Transcript Enhanced Teaching, Enhanced Learning: How ESAs can Support

Enhanced Learning, Enhanced Teaching:
How ESAs can Support and Lead the
Change
Teresa Dempsey, Ph.D.
Director of Professional Development
Center for Achievement
2014 AESA Conference
San Diego, California
Chicken or the Egg?
Enhanced Teaching: Enhanced Learning?
Enhanced Learning: Enhanced Teaching?
Were you ever a first-year teacher?
Did you have a mentor teacher?
Were they helpful?
• What difference, if really any,
can a mentor make to a new
teacher?
• Should every new teacher be
guaranteed a mentor – and if
so, should that mentor meet
certain standards?
• How long should a new teacher
have “extra” support?
Patricia/Kindergarten teacher
Having a mentor is a great experience for a beginning
teacher. When I started teaching, my mentor did her best
to provide support and help with the curriculum. I am
very grateful to her for the help and time she gave me.
After that, I became a mentor myself. Sometimes, I just
provided help even though I was not the mentor of so
and so, just to be friendly and welcoming. I believe that
experienced teachers should help less experienced ones
and actually it can be a very enriching experience from
both of them- experienced and new teachers alike. I
have learned from both my student teachers and my
mentees. We shared and exchanged ideas.
Robert/ESL
•
It's great to read that there are caring professional educators who are more than
happy to help future and in-service teachers. But its also quite scary to read
some of the posts from teachers who've not been blessed with a good mentor. I
think I'm one of the lucky ones.
•
My administrator and Resource teacher have been outstanding. They've loaded
me down with various resources to draw my lessons from. They've also entered
my class a few times and offered constructive criticism on ways I can improve
student engagement, but they continually reassure me and the other new
teachers that we are doing a great job.
•
I have to admit it was and still is quite scary, since I had never taught before. I
want to be successful in helping my students learn English. Even now after 6
months of teaching I worry that my lesson plans aren't effective, or that they're
too easy or too hard.
•
New teachers emphatically need mentors because even with their guidance the
new teacher still feels like they're walking on shaky ground. A good mentor can
not only help build confidence in the new teacher but can also give guidance
with concrete issues, such as disruptive students or differentiation methods.
Heather
I started teaching in 1987. I don't know if
mentors were available back then, but I
certainly could have used one. I was lost in
many different areas and was constantly going
to one of the other second grade teachers.
Though she was helpful in some areas she was
also "put out" by my constant questions. If I
would have had a designated mentor I know I
would have learned so much more. In addition,
I would have been a lot more relaxed and I
would have been able to be a better teacher.
Teachers are not
‘finished products’ when
they complete a teacher
preparation program.
Induction programs
must enhance the
capabilities of
beginning teachers
in order to increase
student learning.
(National Commission on
Teaching and America’s Future, 2003)
What is Residency?
Residency is a time to practice, refine and gain
a deeper understanding of the art and science of
teaching under the guidance of a certified mentor and
the support of a professional learning community.
4
The one question to never stop asking…
“How can I be a better educator
tomorrow than I am today?”
28
The Ohio Resident Educator Program
Reflects the Teaching and Learning Cycle
Enhancing Teacher Effectiveness to enhance Student Learning
8
System of Support
What will my
Program Coordinator
Mentor Teacher
PRINCIPAL
do to support my
residency?
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Resident Educator Support
District Program
Coordinator
Resident
Educators
Classroom:
Building
Principal
Mentor Years 1 & 2
Facilitator Year 3
Colleague Year 4
RE Program Standards
Standard 1: Program Administration and
Leadership
Standard 2: Principal Role and Engagement
Standard 3: Systems Alignment and Linkages
Standard 4: Mentor Quality
Standard 5: Resident Educator Professional
Development and Learning Communities
Standard 6: Resident Educator Performance
Assessment
Mentor Standards
1. Mentors demonstrate commitment to advance
the professional learning and practice of
Resident Educator.
2. Mentors design and facilitate professional
development for Resident Educators.
3. Mentors create and foster positive learning
environments for Resident Educators.
4. Mentors support Resident Educators’
instructional and assessment practices.
5. Mentors develop as leaders and learners
through professional growth.
Ohio ESCs function
as optional support
structures
District
ESC
(Optional)
Resident
Educator
Classroom
Building
ESC of Central Ohio Support
ODE Compliance
managed by ESCs
Optional Support
developed by ODE but
managed by ESCs
ESC of Central Ohio
Enrichment and
Support
ODE Mentor Certification Advanced Mentor
Courses
Teacher Modules
Mentor Teacher Pool
•
•
Instructional Mentoring
Resident Educator-1
Networks:
•
Five-year Professional License or
two year Provisional License that
has been renewed two or more
times
Five years of teaching
experience; and
Recent classroom experience
within the last five years.
•
•
•
•
•
•
Analysis of Student Work
Providing Effective
Feedback for
Professional Growth
Data Beyond the
Numbers
Principals Matter
•
•
•
•
Mentor Teacher/Program
Coordinator
RE Year-1/Year-2
RE Year-3
Career Tech Center
Resident Educator
Retreat
RE Program at a Glance
Development
Practice
Year 1 Journey
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Ohio Resident Educator Program
Years 1-4 Formative Assessment
Processes and Tools
1.
2.
3.
4.
5.
Resident Educator Self-Assessment
Assessment of Student Learning
Instructional Planning
Observation
Professional Goal Setting Process
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Year-1
Resident
Educator ESC
Support
Resident
Educator
Year-1 & Year-2 RE
Network
Resident Educator
Retreat
ESC
Teaching/Learning
Classroom
Management
Classroom
District Program
Coordinator
Mentor Teacher Pool
Resident Educator
Retreat
Mentor Networks
*Advanced Mentor
Teacher Modules
High
Quality
Teaching
and
Learning
Building
Mentor Teacher
Pool
Principals Matter
Course
Year-1 & Year-2 RE
Network
Mentor Teacher
Networks
Resident Educator
Retreat
*Advanced Mentor
Teacher Modules (3)
• *Analysis of Student
Work
• Providing Effective
Feedback for
Professional Growth
• Data Beyond the
Numbers
Year 2 Journey
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Year-2
Resident
Educator
ESC Support
Resident
Educator
Year-1 & Year-2 RE
Network
Resident Educator
Retreat
ESC
Teaching/Learning
Classroom
District Program
Coordinator
Mentor Teacher Pool
Mentor Teacher
Network(s)
Resident Educator
Retreat
*Advanced Mentor
Teacher Modules
High
Quality
Teaching
and
Learning
Mentor Teacher
Network
RE Year-1/Year-2
Network
Resident Educator
Retreat
*Advanced Mentor
Teacher Modules (3)
Building
Mentor Teacher
Pool
Principals Matter
Course
• *Analysis of Student Work
• Providing Effective
Feedback for Professional
Growth
• Data Beyond the Numbers
Year-3 Journey
Oct
Nov
Dec
 Analyze impact of teacher
performance on the use of varied
assessments to measure student
learning.
 Analyze connections among
lesson design, lesson delivery, and
student learning in areas of:
o Lesson purpose and
interdisciplinary
connections
o Lesson strategies and
activities that infuse
curiosity, rigor, and higher
order thinking
o Lesson learning
environments: cooperative
learning, inquiry learning,
project based learning
RESA Window #1:
Nov 15 – Dec 15

Task # 1
Jan
Feb
Mar
RESA Window #2:
Jan 15 – Feb 15
RESA Window #3:
Mar 1 – Apr 15





Task # 2
Task # 3
Apr
May
Task # 4
Task # 5
Task # 6
Completion of RESA
Sept
Suggestions for Resident Educator
Preparing for RESA: Analyze, Connect,
Write
 Analyze collected evidence of
teaching to discover trends and
patterns in student learning.
Relate findings to teacher
preparation and performance.
 Practice videotaping and
critiquing lessons.
 Participate in reciprocal video
viewings of classroom
performance.
 Practice reflective thinking and
writing about teaching.
*Dates of the submission windows are subject to change and specific window content will be forthcoming.
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Year-3 ODE Compliance – RESA
Facilitator
Year-3
Resident
Educator
ESC Support
District
Program
Coordinator
RESA Network
RESA Writing
Strategies
Resident
Educator
Year-3 RESA
Network
RESA Writing
Strategies
Resident Educator
Retreat
High
Quality
Teaching
and
Learning
Building
Principals Matter
Course
Classroom
RESA Facilitator
Network
RESA Writing
Strategies
Resident Educator
Retreat
Year-4 Journey
Suggested Year 4 Teacher Leadership Activities
Upon completing all Year 4 teacher leadership requirements,
Resident Educators will apply for the 5-year professional license.
Year-4
Resident
Educator
ESC
Support
District Program
Coordinator
Leadership Opportunity TBD
Resident
Educator
Leadership
Exploration
Opportunity - TBD
High
Quality
Teaching
and
Learning
Building
Leadership
Opportunity -TBD
Classroom
Colleague Opportunity
TBD
High quality induction programs
provide a positive ROI
A cost-benefit analysis conducted by the New Teacher Center …
“high-quality induction programs provide a
positive ROI because:
beginning teachers stay in greater numbers
AND
those who stay are more effective...
When costs and benefits are summed up for
society the program secures a return after five
years of $1.66 for every dollar invested”
(Villar & Strong, 2007).
Teacher quality is the most important schoolbased factor affecting student learning.
Numerous studies illustrate
this impact (Fulton, Yoon and Lee, 2005;
Moir and Gless, 2001; Darling-Hammond and
McLaughlin 1995; Fallon,2003). Haycock and Huang
the best teachers in
a school have six times as
much impact on student
achievement as the bottom
third of teachers.
(2001) found that
High quality induction yields
academic gains
Comprehensive, multiyear programs that include:
•
•
•
•
rigorous mentor selection;
high-quality intensive, ongoing mentoring;
school protected release time for mentoring;
ongoing, research-based professional development for mentors,
principals and administrators;
• the use of research-based teaching standards, formative
assessments and teacher portfolio processes …
strengthen beginning teacher effectiveness so much that
their students demonstrate learning gains similar to those
students of their more veteran colleagues
(S. 1979--110th Congress, 2007).
Induction – a reflection of high
quality instruction
Induction programs must aspire to more than
retention; they must promote high quality instruction.
They must envision a new image of the successful
teacher whose leadership capacity is developed
from the moment the teacher enters the classroom.
The professional development offered to beginning
teachers must be differentiated and guided by a
growth model that is standards-based and builds
collaboration and communities of practice
- Program on Education and Society, 2007
Opportunities for ESC Support
• Year-4 RE Support
• Educating central office leaders to view
Induction as high-quality professional
learning ROI – the gem of your district –
not a nuisance to check off.
• Building district capacity to sustain
resident educator programming
Enhanced Teaching: Enhanced
Learning - Chicken or the Egg?
• Enhanced teaching results in
enhanced student learning.
• Enhanced teacher learning results
in enhanced teaching.
• Enhanced mentor learning results in
enhanced mentor teaching.
• Enhanced principal learning results
in enhanced teaching.
How Can We Be A Better Educator
Tomorrow Than We Are Today, and
Lead Others to do the Same?
Enhanced Learning, Enhanced Teaching:
How ESAs can Support and Lead the
Change
Teresa Dempsey, Ph.D.
[email protected]
Director of Professional Development
Center for Achievement
2014 AESA Conference
San Diego, California
Optional Addendum References
• Teachers Matter (Now More than Ever)
• ODE Resident Educator Landing Page
http://education.ohio.gov/Topics/Teaching/
Resident-Educator-Program
Ohio Resident Educator Program
Resident Educator Program: Foundation
 Ohio Standards for the Teaching Profession
 Ohio Continuum of Teacher Development
Continuum of Teacher Development
The Ohio Continuum for Teacher Development delineates
five levels of teacher development.
Level
Describes
Emerging
Pre-Licensure; the teacher education candidate
Developing
Residency; the teacher whose skills are developing
Proficient
The teacher who is applying knowledge and skills
independently
Accomplished
The teacher who is fully skilled and able to integrate
knowledge and experience - in instruction, curriculum
and professional development - into practice
Distinguished
A teacher leader, consistently innovative, contributing
to the professional learning community