Transcript Teachers for a New Era Presentation

Teachers for a New Era
Presentation
Ryan Jones
Manchester High School
Disclaimer
This is not official State Department of
Education information. Different subject
areas may have different expectations and
requirements for the portfolio. Please
consult your mentor and the teacher-inresidence for your particular subject area
with specific questions or for assistance.
We are really
adults now?
Transformation – Before and after the
BEST Portfolio
BEST
Beginning Educator Support and Training
Program – it is a program of acclimating
new teachers to the profession.
 Submission of a Portfolio is required for
most subject areas.
 Changes?!?!? –

 In
2008-2009, Year 2 Teachers are still
required and will be scored.
 Year 1 Teachers may not submit a portfolio for
scoring in 2008-2009.
BEST

BEST scorers review your portfolio and
rate you on…
 Presenting
concepts and skills through the
medium of content.
 Planning of rigorous and challenging activities
for your students.
 Adjusting instruction daily for the needs of all
learners.
 Adjusting instruction daily for the needs of
specific learners.
 Reflection, reflection, reflection.
Planning





Activities, strategies and methods used in your
unit should be both challenging and appropriate
for your class.
Differentiation for multiple groups and individual
learners.
Your portfolio is scored by teachers within your
subject area. They will be familiar with what is
“good planning” and with specific terminology
used in your content area.
Investigation/inquiry
You will describe your unit design within your
portfolio.
Implementation

You will complete lesson logs – descriptions of
each daily lessons – that include…
 The concepts, activities and materials used for
that day.
 A description of what occurred during the
lessons.
 ADJUSTMENTS – You should be adjusting
instruction throughout each class and
subsequent based upon student learning
needs. These adjustments can be for the
entire class, groups of students or individual
students.
Assessments
Assessments are pieces of student work
that demonstrate learning.
 You should be assessing students using
multiple formats that account for
individual student learning preferences,
needs and styles. It is more than
appropriate to give students a choice
when implementing assessments. You will
have certain assessments that you will be
required to include.
 Clear expectations, directions and rubrics.

Reflection

There is a reflection component to each
lesson and to the unit as a whole.
 Reflections
should be an honest account of
your teaching
 You should use and cite student work as
evidence in all written reflections
 It is easier to complete these reflections as
you go along and teach your unit –
connection to adjustments – by reflecting and
evaluating the lesson, you can make relevant
adjustments.
Sample Lesson

Conceptual Focus for Quarter 1:
 How

should a society meet its needs?
Essential Questions for Unit and
Lesson:
 Is
there such a thing as economic fairness?
(Economics Unit Question)
 Does OPEC work to promote fairness?
(Lesson Question)
Inquiry Activity – OPEC Simulation
 Assessments – Game Board, Written
Reflection, Exit Slips

Sample Lesson

Think about a lesson that you currently teach or
have taught and ask yourself the following
questions…





What type of learning is taking place? Are kids
learning concepts and skills, or just content and
facts?
How did you assess learning? What do those
assessments tell you about your students? What
should they tell you about your students?
What kind of differentiations and strategies could be
made during the course of your lesson to make it
appropriate for special education and gifted students?
How would you judge and determine the success of
your lesson?
Brainstorm some strategies of adjustments that may
be made in the course of the lesson, the following
lesson and for the unit to help specific and groups of
kids to find success.
Questions?