Mission, Vision, and Prioritized Skills
Mission Statement:
The mission of the Multiple Subject Credential Program is to accelerate the achievement of all students* through the preparation, support, and retention of exceptional teachers who are advocates for children and their communities.
Vision of Why Teachers Matter:
Socio-economic advantages, language, disabilities, and race too often predict academic outcomes in the Central Valley. It is increasingly urgent for schools to improve educational achievement, and break the persistence of inequity. The MSCP deepens this commitment by recruiting, preparing, and supporting educators who are strongly equipped to make sure that all students* succeed, regardless of circumstance.
Prioritized Skills-
Each student deserves an exceptional teacher who is strongly equipped to…
Provide opportunity and support for participation and meaning making (TPE 1)
Implement instructional norms and routines for classroom discourse and work (TPE 2)
Build positive student relationships to manage student behavior (TPE 2)
Explain and model content, practices, and strategies (TPE 3)
Design single lessons and sequences of lessons (TPE 4)
Interpret results of student work, adjust instruction, and provide effective feedback (TPE 5)
* This phrase is intended as a widely inclusive term that references all students attending public schools. Students may exhibit a wide range of learning and behavioral characteristics, as well as disabilities, dyslexia, intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, sexual orientation, language, religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners.
MSCP Development Organizational Structure
Anchor School Value Proposition
(An anchor school hosts a cluster of 3 or more student teachers. A partner school hosts one student teacher.)
“Why become an anchor school?”
Accelerate student achievement through the selective recruitment, training, and focused support of excellent teacher candidates.
Opportunity to “home-grow” potential new teachers for your school/district.
Provide student teachers a professional learning community of cooperating teachers and fellow teacher candidates
Gain access to a continuum of teacher professional development and capacity building.
Cooperating Teacher Value Proposition
(A cooperating teacher officially mentors one student teacher using the co-teaching model.)
“Why become a cooperating teacher?”
Experience the hallmarks of the co-teaching model, which include:
- Ability to reach and differentiate for more students, particularly those with high needs
- Experience professional growth
- Enhanced energy for teaching
- Hosting a candidate without giving up my classroom
- Ability to do projects more successfully
- Class time is more productive, with increased student engagement
- Modeling and participating in teamwork
- Opportunity to reflect on teaching practices
- Additional time for action research
- Increased academic achievement in reading and math
MSCP Anchor School Roles and Responsibilities Defined
Role of Principal- Identifies and endorses potential cooperating teachers
- Includes student teacher in new staff orientations, meetings, events and professional development opportunities
- Observes student teacher and provides feedback when possible.
- Articulates school vision to student teachers
- Works with MSCP faculty to ensure cooperating teachers are supported and working with student teachers effectively.
- Participates in MSCP Advisory Board
- Supports opportunities for student teacher to visit other classrooms.
- Teacher Educator-- connects theory and practice; has skills to support and challenge student teachers; models thorough planning; has clear understanding of co-teaching and the 5D+ rubric
- Effective Teacher—shows evidence of content knowledge, student engagement, effective classroom management, relationships with students, has equity lens and engages with parents and families, data-driven planning and instruction
- Coach- active reflective listener, good questioner, understands continuum of teacher learning, has strength-based view of student teachers when providing feedback.
- Learner/Collaborator- disposition of a lifelong learner, engages in reflective practice, open to new ideas, engages in collaborative conversations with University Supervisor and Student teacher
- Assessor—completes formative and summative evaluation forms in a timely manner.
Student Teacher Role
- Participates in all staff meetings, professional development, learning communities, staff events as a member of the school community.
- Demonstrates professional conduct by following school policies and procedures, and adhering to the MSCP Ethical and Professional Standards.
- Contributes to building a productive, student-centered learning environment by building respectful relationships with both students, parents, and colleagues
- Submits thorough lesson plans in a timely manner, and participates in POP cycle for each formal observation
- Demonstrates high effort and conscientiousness for teaching, assessment, and reflection
- Open to feedback, and acts upon it
- Committed to all students’ learning
- Embraces student teachers as part of school community
- Involves student teacher in family nights, parent conferences, open house, etc.
- “Shares” responsibility in educating and acclimating student teacher to school culture
- Allows/invites student teacher to visit others’ classrooms.
- Communicates shared vision for student achievement
- Communicates any challenges to University Supervisor and works to collaboratively problem-solve situations whenever possible.
Adapted from Seattle Teacher Residencies STR site and mentor packet, 2014
MSCP Anchor School Selection Process
In order to address the MSCP mission and vision, and work towards equipping teacher candidates with prioritized skills, the school site and cooperating teacher selection are critical. Student teachers must have effective models and support in schools that are conducive to their optimum development as exceptional teachers. To that end, we have established a set of criteria for both anchor school site and cooperating teachers.
Anchor School Site Selection Criteria:
- Supportive and committed school leadership
- Understanding of the roles of school site and principal
- Diverse student population (ELLs, students of color, special education)
- Commitment to relentlessly pursuing excellence and continuous program improvement—collective responsibility for improving student achievement for all learners
- Culture of professional development, best practices, and collaboration
- Sufficient pool of effective teachers who demonstrate MSCP prioritized skills—and have the desire to mentor student teachers through the co-teaching model
- Capacity to host a cohort of 3 or more student teachers at the same time
- Climate of cultural responsiveness; commitment to equity and social justice- connections to family and community; inclusionary practices for students with disabilities (Least Restrictive Environment)
- Robust programs and support for English Learners
- Higher-performing school compared to similar schools
- Permit video capture for candidate reflection and TPA completion
Process for Selection:
- Potential anchor school sites are identified and determined by district-level administration.
- Principal meets with MSCP coordinator/Fieldwork coordinator to review criteria, value proposition, and roles.
- MSCP coordinator/Fieldwork coordinator tours school with principal.
- MSCP coordinator/Fieldwork coordinator completes the Anchor School Criteria Matrix with observational evidence.
- Anchor school determination is communicated to district and principal for future student teacher placements.
* Note- anchor schools do not need to host student teachers for consecutive semesters.
Cooperating Teacher Selection Process
MSCP Cooperating Teacher Selection Criteria:
Effective Teaching Skills
- A minimum of three years of effective teaching experience as evidenced by positive outcomes produced by her/his students and evaluations.
- Is fully credentialed for the teaching position and teaches in the major field of preparation
- Demonstrates mastery of all aspects of teaching and learning: instructional planning, continuous monitoring of students learning, using data to inform instruction, differentiation, student engagement, creation of an environment conducive to learning, and the design of appropriately rigorous learning aligned to the Common Core Standards and NGSS.
- Strong model of the California Standards for Teaching Profession (CSTPs)
Collaboration and Communication Skills
- Engages in mutual examination of teaching and learning with colleagues, operating from an asset-based approach to challenge.
- Active listening skills, effective questioning skills as well as the skills of paraphrasing, summarizing, and clarifying.
Cultural Competence
- Recognizes the strengths of their students and their families. Incorporates culturally responsive and inclusionary teaching practices to meet the needs of children from underserved communities.
Growth Mindset
- Engages in and models a commitment to continuous learning and improvement.
Process for Selection:
- Potential cooperating teachers are identified and determined by district-level administration and MSCP faculty.
- Attend information session at CSUS or district location.
- Sign the commitment sheet (meeting of competencies, commitment to PD events for support and capacity building of cooperating teachers, minimum 10 hours of initial orientation)
(Adapted from National Center for Teacher Residencies: Multiple Measures for Mentor Selection)