Resident Educator Full Day Orientation for RE*s and Mentors

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Transcript Resident Educator Full Day Orientation for RE*s and Mentors

Resident Educator

Full Day Orientation for RE’s and Mentors

{

in Year 2 & 3

BCESC

Amanda Blanton & Jackie Miller

SOESC

Kim Adams & Kimberly Douglas

Orientation Agenda

Residency Yearly Outline

 “

What do I need to know and do?”



Who supports Whom?

  What will the

Program Coordinator

do for the RE and Mentor?

What will the

Mentor

do to support my RE?

Resources to Ensure a Successful “Journey to Excellence”

 

SMART GOALS Data Tools

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.

Ohio Resident Educator Program

Ohio Standards for the Teaching Profession (OSTP) S TANDARD 1: S TUDENTS S TANDARD 2: C ONTENT S TANDARD 3: A SSESSMENT S TANDARD 4: I NSTRUCTION The Focus of Teaching and Learning S TANDARD 5: L EARNING E NVIRONMENT The Conditions of Teaching and Learning S TANDARD 6: C OLLABORATION AND C OMMUNICATION S TANDARD 7: P ROFESSIONAL R ESPONSIBILITY AND G ROWTH Teaching as a Profession

Ohio Resident Educator Program

The Ohio Continuum for Teacher Development delineates

five levels

of teacher development.

Level Describes

Emerging Pre-Licensure; the teacher education candidate Developing Proficient Residency; the teacher whose skills are developing 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

Ohio Resident Educator Program

Years 1-3 Formative Assessment

Processes and Tools

Resident Educator Self-Assessment Assessment of Student Learning Instructional Planning Observation (Informal/Formal) Professional Goal Setting Process End of Year Formative Progress Review (FPR)

RE – Year 2 Timeline

Red Expectations:

• Assessment of Student Learning • •

Yellow Expectations:

• Self Assessment (Pre) • • Instructional Practices Lesson Study Instructional Cycle(s) Self Assessment (Post)

Green Expectations:

• Observation (Formal and Informal)

Blue Expectations:

• Goal Setting – Using Smart Goal Format RE will reflect, analyze and upload their evidence to support this work in their end of year FPR (Formative Progress Review) • End of Year Goal Review

RE – Year 2 FPR

Important Roles in the FPR Process Resident Educator: Submits detailed written responses to Prompts 1, 2, 3 and 4 Mentor: Develops Questions for the RE that engage the RE into deeper analysis of the FPR prompts and guides the collaborative conversation following FPR completion.

Program Coordinator:

Oversees the FPR process to insure that it is completed and enters completion data in CORE

• • •

RE – Purposes of Year 2 FPR

Synthesize evidence of practice Reflect on communication and professional growth in year 2.

Engage in tasks that stimulate the Resident Educator Summative Assessment (RESA)

Preparation for the RESA is Key

RE – Year 2 Part 1 FPR

Part 1 (pages 1-4): Includes 4 prompts to be completed by the RE: 1. Instructional Cycle (required) 2. Lesson Analysis (Optional) 3. Communication (Required) 4. Professional Growth and Collaboration (Required)

RE – Year 2 – Part 2 FPR

Part 2 (page 5) • Invites the Mentor to facilitate the FPR through inquiry • This Inquiry process engages the RE in deeper analysis of FPR responses

RE – Year 2 – Prompt 2 FPR

RE – Year 2 – Prompt 3 FPR

RE – Year 2 – Prompt 4 FPR

RE – Year 2 Mentor Prompt

Inquiry

RE – RESA Tasks

Resident Educator

Years 3-4 During Y EARS 3-4 of the Resident Educator Program, the Resident Educator will



Y EAR 3

Prepare for summative assessment 

Year 3/4

Successfully complete summative assessment   

Year 4

Participate in professional development and leadership roles Re-take any deficient portions of summative assessment Complete Resident Educator program requirements then apply for the 5 year professional license which includes securing the signatures of the mentor and superintendent or designee

What will the MENTOR do to support the RE?

System of Support

Mentor To provide support for the RE program, the mentor will

 Attend all required training to obtain certification   Communicate with the Resident Educator, program coordinator and principal Respect the confidential relationship with the Resident Educator and principal  Support the Resident Educator through the use of formative assessment processes, protocols and tools  Collaborate with the program coordinator to complete end-of-year Formative Progress Review

Let’s Review (Self Assessment)

Mentor: Year 2 and Year 3 (Non RESA) Facilitator: Year 3 and Year 4 (RESA)



Y EAR 2:

Provide in-depth instructional mentoring of Year 2 timeline  One-to-one mentoring, co-teaching and/or cohort collaboration 

Y EAR 3 M ENTOR (N ON RESA):

Continue in-depth instructional mentoring noted above 

Year 3 Facilitator (RESA):

Support the RE in preparing for their RESA Tasks  

Y EAR 4:

Facilitate and support the Resident Educator to “re-take“ deficient portions of summative assessment Facilitate Resident Educator participation in professional development and leadership activities

Why

SMART

Goals?

Goals that state a Desired Future Achievement  SMART Goals assist in “getting focused”  SMART goals help define exactly what the “future state” looks like  SMART goals measure the progress of achieving the “future state”  SMART goals demonstrate how work “aligns” and relates to overall focus

SMART Goals

S

– Specific

M

– Measureable

A

– Attainable

R

–

Realistic/Relevant/Results Oriented

T

- Timely

How To Write

SMART

Goals

S - Specific

• • • Well Defined, the outcome is clear Clear to ANYONE who has basic knowledge of the project Provides enough detail so there is no indecision as to what is to be done

Poor Example

I will lose weight.

Better Example

I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.

How To Write

SMART

Goals

S - Specific

5 – W’s

Who is involved?

What do I want to accomplish?

When will the goal be achieved?

Where will the action take place?

Why is this goal important?

For Educators link to the bigger picture – school goals/climate.

How To Write

SMART

Goals

M - Measurable

• • • • Know if the goal is obtainable and how far way the completion date is Know when it has been achieved Identify the measurement instrument to be used Able to determine if it has been achieved because you can count it or see it

Poor Example

I will lose weight.

Better Example

I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.

How To Write

SMART

Goals

M - Measurable

How Many?

How Much?

To What degree?

How will I know when it is

accomplished?

How To Write

SMART

Goals

A - Attainable

• • • Agreement with all the stakeholders what the goals should be Achievable a goal may be a stretch, but is possible with the current team and resources Clearly defined steps

Poor Example

I will lose weight.

Better Example

I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.

How To Write

SMART

Goals

R - Realistic

• • • • Who is the main person responsible?

Who are the support people?

What are the urgent needs?

The goal is aligned with the results expected and the direction provided by the district CSIP and building goals.

Poor Example

I will lose weight.

Better Example

I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.

How To Write

SMART

Goals

T - Timely

• • A specific date has been set for achieving the goal Time is appropriate for keeping goal performance focused and on target

Poor Example

I will lose weight.

Better Example

I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.

How To Write

SMART

Goals

Long Term Goals ~VS~ Short Term Goals

Writing

SMART

Goal:

Goals

Specific Measurable Attainable Realistic Timely

• • • Well-defined, the outcome is clear Clear to anyone who has a basic knowledge of the project Provides enough detail so there is no indecision as to what is to be done • • • • • • • • • • • Know if the goal is obtainable and how far away the completion is Know when it has been achieved Identify the measurement instrument to be used Able to determine if it has been achieved because you can count it or see it Agreement with all the stakeholders what the goals should be Achievable; a goal may be a stretch, but it is possible with the current team and resources Clearly defined steps Who is the main person responsible?

Who are the support people?

What are the urgent needs?

The goal is aligned with the results expected and the direction provided by the district CSIP and building goals • • A specific date has been set for achieving the goal Time is appropriate for keeping goal performance focused and on target

How To Write

SMART

Goals

Improve this goal…..

Example Goal 1: I will improve my proximity and attention to students to enhance student learning by staying focused on classroom activities and actively assessing learner engagement.

Now it is your turn…..

Example Goal 1: I will improve my proximity and attention to students to enhance student learning by staying focused on classroom activities and actively assessing learner engagement.

State an intention to Engage in Learning (action verb) Describe an Area of Focus (What?) Include the Relevance (Why?) Add the Activities that will get you there (how?) Predict a completion date (When?)

I will improve Proximity and attention Enhance Student Learning By staying focused on activities and formatively assessing

Improve this goal…..

Example Goal 2: I will make explicit connections from one lesson to the next, to improve student comprehension of my content area and show my mentor evidence of the same at our next meeting.

Now it is your turn…..

Example Goal 2: I will make explicit connections from one lesson to the next, to improve student comprehension of my content area and show my mentor evidence of the same at our next meeting.

I will make connections Lesson to lesson To improve student comprehension By the next meeting

Improve this goal…..

This year every student will show evidence of one year of growth in mathematics.

Writing

SMART

Goals

Original: This year every student will show evidence of one year of growth in mathematics.

• SMART Goal: During the 2013-14 school year, 85% of all students will improved their math problem solving skills as measured by a 1.0 year gain in national grade equivalent growth from the 2013-14 to the 2014-15 ITBS math problem solving sub test.

Now it is your turn…..

One more thing about goals…..

What are appropriate goals?

What are important goals?

What kinds of goals are worthwhile?

“Helping Teachers Set Goals” by Thomas McGreal from Ed Leadership 2/80

There are three categories of goals: Program Goals: • • • • To review and make appropriate changes in a 7 th grade ELA program To introduce the new reading series to the 2 nd grade team To improve articulation between science programs in 4 th and 5 th grade To review the thematic units used in my 5 th grade social studies program

There are three categories of goals: Learner Goals: • • • At least 80 % of the students will be able to correctly solve at least 80% of the problems on a long division test.

The students will be able to demonstrate the ability to write a descriptive essay by scoring a 3 on a 4 point rubric by the end of the first semester.

At least 70% of my students will be reading at grade level by February 15.

There are three categories of goals: Teaching Goals: • • • Tailor my questioning style to meet the needs of different ability groups in my classroom Develop procedures for increasing the amount and quality of student-teacher verbal interaction during classroom discussions Use formal cooperative learning strategies involving heterogeneous groups to help students prepare for unit tests.

SMART Goals Quiz

Reflection of Lesson Begin by opening your Resident Educator Folder at: http://www.southernohioesc.org/

OTES Framework—Professional Growth Plan

What is your Goal?

Previous FPR reflection Self Assessment Self Assessment Summary Sheet Informal Observation Notes

http://www.ted.com/talks/rita_pierson_every_kid_needs_a_cham pion.html

Where do I begin? The Data Measures Inventory tool asks mentors and Resident Educators to examine basic demographic data and gather formative assessment data to determine student learning priorities and eventually to monitor student progress.

Assessment of Student Learning (Red Expectations) 2012-2013 Report Data Anywhere Local Schools Look By: District Building

Assessment of Student Learning • • Coming in 2015 K-3 Literacy Prepared for Success

Assessment of Student Learning (Red Expectations)

District/Subject Value-Added Report: 5 Most Effective 4 Above Average 3 Average 2 Approaching Average

1 Least Effective

Achievement –vs- Value Added Matrix

P.I. Score Achievement Line Value Added Line Standard Deviation

Achievement –vs- Value Added Matrix

Learning Above Value Added Low Achievement Leading Above Value Added High Achievement Lagging Below Value Added Low Achievement Lucky Below Value Added High Achievement

District Value Added Report

Diagnostic

(Building Level)

Diagnostic

(Teacher Level)

Drill Down to Student List

Student Projections in EVAAS

Assessment of Student Learning (Red Expectations) SUCCESS Website http://portal.success-ode state-oh-us.info/

Assessment of Student Learning Pull most current testing data and look at student weaknesses by strands, etc…

Assessment of Student Learning Compare your school performance to that of the state

Assessment of Student Learning Get all testing history on a given student

Other Data Sources…….



Renaissance Place



AIMSweb



MAP Testing



ProCore

Talk to your administrators….

Class Profile tool empowers Resident Educators with the information necessary to create a class profile to inform their understanding of the students’ varied learning needs.

The Intentional Instructional Grouping tool allows Resident Educators to use data to intentionally group students for various activities specific to students’ learning goals.

This data tool allows Resident Educators to identify a limited number of students and monitor their learning in depth.

 http://www.youtube.com/watch?v=brYB7Du6oj 8&safe=active

Evidence of Big Foot “Make It Stronger”

Effective teaching is a dynamic mixture of expertise in a vast array of instructional strategies combined with a profound understanding of the individual students in class and their needs at particular

points in time.

 Berliner in Marzano (2007) The Art and Science of Teaching

Instructional Planning: Cycles 1, 2 & 3

    

Translate data gathered into action Action influences instruction Explore the “thinking behind the thinking” in instructional planning Reflect on the lesson after the instruction Examine student work to monitor student learning

The Power of Connection and Reflection

Reflection and Revision: Analyzing Individual Student Work

enables resident educators to examine their practice through the indepth analysis of the two students they previously identified in the Monitoring of Student Learning protocol. Multiple sources of student artifacts should be collected to support the analysis of each student’s work.

Review Your Formative Progress Review

1. Review the highlighted questions found on Instructional Cycle 1 2. Next, using your lesson plan or a plan that has been provided to you begin the reflection process.

3. Record your responses to the Instructional Cycle Document. Use paper pencil or electronic version.



Guiding Questions for Examining Student Work Is the work good enough, that is, does it meet our expectations for high quality work?



What is “good enough,” and how can we illustrate good work for students?



What do the students’ responses indicate about the effectiveness of a prompt or assignment? Have you attempted this task as written? How might this assignment be improved to support high-quality student performance?



What does the work tell about how well the student understands the topic of the assignment?



How does the range of work from a single student demonstrate growth in (_____) over time? To what extent is the student challenging him-or herself? In what ways?



Are there patterns and trends that relate to the class profile information?



How will this information be used in future lesson and assessment design? From Looking Together at Student Work by Blythe, Allen & Powell (1999)

How is it possible for a teacher to include every element of an effective lesson in a lesson plan and deliver an ineffective lesson?

Elements of an Effective Lesson

Reflection-Mona Lisa Smiles

http://www.youtube.com/watch?v=A9R2MRYwv_Y

Mona Lisa’s First Day

What data is Mona Lisa collecting?

What are some of the data sources?

What does she do with the data?

How does she translate it into meaningful information to inform instruction?

What deliberate feedback would you give Mona Lisa that will provide her clear action steps for progress?

What insights to the first day of school, annually exhibited by all teachers, does this clip show?

What attributes of good instruction did Mona Lisa exhibit?

What elements of complexity of teaching did Mona Lisa discover on this first day?

http://www.youtube.com/watch?v=-2RqJIXFpYw

 What preparation did Mona Lisa do to prepare to return to class?

 How much of her preparation was listening to advice and being mentored, and how much was her own individual reflection, study and planning?

 What evidence do you have to support that Mona Lisa knows her subject content?

 Trace Mona Lisa’s action plan according to Bloom’s Taxonomy. What was the level of learning that the students had mastered in video clip #1?

 Where does Mona Lisa take them according to Bloom’s?

 What is the students’ immediate reaction?

How can I be a better educator today than I was yesterday?

http://www.youtube.com/watch?v=i5SZ5UcmROY

http://www.youtube.com/watch?v=aHCUoDf7KGA

How can I be a better educator today than I was yesterday?

 What is she thinking? Trace Mona Lisa’s thinking in each of the four video clips. How has she pushed her students forward in their thinking?

 Explain the importance of the last clip. How does it relate to authentic assessment and performance products?

 How will you teach differently because of this experience with Mona Lisa?

SMART

Goal Number

Goal Quiz

TYPE P/L/T?

1 2 3 4 5 6 7 8 9 10 L P T L L P T L P T

S.M.A.R.T

Y/N?

N N N N Y Y Y Y N Y

First Step After Today…..

Set up your SAFE Account

…How can we be reflective practitioners if the experience from which we’re supposed to be learning disappears from view as soon as it happens?

…an answer to this question is “artifacts.” Artifacts are things– objects, tools, instruments– that human beings construct because they are needed but don’t exist in nature. Constructing an artifact is by definition an unnatural act. And yet, I would argue that artifacts are the key to learning by experience.

Lee Shulmann (2002) Forgive & Remember: Launching the Next Generation of Teachers

Both the support of teacher development and the evaluation of teacher performance require evidence of practice…. Conversations about teaching must be grounded in actual events, in actions or statements, in

artifacts

, or in decisions teachers have made. depend for their work on

evidence

Without such grounding, impressions of teachers’ skills are based entirely on the observers’ own idiosyncratic views of teaching and their understandings of what has occurred and what those events mean…. Mentors and coaches, no less than evaluators, of practice .

Charlotte Danielson (2008) The Handbook of Professional Practice