Opening Session Tutor Conference March 11, 2013 9:00 am – 10:15 am
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Transcript of Opening Session Tutor Conference March 11, 2013 9:00 am – 10:15 am
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Opening SessionTutor Conference
March 11, 20139:00 am – 10:15 am
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Agenda• Welcome!• Introductions• Conference Day Overview• Objectives• Spotlight on Tutoring• Enhancement of Tutoring Skills• Supporting Your Program• PAACE
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CONFERENCE DAY OVERVIEW
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People don’t care what we know until they know that we care.
-Anonymous
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OBJECTIVES
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Objectives
• Explain the role of a volunteer instructor• State at least three responsibilities of volunteer
instructors• Explain the five levels of Guskey’s evaluation of
professional development• Identify the five steps of tutoring• Develop an initial plan for implementing the five
steps of tutoring
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SPOTLIGHT ON TUTORING
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Your Role as a Tutor"As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor
Handout
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Your Role as a Tutor"As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction.
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Your Role as a Tutor"As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected.
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Your Role as a Tutor"As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected. Whenever possible, I will share my tutoring experiences with my peers so we can all learn and grow together."
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Spotlighting the Tutoring ProcessBy …
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs• Providing most appropriate instruction
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs• Providing most appropriate instruction• Determining progress
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs• Providing most appropriate instruction• Determining progress• Documenting process
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs• Providing most appropriate instruction• Determining progress• Documenting process• Sharing experience
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs• Providing most appropriate instruction• Determining progress• Documenting process• Sharing experience
You are …
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs• Providing most appropriate instruction• Determining progress• Documenting process• Sharing experience
You are …• Often helping those with greatest
barriers
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs• Providing most appropriate instruction• Determining progress• Documenting process• Sharing experience
You are …• Often helping those with greatest
barriers• Positively impacting others
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs• Providing most appropriate instruction• Determining progress• Documenting process• Sharing experience
You are …• Often helping those with greatest
barriers• Positively impacting others• Filling a gap
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs• Providing most appropriate instruction• Determining progress• Documenting process• Sharing experience
You are …• Often helping those with greatest
barriers• Positively impacting others• Filling a gap• Changing lives
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Spotlighting the Tutoring ProcessBy …• Identifying learner needs• Providing most appropriate instruction• Determining progress• Documenting process• Sharing experience
You are …• Often helping those with greatest
barriers• Positively impacting others• Filling a gap• Changing lives• Making a difference
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ENHANCEMENT OF TUTORING SKILLS
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Enhancing the Tutoring Process: How do You…
• Identify learner needs?Handout
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Enhancing the Tutoring Process: How do You…
• Identify learner needs?• Provide the most appropriate
instruction?
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Enhancing the Tutoring Process: How do You…
• Identify learner needs?• Provide the most appropriate
instruction?• Determine progress?
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Enhancing the Tutoring Process: How do You…
• Identify learner needs?• Provide the most appropriate
instruction?• Determine progress?• Document process?
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Enhancing the Tutoring Process: How do You…
• Identify learner needs?• Provide the most appropriate
instruction?• Determine progress?• Document process?• Share your experience?
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SUPPORTING YOUR PROGRAM
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Guskey OverviewFive Levels of Professional Development Evaluation (adapted from Guskey, 2002)
Level 5:
Student
Outcomes
Assessing student learning
Level 4: Participants’ use of new knowledge and skills
Assessing degree and quality of implementation
Level 3: Organization support and change
Assessing organizational advocacy, support, accommodation, facilitation,
recognitionLevel 2: Participants Learning
Assessing new knowledge and skills
Level 1: Participants ReactionAssessing initial satisfaction with experience
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Job-Embedded Professional Development
• Professional Development in Pennsylvania focuses on job-embedded practices.
(Based on the work done by the National Comprehensive Center for Teacher Quality.)
PDS
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Job-Embedded Professional Development
• Professional Development in Pennsylvania focuses on job-embedded practices. Supporting job-embedded professional development (JEPD) means understanding that this type of learning takes place in the classroom,
(Based on the work done by the National Comprehensive Center for Teacher Quality.)
PDS
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Job-Embedded Professional Development
• Professional Development in Pennsylvania focuses on job-embedded practices. Supporting job-embedded professional development (JEPD) means understanding that this type of learning takes place in the classroom, is an ongoing process,
(Based on the work done by the National Comprehensive Center for Teacher Quality.)
PDS
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Job-Embedded Professional Development
• Professional Development in Pennsylvania focuses on job-embedded practices. Supporting job-embedded professional development (JEPD) means understanding that this type of learning takes place in the classroom, is an ongoing process, and is directly related to the needs of local students.
(Based on the work done by the National Comprehensive Center for Teacher Quality.)
PDS
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Job-Embedded Professional Development
• Professional Development in Pennsylvania focuses on job-embedded practices. Supporting job-embedded professional development (JEPD) means understanding that this type of learning takes place in the classroom, is an ongoing process, and is directly related to the needs of local students. It is designed to enhance teacher’s content –specific instructional practice
(Based on the work done by the National Comprehensive Center for Teacher Quality.)
PDS
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Job-Embedded Professional Development
• Professional Development in Pennsylvania focuses on job-embedded practices. Supporting job-embedded professional development (JEPD) means understanding that this type of learning takes place in the classroom, is an ongoing process, and is directly related to the needs of local students. It is designed to enhance teacher’s content –specific instructional practice and consists of teachers analyzing students’ learning
(Based on the work done by the National Comprehensive Center for Teacher Quality.)
PDS
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Job-Embedded Professional Development
• Professional Development in Pennsylvania focuses on job-embedded practices. Supporting job-embedded professional development (JEPD) means understanding that this type of learning takes place in the classroom, is an ongoing process, and is directly related to the needs of local students. It is designed to enhance teacher’s content –specific instructional practice and consists of teachers analyzing students’ learning in order to find solutions to immediate problems of practice.
(Based on the work done by the National Comprehensive Center for Teacher Quality.)
PDS
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Job-Embedded Professional Development
• Professional Development in Pennsylvania focuses on job-embedded practices. Supporting job-embedded professional development (JEPD) means understanding that this type of learning takes place in the classroom, is an ongoing process, and is directly related to the needs of local students. It is designed to enhance teacher’s content –specific instructional practice and consists of teachers analyzing students’ learning in order to find solutions to immediate problems of practice. Agency JEPD should be aligned with students’ goals and desired NRS outcomes.
(Based on the work done by the National Comprehensive Center for Teacher Quality.)
PDS
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Job-Embedded Professional Development
• Professional Development in Pennsylvania focuses on job-embedded practices. Supporting job-embedded professional development (JEPD) means understanding that this type of learning takes place in the classroom, is an ongoing process, and is directly related to the needs of local students. It is designed to enhance teacher’s content –specific instructional practice and consists of teachers analyzing students’ learning in order to find solutions to immediate problems of practice. Agency JEPD should be aligned with students’ goals and desired NRS outcomes. It should support the agency’s program improvement goals.
(Based on the work done by the National Comprehensive Center for Teacher Quality.)
PDS
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Job-Embedded Professional Development
• Professional Development in Pennsylvania focuses on job-embedded practices. Supporting job-embedded professional development (JEPD) means understanding that this type of learning takes place in the classroom, is an ongoing process, and is directly related to the needs of local students. It is designed to enhance teacher’s content-specific instructional practice and consists of teachers analyzing students’ learning in order to find solutions to immediate problems of practice. Agency JEPD should be aligned with students’ goals and desired NRS outcomes. It should support the agency’s program improvement goals. Quality organization support of agency JEPD creates a learning environment for practitioners which is learner-centered, knowledge-centered, community-centered, and assessment-centered.
(Based on the work done by the National Comprehensive Center for Teacher Quality.)
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Documenting Process• Online report form
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Resources• TLC’s website, www.tlcliteracy.org • PAACE’s website, www.paacesite.org • Lori Como, [email protected] • Kim Rossman, [email protected]