{ Resident Educator Full Day Orientation for RE’s and Mentors BCESC Amanda Blanton & Jackie Miller...

{

Resident Educator

Full Day Orientation for RE’s and Mentors

BCESC Amanda Blanton & Jackie Miller

SOESCKim Adams & Kimberly Douglas

Orientation

1

Residency Yearly Outline “What do I need to know and do?” Who supports Whom?

What will the Program Coordinator do for the RE and Mentor?

What will the Mentor do to support my RE?

Resources to Ensure a Successful “Journey to Excellence” SMART GOALS Data Tools

Orientation Agenda

2

Residency is a time to practice, refine and gain a deeper understanding of the art and science

ofteaching under the guidance of a certified

mentor and

the support of a professional learning community.

What is Residency?

4

Ohio Resident Educator Program

Ohio Standards for the Teaching Profession (OSTP)

STANDARD 1: STUDENTSSTANDARD 2: CONTENTSTANDARD 3: ASSESSMENTSTANDARD 4: INSTRUCTION

STANDARD 5: LEARNING ENVIRONMENT

STANDARD 6: COLLABORATION AND COMMUNICATIONSTANDARD 7: PROFESSIONAL RESPONSIBILITY AND GROWTH

6

The Focus of Teaching and

Learning

The Conditions of Teaching and

Learning

Teaching as a Profession

The Ohio Continuum for Teacher Development delineates

five levels of teacher development.Level Describes

Emerging Pre-Licensure; the teacher education candidate

Developing Residency; the teacher whose skills are developing

Proficient The teacher who is applying knowledge and skills independently

Accomplished The teacher who is fully skilled and able to integrate knowledge and experience - in instruction, curriculum

and professional development - into practice

Distinguished A teacher leader, consistently innovative, contributing to the professional learning community


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Resident Educator

15

“What do I need to know and do?”

Years 1-3 Formative AssessmentProcesses and Tools

Resident Educator Self-AssessmentAssessment of Student LearningInstructional PlanningObservation (Informal/Formal)Professional Goal Setting ProcessEnd of Year Formative Progress Review (FPR)


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RE – Year 1 Timeline

13


13

Red Expectations:• Assessment of Student Learning• Instructional Planning• Instructional Cycle 1, 2 and 3

Yellow Expectations:• Self Assessment (Pre)• Self Assessment (Post)

Green Expectations:• Observation (Formal and Informal)

Blue Expectations:• Goal Setting – Using Smart Goal Format• Mid-Year Goal Review – Refer to this check in when reflecting on

your FPR• End of Year Goal Review

RE will reflect, analyze

and upload their

evidence to

support this work in their end of

year FPR (Formativ

e Progress Review)

RE – Year 1 FPR

13

Collaboration is KEY

RE – Year 1 FPR

13

RE – Year 1 FPR

13

Step 1:List the 2 SMART goals you identified in your Year 1 Professional Goal-Setting Tool.

Step 2:Provide evidence that supports and describes the progress you have made toward meeting your Year 1 goals. [Please respond in 2-3 paragraphs.]Step 3:Respond to one (1) of the three (3) prompts: [Please respond in 2-3 paragraphs.]

• Prompt 1: 2 challenges you encountered in meeting your Year 1 goals

• Prompt 2: Discuss opportunities for ongoing professional collaboration, etc…

• Prompt 3: Process/Discussion of tracking 2 or more studentsStep 4:Mentor Reflection

Step 5:Program Coordinator Reflection


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13

Red Expectations:• Assessment of Student Learning• Instructional Practices Lesson Study• Instructional Cycle(s)






and upload their

evidence to


year FPR (Formativ

e Progress Review)

RE – Year 2 FPR

Important Roles in the FPR ProcessResident Educator:

Submits detailed written responses to Prompts 1, 2, 3

and 4

Mentor:Develops Questions for the RE that engage the

RE intodeeper analysis of the FPR prompts and guides

the collaborative conversation following FPR

completion.

Program Coordinator:Oversees the FPR process to insure that it is

completedand enters completion data in CORE

RE – Purposes of Year 2 FPR

13

Preparation for the RESA is Key

• Synthesize evidence of practice

• Reflect on communication and professional growth in year 2.

• Engage in tasks that stimulate the Resident Educator Summative Assessment (RESA)

RE – Year 2 Part 1 FPR

13

Part 1 (pages 1-4):

Includes 4 prompts to be completed by the RE:

1.Instructional Cycle (required)

2.Lesson Analysis (Optional)3.Communication (Required)4.Professional Growth and

Collaboration (Required)

RE – Year 2 – Part 2 FPR

13

Part 2 (page 5)

• Invites the Mentor to facilitate the FPR through inquiry

• This Inquiry process engages the RE in deeper analysis of FPR responses

RE – Year 2 – Prompt 2 FPR

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13

RE – Year 2 Mentor Prompt

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Inquiry

RE – Year 3 Timeline (Non-RESA)

13

RE – Year 3 Timeline (Non-RESA)

13

Red Expectations:• Assessment of Student Learning

• Analysis of Teacher Use of Tools• Instructional Practices Lesson Study

• Analysis of Student Performance• Instructional Cycle(s)

• Analysis of Connections among Lesson Design, lesson delivery and student learning in various areas






and upload their

evidence to


year FPR (Formativ

e Progress Review)

RE – RESA Timeline

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RE – RESA Tasks

13

Resident Educator: Years 3-4

During YEARS 3-4 of the Resident Educator Program, the Resident Educator will

YEAR 3 Prepare for summative assessment

Year 3/4 Successfully complete summative assessment

Year 4 Participate in professional development and leadership roles Re-take any deficient portions of summative assessment Complete Resident Educator program requirements then apply

for the 5-year professional license which includes securing the signatures of the mentor and superintendent or designee

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System of Support

What will the

MENTORdo to support

the RE?

24

Mentor

To provide support for the RE program, the mentor will

Attend all required training to obtain certification

Communicate with the Resident Educator, program coordinator and principal

Respect the confidential relationship with the Resident Educator and principal

Support the Resident Educator through the use of formative assessment processes, protocols and tools

Collaborate with the program coordinator to complete end-of-year Formative Progress Review

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Let’s Review (Self Assessment)

Mentor: Year 2 and Year 3 (Non RESA)Facilitator: Year 3 and Year 4 (RESA)

YEAR 2: Provide in-depth instructional mentoring of Year 2 timeline

One-to-one mentoring, co-teaching and/or cohort collaboration

YEAR 3 MENTOR (NON RESA): Continue in-depth instructional mentoring noted above

Year 3 Facilitator (RESA): Support the RE in preparing for their RESA Tasks

YEAR 4: Facilitate and support the Resident Educator to “re-take“

deficientportions of summative assessment

Facilitate Resident Educator participation in professional development and leadership activities

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Why SMART Goals?

Goals that state a Desired Future Achievement

SMART Goals assist in “getting focused”

SMART goals help define exactly what the “future state” looks like

SMART goals measure the progress of achieving the “future state”

SMART goals demonstrate how work “aligns” and relates to overall focus

S – Specific

M – Measureable

A – Attainable

R – Realistic/Relevant/Results Oriented

T - Timely

SMART Goals

25

How To Write SMART Goals

S - Specific• Well Defined, the outcome is clear• Clear to ANYONE who has basic knowledge of the

project• Provides enough detail so there is no indecision as to

what is to be donePoor Example

I will lose weight.

Better Example

I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.

25


S - Specific5 – W’sWho is involved?

What do I want to accomplish?

Why is this goal important?

Where will the action take place?

When will the goal be achieved?

For Educators link to the bigger picture – school goals/climate.

25


M - Measurable• Know if the goal is obtainable and how far way the completion

date is• Know when it has been achieved • Identify the measurement instrument to be used• Able to determine if it has been achieved because you can count

it or see itPoor Example

I will lose weight.

Better Example


25


M - Measurable

How Many?

How Much?

How will I know when it is accomplished?

To What degree?

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A - Attainable• Agreement with all the stakeholders what the goals should be• Achievable a goal may be a stretch, but is possible with the

current team and resources• Clearly defined steps

Poor Example

I will lose weight.

Better Example


25


R - Realistic• Who is the main person responsible?• Who are the support people?• What are the urgent needs?• The goal is aligned with the results expected and the direction

provided by the district CSIP and building goals.

Poor Example

I will lose weight.

Better Example


25


T - Timely• A specific date has been set for achieving the

goal• Time is appropriate for keeping goal

performance focused and on targetPoor Example

I will lose weight.

Better Example


25


Long Term Goals

~VS~

Short Term Goals

25

Writing SMART GoalsGoal:

Specific • Well-defined, the outcome is clear• Clear to anyone who has a basic knowledge of the project• Provides enough detail so there is no indecision as to what is

to be done

Measurable

• Know if the goal is obtainable and how far away the completion is

• Know when it has been achieved• Identify the measurement instrument to be used• Able to determine if it has been achieved because you can

count it or see it

Attainable • Agreement with all the stakeholders what the goals should be• Achievable; a goal may be a stretch, but it is possible with the

current team and resources• Clearly defined steps

Realistic • Who is the main person responsible?• Who are the support people?• What are the urgent needs?• The goal is aligned with the results expected and the direction

provided by the district CSIP and building goals

Timely • A specific date has been set for achieving the goal• Time is appropriate for keeping goal performance focused and

on target

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25

Writing SMART Goals

Original: This year every student will show evidence of one year of growth in mathematics.

• SMART Goal: During the 2013-14 school year, 85% of all students will improved their math problem solving skills as measured by a 1.0 year gain in national grade equivalent growth from the 2013-14 to the 2014-15 ITBS math problem solving sub test.

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Improve this goal…..

Example Goal 1:

I will improve my proximity and attention to students to enhance

student learning by staying focused on classroom activities and actively assessing learner

engagement.

25

Now it is your turn…..

State an intention to Engage in Learning (action verb)

Describe an Area of Focus

(What?)

Include the Relevance

(Why?)

Add the Activities

that will get you there

(how?)

Predict a completion

date(When?)

Example Goal 1:I will improve my proximity and attention to students

to enhance student learning by staying focused on classroom activities and actively assessing learner

engagement.

I will improv

e

Proximity and

attention

Enhance Student Learning

By staying focused on activities

and formatively assessing

25


Example Goal 2:

I will make explicit connections from one lesson to the next, to

improve student comprehension of my content area and show my mentor evidence of the same at

our next meeting.

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(What?)


(Why?)

Add the Activities that will get you there

(how?)


date(When?)

I will make

connections

Lesson to lesson

To improve student

comprehension

By the next

meeting

Example Goal 2:

I will make explicit connections from one lesson to the next, to improve student comprehension of my content area and show my mentor evidence of the same at our

next meeting.

25


This year every student will show evidence of one year of growth in mathematics.

25




(What?)


(Why?)

Add the Activities

that will get you there

(how?)


date(When?)

25

One more thing about goals…..

What are appropriate goals?What are important goals?What kinds of goals are worthwhile?

“Helping Teachers Set Goals” by Thomas McGreal from Ed Leadership 2/80

25

There are three categories of goals:

Program Goals:

• To review and make appropriate changes in a 7th grade ELA program

• To introduce the new reading series to the 2nd grade team• To improve articulation between science programs in 4th

and 5th grade• To review the thematic units used in my 5th grade social

studies program

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Learner Goals:

• At least 80 % of the students will be able to correctly solve at least 80% of the problems on a long division test.

• The students will be able to demonstrate the ability to write a descriptive essay by scoring a 3 on a 4 point rubric by the end of the first semester.

• At least 70% of my students will be reading at grade level by February 15.

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Teaching Goals:

• Tailor my questioning style to meet the needs of different ability groups in my classroom

• Develop procedures for increasing the amount and quality of student-teacher verbal interaction during classroom discussions

• Use formal cooperative learning strategies involving heterogeneous groups to help students prepare for unit tests.

SMART Goals Quiz

OTES Framework—Professional Growth Plan

58

What is your Goal?

Informal Observation Notes

Previous FPR

reflection

Self Assessment Summary Sheet

Self Assessment

http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html

Reflection of LessonBegin by opening your Resident

Educator Folder at:http://www.southernohioesc.org/

Where do I begin? The Data Measures Inventory tool asks mentors and Resident Educators to examine basic demographic data and gather formative assessment data to determine student learning priorities and eventually to monitor student progress.

Assessment of Student Learning (Red Expectations)

2012-2013 Report DataAnywhere Local Schools

Look By:DistrictBuilding

http://reportcard.education.ohio.gov/Pages/default.aspx

Assessment of Student Learning

Coming in 2015• K-3 Literacy• Prepared for Success

http://reportcard.education.ohio.gov/Pages/District-Report.aspx?DistrictIRN=046110


http://portal.battelleforkids.org/ohio/home.html?sflang=en

District/Subject Value-Added Report:

5 Most Effective

4 Above Average

3 Average

2 Approaching Average

1 Least Effective

Achievement –vs- Value Added Matrix

P.I. Score Achievement Line

Value Added Line Standard

Deviation

Achievement –vs- Value Added Matrix

Learning Above Value Added Low Achievement

Lagging Below Value Added Low Achievement

Lucky Below Value Added High Achievement

Leading Above Value Added High

Achievement

District Value Added Report

Diagnostic (Building Level)

Diagnostic (Teacher Level)

Drill Down to Student List

Student Projections in EVAAS


SUCCESS Website

http://portal.success-ode-state-oh-us.info/

http://portal.success-ode-state-oh-us.info/


Pull most current testing data and look at student weaknesses by strands, etc…


Compare your school

performance to that of the state


Get all testing history on a

given student

Other Data Sources…….

Renaissance PlaceAIMSwebMAP TestingProCore

Talk to your administrators….

Class Profile tool empowers Resident Educators with theinformation necessary to create a class profile to inform their understanding of the students’ varied learning needs.

The Intentional Instructional Grouping tool allows Resident Educators to use data tointentionally group students for various activities specific to students’ learning goals.

This data tool allows Resident Educators to identify a limited number of students andmonitor their learning in depth.

Effective teaching is a dynamic mixture of expertise in a vast array of instructional

strategies combined with a profound understanding of the individual students

in class and their needs at particular points in time.

Berliner in Marzano (2007) The Art and Science of Teaching

Instructional Planning: Cycles 1, 2 & 3 Translate data gathered into action Action influences instruction Explore the “thinking behind the thinking” in

instructional planning Reflect on the lesson after the instruction Examine student work to monitor student learning

The Power of Connection and

Reflection

Reflection and Revision: Analyzing Individual Student Workenables resident educators to examine their practice through the in-depth analysis of the two students they previously identified in the Monitoring of Student Learning protocol. Multiple sources of student

artifacts should be collected to support the analysis of each student’s work.

1. Review the highlighted questions found on Instructional Cycle 1

2. Next, using your lesson plan or a plan that has been provided to you begin the reflection process.

3. Record your responses to the Instructional Cycle Document. Use paper-pencil or electronic version.

Guiding Questions for Examining Student Work Is the work good enough, that is, does it meet our expectations for

high quality work? What is “good enough,” and how can we illustrate good work for

students? What do the students’ responses indicate about the effectiveness

of a prompt or assignment? Have you attempted this task as written? How might this assignment be improved to support high-quality student performance?

What does the work tell about how well the student understands the topic of the assignment?

How does the range of work from a single student demonstrate growth in (_____) over time? To what extent is the student challenging him-or herself? In what ways?

Are there patterns and trends that relate to the class profile information?

How will this information be used in future lesson and assessment design?

From Looking Together at Student Work by Blythe, Allen & Powell (1999)

Elements of an Effective Lesson

How is it possible for a teacher to include every element of an

effective lesson in a lesson plan and deliver an ineffective

lesson?

Pre-Conference Observation Activity

• Review the Physical Education lesson plan. (Pg.126)

• Generate five questions that you would ask of this teacher in a pre-conference regarding the lesson plan.

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http://nietbestpractices.org/ohio/Navigation/TrainingModules/InstructionalPlanning/FocusforLearning/tabid/884/Default.aspx

Watch Pre Conference

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Collecting/Capturing EvidenceCapture:• What the teacher says• What the teacher does• What the students say• What the students do• Copy wording from visuals used during the

lesson• Record time segments of lesson

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Watch PE Lesson

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Bringing it all Together

How was this evaluation tied to Goal 2 of the Professional Growth Plan?

Why is it important to tie some evaluative conferences directly to the Growth Plan?

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http://www.youtube.com/watch?v=81Ub0SMxZQo

First Step After Today…..Set up your SAFE

Account

SMART Goal QuizGoal Number TYPE

P/L/T?S.M.A.R.T

Y/N?

1

2

3

4

5

6

7

8

9

10

L NPTLLPTLPT Y

N

NNNYYYY

…How can we be reflective practitioners if the experience from which we’re supposed to be learning disappears from view as soon as it happens?…an answer to this question is “artifacts.” Artifacts are things– objects, tools, instruments– that human beings construct because they are needed but don’t exist in nature. Constructing an artifact is by definition an unnatural act. And yet, I would argue that artifacts are the key to learning by experience.

Lee Shulmann (2002) Forgive & Remember: Launching the Next Generation of Teachers

Both the support of teacher development and the evaluation of teacher performance require evidence of practice…. Conversations about teaching must be grounded in actual events, in actions or statements, in artifacts, or in decisions teachers have made. Without such grounding, impressions of teachers’ skills are based entirely on the observers’ own idiosyncratic views of teaching and their understandings of what has occurred and what those events mean…. Mentors and coaches, no less than evaluators, depend for their work on evidence of practice.

Charlotte Danielson (2008) The Handbook of Professional Practice

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