Supporting New Teachers in Technology Centers Heather Sass Southern Regional Education Board TCTW Forum January 13, 2010 Southern Regional Education Board.
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Transcript Supporting New Teachers in Technology Centers Heather Sass Southern Regional Education Board TCTW Forum January 13, 2010 Southern Regional Education Board.
Supporting New Teachers in
Technology Centers
Heather Sass
Southern Regional Education Board
TCTW Forum
January 13, 2010
Southern
Regional
Education
Board
Challenges in Supporting
New Teachers
Unique Needs of
Beginning Teachers
Increased Demands on
Teachers
Entering through alternative
certification routes
LOGO
Understanding of planning,
instructional methods,
classroom management,
assessment, and supporting
students
Support from administrators,
mentors, and colleagues
Fulfilling the new mission—all
students college and career
ready
Embedding college and
career-readiness academic
content
Dealing with student diversity
Challenging students with
Intellectually rigorous work
Using real-world project- and
problem-based learning
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Characteristics of Effective
Support
On-going professional development
experiences centered on what teachers should
know and be able to do
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LOGO
On-site support from a professional
development instructor
Interactive mentoring from a trained, veteran
teacher
Support from administrators
Participation in a professional learning
community with colleagues
SREB’s Research Project on Support
for New Teachers
Develop and pilot an induction model for alternativeroute certification for CTE teachers
Professional Development
10-Day summer institute prior to first year
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Three, two-day follow-up workshops in the school
LOGOyear
10-Day summer institute at end of first year
Support
External Coach—three visits
Mentor
Principal or district administrator
Communities of practice—
opportunities for sharing
with peers
What Should New Teachers Know and Be
Able to Do?
Professional Development Content Alignment
Interstate New Teacher
Assessment and Support
Consortium Model
Standards for Beginning
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Teachers (1992)
LOGO
Framework for Teaching
(Danielson, 1996)
National Board for
Professional Teaching
Standards for
Career/Technical
Teachers (1997)
SREB Survey of New
Teachers
INTASC
NBPTS
NRCCTE/
SREB
Framework
for Teaching
What Should New Teachers Know and Be
Able to Do?
Instructional Planning:
Create short-term and long-term
standards-based instructional plans
based on the varying learning needs
of students.
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LOGO
Instructional Strategies:
Use instructional strategies that
actively engage students in learning
and encourage the development of
problem-solving, critical thinking, and
teamwork skills.
Teacher
Competence
Classroom Assessment:
Use formal and informal assessment
strategies to evaluate student progress
toward learning goals and provide feedback
to improve student learning.
Classroom Management:
Create a learning environment that
encourages student motivation,
positive behavior, and collaborative
social interaction.
Teacher Reflection: Reflect, both individually and collaboratively, on the
effects of instruction and use the reflective process to continually improve
instructional practice.
Focused Support for
Instructional Planning
Content: MissionFocused Standards
Students
Developmental Stage
Technical Knowledge and Learning Styles
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Skills
Career Interests and
LOGO
Academic Knowledge
Goals—Hopes and
and Skills
Dreams
21-st Century Skills
Achievement and
All Aspects of an Industry
Academic Goals
Cultural Background and
Experiences
Special Learning Needs
Tools for Instructional Planning
Curriculum Map
Course Syllabus
Unit Plan with a
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Project-Based
LOGO
Learning Focus
Lesson Plan
The Big Six Reading Skills
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LOGO
Summarizing
Paraphrasing
Categorizing
Inferring
Predicting
Recognizing
Academic Vocabulary
Numeracy Focus: NCTM
Strands
Content Standards
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Numbers & Operations
LOGO
Algebra
Geometry
Measurement
Data Analysis &
Probability
Process Standards
Problem Solving
Communication
Reasoning & Proof
Connections
Multiple Representations
Focused Support for
Reflection
Individually
Questions to Ask
Feedback from
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Students
LOGO
Professional Portfolio
Collaboratively
“Teach-Backs” with
Colleagues
Mentor Activities
Protocols for
Feedback
Looking at Student
Work
Focused Support for ResearchBased Instructional Strategies
Project-Based Learning Cooperative Learning
Central to the curriculum
Focused on real-world problems
that lead students to the central
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knowledge and skills of an
LOGO
industry
Involve students in intellectually
challenging problem-solving and
investigation
Embed high-level mathematics
and literacy
Build self-direction and
accountability
Imitates real-life learning
and problem solving
Combines teamwork
with individual and
group accountability
Working with diverse
groups
Intellectually Challenging Assignments
and Assessments
Recall—
Basic Application of
Skill or Concept—
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Level Two
LOGO
Strategic Thinking—
Level Three
Extended
Thinking—Level
Four
Focused Support for Classroom
Assessment
Formative
Summative
Interactive, to form or At the end of a
alter the learning
learning episode,
process
process or activity
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when it is more
Provide
information
to
LOGO
difficult to alter or
be used as feedback
rectify what has
to modify the teacher
already occurred
and learning activities
Begins immediately
within the learning
episode and spans its
duration
Formal or informal
Classroom Assessment Tools
Rubrics to measure performance
Written exams that model collegeand career readiness questions
Embedded literacy and
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mathematics
LOGO
Portfolios to measure progress
over time
Balanced grading system—
technical skills, academics, and
21st century skills
Focused Support for
Classroom Management
Building positive relationships
Teaching 21st century skills to
prepare students for modern
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workplace
LOGO
Using guided discipline
Focusing on both “Academic”
and behavioral interventions
Matching interventions and
consequences to deal with
specific unwanted behaviors
Focused Support for Classroom
Management
Creating an Inviting,
Personalized
Environment
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Getting
to Know Students
LOGO
and Developing a Sense
of Belonging
Creating Organized and
Inviting Classroom Space
Designing Classroom
Rules, Procedures, and
Learning Protocols
Dealing with
Inappropriate
Behavior
Pyramid of
Interventions
Accountable
Consequences
Conferencing with
Students
Focus on Evidence of
Competence
Instructional
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Planning
Instructional
Strategies
Classroom
Assessment
Classroom
Management
LOGO
• Unit Plan
• Unit Plan
• Lesson Plan
• Unit Plan
• Formative
Assessments
• Summative
Assessments
• Course
Syllabus
• Classroom
Management
Plan
• Course
Syllabus
• Extra Help
Procedures
• Parent
Communication
• Course
Syllabus
• Curriculum
Map
• Lesson Plan
Assessing Progress in
Supporting Teachers
Surveys
Self Efficacy Scale http://people.ehe.ohiostate.edu/ahoy/files/2009/02/tses.pdf
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LOGO
Observations
Focus Group and Individual Interviews
Open-Response Questions
Artifacts
Reflection
What three ideas will
you take from our
session that you can
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use as you work with
LOGO
new teachers at your
school?