Transcript Mentor Teacher Program 2007-2008 Collegial Support through

Mentor Teacher Program
2013-14
Collegial Support through
Learning-Focused Relationships
September 18, 2013
Goals for Today’s Workshop
• Explore Design Question #1 & apply it to
reflect on your instructional practice
• Understand the components of the Mentor
Teacher Program and your respective
roles and responsibilities
Essential Questions
• What strategies or behaviors associated with DQ1
will I focus on to refine my instructional practice?
• How can the mentor/mentee relationship help me
to focus on my goals for professional growth?
• What are the roles and responsibilities of the
mentor and mentee in this learning-focused
relationship?
Design Question #1
What will I do to establish and communication learning
goals, track student progress, and celebrate success?
• Providing clear learning goals and scales
(rubrics) for each learning goal
• Tracking student progress using both formative
and summative assessments
• Celebrating success
How are these strategies and behaviors an explicit,
deliberate, and regular part of my classroom
practice?
Dr. Marzano on Design Question #1
In his own words…
Handbook for the Art & Science of Teaching:
Exploring Design Question #1
• Read page 9 & choose one of the four
questions on page 10 to discuss at your table
Learning Goals vs. Lesson Activities
1) Students compare and contrast the use of technology in World
Wars I and II.
2) Students will understand the key aspects contributing to the
outcomes of World War I and II.
3) Students will be able to factor and simplify quadratic equations.
4) Students will complete the word problems at the back of chapter 4.
5) Students read about the experiment for tomorrow’s class and create
a hypothesis as to its outcome.
6) Student will be able to create a reasonable hypothesis for a simple
experiment and compare their hypothesis to the experiment’s
outcome.
Handbook for the Art & Science of Teaching:
Exploring Design Question #1
• Read pages 11-14 on learning goals vs. lesson
activities & assignments
• Define learning goals, lesson activities &
assignments in your own words
• Discuss the activity box on page 14
• Why is this distinction between learning goals
and lesson activities/assignments important?
Design Question #1
What will I do to establish and communication learning
goals, track student progress, and celebrate success?
• Providing clear learning goals and scales
(rubrics) for each learning goal
• Tracking student progress using both formative
and summative assessments
• Celebrating success
How could I make these strategies and behaviors a
more explicit, deliberate, and regular part of my
classroom practice?
Roles & Responsibilities
Review the “Roles & Responsibilities”
of mentors and mentees and discuss
with each other or in your table groups.