Transcript Journey to Excellence

Journey to
EXCELLENCE
Iowa Mentoring and Induction Model
Session 3
Iowa State Education Association in partnership with
the Iowa Department of Education
July 2008
Session 3 Goals…
 Welcome, Agenda, Update, Concerns, Parking Lot
 Ethics
 Module 2: A Continuum of Learning Focused
Interaction
 Role of Formative Assessment
 Learning Project: ITS 6 Classroom Management
• Data Collection Skills and Practice
• Evidence vs. Opinion
• Bias
JtE Session 2
Slide 3
Session 3 Goals…
 Module 3—Maximizing Time & Attention by
Attending Fully
 Classroom Management Resources
 Closing and Next Steps
JtE Session 3
Slide 2
Evaluations
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Colors – When are classes taught
Classroom Management Tips
Learning Projects in the morning
Portfolios – Artifacts Electronic vs Folder
Ethics Standards
Standard I: Conviction of crimes, sexual or
other immoral conduct with or toward a
student, and child and dependent adult
abuse
Standard II: Alcohol or drug abuse
Ethics Standards
• Standard III: Misrepresentation,
falsification of information
• Standard IV: Misuse of public funds and
property
• Standard V: Violations of contractual
obligations
Ethics Standards
• Standard VI: Unethical practice toward
other members of the profession, parents,
students, and the community
• Standard VII: Compliance with state law
governing student loan obligations
• Standard VIII: Incompetence
You need to have a discussion about ethics
with your beginning educator
Pick an area to discuss with your educator
Why:
• You are providing guidance and knowledge to
your beginning educator
• You are also giving them key advice and
knowledge on your districts/community norms
Document
• Fill out a form to document your conversation
Ethics
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Working alone with students
Student – Teacher Relationships
Driving students home
Testing for accountability
Using Technology
Professional Dress
• Board of Educational Examiners Issues
What is the beginning educator
working on?
• Ethics
• Processing the School Profile and Learning
Project
• Learning Project 6
• Electronic Portfolios
• Classroom Management Resources and Tips
• Parent Teacher Conferences
• Organizing the Classroom for Learning
Ready, Set, Recall…
 Number your paper 1 – 10
 Draw a line below #3
 Write 3 ideas for finding time to meet with
your beginning educator
 Stand up
 You have 4 minutes to collect and share
ideas with others in the room.
JtE Session 2
Slide 4
Your input on ……..
• Teaching Environment Profile
• Learning Project 1
Journey to Excellence
Learning Projects…
JtE Session 2
Slide 19
Pacing of Learning Projects
Aug.
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May
Year 1
LP
Set
Goals &
Identify
Hopes
LP
Classroom
Management
LP
Planning &
Preparation
LP
Instruction
LP
Professional
Growth &
Year One
Celebration

LP
Monitoring
Student
Learning
LP
Student
Achievement
LP
Professional
Growth &
Year Two
Celebration

Year 2
LP#
1&2
JtE Session 2
Slide 21
LP
Content
Knowledge
Learning Projects for Beginning
Educators
First Each
Year
- is primarily based on one Iowa Teaching Standard
project
 ITS # 6: Demonstrates competence in classroom
management
 ITS # 3: Demonstrates competence in planning and
preparing for instruction by researching student and
school demographics
 ITS # 4: Uses strategies to deliver instruction that
meets the multiple learning needs of students
 ITS # 8: Professional Responsibilities
JtE Session 2
Slide 22
Improving Student Achievement
By Connecting Initiatives Focus
INDUCTION
Study
Reflect
Plan
JtE Session 2
Slide 23
Apply
ITS 6: Classroom Management
Learning Project
JtE Session 2
Slide 28
ITS 6 LEA
a. Creates a learning community that encourages positive
social interaction, active engagement, and selfregulation for every student.
b. Establishes, communicates, models, and maintains
standards of responsible student behavior.
c. Develops and implements classroom procedures and
routines that support high expectations for student
learning.
d. Uses instructional time effectively to maximize student
achievement.
e. Creates a safe and purposeful learning environment.
JtE Session 2
Slide 29
LP Classroom Management
Who?
What?
Mentor & Beginning Educator
Design and implement a plan based
on a selected criterion
When? Fall 2009
How? Assess Needs—Plan—Implement—
Evaluate
Why? To increase the skills of the beginning
educator in classroom
management…(student achievement)
JtE Session 2
Slide 33
LP Classroom Management
JtE Session 2
Slide 34
Learning Project 6
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Step One – Assessing Needs
The beginning educator will discuss with the mentor school and district discipline
policies and procedures. With the help of the mentor, the beginning educator will
review A Framework to Understanding the Iowa Teaching Standards and
Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of
your study. As a result of this review, the beginning educator in consultation with
her/his mentor selects one criterion for the focus of this learning project. The
beginning educator highlights his/her current levels of performance for that criterion in
the Framework book.
(Activity)
Step Two - Planning
The beginning educator will develop a Learning-Focused Growth Plan to address
the criterion using a learning-focused planning conversation. The mentor will work
with the beginning educator to develop the plan. A plan will be created that includes
(1) the focus for growth, (2) how the beginning educator will fill the knowledge gap,
(3) implementation steps, (4) assessment/data collection, and (5) assistance options.
The plan may include observing the mentor or other educators to learn how they
practice the criterion that was selected. If needed, the mentor will identify articles on
classroom management to read. Arrange for your mentor to later observe the class
and take notes related to the selected criterion.
Activity
Objective: Participants need to understand
the components of each of the criterion
• Table Groups
• Look at your assigned Criterion (A – E)
• On chart paper – bullet points the
important components of that criterion that
all should know about.
• Pick a spokesperson
Learning Project 6
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Step One – Assessing Needs
The beginning educator will discuss with the mentor school and district discipline
policies and procedures. With the help of the mentor, the beginning educator will
review A Framework to Understanding the Iowa Teaching Standards and
Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of
your study. As a result of this review, the beginning educator in consultation with
her/his mentor selects one criterion for the focus of this learning project. The
beginning educator highlights his/her current levels of performance for that criterion in
the Framework book.
(Activity)
Step Two - Planning
The beginning educator will develop a Learning-Focused Growth Plan to address
the criterion using a learning-focused planning conversation. The mentor will work
with the beginning educator to develop the plan. A plan will be created that includes
(1) the focus for growth, (2) how the beginning educator will fill the knowledge gap,
(3) implementation steps, (4) assessment/data collection, and (5) assistance options.
The plan may include observing the mentor or other educators to learn how they
practice the criterion that was selected. If needed, the mentor will identify articles on
classroom management to read. Arrange for your mentor to later observe the class
and take notes related to the selected criterion.
Learning Project 6
Step Three - Implementing
• The beginning educator will carry-out the plan. The
beginning educator will use the Learning-Focused
Growth Plan: Tracking Progress sheet to capture new
learning's and questions as the plan is implemented.
Please consult with your mentor as needs arise.
• The mentor will observe classroom of the beginning
educator for about 20 minutes, taking notes focusing on
the criterion. This should not be on the first day you are
executing the plan. Hold a brief pre-observation
conference with your mentor prior to the visit to inform
your mentor of plans and related issues.
Learning Project 6
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Step Four - Evaluating
Following the observation, the beginning teacher completes the ITS # 6
Self-Reflection.
Then the beginning educator and mentor meet for a reflective conference.
The mentor shares with the beginning educator notes from the observation.
The beginning educator shares with the mentor the actions, results, the new
learning's and new questions from implementing the plan.
The conversation will include determining the degree to which the goal was
achieved. Using the ITS Framework page of the criterion you have selected
as the focus, take a different-colored highlighter, and identify the words that
capture the nature of the beginning educator’s current practice by
highlighting the appropriate descriptors under levels of performance for
each of the elements. You may find the appropriate words in more than one
column. Be as accurate as you can. (This is only for use by the beginning
educator and mentor) In order to keep a running history, place the date of
the self-assessment on the page and then highlight it with the same color.
Standard 6
Demonstrates competence in classroom management
Criterion A: The teacher creates a learning community that
encourages positive social interaction, active engagement, and selfregulation for every student.
Elements
2a(2) Creating an
Environment
of Respect
and Rapport:
Student
Interaction
JtE Session 2
Slide 35
Unsatisfactory
Student interactions
are characterized by
conflict, sarcasm or
put-downs
Students do not
demonstrate
negative
behavior toward
one another
Student
interactions
are generally
polite and
respectful.
Students
demonstrate
genuine
caring for one
another as
individuals
and as
students
Standard 6
Demonstrates competence in classroom management
Criterion A: The teacher creates a learning community that
encourages positive social interaction, active engagement, and selfregulation for every student.
Elements
2a(2) Creating an
Environment
of Respect
and Rapport:
Student
Interaction
JtE Session 2
Slide 36
Unsatisfactory
Student interactions
are characterized by
conflict, sarcasm or
put-downs
Students do not
demonstrate
negative
behavior toward
one another
9-15-08
Student
interactions
are generally
polite and
respectful.
Students
demonstrate
genuine
caring for one
another as
individuals
and as
students
Classroom Management
Your ideas…
 Resources
 Name three strategies you would tell a
new teacher about?
JtE Session 2
Slide 39
Where would you place your
experiences?
Teacher Evaluation
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JtE Session 2
Slide 8
Formative Assessment
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Formative Assessment
JtE Session 2
Slide 9
It’s FORMATIVE ASSESSMENT=
JtE Session 2
Slide 10
FORMATIVE ASSESSMENT
“helping to shape, develop”
Webster
“…the evidence is actually used
to adapt the teaching to meet
student needs.”
Inside the Black Box, Black & Wiliam
JtE Session 2
Slide 11
Formative Assessment
• What do they know?
• What do they get?
• How will you change instruction from this
information?
Assessments FOR Learning
(Stiggins)
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Reason --- to improve learning
To inform – students (involvement)
To inform – teachers (instruction)
Focus -- is on learning targets
Place in Time – during the learning
Teacher’s Role – change standards into
classroom targets, provide descriptive feedback,
inform and involve students
• Student’s Role – See the target, use results to
improve learning and to set goals
Examples of Formative
Assessments
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Word Splash
Graphic Organizers
KU Strategies (FRAME,
First Word
Pre-Tests
Bell Ringers
Journaling
Concept Maps
Closing Thoughts
Think – Pair - Share
• Bar Graphs
• Thumbs Up and Thumbs
Down
• Carousel Activities
• Quizzes
• Feedback Form
• Handout
DATA COLLECTION SKILLS
AND PRACTICE
JtE Session 3
Slide 5
DATA COLLECTION SKILLS
AND PRACTICE
 Note taking ---- gathering data
 Sequential…using times
 Events – gather data, then sort
JtE Session 3
Slide 6
Data Collection …
Types of Observation Evidence
1. Verbatim scripting of teacher or student
comments
2. Non-evaluative statements of observed teacher
or student behavior
3. Numeric information about time, student
participation, resource use, etc.
4. An observed aspect of the environment
JtE Session 3
Slide 7
Data Collection …
Hints for note taking
 Record representative information; words and
actions of the teacher and students
 Once you begin to write, finish it
 Develop a personalized shorthand
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Abbreviate/eliminate vowels
Abbreviate/eliminate prepositions
Abbreviate common words (teacher, student..)
 Do not make judgments
JtE Session 3
Slide 8
At Your Tables…
 Select a note taker
 Brainstorm a list of 10 – 15 statements
relating to what you might see or hear in a
classroom
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JtE Session 3
Slide 9
Teacher
Student
Environment
ITS 6 Video Clip
Apply/Practice
 Focus on Classroom Management
• Iowa Teaching Standard 6 & Criteria
 As you view the teaching segment collect
data (JUST THE FACTS) on what you see and
hear…
JtE Session 3
Slide 11
Data Gathering Practice
Describe the classroom you observe in the
video clip
JtE Session 3
Slide 10
Evidence
? or ?
Opinion
JtE Session 3
Slide 12
What’s going on in this
nursery rhyme?
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall;
All the king's horses
And all the king’s men
Couldn’t put Humpty together again
JtE Session 3
Slide 13
What’s going on in this
nursery rhyme?
Who says it’s an egg?
Where does it say it’s an egg?
There is no evidence of an egg…
Frank McCourt, 1999
JtE Session 3
Slide 14
Evidence = Just the Facts
JtE Session 3
Slide 15
Bias
What would cause you to have a positive
perception of a classroom environment?
What would cause you to have a negative
perception of a classroom environment?
How might this impact your data
gathering?
JtE Session 3
Slide 17
Sort the Data
1. What type of data did you gather?
Qualitative?
Quantitative?
2. Evidence or Opinion?
Throw out opinions
3. Does it relate to this criterion?
If not, throw it out
JtE Session 3
Slide 18
Prepare for Reflective
Conversations
Mentor: Put on your ‘Coaching’ hat
Beginning Educator: Bring all documents,
data
Mentor and Beginning Educator: 30 – 60
minute meeting
JtE Session 3
Slide 19
JtE Session 2
Slide 5
Mentoring Matters by Lipton and Wellman
JtE Session 2
Slide 6
Module 3 – Maximizing Time and
Attention by Attending Fully
• Change PowerPoint
Assignments
• Conversation / Documentation about
Ethics
• Iowa Teaching Standard 6 / Learning
Project
Classroom Management Ideas
Thank you very much for coming!!
THANK you very much for coming!
Thank YOU very much for coming!
Thank you VERY much for coming!
Thank you very MUCH for coming!
Thank you very much FOR coming!
Thank you very much for COMING!
Thank you very much for coming!!
Thanks!!
JtE Session 2
Slide 41