Transcript lead. inspire. teach.

Welcome!
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Mentor Collaboration
working together to increase student achievement
Training Topic Focus
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ASU iTeachAZ
Presenting Instructional
Content
Celebrate!!
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Please sign in and take a seat
Think about something great that has happened
with your Teacher Candidate and complete the
“Celebration!!!” sheet. Be prepared to share with
the mentors at your table.
Reflect
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How you might respond in the following
situation:
While reviewing your TC’s lesson plan, you noticed that
the TC doesn’t have anything noted where they will be
specifically modeling the expectations of the lesson as
well as an unclear allotment of time for each activity and
procedure. How would you give them feedback to help
them with this?
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Discuss your ideas for supporting the TC in
ensuring that they have effectively modeled
their expectations and their communication
is clear and concise.
How will you coach your TC?
Stand Up, Hand Up, Pair Up
Timed Pair Share
iTeachAZ Key Features
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TAP
Clear
Professional
Expectations
Co-Teaching
Accountability
For Effective
Teaching and
Student
Growth
Performancebased
Accountability
Agenda
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Case Study Reflection
5 min
Coursework Update
5 min
Co-teaching
20 min
Mentoring Skill: Coaching Your TC
Presenting Instructional Content
60 min
Closing/Evaluation
5 min
Objectives
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• Review coursework expectations
• Create a plan for maximizing student
achievement by utilizing the _________
Co-teaching approach
• Build coaching capacity to support TC
growth in effectively presenting
instructional content for their lessons
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Review the newsletter for upcoming
assignments
What questions to you have about
upcoming assignments?
Coursework Update
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Agenda
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Case Study Reflection
5 min
Coursework Update
5 min
Co-teaching
20 min
Mentoring Skill: Coaching Your 60 min
TC in Activities & Materials
Closing/Evaluation
5 min
TC Expectations
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Single Placement Senior Year Residency Progression
Week
Weeks 1-4
Co-Teaching Strategies
One Teach, One Observe; One Teach,
One Assist; Alternative Teaching
Teacher Candidate Responsibility
Assume partial responsibility for leading classroom
routines (attendance, bell work, dismissal, etc.)
Co-plan and lead small group activities
Weeks 5-9
Any of the above strategies as well as Station
Teaching, Parallel Teaching, and Team Teaching
Co-plan and lead in one subject area/class period
Weeks 10-15
Any co-teaching strategy appropriate for the
subject areas being taught
Co-plan and lead in two subject areas/class period
Weeks 16-20
Any co-teaching strategy appropriate for the
subject areas being taught
Co-plan and lead in three subject areas/class period
Weeks 21-30 and
beyond
Any co-teaching strategy appropriate for the
subject areas being taught
Co-plan and lead all subject areas/periods
Co-Teaching Data
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Co-teaching
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• According to our
Walkthrough and Biweekly survey data,
________ Teaching is
occurring _____% of
the time.
• How can we use
__________ teaching
to support student
learning?
_______________ Teaching
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• OVERVIEW/DEFINITION
– Add definition of the co-teaching strategy
Examples
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• WHEN TO USE
Add examples of when to use the coteaching strategy
Reflect
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• Work with a teammate to create a plan to
maximize student learning by identifying 1
subject in which ______________can be
be applied.
• Share out your plans (Round Robin)!
Agenda
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Case Study Reflection
5 min
Coursework Update
5 min
Co-teaching
20 min
Mentoring Skill: Coaching Your TC 60 min
in Presenting Instructional Content
Closing/Evaluation
5 min
Agenda and Objectives
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PA Data
Review Coaching Cycle and
Preview Coaching Questions
for Presenting Instructional
Content
Determine the meaning
effectively presenting
instructional content
Watch examples of teachers
effectively presenting
instructional content
Evaluate a lesson plan and
incorporate effective times to
use effective visuals, model,
and clear communication
• Build coaching
capacity to support
TC growth
developing skills to
effectively present
instructional
content.
PA 1 and 2 Cohort Averages
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Standards & Objectives
Presenting Instruc.
Content
Academic Feedback
Activities & Materials
Managing Student
Behavior
Teacher Content
Knowledge
Teacher Knowledge of
Student
Instructional Plans
2.5
2.8 (+ .3)
2.4
3.1 (+ .7)
2.6
3.2 (+ .8)
2.5
2.5 (+0)
2.9
3.0 (+ .1)
2.5
2.9 (+ .4)
2.4
2.9 (+ .5)
2.7
3.2 (+ .5)
PA 1 and 2 Cohort Averages
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Standards & Objectives
Presenting Instruc.
Content
Academic Feedback
Activities & Materials
Managing Student
Behavior
Teacher Content
Knowledge
Teacher Knowledge of
Student
Instructional Plans
2.5
2.8 (+ .3)
2.4
3.1 (+ .7)
2.6
3.2 (+ .8)
2.5
2.5 (+0)
2.9
3.0 (+ .1)
2.5
2.9 (+ .4)
2.4
2.9 (+ .5)
2.7
3.2 (+ .5)
Coaching Cycle
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PreConference
PostConference
Observation
Observation
Plan/Model
Lesson
Co-Teach
Coaching Questions
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• How do you maintain focus on the learning
objective during a lesson?
• How do students clearly know your expectations
for their assignments and for what they are to
learn?
• When planning a lesson, how do you decide on
the sequencing of the instruction within the
lesson?
• How do you decide on the types of visuals you
will use during a lesson?
InTASC
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Standard #7: Planning for Instruction
The teacher plans instruction that supports
every student in meeting rigorous learning
goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of
learners and the community context.
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What is “Backward Design?”
One starts with the end - the desired results (goals or
standards) - and then derives the curriculum from the
evidence of learning (performances) called for by the
standard and the teaching needed to equip students to
perform (Wiggins and McTighe, 2000, page 8).
What is Backward Design?
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Consensus
Elements
Take a minute to write
your personal
definition of
“backwards design” as
it relates to presenting
instructional content
Planning Process
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The design process involves teachers planning in
3 stages, each with a focusing question:
Stage 1
What is worthy and requiring of
understanding?
Stage 2
What is evidence of understanding?
Stage 3
What learning experiences and
teaching promote understanding,
interest and excellence?
Presenting Instructional Content
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What does TAP Say About Presenting
Instructional Content?
Presenting Instructional
Content
Presenting Instructional Content
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• visuals that establish the purpose of the
lesson, preview the organization of the
lesson, and include internal summaries of
the lesson
It is NOT………..
“Here everybody, look at this chart”
Presenting Instructional Content
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• It is….
Planning Rubric Descriptor
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• examples, illustrations, analogies, and
labels for new concepts and ideas;
It is NOT………..
Just talking to them
Presenting Instructional Content
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• It is….
http://www.youtube.com/watch?v=n2iUz95SRs&noredirect=1
Presenting Instructional Content
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• modeling by the teacher to demonstrate
his or her performance expectations;
• concise communication;
It is NOT………..
Sitting at your desk, sitting with one student
Presenting Instructional Content
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• logical sequencing and segmenting;
It is NOT………..
Taking too long to get through an activity or
procedure….
Presenting Instructional Content
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• It is
Making a Connection
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Work with a partner to evaluate the following
from a lesson plan:
 Where could you see examples of visuals that establish the
purpose of the lesson, and the inclusion of internal summaries?
 Where do you see examples, illustrations, and analogies along
with labels for new concepts and ideas?
 Where do you see modeling to demonstrate performance
expectations?
 Where do you see examples of concise communication, along
with the planned logical sequencing and segmenting?
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• Your task:
– Work with your partner, find the examples
from your indicator in the lesson plan, decide
whether or not it was effective, and if it is or
isn’t determine why? Also, incorporate how
you would have this discussion with a TC to
coach them through it.
Mentor As Coach
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• In your role as a coach, how can you
support your teacher candidate in
effectively presenting the instructional
content.
Inside, Outside Circle
Timed Paired Share
Coaching Cycle
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PreConference
PostConference
Observation
Observation
Plan/Model
Lesson
Co-Teach
Coaching Cycle
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Preconference
with TC
Coach observes TC
Coach and teacher
co-teach
Coach observes the
teacher
again/Debriefing
Coach models the
entire instructional
block using required
components
Pre-Conference Questions
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• What are you going to do to ensure that students
understand the content?
• How will you model / explain / demonstrate the new
material?
• What will students do to practice and apply the content?
• Based on the content, student needs, and teacher
strengths, which co-teaching approach will maximize
student achievement? How will teachers share
responsibility for preparing materials, instructing, and
assessing student learning?
TAP/Standards & Objectives
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Presenting
Instructional
Content
Objectives
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• Review coursework expectations
• Create a plan for maximizing student
achievement by utilizing the _________
Co-teaching approach
• Build coaching capacity to support TC
growth in developing their skills with
effectively presenting instructional content
Action Plan Summary
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• Support your TC in implementing _________ coteaching in at least one lesson per day.
• When pre-conferencing with your TC, ensure he/she
has used the TAP rubric to be sure it is proficient.
• Be ready to support your TC by providing explicit
examples and strategies to help them with effectively
presenting instructional content beginning with their
lesson plans before execution.
Thank You!
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• Next meeting date is _____________
• Please complete the Survey evaluation
following this meeting. The survey will be
forwarded to you.
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