How Cognitive Coaching Influences the Apprenticeship Model in Pre-Service Urban Teacher Education

• In Event: Teaching to Transgress: Implementing and Sustaining a Culturally Responsive Teacher Education Program

Abstract

1. Objectives or purposes:
The purpose of this paper is to describe an innovative mentoring model that has been implemented and sustained in the Columbus City Schools (CCS), and the contribution of the Teacher Quality Partnership (TQP) grant partners to assist in this process. In an effort to identify and support teachers who would act as mentors to our preservice candidates, our TQP partners developed an ongoing mentoring and support process that has resulted in a strong professional learning community within our partner district. Teachers have been engaged in bi-weekly professional development, and have learned cognitive coaching strategies and culturally responsive practices to assist and support our preservice teachers. More recently, the mentoring strategies were aligned to the co-planning, co-teaching model of support. Strategies for developing, implementing and sustaining this component of the TQP grant initiative will be shared. Impact on teachers and on their mentoring practices will also be shared in this paper.

2. Perspective(s) or theoretical framework
This topic is approached from a lens of interorganizational collaborations and partnerships (Nowell 2009; Thomson & Perry, 2006). The goal is to create systemic change in policy and practice within and across contexts. Partners include a university, an urban school district, and numerous state and community partners.

3. Methods, techniques, or modes of inquiry
This study employs a multi-phase, mixed-methods design that combines concurrent and sequential collection of quantitative and qualitative data over multiple phases of program study. Data are analyzed, triangulated and integrated to elicit a full understanding of the impact of the reform initiatives implemented in this program.

4. Data sources, evidence, objects, or materials
Project evidence includes teacher candidate data collected at admission, during the preservice program, and during the first three years of induction into the school setting. Data from other participants (e.g. mentor teachers, faculty, etc.) were collected twice during each academic year. Surveys of participating and non-participating candidates, teachers, and school leaders, reflections, focus groups and individual interviews were also used.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
The study outcomes fall into two main categories: program/policy and practice. The partnerships enabled the creation of unique incubation spaces, which resulted in enduring and scalable programs. Preliminary evidence indicates that candidates moving through this program demonstrate competence in student-directed instruction, focus on learning goals, understand content knowledge, create positive learning environments, and employ culturally relevant pedagogical practices.


6. Scientific or scholarly significance of the study or work
Many educator preparation programs are striving to find a successful model to provide mentor teachers with the knowledge, skills and passion to support preservice teachers during their internships. This model has been successful, as both teachers and our interns have benefitted from the professional growth models that have been developed.

Authors

• Marguerethe Jaede, Columbus City Schools

• Patricia A. Brosnan, The Ohio State University

• Kristy E Leigh, Columbus City Schools

• Sandra A. Stroot, The Ohio State University