CSU Bakersfield Teacher Residency Programs
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Module 1: Co-teaching
-Foundations
-Co-instruction
-Co-planning and Co-assessment


Module 2: MS/SS Credential Program
-Student handbook
-CT/ mentor handbook
-Phase-in
-Course descriptions with assignments that impact clinical practice
-Danielson observation form and TPEs
​

Module 3: Mentoring
-Effective Communication
-Coaching teacher candidate on how to take the lead
-Lesson planning
-Communication/relationship building
-Integrating students into the district community and culture


Co-Teaching Strategies 

There are 7 co-teaching instructional strategies. We encourage co-teaching pairs to use all of the strategies and to alternate the role of lead teacher often. Please review each linked video by clicking on the co-teaching strategy.
One teach, one observe
One co-teacher has primary instructional responsibility while the other co-teacher gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to have a focus for the observation.
One teach, one assist
One co-teacher has primary instructional responsibility while the other co-teacher assists students with their work, monitors behaviors, or corrects assignments.
Station teaching
The co-teaching pair divides the instructional content into parts and the students into groups. Groups spend a designated amount of time at each station. Of-ten an independent station will be used.
Parallel teaching
Each co-teacher instructs half of the students. The two co-teachers are addressing the same instructional material and present the lesson using the same teaching strategy. The greatest benefit is the reduction of student to teacher ratio
.
Supplemental teaching
This strategy allows one co-teacher to work with students at their expected grade level, while the other co-teacher works with those students who need the information and/or materials extended or remediated.
Alternative/differentiated teaching
Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students; however, the instructional methodology is different.
Team teaching
Team taught lessons that are well planned exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader, as both teachers share the instruction, are free to interject in-formation, and available to assist students and answer questions.
Co-Planning
  
U.S. Department of Education  |  Teacher Quality Partnership | Grant # U336S140047 | Funded 2014-2019

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