Transcript Slide 1

CIC: January TOT
for Mentor and BT Forums
“It’s all about student achievement.”
Vanessa Nieto-Gomez
[email protected]
Jean Duffey
[email protected]
Forum Structure
• Connecting – Includes:
- Outcomes, Norms, Agenda, and Parking Lot
- Introductions, and Icebreakers, Preparing for the
Learning
• Learning – Includes:
- Reviewing Previous Learning
- New Learning
• Managing – Includes:
- Old and New Business
- Announcements/Updates
• Closing – Includes:
- Reflecting on learning
- Training Evaluation
CIC Connecting
Forum Structure Part A
Agenda
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•
•
•
Outcomes, Norms, and Agenda
Connecting Activity
Forum Structure
Training CICs to Present:
- January Mentor Forum
- January BT Forum
• Entering/Updating BT/Mentor Relationships
in MAS
• Closing
Outcomes
• CICs will be trained to present January
Mentor Forum.
• CICs will be trained to present January BT
Forum.
• BT/Mentor Relations will be updated in
MAS.
• CICs will be trained in completing
documentation in Google doc.
Norms
•
•
•
•
•
Active Listening
Appropriate use of electronics
Equity of voice
Respect for all perspectives
Confidentiality
Connecting Activity
Head, Heart, and Feet Reflection Activity
• Reflect on your Mentor and/or BT Campus
Forums and/or your role as the CIC.
• Jot down at least one thing for each of the
following questions:
– What did you learn?
– How do you feel?
– What are you going to do?
• Discuss with an elbow partner
• Be prepared to share with whole group.
Parking Lot
Anytime during the training, you are invited
to write a concern, question, or comment
on a post-it and place in the appropriate
column on the Parking Lot chart.
CIC Learning
Forum Structure Part B
Beginning Teacher
January Forum #3
Designing Effective Choices
CIC:
Connecting
Forum Structure Part A
Agenda
• Connecting Activity
• Designing Effective Choices to:
- Motivate Learning
- Make Positive Connections and Build
Community
- Improve Classroom Management
• Announcements
• Closing
Outcomes
• Know the factors of effective choices to
increase student engagement and
motivation
• Know how to use choices to build
relationships
• Know how to design effective choices to
improve classroom management
Norms
•
•
•
•
•
Active Listening
Appropriate use of electronics
Equity of voice
Respect for all perspectives
Confidentiality
What Choices Have You Given?
Take a couple of minutes to think about
and jot down choices that you have given
your students, whether for lessons,
entertainment, recreation, or procedures.
Be prepared to share out.
Learning
Forum Structure Part B
Designing Effective Choices
to Motivate Learning
Motivation and Achievement
Educators know that students who are
motivated tend to learn more. Decades of
research continually verify that motivation
is integrally connected to achievement.
Therefore, teachers very often want
strategies that foster motivation in the
classroom.
Perks, Kevin (2010); Crafting Effective Choices to
Motivate Students.
Motivation is Fostered by Choice
One strategy that fosters higher levels of
interest is choice. However, while choice
can be a powerful motivator, it is important
to understand the factors that should be
considered to prevent choices from having
an adverse effect. Factors that will
positively influence motivation and
achievement are the students’ sense of
control, purpose, and competence.
Perks, Kevin (2010); Crafting Effective Choices to
Motivate Students.
Factors in Designing Choices
• A sense of control (An essential element
of motivation is an individual’s need to
feel autonomous.)
• A sense of purpose (The more meaningful
an activity is, the more likely a student will
be motivated to complete it.)
• A sense of competence (Students who
believe they will be successful will be more
motivated.)
Framework of Effective Choices
• With whom students will work (When the
activity requires students to work together)
• With what content students will work (For
specific skills activities the content is optional)
• Timeline for completion of activity parts (When
parts of activity does not have to be linear)
• Where students will work (Whether individually
or in groups)
• How a task will be completed (When there are
multiple ways to complete the task)
Beware of Causing
Decision Fatigue
The psychology of decision making references
the deterioration of the quality of decisions.
Decision fatigue is one of the causes of
irrational (Sure, tweet that photo! What could
go wrong?) or avoidance of decision making.
Giving students too many choices or wideopen project assignments may actually
demotivate them by causing too much anxiety
over whether they’ve made the right choice or
causing them to expend their mental energy on
making the decision, rather than on the project
itself.
Choice Board
Choice Board Activity
• Take into account the different learning styles
of your students:
- Visual
- Auditory
- Spatial
- Kinesthetic
• Choose one of the above learning styles and
create a choice board like the one on the
previous slide with choices that specifically
address that learning style.
Learning Styles Examples
• Visual Learners: art project, photographs,
pictures, Venn diagram, flip chart, map
drawing, clay model
• Auditory Learners: tape recording, singing
songs, reciting poems, debate, surveys
• Spatial Learners: concept maps, 3-D
drawings, graphic organizers, clay model
• Kinesthetic Learners: grow plants, shell/rock/
leaf collections, concrete model
Designing Effective Choices
to Make Positive Connections
and Build Community
Choices that Build
Positive Connections
•
•
•
•
•
•
When students are met at the door, the
teacher gives them the choice of how to
be greeted. Examples:
Hand shake
Fist pound
Elbow bump
Hug
High Five
An appropriate suggestion by the student
Choices that Build Community
Let students vote to choose:
• Which 10 out of 12 quiz questions to answer
• Whether to answer even or odd homework
problems
• A community service project for the class
_____________
Ask participants for ideas of other choices to
make personal connections and/or to build
community. Record ideas on chart paper.
Designing Effective Choices
to
Improve Classroom Management
Improving Classroom
Management by Giving Choices
The more a teacher can build in choices for
their students, the more likely students are to
feel energized as participants in their learning.
A class of students who are engaged in
learning are not likely to engage in bad
behavior.
Smith, Rick (2004); Conscious Classroom Management.
Good/Bad Behavior is
the Student’s Choice
Teachers have no control over a student. The
deeper our respect for this, the easier it is for us
to remain calm when we wish we did.
We can be a powerful influence, but the ultimate
choice of how to behave is the student’s. And
with choice comes responsibility. When
teachers provide consequences for students,
they connect them with the results of their
choices, and give them an opportunity to assess
those choices.
Smith, Rick (2004); Conscious Classroom Management.
Student Chosen
Rules and Consequences
Giving students input in designing rules and
consequences tend to give students buy-in.
The effect is students who are more likely to
adhere to the rules and to accept the
consequences when they are given. This
approach works well as long as the teacher is
comfortable with it.
Smith, Rick (2004); Conscious Classroom Management.
Brainstorm Benefits of Choice
• Based on the information presented in this
power point, recall the benefits that offering
choice can have in helping students
develop self-confidence and self-control.
• Identify two areas where choice can be
offered to your students and brainstorm 2 or
3 choices that could be offered in each
area.
• On chart paper, design a graphic organizer
to display your results.
Our Own Choices as Teachers
As teachers, we choose to assume the best
about ourselves and others, even in the light
of all the evidence we have to support the
contrary. All humans have the capacity for
goodness. The challenge is to access that in
ourselves as we access it in others. What
more challenging environment is there than
the classroom to choose to assume and
remember the best about others?
Smith, Rick (2004); Conscious Classroom Management.
Managing
Forum Structure Part C
Announcements
• IPDPs are due October 31, or, for late
hires, within 15 working days from the start
date of the beginning teacher.
• Other announcements pertinent to
your campus BTs
Closing
Forum Structure Part D
Reflecting on the Learning
Complete the CAL Survey:
• What’s working? (What is going well so far
this year?)
• What are your challenges/concerns? (Have
there been any challenges or concerns that
have been difficult to resolve?)
• What might be your next steps? (What might
you do to address any pending concerns?
Can you use anything that has been
addressed in this learning?)
• What can I do for you? (What kind of support
would you like from your mentor and what kind
of training would you like from your CIC?)
Mentoring Activities Survey
• Which activities have you completed with
your mentor?
• Check the boxes on the CAL Survey for the
specific activities that you and your mentor
completed together.
• Be sure to verify the completion in MAS.
Mentor January Forum #3
Mentor Standards
and
ICF Framework for Mentoring
“It’s all about student achievement.”
CIC:
Connecting
Forum Structure Part A
Agenda
• Outcomes and Norms
• Connecting Activity
• Mentor Standard - Engage, Support, and
Advance BTs’ Professional Learning
- Self Assess on Continuum
- Set Goal to Move Forward on Continuum
• Review ICF Framework for Mentoring
- Identify ICF Stance Activity
- Analyze Feedback
• Reminders
• Closing
Outcomes
• Mentors will assess their level of proficiency
in the Standard of Engages, Supports, and
Advances BTs’ Professional Learning
Mentors.
• Mentors will set a goal to move forward on
the above Standard
• Mentors will practice ICF Framework
conversations
Norms
•
•
•
•
•
Active Listening
Appropriate use of electronics
Equity of voice
Respect for all perspectives
Confidentiality
Self Assessing
Take a few minutes to think about how you
have progressed as a mentor. Jot down a
couple of your strengths and some specific
skills you developed last semester. Also, jot
down an idea of how you might like to grow
during this semester. Be prepared to share
your thoughts.
Learning
Forum Structure Part B
Mentoring Standards
• Engages, supports, and advances the professional
learning of each teacher
• Creates and maintains collaborative professional
partnerships to support teacher growth
• Utilizes knowledge of student content standards,
teaching pedagogy, and professional teaching
standards
• Designs and facilitates professional development for
teachers
• Utilizes assessments to promote teacher learning
and development
• Develops as a professional leader to advance
mentor and the profession
Focus Standard
•
•
•
•
Engages, supports, and advances BT’s
professional learning elements:
Uses reflective conversation skills to engage
BT in collaborative problem solving
Uses a variety of strategies and resources, to
respond to BT’s and students’ needs
Uses data to engage BT in examining and
improving practice
Facilitates learning experiences that promote
collaborative inquiry, analysis, and reflection
on practice
Self-Assessment Exercise
• Read each level of proficiency descriptor
for the Elements in the Focus Standard.
• Underline any word or phrase that
particularly describes your mentoring
practice.
• Determine which level of proficiency best
describes your mentoring for each
Element.
• Write today’s date in the highest level of
proficiency you believe you have
achieved.
Set a Goal to Grow as a Mentor
• Look closely at the descriptors of proficiency
levels in the first Element of today’s Focus
Standard.
• Be very thoughtful and determine whether
each of the phrase does or does not
accurately describe you as a mentor.
• Choose one or two phrases that describe the
mentor you would like to be by the end of this
semester.
• This will be your personal goal.
• If you are comfortable, share your thoughts
about setting your goal.
Reviewing the ICF Framework
The ICF Framework is a higher level of
mentoring conversation skill and an
absolutely essential skill to have as a
highly effective mentor. ICF is included in
the second and third descriptor levels of
the Element in which we just set our
goal(s), so it makes sense that we should
review.
Strategy Sort
• On a post-it note, write an I. On another,
write a C. On another write an F.
• Divide the strategy cards found in the
envelope among the participants in your
group.
• Read each card aloud to group and discuss
whether the strategy is more likely
instructive, collaborative, or facilitative.
• Place the card under the appropriate
strategy.
PHASES OF FIRST YEAR TEACHING:
ATTITUDES TOWARD TEACHING
Moir, Ellen (1990) New Teacher Center, Santa Cruz, California
Managing
Forum Structure Part C
Dates/Deadlines for Mentors
Training requirement is differentiated.
Explanation is found in DOCUMENTS on
mentor website page. Log on to
http://houstonisdpsd.org. Follow this
pathway:
• Click on PD Departments
• Click on STEP (which stands for
Supporting Teachers through Exemplary
Practice)
• Click on Mentors.
Self-Registering for Courses
• Mentors and CICs can self-register to
have immediate access to the Online
eLEARN courses 24/7.
• Step by step self-registration directions
with screenshots are available at the
website in DOCUMENTS.
• Complete eLEARN course tasks with your
mentee.
Closing
Forum Structure Part D
Reflecting on the Training
Complete the CAL Survey:
• What’s working? (What is going well so far
this year in your role as a mentor?)
• What are your challenges/concerns? (Have
there been any challenges or concerns that
have not been easy to address or to solve?)
• What might be your next steps? (What might
you do to address any pending concerns?
How will you use what has been addressed
in this training?)
• What can I do for you? (What can I do to
help you, your BT, and the mentoring
program on our campus?)
Training Survey
• Indicate on the CAL Survey if you have
registered for or completed the face to face
training if applicable.
• Indicate if you completed the TASKS with your
BT in the applicable eLEARN courses.
- Check the boxes for the completed courses.
- Be sure that you have entered completion
date into MAS.
- To the right of the courses that you have
not completed, write the date that you
anticipate you will have it completed.
CIC Managing
Forum Structure Part C
CIC Training
• Jennifer Abrams returns!
• All CICs are invited to attend
• Make up session if you missed the trainings in Oct.
• Cultivating a Coach Mindset: A Skillset for Leaders
– Friday, January 30, 2015
– Ryan Professional Development Center
• Using Discussion & Reflection Protocols to Support
Professional Learning
– Saturday, January 31, 2015
– Reagan High School
New Hires
• Report NEW mentor/mentee relationships in MAS
• When BT leaves the district or if the mentor support
ended in December, make relationship INACTIVE
and inform the Mentor Program Office
• Not required any more: electronic mentor assignment
forms
• Inform mentors of training requirements
• Add name to conference sheet. Document
conference with BT on One-on-One Conference
sheet
• Visit BTs and document on BT/Mentor Assignments
and MAS Monitoring sheet
CIC Binder
Remember to:
• Include agenda and sign-in sheets for all
meetings and forums
• Maintain records and documents on
worksheets presented during summer
training (available on website under
documents)
• Transfer information to Google Doc.
Individual Monitoring Charts
Individual Conferencing Charts
2014-15 CIC Responsibilities Charts
CIC Closing
Forum Structure Part D
Reflecting on the Training
Complete the CAL Survey:
• What’s working? (What is going well so far
this year?)
• What are your challenges/concerns? (Have
there been any challenges or concerns that
have been difficult to resolve?)
• What might be your next steps? (What might
you do to address any pending concerns?
How will you use what has been presented in
this training?)
• What can I do for you? (What kind of
continued or additional support would you like
from Vanessa and Jean?)