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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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 Company Characteristics of Effective Support On-going professional development experiences centered on what teachers should know and be able to do Company 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 Company 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 Company 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. Company 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 Company 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 Company Project-Based LOGO Learning Focus Lesson Plan The Big Six Reading Skills Company LOGO Summarizing Paraphrasing Categorizing Inferring Predicting Recognizing Academic Vocabulary Numeracy Focus: NCTM Strands Content Standards Company 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 Company 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 Company 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— Company 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 Company 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 Company 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 Company 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 Company 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 Company 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 Company LOGO Observations Focus Group and Individual Interviews Open-Response Questions Artifacts Reflection What three ideas will you take from our session that you can Company use as you work with LOGO new teachers at your school?