Mentor/Intern On-line TrainingMentor/Intern

On-line TrainingFall 2008

Purpose of the training

• Explanation of the program• Relationship Building• Getting to know one another• Starting a “Teacher Improvement

Plan”

Staff (our contact info can be

found on page 4 of the Induction Handbook)

Sharon Duncan, DirectorLetty Gomez, Administrative

AssistantGretchen Whitehill, Coordinator

Melaina Wilkin, Coordinator

InstructorsPeggy Semingson, PhD- Bilingual

SpecialistAbel Villareal- Math Specialist

Tina Waddy- Science Specialist

Mentors, if you have not already, please…

fill-out and turn-in:– W-9– Contract– Payment of Provider– Student Data Change Form (If you ever

attended ACC, enrolled in a professional development course, etc. and have since moved or changed your name. We will also need proof of the change, a copy of your driver’s license, utility bill)

In addition…

Your schedule and contact information.

Please give it to your intern so they can fill out the appropriate form!

Please answer the following questions on

the link…Question Set #1

How many hours did ACC interns spend in teacher training this past spring

a. 100

b. training, what training?

c. 290

d. 500 (they had nothing better to do)

What skills did the interns work the

spring?a. Lesson planningb. Classroom managementc. Kung Fu trainingd. The first two

What piece of technology did the

interns learn to create?a. Websiteb. External hard drivec. A telephoned. What is technology?

How many hours have ACC interns spent in

methodology training?

a. 96b. 76c. 86d. What is that?

How many TExES were the math/science interns

required to take?

a. 2b. 4c. 7d. 0

How many TExES are the bilingual interns required

to take?

a. 0b. 9c. 4d. What are those?

Your interns are currently enrolled in a

classa. True b. False

Now……the answers!

How many hours did ACC interns spend in teacher training this past spring

a. 100

b. training, what training?

c. 290

d. 500 (they had nothing better to do)

What skills did the interns work the

spring?a. Lesson planningb. Classroom managementc. Kung Fu trainingd. The first two

What piece of technology did the

interns learn to create?a. Websiteb. External hard drivec. A telephoned. What is technology?

How many hours have ACC interns spent in

methodology training?

a. 96b. 76c. 86d. What is that?

How many TExES were the math/science interns

required to take?

a. 2b. 4c. 7d. 0

How many TExES are the bilingual interns required

to take?

a. 0b. 2c. 4d. What are those?

Your interns are currently enrolled in a

classa. True b. False

The classes your intern has already taken or is

currently enrolled in• EDTC 3000 (January-May)-

Approximately 286 hours• Summer Institute (June)- Approximately

76 hours of methodology training• EDTC 3004 (July-November)-

Approximately 19 hours of supporting the first-year teacher

• A minimum of two TExES (February- August)- too many hours to count!

EDTC 3000 PPRPedagogy and Professional Responsibilities

EDTC 3000 PPRPedagogy and Professional Responsibilities

Pedagogy:

The act of planning, implementing, and evaluating teaching and learning

Learning Objectives of EDTC 3000 Curriculum- academic content and knowledge construction

Equity- advocating for all students Environments- Construct learning environments that affirm

and celebrate diverse learners and cultures

Communication- effective professional and interpersonal exchangesthat promote student learning

Professional Development-commitment to professional growth

Comparing the TxBESS Frameworks

to the PDAS

Comparing the TxBESS Frameworks

to the PDAS

What is The TxBESS?What is The TxBESS?

The TxBESS or The Texas Beginning Educator Support System was developed by the State Board for Educator Certification to focus support to the new teacher through a systematic mentoring process. It is used as a scaffold in which a dialogue can occur between the new teacher and the mentor.

The TxBESS or The Texas Beginning Educator Support System was developed by the State Board for Educator Certification to focus support to the new teacher through a systematic mentoring process. It is used as a scaffold in which a dialogue can occur between the new teacher and the mentor.

What is PDAS?What is PDAS?

The PDAS or the Professional Development and Appraisal System was developed as a professional development framework that assesses the conceptual, technical and interaction competencies necessary to design, introduce, carryout, evaluate, and analyze instructional practices of both the teacher and the student.

The PDAS or the Professional Development and Appraisal System was developed as a professional development framework that assesses the conceptual, technical and interaction competencies necessary to design, introduce, carryout, evaluate, and analyze instructional practices of both the teacher and the student.

TxBESS Framework Teacher

Focused

TxBESS Framework Teacher

Focused4 Clusters for Performance

1. Planning for learning centered instruction

2. Environment promotes equity, excellence, and learning

3. Instruction and communication

4. Professionalism

PDAS Framework Student Focused

Eight Domains for Performance

1. Active student participation in the learning

process

2. Learner-centered instruction

3. Evaluation and feedback on student progress

4. Management of student discipline, instructional strategies, time and materials

5. Professional communication

6. Professional development

7. Compliance with policies, operating procedures, and requirements

8. Improvement of academic performance of all students on campus

Relating the Two Inventories

TxBESS

Cluster 3. Instruction andCommunication

Standard 3b. The teacher uses questioning and discussion techniques.

• Quality of questions/discussion techniques

• Student participation

PDASPDAS

Domain I. Active, Successful, StudentParticipation in the Learning Process

Competency I.1Competency I.1. Students are engaged . Students are engaged ininlearninglearningCompetency I.3Competency I.3. Students demonstrate. Students demonstratecritical thinking and problem solvingcritical thinking and problem solving

Domain II. Learner-centered InstructionDomain II. Learner-centered Instruction

Competency II.8Competency II.8. Appropriate . Appropriate questioning and inquiryquestioning and inquiry

Working with your intern…

• Walk-through (in the fall by Oct. 30 and in the spring by Jan. 30)

• Teaching Improvement Plan (created in the fall with the intern and supervisor and revised in the spring)

• Data Summary (in February or March) Teacher recommendation Form (In April)

The forms can be found…

1. http://www.austincc.edu/teacher2. Click on “Current Students” on the left-hand side of

the page3. Click on “Training and Resources”

http://www.austincc.edu/teacher/training.php4. Scroll down to the

Teacher Induction Information and Training link.5. At the prompt type in:

• username is “teacher” • password is “teacher: (have your computer remember

password)

In addition…• Arrange for your intern to observe you by Oct 24th

(assignment due Oct 25). If that is not convenient, please arrange for them to observe someone else

• Please communicate with them on a regular basis, even if it’s just for five minutes or a quick e-mail.

• Be sure to review the paperwork with them• Let someone from ACC know if you see any “red

flags”

Supervisor…who are they and what do they

do???Supervisors are…• Additional support for the intern• Liaison between ACC and the school• They will be visiting the intern a

minimum of two times a semester• Will try to meet with you and the

administration

Supervisors• Joyce Hancock• Bob Hettenhausen• Jodi Leach• Robin Matthews• Jo Dawn Noble

What type of crew member are you?

Orange?Gold?Blue ?Green?

Task: What type of crew member are you?

Imagine yourself in the following situations. Circle the letter of response that is most like you

1. If I won the lottery, the first thing I’d do with the money would be to:

A. Throw a big party

B. Put it in the bank for family and heirs

C. Share it with friends and relatives

D. Create a new venture or fulfill an ambition

2. When disaster strikes

A. Laugh it off and move on

B. Am emotionally distraught

C. Make the best of it

D. Figure out why it struck

3. I tend to be more interested in:

A. Arts and crafts

B. Literature and Humanities

C. Business and Law

D. Science and Engineering

4. My idea of a great vacation is:

A. A white-water rafting adventure

B. A traditional family vacation

C. A spiritual retreat or romantic getaway

D. A scientific expedition

5. I tend to seek relationships based on:

A. Excitement and adventure

B. Comfort and security

C. Romance and love

D. Shared intellectual interests

6. My ideal workspace tends to be:

A. Free-form and fun

B. Organized and neat

C. Friendly and cozy

D. High-tech and efficient

7. What I value most in a coworker is:

A. Action

B. Loyalty

C. Friendship

D. Intelligence

8. I tend to make decisions based on:

A. Impulses and whims

B. Past precedents and procedures

C. Feelings and emotions

D. Logic and research

9. If an extra-terrestrial appeared at my front-door, I’d likely:

A. Grab and capture it

B. Close the door and call 911

C. Try to befriend it and invite it in

D. Ask from where it was from and how it got there

10. If I could be anything I wanted, I’d likely be:

A. An actor or artisan

B. A chief executive

C. A spiritual guru

D. An inventor

11. I tend to work best when I am

A. The leader of the team

B. In a structured environment

C. With people I like

D. When I am left alone

12. The words that best describes the real me are:

A. Bold and adventurous

B. Practical and dependable

C. Warm and compassionate

D. Competent and knowledgeable

Crew Member Survey (cont’d)

Add your number of answers for A, B, C, and D

The highest number is your most predominant color; the second highest number is your secondary color

The purpose is to determine your personality type and that of your co-workers and students

Crew member specificsORANGE AStrengths•Strong resistance to too much structure•Relaxed tone in the office•Confrontation does not intimidate them

Weaknesses•Poor follow through an Implementation

GOLD BStrengths•Getting things done•Like to feel responsible•Very loyal to the company•Follow rules•Meets deadlines

Weaknesses•Can be overly loyal and disregard individual needs•Tendency to be perfectionists

Blue CStrengths•People Skills•People Oriented management•Encourage others to reach their potential-act as coaches and mentors•Cooperates with people•Create a harmonious environment where people can act in a collaborative manner

Weaknesses•Cannot deal with conflict and disharmony•Avoid unpleasant situations

Green DStrengths•Intellect•Confidence•Vision oriented to make improvements

Weaknesses•Must be careful to lead so others will follow•Tent to be autocratic in decision-making

Assessment

1. Using what you know about your personality type and learning/teaching style, what are your perceived weaknesses in becoming an effective intern/mentor?

2. What skills do you already have that you can further develop in order to be seen as an effective intern/mentor

3. Give three ways that someone can support your goals in becoming an effective intern/mentor

*Used with permission by Stephanie Blanck

What is your Communication Characteristic?

The Achiever?The Persuader?The Supporter?The Analyst?

Task: What are your communication characteristics?

Circle the letter of response that is most like you

1.

A. You are a high risk-taker, less people oriented

B. You are a high risk-taker and more people-oriented

C. You have high ideals and standards. You love calm environments and hate conflicts and confrontations

D. You are a low risk-taker and less people-oriented

2.

A. You appear confident and decisive

B. You love to be an inspiration to others

C. You generally need security and appreciation of others

D. You are highly disciplined and persistent

3.

A. You like to be in control of situations (both people and places

B. You are high-spirited and social

C. You are a low risk-taker and more people-oriented

D. You love to reason and need time to think things through before moving into projects

4.

A. You are generally forceful and direct when working with colleagues

B. You generally are articulate and intense when working with colleagues

C. You generally follow others that seem more confident than yourself

D. You are more orderly and accurateAdd your number of answers for answers A, B, C, and D

A. The Achiever

B. The Persuader

C. The supporter

D. The Analyst

The highest number is your communication characteristics (the way you communicate your needs and want others to. The second highest number is your secondary

communication characteristic.

Question #1What was your biggest challenge your first-year teaching and how

did you deal with it?

Question #2What is your favorite memory from

your first-year teaching?

Question #3What is one piece of advice you can

offer your intern about surviving and succeeding during his/her

first-year of teaching?

Question #4 How do you handle differentiation?

Question #5How do you use the IPG’s/scope and

sequence (or what your district is currently using) as a guide as you

plan your curriculum?

Question #6What is your administration looking for when they stop by classrooms? Any tips for your mentor on dealing with administration?

Teaching Improvement Plan

Ideally, the intern, supervisor, and mentor should sit down and work on this together. It is based on TxBESS’s Action Plan and gives intern a focus for needed improvements and changes. Most first-year teachers struggle with classroom management. They learn procedures and needed paperwork, and they create a “Behavior Plan” for their classrooms, paying particular attention to behavior modification.

On the TIP, focus on red flags – behaviors that keep students from learning effectively, procedures and organization not in place, or problems concerning clarity of assignments.

Be sure to specify how the intern will know when the problem is fixed and document the date completed.

As you work with interns, feel free to add goals to the TIP so that the intern knows how teaching can be improved throughout the year and in subsequent years.

Teaching Improvement Plan

Mentors- Please arrange a time to work on a TIP with your intern and his/her supervisor by Oct. 30 OR review and

sign-off on what your intern has. Have your intern turn in the hard copy to

class on November 6.

When you are done, please make sure everyone has the following:

• White copy with us (ACC)• Yellow copy with the supervisor

• Pink copy with the mentor• Gold copy with the intern

Please turn in by Oct 15…

• “Crew Member” assessment questions

• Mentor questions

Also…Meet with your intern and his/her

supervisor to create a Teaching Improvement Plan (TIP) by October 30. Your intern will turn in the white copy on class, November 6.

Success!Teachers stay when they feel

competent and make a difference. Thank you so much for your time, patience, and caring to work with

teachers who have made a conscious decision to teach and to

serve.