The Innovation configuration checklist Matrix was developed to define individuals’ variations in the use of an innovation. The concept of innovation configuration allows researchers to track individuals’ progress during change and to implement additional innovation practices that might be needed for successful integration of change. The purpose of innovation configuration is to describe operational patterns that innovations can take.
The ICC Matrix is intended to guide cooperating teachers to provide support for teacher candidates during clinical teaching. The cooperating teacher should reflect on each component and determine where they view themselves on the continuum. It is our hope that the matrix will be used as a tool to facilitate future professional development.
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Effective cooperating teacher - teacher candidate interactions and relationships are at the core of a successful mentoring and induction program.
TRAINING: Time Management: Building Effective Relationships Module
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Developing |
Proficient |
Accomplished |
Distinguished |
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Cooperating teacher work with teacher candidate occasionally. |
Cooperating teacher works with teacher candidate during and outside of the school day, based upon schedule and mentor flexibility. |
Cooperating teacher and teacher candidate have protected time to engage in induction-related activities. |
Cooperating teacher is provided sufficient time to engage with teacher candidate and support their professional growth. |
The Texas Essential Knowledge and Skills (TEKS) is the comprehensive guide used by all teachers and teacher candidates to advance practice and student learning. Cooperating teacher are regularly present in the classrooms of preservice teachers to observe and to strategically collect data on management, instruction, and student learning.
TRAINING: Instructional Design Module
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Developing |
Proficient |
Accomplished |
Distinguished |
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Cooperating teacher focuses on logistical and operational issues, such as school practices and culture, administrative and classroom procedures and norms. |
Cooperating teacher focuses on classroom observations. Cooperating teacher works with student candidate on issues of classroom management, lesson planning, delivery of instruction and student learning aligned with the standard course of study. |
Cooperating teacher works with teacher candidate on limited teaching practices that support the TEKS. |
Cooperating teacher works with teacher candidate across the full-range of teaching practices that support the TEKS and other assessments of classroom practice and student learning. |
Cooperating teacher engages in questioning that shows understanding about the teacher candidate’s expectations and roles in the classroom. The cooperating teacher creates a safe and supportive environment that encourages openness to ideas, lessons, and discussions.
TRAINING: Cognitive Learning Module
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Developing |
Proficient |
Accomplished |
Distinguished |
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The cooperating teacher engages with the teacher candidate on a limited basis to develop a supportive environment. |
The cooperating teacher adequately engages with the teacher candidate so that the student teacher’s skills can be developed in a supportive environment that promotes risk-taking, and provides adequate opportunities for them to reflect on aspects of the teaching and learning process. |
The cooperating teacher engages with the teacher candidate frequently to ensure that the student teacher’s skills can be developed in a supportive environment that promotes risk-taking, and provide frequent opportunities for the student teacher to reflect on the teaching and learning process. |
The cooperating teacher engages with the teacher candidate daily so that the teacher candidate’s skills can be developed in a supportive environment that promotes risk-taking, and provides opportunities for the student teacher to reflect on the teaching and learning processes. |
Program, district and site leadership collaborate to ensure that sufficient time is provided for cooperating teacher to meet with their teacher candidates to engage in the improvement of teaching and learning and induction-related activities both during and outside of school time.
TRAINING: Collaborative Learning Module
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Developing |
Proficient |
Accomplished |
Distinguished |
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Limited collaboration occurs between cooperating teacher and teacher candidate. |
Cooperating teacher encourages collaboration with campus colleagues to improve teaching and learning. |
Cooperating teacher encourages frequent collaboration with university faculty and campus colleagues to improve teaching and learning. |
Cooperating teacher encourages collaboration among community members, university faculty, and campus colleagues to improve teaching and learning. |
Cooperating teacher uses differentiated teaching methods for diverse learners in the classroom and explains differences in students in terms of ability, achievement, cognitive skills, motivation, modalities of learning, and personality.
TRAINING: RTI Module
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Developing |
Proficient |
Accomplished |
Distinguished |
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Cooperating teacher plans learning activities that are the same for all students; no use of diverse resources. |
Cooperating teacher differentiates instruction or learning activities periodically that are the same for all students; random use of diverse resources; technology experiences may be used on an optional basis. |
Cooperating teacher customizes and personalizes learning activities frequently to address students' diverse learning styles, working strategies, and abilities using familiar resources. |
Cooperating teacher customizes and personalizes learning activities daily to address students' diverse learning styles, working strategies, and abilities using a variety of resources. |