PTLC Model: Supporting New Teachers in High Needs Schools Jacqueline McDonnough SheAnna McCloud Joy...
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Transcript of PTLC Model: Supporting New Teachers in High Needs Schools Jacqueline McDonnough SheAnna McCloud Joy...
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PTLC Model: Supporting New Teachers in High
Needs SchoolsJacqueline McDonnough
SheAnna McCloudJoy Casad
NSF Robert Noyce Teacher Scholarship ConferenceMay 29-31, 2013Washington, D.C.
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Session Outline
IntroductionVideoPractice ProtocolDebriefQuestions
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Introduction
◦Background -VCU Noyce Initiative
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Introduction
Research on Need for Induction SupportCastro, 2010 & Tynjälä, 2011
◦ decreased self confidence◦New teachers with good support report lower stress
Problem Solving key skill for resilienceTeacher Learning Community
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Introduction
Research on Need for Induction Support
◦Teacher’s College, New York McLaughlin and Talbert, 2006
◦Our professional development model
◦ McDonald, et. al 2007 protocols to manage time
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Introduction
◦VCU Noyce Induction Year 2Served 10 2nd and 1st year teachersMonthly dinner meetingsTwo hour duration$50 incentive for attendanceFacilitated by trained doctoral student
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Video
Example of a problem solving protocol with VCU Novice Teacher
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Practice
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Problem Solving Protocol (PSP)
Presenter- SheAnnaReflection by group members
(“consultants”)Presenter responseClarifying questions by consultantsResponse from presenterConsultation by the group – brainstormingResponse from presenter
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PSP Step 1
Presenter – description of the problem, every dimension present in the problem, what you have done or thought about doing and what happened when you did them (5-10 min)
Consultants - silent
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PSP Step 2
Presenter – responds to each question one at a time
Consultants – ask clarifying questions as to the nature of the problem, why it is problematic, etc. for the purpose of a more in-depth analysis.
“Can you tell me more about…?”“I heard you say…is this correct?”“What do you mean when you say…?”“Why did you decide to…?”
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PSP Step 3
Presenter – silentConsultants – Reflect back what they
heard, understand, infer, didn’t hear, what is important, what can be built upon, what remains to be discovered
“It sounds like this makes you feel…”“I heard you say…”“From your perspective…”“I would still like clarification on…”“When you tried…”
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PSP Step 4
Presenter – response to reflection, final clarification
Consultants – silent
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PSP Step 5
Presenter – silentConsultants – Brainstorming ideas – “What if…?”“Have you tried…?”“I heard/read about…will that help?”“Would…be a possible solution…?”“Have you thought about…?”“Is there a way to…?”“If…works, then you could…”“If…doesn’t work, perhaps…”
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PSP Step 6
Presenter – presents new insights into the problem that were generated through brainstorming
Consultants – silent
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PSP Debrief
What did it feel like to be a consultant?What did it feel like to be the presenter?How is this format for support different
from what have been done in the past?
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Decision to act
From this, is there a practice which you can identify that you yourself could use in your program/classroom?
Share out.