1

Mentor ForumBaldwin Kekaulike MauiCanoe Complex (VCC)

October 2, 2014Pu’u Kukui Elementary School

2

Objectives

To provide opportunities to:Review and clarify the Induction

programPractice Mentor Language Gain an understanding of

Professional Development Plan to help Beginning Teachers

Share artifacts/resources that are evidence of mentoring for instructional excellence

Time to input contact log on PDE3

3

AgendaWelcome and ConnectorNorms for Collaborative WorkInduction & Mentoring ProgramData AnalysisProfessional Development

Plan/Coaching PartnerSharing of resources/artifactsMentor Contact LogsClosing/Evaluation

4

Norms for Collaborative WorkEquity of VoiceActive Listening/ParticipationSafety to Share All PerspectivesConfidentialitySelf-Monitor Use of Electronics

Parking Lot (write on post-its)

Concerns

Questions

Appreciate

5

Mauka/Makai Partners

6

Mauka

Makai

7

Connector

Using the CAL, meet with your Mauka partner to share what’s working in mentoring your beginning teacher, position at your school or your teaching experience.

Share one challenge and next stepsBe ready to share

Standard 2C: Mentor Professional Development

8

Induction & Mentoring Program

Who are considered Beginning Teachers

What is a newly hired teacher has a prior teaching experience outside of the state?

Webex on BT support seminars?Stipends for Mentors?What if school level mentors don’t

mind mentoring, but don’t want to contract for the stipend.

9

Stipend FormMentor 1Mentor IIDue by May 15, 2015

(electronically)

10

Induction Data AnalysisWork with your “makai” partner

to analyze data and come up with a plan of action.

11

Focus on Instructional Practice/Mentoring for Instructional Excellence

Induction Survey

Strengths Area for Growth

Possible reasons why?

Mentors assisting BT in establishing and maintaining learning environments

Assisting BT in analyzing student work

12

Focus on Instructional Practice/Mentoring for Instructional Excellence

Induction Survey

Goal (Pick one from area of growth)

Plan/Steps/Timeline

Assistance/Support/Resources

Professional Development Plan

13

Session OutcomesBy the end of the session participants will:• Understand how to support teachers with developing,

implementing, and reflecting on a meaningful professional development plan

14

Expectations• All teachers will develop and maintain an individual

professional development plan that identifies areas for targeted growth and learning.

• Completion of the learning opportunities within the plan will be considered a matter of professional responsibility.

Hawaii State Teachers Association Contract, Appendix VI, Section 5(c)(iii),p. 109

15

• Page 43 of the EES manual.....

• Professional Development PlanSelf-reflection is the true mark of a professional. Pursuant to the contract, “all teachers will develop and maintain an individual professional development plan that identifies areas for targeted growth and learning. Completion of the learning opportunities within the plan will be considered a matter of professional responsibility.”The Department’s professional development plan tool on PDE3 allows teachers to set goals for their own learning, collect evidence of completed professional development activities, track impact on students, and reflect on their progress. Probationary teachers are expected to set four goals using this tool. It is best practice for tenured teachers to set two goals a year when leveraging the tool to help compile and store documents to meet re-licensure requirements.

16

Effective PD Plan • Engages the teacher in a continuous cycle

of reflection, professional growth, teaching, and learning

• Identifies specific action plan with timelines

17

Implementation Process: 5-Step Cycle

Identify Area of Focus

Goal Setting (Growth Outcome)

Action PlanAssessment of Progress

Reflective Practice

18

Continuous cycle of reflection,

professional growth, teaching,

and learning

What goal(s) will support the your growth and

development?

What support will you need to meet the

goal(s)?

What is your priority area for development and

growth?

Is the action plan supporting your goal? Are mid-course

corrections needed?

What worked well and what could you have done

better? What actions might you take to be more

successful next time?

Identify Area of Focus• Focus on priority area for development and growth • Support various career pathways (e.g. continuing education,

teacher leader, administrator, NBCT)– Self-Assessment

• Process by which teachers rate the effectiveness and adequacy of their performance, effects, knowledge, and beliefs for the purpose of self-improvement.

• Personal reflection about one’s professional practice, identifying strengths and areas for improvement.

• Gives teachers input and control about their professional growth.• Helps teachers become more self-aware, enabling them to take a more objective look

at their practice.

– Administrator input• Observations, Tripod Student survey, Student Learning Objective feedback

– Activity• Using the Domain 4 rubric, evaluate your level of performance on all 20 elements

19

Goal Setting• Aligned with the area of focus• Self-directed professional inquiry• Focuses on the teacher’s learning and not student

learning• Identifies one to three goals• Characteristics of good goals for professional growth:

– Focuses on learning a new skill or teaching technique or about student learning;

– Outside of the teacher’s everyday teaching responsibilities;– Important to the teacher; and– SMART (specific and strategic, measurable, action oriented and

attainable, results-oriented, and time-bound

20

Identify Area of Focus

Goal Setting (Growth Outcome)

Action PlanAssessment of Progress

Reflective Practice

Identifying Quality GoalsStatement Quality

Yes/NoIf, no revise the goal

1. During the 2014-15 school year I will improve my captivate score on the Tripod Student survey from a 70% favorability to a 80% favorability by engaging students in learning through high leverage cooperative learning techniques (e.g. group and partner work)

2. I will implement a new reading series this school year.

3. By the end of the school year, I will take a leadership role in my department by assisting the department chair with the weekly agenda, problem-solving, decision making, and clearly and timely communication.

4. During the 2014-15 school year, I will participate in school projects

5. Improve my understanding of the school, complex, state and Federal special education rules and regulations by ensuring 100% of my IEPs are completed on time and accurately document the team meetings and decisions.

Activity: At your table, determine if the goal statement is acceptable quality. If not, revise the goal so it is.

21

Action PlanA good action plan helps the teacher understand the purpose of the learning and makes it relevant to his/her work.*• Describe the activities the teacher will participate in to support

his/her learning.

• Outline the evidence that will be collected to determine if the activities provided the right level of learning.

• Determine the level of supports and collaborators that are necessary to help the teacher be success with reaching the goal(s).

22

*You Don’t Have to be Bad to Get Better: A Leader’s Guide to improving Teacher Quality by Candi B. McKay

Identify Area of Focus

Goal Setting (Growth Outcome)

Action PlanAssessment of Progress

Reflective Practice

Assessment of Progress

• Teacher returns to the self-assessment and other feedback provided through various sources to review and reflect on progress and make mid-course corrections as needed.

23

Identify Area of Focus

Goal Setting (Growth Outcome)

Action PlanAssessment of Progress

Reflective Practice

Reflective Practice

Effective teachers may reflect on their work formally or informally; for example they may review a day’s work mentally, keep a journal, meet regularly with a mentor or with colleagues, or assess a videotaped recording of their teaching.

24

Identify Area of Focus

Goal Setting (Growth Outcome)

Action PlanAssessment of Progress

Reflective Practice

ActivityWatch the Ms. Wessling video to learn how she

uses reflective practice to improve her lesson.

25

Reflective Practice

When teachers use data to reflect on what worked, what did not work, and what types of changes they might make to be more successful, the likelihood of knowing how to improve increases dramatically.

(Airason & Gullickson, 2006; Tucker, Stronge, & Gareis, 2002).

26

Documenting the PD PlanTeachers may develop their own template or use the ones in PDE3

Teachers work with their Principal to determine where to keep the plan: • Option 1: Fillable template in PDE3

• Option 2: Upload as an attachment in PDE3 under the core professionalism tab

• Option 3: Keep a hard copy on file at the school

27

28

Sharing of Artifacts to improve mentoring beginning teachers.

29

Sadie EstrellaStrandsGeometryNumber & Operations in Base TenMeasurement and DataOperations & Algebraic Thinking

http://iamamathnerd.wordpress.com/2014/05/13/student-learning-objective-k-2-resources/

30

Links to Differentiated Instruction

http://www.livebinders.com/play/play?id=4567

31

Table GroupShare your

artifact/strategy/resource

One person to chart what’s being shared.

32

Mentor Contact LogPDE3

33

Questions/EvaluationsPost it on Parking LotSuggested topics for next mentor

forumDecember 8, 2014PDE3 registration info: section # 274922