#19 Making the Most of TeachNet for Supervisors of Observer-Interns by Courtney S. Glazer

The University of Texas at Austin, Fall 1999
Developed for future Supervisors of Observer-Interns

The information contained in this guide is designed for supervisors who have a basic working knowledge of TeachNet and want to use it to its fullest effect with observer-interns.

For general information on TeachNet as an application, please see http://teachnet.edb.utexas.edu/

The following information is included in this guide, along with sample postings:

• Making Assignments for Observer-Interns
• Holding Office Hours
• Keeping Track of Observer-Interns
• Responding to Postings by Observer-Interns
• Creating Attention Getting Postings
• Posting Valuable Information
• Contacting Cooperating Teachers

I would like to thank Jeff Coe, Leslie Lipovski, Suzanne Nelson, and Anna Rudolph for testing out many of these ideas and for inspiring me to record our experiences to help others like us in the future.

One of the most important parts of being a supervisor is having the opportunity to model good teaching practices for the observer-interns. Since their school placements can only be guided and controlled to a certain degree, the use of TeachNet can provide strong modeling in the areas of technology integration, group facilitation, reflective practices, and community-building - all of which are vital to success in today's classrooms.

Another goal for the use of TeachNet is to cultivate responsibility among the observer-interns so that they come in search of information rather than expecting it to get emailed to them. I strongly suggest that you refrain from using email addresses for the entire group and use them for individuals in cases such as private communications and attention-getters for those who are not as active on TeachNet. Remember, TeachNet will only work if the students show up and your best help in that battle can sometimes be email and even the telephone.

Making Assignments for Observer-Interns

One purpose of weekly assignments for the observer-interns is to help them focus on different aspects of the observations and experiences.

The following are sample tasks to focus the observers:

• In your first observations, what is one thing that made you smile and one thing that made you want to scream?
• In your observations, what terrific things have you seen that you would never have thought about? Consider classroom activities, teacher behaviors, physical surroundings, social interactions, etc.
• Reflect on one student who has attracted your notice during your observations. What caused you to notice this student? Think about the relationship that this student has with the teacher you are observing.
• Discuss the activities that are going on in the class you are observing. Consider whether or not you see this as a variety and appropriate for all students. Also think about how the students respond to each exercise and whether or not the teacher is aware of this response.
• So, how did it feel to teach?
• What is one strength that you will take with you to your student teaching? What is one area that you need to work on during your student teaching?
• Describe the socio-economic status of the students that you are observing. What influence do you see the SES having on the learning taking place if any? Why?
• List all of the teaching materials seemed to engage the students the most? Why?
• If you could change one thing about the class that you are observing what would it be?
• Think about one learning experience from the class you are observing that you think could be improved. How would you improve this experience?
• Construct a metaphor which describes the teacher you are observing. Be sure to explain how that metaphor fits. For example, a teacher might be a potter who receives each student as a lump of clay with certain characteristics and then works to mold the clay into a new shape.

Sample Posting of Focus Task

re: task #1 - For Oct 18th
In your first observations, what is one thing that made you smile and one thing that made you want to scream? Please respond to the general "Glazer" folder.

Another purpose of a weekly assignment can be to facilitate discussion among the observer-intern in your group.

The following are sample tasks to facilitate discussion:

• Find another observer from our group who is observing in your same subject area, grade level, or building. Read and respond to one of his/her postings. Reference the norms that you see as a part of the subject, grade, or building.
• Read through everyone's postings for this week and make a new posting explaining a theme or pattern you saw throughout the previous week's work.
• Read two of your peers' responses about a student you caught your eye and make comments to them.

Sample Posting of Discussion Task

task #4 - Option #2 for November 8th
As I'm reading your comments about the student who caught your attention, I'm seeing a lot of the same themes in your writing. If you'd prefer this week, read one or two of your peers' responses and make some comments to them. This can take the place of the posting about activities. P.S. Options are good - students like making choices :)

Holding Office Hours

Communication is one key to a successful observer-intern experience. Your observer-interns may want to talk about everything from paperwork to conflicts with cooperating teachers to anxiety over their first experience standing in front of a class. To assist them in reaching you it is important to establish office hours through TeachNet. Basically this means that you will be online and logged in to TeachNet in case the students need to chat (see Appendix B: Chatting on TeachNet for more information) or reach you through email.

This time can also be used to post tasks and valuable information to the group folder as well as a chance for you to account for each observer-intern's postings. Finally, office hours provide some concentrated time for you to respond to the students' postings thus keeping the dialogue between observer-intern and supervisor open and comfortable.

See Appendix A: Initial Communication for specific details on setting up your office hours and communicating the purpose and specifics to your observer-interns.

Keeping Track of Observer-Interns

One effective way of keeping track of the work of your observer-interns is to fall back on the old gradebook concept (see Appendix F: Gradebook Template). This way you can track your students' postings and attendance at seminar, but you also have a place to make notes regarding their experiences and any special circumstances that may arise. The notes take little time during office hours to jot down and are invaluable for facilitating discussion among specific students on the same topic.

One tool within TeachNet can provide you with valuable information regarding the activity of your students within the software. The "History" feature allows you to view a history of who has read your message when. To access the "History" feature simply highlight the message you wish to check the history of and select "History." If you are on a Mac, after highlighting the message, simply hold down your mouse button until the pop-up menu displays. Then select "History."

One ideal use for this feature is when you have posted a seminar announcement. You can easily see who has accessed the information and then can create a plan to reach those who seem to have missed the posting.

Responding to Postings by Observer-Interns

One thing to remember about TeachNet is whenever you respond to something in the group folder; the response will get posted to the group folder. In other words, if there is a need to communicate a response to a single student, be sure to change the "to" field of your message.

Also, chances are your students will either "respond" to your assignment posting or will mark the subject of their response postings in a generic way (task #2). When you respond to each student in the group folder, you will want to change the subject line to reflect the student's name as to who posted the original comment. For example, you should respond to "Task #2" that Daniel posted with a message called "Daniel's Task #2." This will not only assist everyone as they negotiate the multiple messages in the group folder, but it will also draw the individual student's attention to your response.

For more information, see Appendix E: Sample Response to an Observer-Intern's Posting.

Creating Attention Getting Postings

TeachNet provides a variety of ways to draw attention to the messages you are posting and I suggest that you take advantage of them.

Under typical messaging-posting etiquette, capital letters should be used in subject lines and messages to show yelling. Since most computer users are now aware of that fact, your "shouting" in subject lines can be a real attention-getter.

TeachNet also allows you some typical work processing capabilities such as the ability to change font style, size, and even color. Again, it is always helpful to draw attention to pieces of your posting (deadlines, times, etc.) by altering the text from the default.

Posting Valuable Information

TeachNet is a terrific tool for communicating valuable information to your observer-interns. Because your main folder will get filled quickly with weekly postings and discussion, I suggest that you have the LTC create a folder within your group folder called "Announcements." This way students can quickly and easily put their fingers on the information they need to know.

Within the folder you should post all requirements for which the observer-intern is responsible:

• TeachNet expectations
• deadlines
• paperwork
  • record of observation hours
  • observation reflections
  • checklist of responsibilities
  • final feedback from cooperating teacher
• face-to-face seminar information
  • time
  • date
  • location
  • topics
  • attendance requirement
  • follow-up on information presented
• other information for observer-interns as it arises (see Appendix C: Sample Informational Postings)

Contacting Cooperating Teachers

It is important for public relations and for the comfort of your observer-intern that you contact each cooperating teacher. I suggest a quick form letter that lets the teachers know who you are and how they can contact you. Remember that these teachers have already received official materials on the observer-intern program and their role in it. Your letter should merely open the lines of communication between the teacher and yourself if needed.

Sample Letter to Cooperating Teachers

I would like to take an opportunity to thank you for agreeing to work with an observer-intern from the University of Texas at Austin. I will be working with Ken Strom as the supervisor for this portion of the biology field experience. I hope that this time is rewarding and educational for you as well as for your observer-intern.

I know that you are very busy, but I wanted to let you know that I will be serving as a liaison between you and the university in the student observer-intern program. If you need to contact me at any time, please do not hesitate to call or email.

Regards,

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APPENDIXES

• Appendix A: Initial Communication
• Appendix B: Chatting on TeachNet
• Appendix C: Sample Information Postings
• Appendix D: Sample Postings Facilitating Conversation Among Group Members
• Appendix E: Sample Response to a Posting
• Appendix F: Gradebook Templates