Transcript Document 7257459

JtE Session 1
Slide 18
Journey to Excellence 2007 - 2008
Journey to
EXCELLENCE
Iowa Mentoring and Induction Model
Session 2
Marlin Jeffers & Flora Lee, Educational Consultants
Northwest Area Education Agency
Iowa State Education Association in partnership with
the Iowa Department of Education
July 2008
Session 2 Goals…
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JtE Session 1
Slide 3
Opening….Introductions
Evaluation from Orientation
College Credit /License Renewal
Expectations
Mentor as a Growth Agent
Teaching Environment Profile
Learning Projects
• We’re all here to learn
• Listen … dialogue from YOUR
perspective
• Questions… “Ask” or use a post-it on
the Parking Lot
• “Attention” signals
• Please ---cell phones on vibrate
• Take care of your needs as needed
Individual Introductions
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JtE Session 1
Slide 5
Name
District / building
Your teaching assignment
Beginning Educator’s assignment
License Renewal / College Credit
• Attendance of the sessions (activities/readings)
• Learning Projects based on the Iowa Teaching
Standards
• Participation in activities and sessions
• Observations (1 each quarter)
• Meeting documentation (form presented at orientation)
• Collaboration, Coaching and Consulting
• Journey to Excellence/Mentoring Matters Readings and
activities
• Reflective conversations from the Iowa Learning Projects
• Reasons why the one, two or three option credit!!
To guide you…..
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Meeting Form
Observation Form
Checklist for the Year
Checklist – Building Based
Expectations
What does the beginning educator expect from
you?
Confidential relationship
You are not an evaluator
Learning Focused Relationship
Two Year Commitment
Attend the sessions
Consult, Coach and Collaborate
Help Set up Observations of Experienced Educators
Paperwork – Mentoring and Building Based
Learning Projects
Your Experience
Artifact Collection
Transform
Utilize information and data
Apply to teaching practice
Develop new goals and strategies based on the data
Appraise
Interpret it
Determine the impact
Determine its effectiveness
Determine the relationship to the goals, values and
philosophy
Artifact Collection
Select an artifact
What Standard and Criteria are you addressing?
What evidence is required?
Do you need or want to include any additional artifacts or
evidence?
Describe It
Who, What, Where, When
Analyze It
Why, How
What is the beginning educator
working on?
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First Impressions on their first weeks
Iowa Professional Development Model
Ethics
Introduction of Learning Projects
Working on Standards 8, 6
Why I Didn’t Learn this in College?
Artifact Collection
Electronic Portfolio/AEA Media Services in their
classrooms
• Why they are not with you!
Growth Agents Develop
Learning Focused Relationships
Creating
Challenge
Offering
Support
Goal-driven
Emotional
Physical
Technological
Informational
Data-focused
Facilitating Vision
Thoughtprovoking
High
Expectations
Lifelong
learning
Mentoring Matters by Lipton and Wellman
JtE Session 1
Slide 19
Professional
identity
Research on Induction
Iowa Technical Assistance Guide
Induction is a:
 PROCESS that supports teachers learning
 PERIOD of time
 PHASE within the continuum of a teaching
career, transitioning from student to teacher
 SYSTEM that is complex, interconnected,
varied, responsive, and dynamic
JtE Session 1
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Belief Statements
Iowa Technical Assistance Guide
 Focuses on research-based teaching and learning
theories
 Requires close relationships between veteran
teachers and beginning teachers that are supported
by building administrators. (3 way conversations
throughout the year)
 Is part of an overall effort to support quality
teaching and to increase the achievement of all
students.
 Is planned, reviewed and modified…data are used
to evaluate effectiveness and make adjustments
JtE Session 1
Slide 22
Belief Statements
Iowa Technical Assistance Guide
 Promotes informal culture of support within schools
that continues after the program has ended.
 Explains district, building, departmental, and grade
level policies, procedures, and expectations.
 Establishes a balance between entering an
established community with conventional practices
and developing new kinds of teaching that advance
student learning.
 Promotes continues professional learning through
reflective practice and professional conversations
about teaching.
JtE Session 1
Slide 23
What needs to be present for
Professional Growth?
 Brainstorm 4 to 5 characteristics of
an environment that supports
professional growth….
 Be prepared to share with the group
JtE Session 1
Slide 24
Nature of Professional Learning
 Reflection on practice
 Collaboration
 Self-assessment and self-directed
inquiry
 Community of learners
 Formative assessment
JtE Session 1
Slide 25
Supportive Organizational
Structure
 Includes released time for mentors and
beginning teachers to plan
 Supports the demonstration of
successful/effective classroom practices
 Allows for beginning teachers to observe
successful/effective teachers’ practices,
and receive feedback
 Allows for mentors to observe beginning
teachers’ classrooms and provide
feedback
JtE Session 1
Slide 27
Supportive Organizational
Structure
 Determines who will be in the
mentor/beginning teacher partnership
 Supports the roles and responsibilities of
the mentor
 Allows for the dissolution of the
mentor/beginning teacher partnership. It
is critical to monitor partnerships and
address mismatches or conflicts as soon
as possible.
JtE Session 1
Slide 28
JtE Session 1
Slide 18
Journey to Excellence 2007 - 2008
The Mentor as a Growth Agent
Developing Learning Focused Conversations
Mentoring Matters Book
Goals
• To consider mentors roles, responsibilities
and intentions as a growth agent.
• To define a learning focused relationship
as the balance of three functions:
Offering Support
Creating Challenges
Facilitating a Professional Vision
Benefits of a Learning Focused
Mentoring
Beginning teachers benefiting from skilled
mentoring are more likely to:
• Increase their skills as a problem solver
and a decision maker
• Engage in professional exchanges
regarding improved practice
• Remain in the teaching profession
Mentoring is like a tattoo
because…………………
Mentoring as a Growth Agent
Three Basic Functions
Offering Support
Creating Challenges
Facilitating a Professional Vision
Read and Example
Get into trios, Select an A, B, C
• Everyone Reads
Offering Support p.2
A- Verbally Summarize
Trio: 3-4 Examples
• Everyone Reads
Creating Challenges p. 3
B- Verbally Summarize
Trio: 3-4 Examples
• Everyone Reads
C Verbally Summarize
Facilitating a Professional
Trio: 3-4 Examples
Vision p. 4
• Process out as a whole group
Balancing the Mentor Role
(Banner)
• Skillful mentors balance all three
• Support alone will provide comfort but may
encourage complacency
• Challenge without support may increase
anxiety and fear of failure.
• Support and challenge without a vision
may leave us wandering on a journey
looking only at the ground beneath us but
not the road ahead.
Walk-Around Survey
Offering
Support
Offering
Challenges
Facilitating
A
Vision
Walk-Around Survey
1. Write on example for each function on
the worksheet
2. Walk-Around the room; surveying others
and exchanging examples to complete
your worksheets
3. Return to your table and share your
collected information
4. We will process this as a whole group
when everyone has completed.
Phases of a first year teacher
Jigsaw
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Count off by 5’s
Regroup with number like colleagues
Individually read your assigned pages
Table group discussion
Create Chart
Phases of a first year teacher
Jigsaw
1’s – Anticipation p. 6
2’s - Survival p. 7
3’s – Disillusionment p. 8 - 9
4’s - Rejuvenation p. 9
5’s - Reflection p. 10-11
Phases of a First Year Teacher
Worksheet Phase:____________
Strategies
Support
Challenge
Vision
Indicators of Effectiveness (See
and hear)
Reflection
(Independently and then discuss
as a table group)
• What are some things you might do to
balance support/challenge/vision in your
work?
• What are some patterns you are aware in
your practice?
How the book it set up
• Each Standard is provided
• Breaks down the criteria
• Provides a rubric from unsatisfactory to
beyond
• This book is used in with the Learning
Projects
a. Creates a learning community that encourages
positive social interaction, active engagement,
and self-regulation for every student
b. Establishes, communicates, models, and
maintains standards of responsible student
behavior
c. Develops and implements classroom
procedures and routines that support high
expectation for student learning
d. Uses instructional time effectively to maximize
student achievement
e. Creates a safe and purposeful learning
environment
Standard 6
Demonstrates competence in classroom management
Criterion A: The teacher creates a learning community that
encourages positive social interaction, active engagement, and selfregulation for every student.
Elements
2a(2) Creating an
Environment
of Respect
and Rapport:
Student
Interaction
JtE Session 2
Slide 35
Unsatisfactory
Student interactions
are characterized by
conflict, sarcasm or
put-downs
Students do not
demonstrate
negative
behavior toward
one another
Student
interactions
are generally
polite and
respectful.
Students
demonstrate
genuine
caring for one
another as
individuals
and as
students
a. Adheres to board policies, district procedures,
and contractual obligations
b. Demonstrates professional and ethical conduct
as defined by state law and district policy
c. Contributes to efforts to achieve district and
building goals
d. Demonstrates an understanding of and respect
for all learners and staff
e. Collaborates with students, families,
colleagues, and communities to enhance
student learning
a.Provides evidence of student learning to students,
families and staff
b.Implements strategies supporting student, building,
and district goals
c.Uses student performance data as a guide for
decision making
d.Accepts and demonstrates responsibility for creating a
classroom culture that supports the learning of every
student
e.Creates an environment of mutual respect, rapport,
and fairness
f. Participates in and contributes to a school culture that
focuses on improved student learning.
g.Communicates with students, families, colleagues,
and communities effectively and accurately
Introduction to the Learning
Projects
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Assessing Needs
Planning
Implementing
Evaluating
Introduce the Learning Projects
• Learning Project 1
• Learning Project 6
• Teaching Environment Profile
Learning Projects
(due dates)
• Learning Project 1 -due session 3
• Teaching Environment Profile –due Session 3
• Learning Project 6 - due session 4
Teaching Environment Profile
• Look at the information requested
• Why this will help beginning educators??
Learning Project 1
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Directions
Step One – Assessing Needs
The beginning educator completes the Beginning Teacher Self-Assessment
Inventory and Initial Self-Assessment Profile/Stem Completion.
Step Two – Planning
The beginning educator meets with the mentor and shares the Beginning Teacher
Self-Assessment Inventory and Initial Self-Assessment Profile/Stem
Completion. The mentor conducts a Goal-Setting Conversation reviewing the
inventory and profile. The conversation includes a Goals and Hopes Interview in
which the mentor interviews the beginning educator. The mentor may take notes on
the Goals and Hopes Interview form. At the conclusion of the interview, the mentor
returns the Goals and Hopes Interview form to the beginning educator.
Step Three – Implementation
The beginning educator will keep the interview form for future reference. They will
identify future meetings dates and times and discuss other needed issues.
Step Four - Evaluating
The beginning educator reviews these documents with the mentor mid-year and/or
near the close of the school year.
Learning Project 6
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Step One – Assessing Needs
The beginning educator will discuss with the mentor school and district discipline
policies and procedures. With the help of the mentor, the beginning educator will
review A Framework to Understanding the Iowa Teaching Standards and
Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of
your study. As a result of this review, the beginning educator in consultation with
her/his mentor selects one criterion for the focus of this learning project. The
beginning educator highlights his/her current levels of performance for that criterion in
the Framework book.
Step Two - Planning
The beginning educator will develop a Learning-Focused Growth Plan to address
the criterion using a learning-focused planning conversation. The mentor will work
with the beginning educator to develop the plan. A plan will be created that includes
(1) the focus for growth, (2) how the beginning educator will fill the knowledge gap,
(3) implementation steps, (4) assessment/data collection, and (5) assistance options.
The plan may include observing the mentor or other educators to learn how they
practice the criterion that was selected. If needed, the mentor will identify articles on
classroom management to read. Arrange for your mentor to later observe the class
and take notes related to the selected criterion.
Learning Project 6
Step Three - Implementing
• The beginning educator will carry-out the plan. The
beginning educator will use the Learning-Focused
Growth Plan: Tracking Progress sheet to capture new
learning's and questions as the plan is implemented.
Please consult with your mentor as needs arise.
• The mentor will observe classroom of the beginning
educator for about 20 minutes, taking notes focusing on
the criterion. This should not be on the first day you are
executing the plan. Hold a brief pre-observation
conference with your mentor prior to the visit to inform
your mentor of plans and related issues.
Learning Project 6
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Step Four - Evaluating
Following the observation, the beginning teacher completes the ITS # 6
Self-Reflection.
Then the beginning educator and mentor meet for a reflective conference.
The mentor shares with the beginning educator notes from the observation.
The beginning educator shares with the mentor the actions, results, the new
learning's and new questions from implementing the plan.
The conversation will include determining the degree to which the goal was
achieved. Using the ITS Framework page of the criterion you have selected
as the focus, take a different-colored highlighter, and identify the words that
capture the nature of the beginning educator’s current practice by
highlighting the appropriate descriptors under levels of performance for
each of the elements. You may find the appropriate words in more than one
column. Be as accurate as you can. (This is only for use by the beginning
educator and mentor) In order to keep a running history, place the date of
the self-assessment on the page and then highlight it with the same color.
Ethics
Seminar 3October 13 Room D (Sioux City),
October 20 (Sioux Center),
• Module 2 A Continuum of Learning
Focused Interaction (Awareness)
• Learning Project: Planning and
Preparation
• Iowa Teaching Standards 3 and 4
• Module 3 Maximizing Time and
Attention by Attending (Awareness)
• Learning Project: Instruction
Thanks
• Evaluation – We use these to plan
• Thanks
• If you need help or have questions please call
us anytime:
Marlin Jeffers
Flora Lee
712-222-6038
712-222-6363
[email protected] [email protected]