Mentor Update1

Bridging the Journey from Preparation through Professional Practice

Setting the Stage

• Status of Profession• Teacher Attrition• Teacher Preparation• 21st century workplace readiness• http://killingly-high-school.wikispaces.com/TE

AM

2

Agenda

• Program Information

• Revised Common Core of Teaching

• Overview of Mentoring Module Guidelines

• Exploration of 4 Step Module Process and Documents

• Web Based Module Documentation

• Closure

3

TEAM Program Information

1. TEAM Program Questions and Answers

2. TEAM Participation Categories by Certification Codes

3. Team Participation Timeline

4. Role of the District’s TEAM Coordination Committee (TCC)

5. District Roles and Responsibilities for the TEAM Program 2010 - 2011

7. TEAM Program ContactsTEAM VIDEO

4

Teacher Education and Mentoring Program True or False

5

1. Mentors will be given a stipend of $400 for supporting a beginning teacher.2. Reflection papers must be reviewed in district.3. The CSDE is responsible for recommending a Beginning Teacher for

Provisional Certification after the successful completion of all required modules.

4. All Beginning Teachers must complete five Mentoring Modules.5. Districts must develop a three year Support Plan.

86

Common Core of Teaching

7

Connecticut Common Core of Teaching

Modules

Domain 1. Content and Essential Skills EMBEDDED

Domain 2. Classroom Environment, Student Engagement and Commitment to Learning

MODULE 1

Domain 3. Planning for Active Learning MODULE 2

Domain 4. Instruction for Active Learning MODULE 3

Domain 5. Assessment for Learning MODULE 4

Domain 6. Professional Responsibilities and Teacher Leadership

MODULE 5

8

• Differentiation for all students

• Collaboration with colleagues and families

• High student achievement for all students

The CCT Emphasizes:

9

CCT Domains

• Read the six Domains in the CCT

• Choose one indicator in each Domain that is most critical for a Beginning Teacher to master in the first two to three months of school.

• Come to consensus as a table group.

• Record choice on chart paper.

10

Mentoring Module Guidelines

• Read the Mentoring Module Guidelines

• Note documents that will be used in each step

• Be prepared to share observations/questions

11

Mentoring Module Process Step One

• Explore CCT and Performance Profile

• Select one indicator for professional growth

• Identify specific examples/evidence of practice

• Create an Initial Summary

• Develop a goal

12

CCT Performance Profile

13

• Read the Performance Profile going across from left to right.

• Highlight language changes as you move across the continuum.

• Note the difference

CCT Performance Profile Domain Two

11/20/09

Indicator

2.1 Creating a class climate that is responsive to and respectful of the needs of students with diverse backgrounds, interests and performance levels

o Little or no evidence that the students’ cultural backgrounds, interests and abilities are considered in establishing and communicating expectations and learning opportunities.

o Makes some effort to determine how students’ backgrounds, interests and abilities may be used in making connections to the content, the learning community and classroom norms.

o Recognizes that the cultural background of each student may differ dramatically within the classroom and school and impact engagement and learning.

o Academic, behavioral connections are being made with individual students leading to increased engagement and progress.

o Teachers treat students as individuals respecting their diverse needs.

o Empower students, including those with traditionally marginalized backgrounds, or at risk of failing, to become positive role models and successful learners.

o Uses the diversity within the class to enrich the learning community.

Conversation Notes:

2.2 Promoting engagement in and shared responsibility for the learning process including encouraging opportunities for students to initiate their own questions and inquiry

o Teacher directs most tasks and students have few opportunities to develop independence.

o Certain students are consistently not engaged in the learning tasks and teacher only verbally attempts to re-engage.

o Students are asked to take responsibility for non-instructional tasks but are given limited responsibilities during instructional tasks.

o The teacher attempts to re-engage students who are off-task.

o Students are provided some strategies and opportunities to monitor their own learning or behavior.

o Teacher uses a variety of strategies and supports to consistently engage or re-engages students in instructional activities.

o Students make choices, set own goals, and are involved in classroom decision making.

o Students monitor or evaluate their own process and progress.

o Students support one another’s engagement in the learning process.

Conversation Notes:

2.3 Providing explicit instruction about social skills to develop students’ social competence and responsible and ethical behavior by using a continuum of

o Teacher holds students accountable for social skills but does not introduce expectations, model, teach and/or facilitate their acquisition.

o Teacher interactions with students and other adults include models of socially competent behavior in most situations.

o The teacher articulates classroom expectations for social skills and introduces some strategies to help students develop socially

o Teacher provides direct instruction and support of student mastery of appropriate social skills, ethical and responsible behavior.

o Teacher structures opportunities (planned and “teachable moments) for students to learn,

o Teacher models and incorporates explicit instruction and reinforcement of social skills into daily practice.

o Social competence is evident in teacher-student and student-student interactions.

Performance Continuum

Exploring a Selected Indicator

• Read and compare Draft Notes and Revised Notes

• In table groups, create several questions that might lead a beginning teacher to create the Revised Notes.

• Be prepared to share questions and how they will prompt the beginning teacher to provide more specific evidence about teaching and learning.

14

Mentoring Module Goals

• Describes anticipated learning for the teacher

• Describes anticipated impact on teaching and learning

• Connects to CCT Performance Profile indicator

15

Creating a Goal• Using the Initial Summary on Anatomy of an Initial

Summary handout, create a goal that meets the criteria

• Write the goal on chart paper

• Exchange charted goal with another table

• Provide feedback as related to criteria (including questions)

16

• Create and record a schedule for future meetings ( 8 -10 weeks)• Record potential Professional Growth Activities• Complete The Teacher Learning Activities and

Resources section on PGAP• Meet with the building administrator to share plan

and requested resources.

Mentoring Module Process Step Two

17

Beginning Teacher and Mentor Meeting Log

• Meeting Dates are determined at the start of the Module process and modified as needed. (Part of MM Guidelines Step 2)

• Time, Focus and Summary are completed by the BT after each meeting and confirmed by the Mentor. (Part of MM Guidelines Step 3)

18

Mentoring Module ProcessStep Three:

• Participate in professional growth activities

• Try new learning in the classroom

• Record examples/evidence of new learning , classroom applications and outcomes

19

Beginning Teacher Journal• The ongoing documentation, analysis, and reflection on: - What - How

- What happened as a result

• What the Beginning Teacher did to develop new learning

• How the Beginning Teacher tried out/applied new learning in the classroom and what happened

20

Mentoring Module Process Step Four

Create a three/four page reflection paper that includes:

• Initial Summary and Module Goal• Professional growth activities and new learning• Description of how new learning was applied in the

classroom• Description and analysis of the impact on student

performance (supported by specific examples/evidence)• Plans for continued professional growth

21

Reflection Papers

• Read Sample One and then Sample Two• Note similarities and differences between the

papers• Identify several instances where specific

evidence is lacking in Sample One and provided in Sample Two

• Discuss at table groups • Report to the whole group

22

What might a Beginning Teacher do if a

Reflection Paper does not meet the standard for successful completion?

• Include more data

• Do additional activities

• Add missing component

23

A Web-Based Programwww.ctteam.org

24

24

Access to Documentation

Private Only the creator of the document has access

ConfidentialOnly beginning teachers

and mentors have access

SharedIn addition to beginning teachers and mentors, principals, district

facilitators and their designees have access

• BT Journal• Mentor Journal

• CCT Profile• Module Reflection

Paper

Note: When completed, the reflection paper will be shared with the district or regional review coordinator and the reviewer.

• Professional Growth Action Plan - Goal -Professional Growth Activites/Resources - Anticipated Timeline - Proposed Meeting Dates - Beginning Teacher/ Mentor Meeting Log

Workspace Login

Sign Up for User Account

Select Primary Role

Beginning Teacher Dashboard

Contact Center

District Facilitator: Lois Tess -GoreSchool Administrator: Isabelle RingingMentor: Sarah Bellum

Welcome Horatio Algebra

Today is October 4, 20102 Meeting Log Open

Beginning Teacher Module

CCT Performance Profile

32

Initial Summary

33

Professional Growth Goal

34

Learning Activities and Resources

35

PGAP

36

BT/Mentor Meeting Log

37

Personal Journal

38

Personal Journal

39

Reflection Paper

40

Reflection Paper

41

Otis S. Hard

43

PARKING LOT

From BEST to TEAM

• Form small groups

• Place cards in one of three categories:

“BEST” “BOTH” “TEAM”

• Discuss meanings of terms

F

44

45

46

47

48

49

50

51

State Department of Education and RESC contact information for the TEAM Program is available on:

www.ctteam.org