Professional Development for Cooperating Teachers

UCSC MA/C Program Professional Development for Cooperating Teachers

 

The Commission on Teacher Credentialing requires that first-time Cooperating Teachers (CTs) engage in ten hours of professional development on effective mentoring. Though experienced CTs are not required to do so, we encourage CTs with experience to engage in modules that of personal interest or that may be useful for supporting student teachers.

Inquiry and Equity: Teaching Writing That Matters Annual BAE Mini-Conference

PD Modules available through UC Irvine School of Education

• Building a Relationship with your Student Teacher
• Coaching Adults
• Providing In the Moment Feedback
• Modeling UDL
• edTPA Overview
• High Leverage Practices
• Classroom Management Support

PD Modules available through the Vanderbilt IRIS Center, a national center dedicated to improving educational outcomes for all children through effective evidence-based practices.

https://iris.peabody.vanderbilt.edu/iris-resource-locator/

(go to resource type, choose modules)

• Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities

This Module highlights classroom considerations that promote access to the general education curriculum for students with disabilities (est. completion time: 1.5 hours).

• Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities

The resources in this Module offer helpful tips on setting up the physical aspects of your classroom and will introduce types of equipment used by students with visual disabilities (est. completion time: 1 hour).

• Accommodations: Instructional and Testing Supports for Students with Disabilities

This Module provides an overview of accommodations for students with disabilities (est. completion time: 1 hour).

 Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle

The first in a two-part series, this Module discusses problem behavior in terms of the stages of the acting-out cycle and suggests ways to respond to students in the cycle's different phases (est. completion time: 1 hour).

• Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions

The second in a two-part series, this Module describes interventions that can increase initial compliance to teacher requests as well as interventions that can be implemented to decrease disruptive and noncompliant behaviors (est. completion time: 1 hour).

• Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom

This Module discusses how progress monitoring can affect the academic outcomes of students, and it demonstrates how to implement curriculum-based measurement with a classroom of students (est. completion time: 1 hour).

• Classroom Assessment (Part 2): Evaluating Reading Progress

This Module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed (est. completion time: 1 hour).

• Classroom Diversity: An Introduction to Student Differences

This revision of the Teaching and Learning in New Mexico: Considerations for Diverse Student Populations Module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet the needs of all their students in their classes (est. completion time: 1 hour).

• Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan

This Module—a revision of Who's In Charge? Developing a Comprehensive Behavior Management System—highlights the importance of establishing a comprehensive classroom behavior management system composed of a statement of purpose, rules, procedures, consequences, and an action plan. It also provides information about how culture, classroom factors, and teacher actions can influence student behavior (est. completion time: 1 hour).

• Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management Plan

This Module—a revision of You're in Charge! Developing Your Own Comprehensive Behavior Management Plan—reviews the major components of classroom management (including rules, procedures, and consequences) and guides users through the steps of creating their own comprehensive behavior plan. The module is a companion to Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan (est. completion time: 2 hours).

• Collaborating with Families

Designed to help teachers build positive relationships with families, this Module highlights the diversity of families and addresses the factors that school personnel should understand about working with the families of children with disabilities (est. completion time: 1 hour).

• Content Standards: Connecting Standards-Based Curriculum to Instructional Planning

Teachers are required to implement the adopted content standards and to make the connection between standards-based curriculum and the planning and designing of lessons to ensure that students meet expected content standards. This Module serves as a basic guide for the process (est. completion time: 2.5 hours).

• Creating an Inclusive School Environment: A Model for School Leaders

This Module offers a general overview of the concepts that principals should consider when creating inclusive schools (est. completion time: 2 hours).

• CSR: A Reading Comprehension Strategy

This Module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science (est. completion time: 1 hour).

• Cultural and Linguistic Differences: What Teachers Should Know

This Module examines the ways in which culture influences the daily interactions that occur across all classrooms and provides practice for enhancing culturally responsive teaching (est. completion time: 1 hour).

• Differentiated Instruction: Maximizing the Learning of All Students

This Module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning preferences—that influence learning (est. completion time: 3 hours).

• Dual Language Learners with Disabilities: Supporting Young Children in the Classroom

This Module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est. completion time: 1 hour).

• Effective School Practices: Promoting Collaboration and Monitoring Students' Academic Achievement

This Module focuses on the entire school population and highlights partnerships between general education and special education faculty that result in the creation of a 'collective responsibility' and shared high expectations for all students (est. completion time: 2 hours).

• Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program

This Module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).

• Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity

This Module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).

• Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity

This Module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).

• Fidelity of Implementation: Selecting and Implementing Evidence-Based Practices and Programs

This Module discusses the importance of selecting evidence-based practices and programs. It also examines actions that school personnel can take to increase the likelihood that the practice or program is implemented as it was designed (est. completion time: 3 hours).

• High-Quality Mathematics Instruction: What Teachers Should Know

This Module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based practices. It also highlights a number of evidence-based practices as well as other classroom practices that teachers can use to teach mathematics (est. completion time: 1.5 hours).

• How People Learn: Presenting the Learning Theory and Inquiry Cycle on Which the IRIS Modules Are Built

This Module explores the components of the HPL framework and the STAR Legacy cycle on which the IRIS modules are designed (est. completion time: 2.5 hours).

• Improving Writing Performance: A Strategy for Writing Persuasive Essays

This Module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays (est. completion time: 2 hours).

• Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities

This Module highlights tips for modifying lessons and ways to make lessons accessible for students with disabilities (est. completion time: 1.5 hours).

• Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction

This Module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).

• Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization

This Module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).

• PALS: A Reading Strategy for Grades 2–6

This Module outlines the benefits of implementing PALS for Grades 2–6, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials (est. completion time: 1 hour).

• PALS: A Reading Strategy for Grades K–1

This Module outlines the benefits of implementing PALS for Grades K–1, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour).

• PALS: A Reading Strategy for High School

This Module outlines the benefits of implementing PALS for high school, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials (est. completion time: 1 hour).

• Providing Instructional Supports: Facilitating Mastery of New Skills

This Module explores the importance of scaffolding and modeling for students as they learn new skills and strategies (est. completion time: 1 hour).

• Related Services: Common Supports for Students with Disabilities

This Module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (Physical Therapy, Occupational Therapy, Speech-Language Pathology Services, Social Work Services, and Psychological Services) and briefly highlights many of the other related services as identified through IDEA '04 (est. completion time: 1 hour).

• RTI (Part 1): An Overview

This Module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) approach. It also offers a brief overview of each tier in the RTI model and explains its benefits (est. completion time: 1 hour).

• RTI (Part 2): Assessment

This Module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed (est. completion time: 2 hours).

• RTI (Part 3): Reading Instruction

This Module illustrates different research-based reading strategies that may be used with the response-to-intervention model to improve reading skills (est. completion time: 1.5 hours).

• RTI (Part 4): Putting It All Together

This Module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI (est. completion time: 3 hours).

• RTI (Part 5): A Closer Look at Tier 3

This Module describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This Module also explores parent involvement and issues related to English language learners (est. completion time: 2 hours).

• RTI: Considerations for School Leaders

This Module provides information about ways to build support for RTI, factors that should be addressed when implementing RTI, and methods of collecting data and evaluating the effectiveness of the RTI approach (est. completion time: 3 hours).

• RTI: Mathematics

This Module describes the RTI framework as applied to mathematics. It includes discussions of instruction, assessment, and data-based decision making at the primary, secondary, and tertiary levels (est. completion time: 2.5 hours).
IRIS Alert: A significantly revised update of this resource is in development and will replace the current version in the coming months.

• Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas

This Module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read (est. completion time: 1.5 hours).

• SOS: Helping Students Become Independent Learners

This Module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement (est. completion time: 1.5 hours).

• SRSD: Using Learning Strategies To Enhance Student Learning

This Module features the Self-Regulated Strategy Development (SRSD) model, which outlines the six steps required to effectively implement any instructional strategy and emphasizes the time and effort required to do so (est. completion time: 1 hour).

• Study Skills Strategies (Part 1): Foundations for Effectively Teaching Study Skills

This Module examines the importance of effective study skills strategies and includes information on why some students struggle with those skills and why it's critical for teachers to explicitly teach such strategies (est. completion time: 1 hour).

• Study Skills Strategies (Part 2): Strategies that Improve Students’ Academic Performance

This companion to the Study Skills (Part 1) Module reiterates the importance of teachers providing explicit instruction on the use of study skills strategies and overviews a number of effective strategies: graphic organizers, note-taking, mnemonics, organizing materials, time management, comprehension strategies, and self-regulation strategies (est. completion time: 2.5 hours).

• Teaching English Language Learners: Effective Instructional Practices

This Module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners (est. completion time: 2 hours).

• The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns

This Module highlights the benefits of the pre-referral process—a preventative approach that can eliminate inappropriate referrals to special education—and outlines the six stages most commonly involved in its implementation (est. completion time: 1 hour).

• Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students

This Module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments) (est. completion time: 2.5 hours).