Download - MTA Summer Conference 2014
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MTA Summer Conference 2014
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Developing Social and Emotional Awareness in All
Teachers1:45- 5:00 PM
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Door Prize
Using one of the index cards provided, write your response to the following prompt:
What do you hope to learn in this session?
Your responses will be collected at the end and entered for a door prize!
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PARADIGM SHIFT FOR MENTORING – LOIS ZACHERY
Used to be… Now …
Mentee Passive Active
Mentor Authority Facilitator
Learning Process Mentor Directed Self Directed
Face-to-face Multiple and varied(groups, skype, phone, email, on-line
Focus Knowledge transfer and acquisition
Critical reflection and application
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First the egg – Begin with student teachers and their cooperating teachers
2MENTOR through years
1-3
3Launch new teachers with professional
license
Transform your novice teacher by recognizing the teacher’s developmental phases
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What is Social Emotional Learning?
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Qualities of Effective Teachers Through Students’ Eyes
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• Integrating Student Perspectives Using Surveys
1
• Problems to Possibilities2
• Sharing Best Practices3
Three Practical Strategies
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Strategy 1Integrating Student
Voices into Mentoring Conversations
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Using Online Surveys for Middle and High School
Students
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Online Survey Feedback
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Online Survey Feedback
“She helps me when I don’t know what to do. I know I
can talk to her if I need to.”
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Elementary Survey
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What We Learned About Anonymous Surveys
Teachers’ confidence increased based on
responses from students when it
indicated proficiency
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Feedback from the students motivated teachers to reflect and change their
practices!
What We Learned About Anonymous Surveys
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The data yielded by the student surveys provides information
that the teacher would otherwise not be able
to access
What We Learned About Anonymous Surveys
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How would you use Student Surveys in your context?
Notes Strategy 1
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Strategy 2Mentor Led
Problem-Solving Groups
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Problems to Possibilities
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How would you use “Problem Solving” Group Mentoring in your context?
Notes Strategy 2
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Strategy 3Novice Teachers as Emerging Leaders:
Sharing Best Practices
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How can we use group mentoring in our District Plan?
Meeting the 50 hour requirement in years 2 and 3!
Supporting novice teacher leaders in years 1-3!
Establishing problem solving groups in years 1-3!
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How would you use Sharing Best Practices in your context?
Notes Strategy 3
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INSIGHT #1
When teachers discuss anonymous student
perspectives using a protocol they can immediately change
their practices to become more effective teachers
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INSIGHT #2
When teachers experience social emotional learning in problem solving groups they
become less anxious and respond to their students in
an emotionally balanced way.
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INSIGHT #3
When novice teachers share best practices with each other, leading their
own groups, they experience confidence in
their teaching practices and
learn how to be colleagues.
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Bubble ReflectionsClassroom Management pages Aligment to Teacher Evaluation
Mentoring in Action – A Resource for you to use!
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REFLECT…WRITE…DISCUSS…
What are you hearing?
How do these strategies and resources relate to your work?
How can this information be helpful to you?
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What Will You Do?Developing Social Emotional Awareness
Awareness
Self Awareness
Self Manageme
nt
Social Awareness
with Colleagues
Social Awareness
with Students
Helping others become more aware of SEL
Sharing SEL competencies and resources
Including student
perspectives
Group mentoring
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DEVELOPING AN ACTION PLAN
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District Action Plan – Team Collaborating
Ind
ivid
ual A
cti
on
Pla
n R
efl
ecti
on
Meeting the emotional
needs of all teachers and
students
More effective
teaching in all
classrooms
Vision to ACTION!
Creating a common language and plan
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“Social emotional learning is not something else on your
plate. It is the plate.”
-Dr. Ed Dunkeblau, Director Institute for Emotionally Intelligent Learning
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WHAT DID YOU LEARN FROM THIS SESSION THAT YOU WILL RIPPLE OUT TO OTHERS? WHO IS THE DOOR PRIZE WINNER?