New Standards for Mentoring Teacher Candidates for Career Success

Melanie Bickley Clinical Placements, CLAS Tom McCann Department of English

WELCOME

 Introductions  Purpose  Why are we meeting this week?

Goals for Workshop

(iii)

Functionality Assessment Mentorship Guidance and Support for edTPA Partnership Standards-Bearer Problem Solving

What is quality teaching?

Why are we “reinventing the wheel”?

Individual reflection (post-its):  What does good teaching look like, sound like, and feel like?

 Where do

standards

fit into the vision?

Partners:  Combine and distill observations  Organize into a pattern  Communicate

Sharing Your Vision  Graphic display on chart paper  Gallery  Explain: What do you expect of a good teacher?

Dr. Michelle Fitzgerald

Assistant Superintendent for Curriculum and Instruction, Elmhurst CUSD 205

What is good teaching?

 What do you expect of a good teacher?

Pattern of Experience for Beginners

Review of the Research

(Supporting Beginning English Teachers, NCTE, 2005)

 Identified Concerns  Relationships  Workload/Time Management  Knowledge of Subject/Curriculum  Evaluation/Grading  Autonomy/Control

HOW ARE NEW TEACHERS DIFFERENT FROM EXPERIENCED TEACHERS?

OR, HOW CAN WE HELP NEW TEACHERS TO BE MORE LIKE THE EXPERIENCED TEACHERS THEY ADMIRE?

Summary of Differences: Students New

 Controls behavior using rules and punishments  Emphasizes result of many assignments  Places faith in numerical grades

Veteran

 Forms positive relationships with students  Emphasizes process of few assignments  Uses multiple factors in making judgments

Summary of Differences: School/Dept.

New

 Worries about judgments of supervisor; hesitant to admit difficulties  Unsure of what to do with curriculum  Does not make contributions that impact program

Veteran

 Confident of working relationship with supervisor; confident of his/her own strengths  Knows connections with the larger program  Can identify contributions to program

Summary of Differences: Other New

 Is very conscious of his/her physical characteristics

Veteran

 Relies on establishing an environment of shared mission

Why Instructional Coaching?

 Promotes professional growth  Facilitates reflection  Builds confidence

Moving Into a Coaching Mode

 Behavior that builds trust  What behaviors and attitudes are likely to cultivate a trusting relationship?

 What behaviors and attitudes are likely to compromise trust?

 Describe a Plan of Action

Instructional Coaching

 Basic Beliefs  Mentor Language  Directive/Instructional  Collaborative

Instructional Coaching (cont.)

 Basic Steps/Tools/Skills  Positive Presuppositions  Rapport/Active Listening  Positive Inquiry Frame  Paraphrasing  Accuracy  Choices/Options  Ownership  Reflection/Plan of Action

Modeling a Coaching Session

 Types of Conversations  Exploratory  Goals  Review  Questions, Attitudes and Stems  Demonstration  Role Play Practice

Three observation protocols  Script-taking  Following an instructional framework  Tracking discourse  Coding

Practicing an observation  Note taking  Reflective conversation

Review Workshop Materials

 Co-op Responsibilities  Key Elements and Purposes  Assessments  Calendar

Self-Help

What can new teachers do to help themselves?

 Your Ideas  Suggestions in the Handbook

Coaching Practice

• • • • Work in Triads Share notes Prompt reflection from a partner Set goals

Discussion

 Calendar of Activities  Written Assessments/Feedback  Coaching and Evaluation  Assessments