journey to excellence iowa training model for mentors of beginning educators mentor – session 2...

Journey to Journey to ExcellenceExcellenceIowa Training Model for Iowa Training Model for

Mentors of Beginning Mentors of Beginning EducatorsEducators

Mentor – Session 2Mentor – Session 2

Journey to Excellence 2007 - 2008

““The sweetest path of The sweetest path of life leads through the life leads through the avenues of learning, avenues of learning,

and whoever can and whoever can open up the way for open up the way for another, ought to be another, ought to be

esteemed a esteemed a benefactor to benefactor to

mankind.”mankind.”

- David Hume, Scottish - David Hume, Scottish philosopher 1711-1776philosopher 1711-1776Journey to Excellence 2007 - 2008

Mentor Session 2…Mentor Session 2…

• Opening….Opening….• Module 2: A Continuum of Learning Focused Module 2: A Continuum of Learning Focused

InteractionInteraction• Role of Formative AssessmentRole of Formative Assessment• Learning Project: ITS 6 Classroom ManagementLearning Project: ITS 6 Classroom Management

– ProcessProcess– ContentContent– ResourcesResources

• Closing and Next StepsClosing and Next Steps


Ready, Set, RecallReady, Set, Recall……

• Number your paper 1 – 10Number your paper 1 – 10

• Draw a line below #3Draw a line below #3

• Write 3 ideas for finding time to meet with Write 3 ideas for finding time to meet with your beginning educator on #s 1 - 3your beginning educator on #s 1 - 3

• Stand upStand up

• You will have 4 minutes to collect and You will have 4 minutes to collect and share ideas with others in the room.share ideas with others in the room.


Name some ways an Name some ways an educator’s performance educator’s performance

is assessed….is assessed….


Where would you place Where would you place your experiences?your experiences?

Teacher EvaluationTeacher Evaluation

Formative Formative AssessmentAssessment


Formative Formative AssessmentAssessment


It’s It’s FORMATIVEFORMATIVE ASSESSMENT =ASSESSMENT =

–““helping to shape, develop” helping to shape, develop” WebsterWebster

–“…“…the evidence is actually the evidence is actually used to adapt the teaching used to adapt the teaching to meet student needs.” to meet student needs.” ((Inside the Black BoxInside the Black Box, Black & Wiliam) , Black & Wiliam)

FORMATIVEFORMATIVE ASSESSMENTASSESSMENT

• Maintains confidentiality between Maintains confidentiality between mentor and beginning educatormentor and beginning educator

FORMATIVE FORMATIVE ASSESSMENT …ASSESSMENT …

a hardware or software device which is a hardware or software device which is configured to configured to

• permit, permit,

• deny, ordeny, or

• proxy (substituteproxy (substitute))data through a computer network which has data through a computer network which has

different levels of trustdifferent levels of trust..

Firewall separating zones of trust

http://en.wikipedia.org/wiki/Image:Firewall_(networking).png

• Built into the learning projects will be Built into the learning projects will be self-assessmenself-assessment t activities for the mentor and the beginning teacher using activities for the mentor and the beginning teacher using the book - the book - A Framework for Understanding the Iowa A Framework for Understanding the Iowa Teaching Standards and Criteria.Teaching Standards and Criteria.

Beginning Educator Growth Planning Beginning Educator Growth Planning • Will be included within many of the learning projectsWill be included within many of the learning projects

Beginning Educators Beginning Educators

GrowthGrowth::

““Who Who is going to see is going to see

this work?”this work?”MentorMentor

Anyone else the BE chooses Anyone else the BE chooses to share itto share it

STAND UP … STAND UP … TAKE 5 STEPS… TAKE 5 STEPS…

PARTNER CONVERSATIONPARTNER CONVERSATION

““What’s the Difference What’s the Difference between Teacher between Teacher

Evaluation and Formative Evaluation and Formative Assessment in the Assessment in the

Induction Program? Induction Program?


Journey to Journey to Excellence Excellence

Learning Projects…Learning Projects…


LEARNING LEARNING PROJECTS… the PROJECTS… the core of Inductioncore of Induction

Aug. Sept.

Oct. Nov. Dec. Jan. Feb. Mar. Apr. May

Year 1LPSetting Goals and Identi-fying Hopes

LP Classroom

Management

LPPlanning & Preparation

LPInstruction

LPProfessional Growth & Year One

Celebration

Year 2LP Goals

LP ITS 6

LPContent

Knowledge

LPMonitoring

Student Learning

LPStudent

Achievement

LPProfessional Growth & Year Two

Celebration

Pacing of Learning Pacing of Learning Projects:Projects:

First YearFirst Year– ITS # 6 – Demonstrates competence in classroom ITS # 6 – Demonstrates competence in classroom

management by …management by …– ITS # 3 – Demonstrates competence in planning and ITS # 3 – Demonstrates competence in planning and

preparing for instruction by researching student and preparing for instruction by researching student and school demographicsschool demographics

– ITS # 4 – Uses strategies to deliver instruction that ITS # 4 – Uses strategies to deliver instruction that meets the multiple learning needs of students …meets the multiple learning needs of students …

– ITS # 8 – Professional ResponsibilitiesITS # 8 – Professional Responsibilities

Learning ProjectsLearning Projectsfor Beginning Educatorsfor Beginning Educators

(each project is based primarily on one Iowa Teaching (each project is based primarily on one Iowa Teaching Standard)Standard)

Improving StudentAchievement

ByConnectingInitiatives –

INDUCTION

Focus

Study

Plan

Apply

Reflect

Learning Projects are organized around a process adapted from Dr. W. Edwards Deming and include Learning Projects are organized around a process adapted from Dr. W. Edwards Deming and include the following steps. the following steps.

• Assessing Needs:Assessing Needs:– FocusFocus – – Determine area to learn more about & current level of performanceDetermine area to learn more about & current level of performance

– Study Study – – Determine alternative actions available – observing, research, etc.Determine alternative actions available – observing, research, etc.

• Planning Planning – – Decide how to apply alternative actionsDecide how to apply alternative actions

• Implementing Implementing – – Use the alternative actions in classUse the alternative actions in class

• Evaluating Evaluating –– Think about how things went when compared to intent Think about how things went when compared to intent

The purpose of learning projects is to build a good foundation for future practice by examining The purpose of learning projects is to build a good foundation for future practice by examining performance, understanding the Iowa Teaching Standards and Criteria, and continuing performance, understanding the Iowa Teaching Standards and Criteria, and continuing professional learning. professional learning.

Learning Projects Learning Projects process: …process: …

Setting Goals & Setting Goals & Identifying HopesIdentifying Hopes

Learning ProjectLearning Project


Setting Goals & Setting Goals & Identifying HopesIdentifying Hopes

Who?Who? Mentor and Beginning EducatorMentor and Beginning Educator

What?What? A 30 – 60 minute conversationA 30 – 60 minute conversation

When?When? Before school or in AugustBefore school or in August

Why?Why? Develop your relationshipDevelop your relationship

How?How? The mentor will ask the questions, The mentor will ask the questions, the mentee will respond as the mentor the mentee will respond as the mentor records records

BONUS: Portfolio artifact (ITS 2, 7)BONUS: Portfolio artifact (ITS 2, 7)


3 MINUTE JOURNAL 3 MINUTE JOURNAL

Learning Project: Setting Goals and Identifying HopesLearning Project: Setting Goals and Identifying Hopes

The value to the mentor-mentee relationship The value to the mentor-mentee relationship and our work throughout these two years…..and our work throughout these two years…..


ITS 6:ITS 6:Classroom Classroom

ManagementManagement

Learning ProjectLearning Project


ITS 6 LEAITS 6 LEA

a.a. Creates a learning community that encourages positive Creates a learning community that encourages positive social interaction, active engagement, and self-social interaction, active engagement, and self-regulation for every student.regulation for every student.

b.b. Establishes, communicates, models, and maintains Establishes, communicates, models, and maintains standards of responsible student behaviorstandards of responsible student behavior

c.c. Develops and implements classroom procedures and Develops and implements classroom procedures and routines that support high expectations for student routines that support high expectations for student learning.learning.

d.d. Uses instructional time effectively to maximize student Uses instructional time effectively to maximize student achievementachievement

e.e. Creates a safe and purposeful learning environment.Creates a safe and purposeful learning environment.


ITS 6 AEAITS 6 AEA

The teacher:The teacher:

a.a.Models respectful dialogue and behaviors Models respectful dialogue and behaviors within and across job responsibilities.within and across job responsibilities.

b.b.Promotes and maintains a positive, safe, Promotes and maintains a positive, safe, and productive environment.and productive environment.

c.c.Works collaboratively and is flexible.Works collaboratively and is flexible.

d.d.Communicates accurately and effectively.Communicates accurately and effectively.


A Framework for A Framework for Understanding the ITSC Understanding the ITSC

p. 39p. 39Standard 6Standard 6

Criterion ACriterion A

Elements Elements (from Danielson book)(from Danielson book)::• Creating an Environment of Respect & Rapport: Teacher Creating an Environment of Respect & Rapport: Teacher

Interaction with Students 2a(1) see p. 59Interaction with Students 2a(1) see p. 59• Creating an Environment of Respect and Rapport: Student Creating an Environment of Respect and Rapport: Student

Interaction 2a(2)Interaction 2a(2)• Establishing a Culture for Learning: Importance of Content Establishing a Culture for Learning: Importance of Content

2b(1)2b(1)• Using Questions and Discussion Techniques: Student Using Questions and Discussion Techniques: Student

Participation 3b(3)Participation 3b(3)


ITS 6ITS 6

1.1. Review your criterion using Review your criterion using ITSITS FrameworkFramework book book

2.2. Chart:Chart:– Key words in the criterionKey words in the criterion– What artifacts or evidence could be used What artifacts or evidence could be used

to show competence for this criterion?to show competence for this criterion?– Useful resources linked to this criterionUseful resources linked to this criterion

3.3. Present and Post your chartPresent and Post your chart


LP: Classroom LP: Classroom ManagementManagement

Who?Who? Mentor , MenteeMentor , Mentee

What?What? Design and implement a plan Design and implement a plan based on a selected criterionbased on a selected criterion

When?When? August – SeptemberAugust – September

How?How? Assess Needs – Plan – Implement - Evaluate Assess Needs – Plan – Implement - Evaluate

Why?Why? To increase the skills of BE in To increase the skills of BE in classroom management… classroom management… (student achvmt)(student achvmt)


LP: Classroom LP: Classroom ManagementManagement


Standard 6Standard 6Demonstrates competence in classroom Demonstrates competence in classroom

managementmanagementCriterion ACriterion A

The teacher creates a learning community that The teacher creates a learning community that encourages positive social interaction, active encourages positive social interaction, active

engagement, and self-regulation for every student.engagement, and self-regulation for every student.Elements

Unsatisfactory

2a(2)

Creating an Environment of Respect and Rapport: Student Interaction

Student interactions are characterized by conflict, sarcasm or put-downs

Students do not Student interactions Students demonstratedemonstrate are generally polite genuine caring for onenegative and respectful. another as individualsbehavior toward and as students.one another.

Standard 6Standard 6Demonstrates competence in classroom Demonstrates competence in classroom

managementmanagementCriterion ACriterion A

The teacher creates a learning community that The teacher creates a learning community that encourages positive social interaction, active encourages positive social interaction, active

engagement, and self-regulation for every student.engagement, and self-regulation for every student.Elements

Unsatisfactory

2a(2)

Creating an Environment of Respect and Rapport: Student Interaction

Student interactions are characterized by conflict, sarcasm or put-downs

Students do not Student interactions Students demonstratedemonstrate are generally polite genuine caring for onenegative and respectful. another as individualsbehavior toward and as students.one another.

9-8-07

Content & ProcessContent & Process

Using the Learning Project sheets:Using the Learning Project sheets:1.1. Read and discuss the content and processRead and discuss the content and process

2.2. Report outReport out

– Key components Key components of the projectof the project

– Possible Possible strategiesstrategies to assist the to assist the learninglearning

– Possible Possible pitfallspitfalls

– LinksLinks to your district/building PD to your district/building PD


ITS 6: ReflectITS 6: Reflect


Classroom ManagementClassroom ManagementYour ideas…Your ideas…

ResourcesResources

Best PracticeBest Practice


““We make a We make a living by what we living by what we

get; get; we make a life by we make a life by

what we give.”what we give.”-Winston Churchill-Winston Churchill

1874-19651874-1965


Pluses… WishesPluses… Wishes


journey to excellence iowa training model for mentors of beginning educators mentor – session 2...

Documents

avenues of learning

beginning teacher

pacing of learning projects

selfassessment activities

educator growth planning

black box

educators performance

iowa teaching standards