Teaming Up to Mentor:Teaming Up to Mentor:Two IHE’s and One LEA Join Two IHE’s and One LEA Join

ForcesForces

Deborah Aylor, Jackson-Madison Co. SchoolsDeborah Aylor, Jackson-Madison Co. SchoolsSherry Freeman, Lambuth UniversitySherry Freeman, Lambuth University

Dottie Myatt, Union UniversityDottie Myatt, Union University

AACTEJanuary 25, 2003

The ProblemThe Problem Attrition rate of teachers in first five yearsAttrition rate of teachers in first five years AACTE (1995) AACTE (1995)

Increase in national trend to mentor first-Increase in national trend to mentor first-year teachersyear teachers

Spuhler & Zetler (1994)Spuhler & Zetler (1994) Mentoring increases contentment and Mentoring increases contentment and

proficiency and leads to increased retention.proficiency and leads to increased retention.

Cordeira & Smith-Sloan (1995), Covey Cordeira & Smith-Sloan (1995), Covey (1997), Furlong (1997), Gilstrap & (1997), Furlong (1997), Gilstrap & Beattie (1996)Beattie (1996) Mentoring must include listening, Mentoring must include listening,

supporting, advising, guiding, and trusting.supporting, advising, guiding, and trusting. Ganser (1995)Ganser (1995)

Team approachTeam approach

History of PartnershipHistory of Partnership

2001 AACTE Annual Meeting2001 AACTE Annual Meeting Attrition rate of teachersAttrition rate of teachers NCATE standards emphasize collaborationNCATE standards emphasize collaboration

Supporting Teachers and Reaching Supporting Teachers and Reaching Students (STARS)Students (STARS)

Jackson-Madison County SchoolsJackson-Madison County Schools Community of Learners: STARSCommunity of Learners: STARS

HurdlesHurdles

Historical gap between IHE’s and LEA’sHistorical gap between IHE’s and LEA’s Involvement of other IHE’s in areaInvolvement of other IHE’s in area CommunicationCommunication Sharing control/responsibilitiesSharing control/responsibilities All content area teachers togetherAll content area teachers together Attendance (choices)Attendance (choices) CostCost

A FRAMEWORK FOR EVALUATION A FRAMEWORK FOR EVALUATION & PROFESSIONAL GROWTH& PROFESSIONAL GROWTH

Tennessee Department of EducationTennessee Department of Education

Six Domains:Six Domains:PlanningPlanning

Teaching StrategiesTeaching StrategiesAssessment and EvaluationAssessment and Evaluation

Learning EnvironmentLearning EnvironmentProfessional GrowthProfessional Growth

CommunicationCommunication

Topics of the SessionsTopics of the Sessions

Cycle I Teachers (first year)Cycle I Teachers (first year) Unit and Lesson Plan Unit and Lesson Plan

DevelopmentDevelopment Instructional Strategies Instructional Strategies Lifelines for Teachers—Freed Lifelines for Teachers—Freed

Hardeman Univ., Jackson Hardeman Univ., Jackson State CC, Lambuth Univ., State CC, Lambuth Univ., Lane College, Union Univ., Lane College, Union Univ., Univ. of Memphis JacksonUniv. of Memphis Jackson

Support Group MeetingSupport Group Meeting

Topics of the SessionsTopics of the Sessions

Cycle II Teachers (second Cycle II Teachers (second year)year) Assessment StrategiesAssessment Strategies The Learning Environment The Learning Environment Lifelines for Teachers—Lifelines for Teachers—

various topicsvarious topics Suppport group meetingSuppport group meeting

Overview of SessionsOverview of Sessions

Various presenters from Various presenters from Union, Lambuth, and Union, Lambuth, and Jackson-Madison County Jackson-Madison County SchoolsSchools

Presentation of materialsPresentation of materials Opportunities for discussion, Opportunities for discussion,

hands-on application, and hands-on application, and peer interactionpeer interaction

Time and LocationsTime and Locations TimesTimes

Once a monthOnce a month Cycle I: must attend 5 of 6 sessions including the Cycle I: must attend 5 of 6 sessions including the

New Teacher InductionNew Teacher Induction Cycle II: must attend 4 of 6 sessions Cycle II: must attend 4 of 6 sessions Secondary—2: 55-3:55 PMSecondary—2: 55-3:55 PM Elementary/Intermediate—4:00-5:00 PMElementary/Intermediate—4:00-5:00 PM

LocationsLocations Try to meet at a variety of placesTry to meet at a variety of places

o Local universitiesLocal universitieso Board of Education/Teacher CenterBoard of Education/Teacher Center

PlanningPlanning(Cycle I)(Cycle I)

The unit planThe unit plan The lesson planThe lesson plan

Instructional StrategiesInstructional Strategies(Cycle I)(Cycle I)

TeachingTeaching LearningLearning

Assessment & EvaluationAssessment & Evaluation(Cycle II)(Cycle II)

Appropriate instruments and Appropriate instruments and toolstools

Communication of resultsCommunication of results Instructional decisionsInstructional decisions

The Learning EnvironmentThe Learning Environment(Cycle II)(Cycle II)

Classroom Classroom managementmanagement

Instructional Instructional proceduresprocedures

Professional GrowthProfessional Growth(Cycle III)(Cycle III)

Collaboration with colleaguesCollaboration with colleagues Reciprocal agreement between Reciprocal agreement between

IHE’s and LEAIHE’s and LEA

CommunicationCommunication(Cycle III)(Cycle III)

Instruments and Instruments and toolstools

Effective Effective communicationcommunication

The Portfolio: A Tool forThe Portfolio: A Tool for LearningLearning

Professional ExpectationsProfessional Expectations Cycle I teachersCycle I teachers Cycle II teachersCycle II teachers Cycle III teachersCycle III teachers

SectionsSections ReflectionsReflections

Self-assessmentSelf-assessment ReviewReview

Community of Learners: STARSCommunity of Learners: STARS

J-MC Schools, Lambuth, UnionTN Framework for Eval & Prof Growth

Cycle IPlanning

Instructional StrategiesPortfolio: Domains I & II

Cycle IIAssessment & Eval.

Learning EnvironmentPortfolio: Domains III & IV

Cycle IIIProfessional Growth

CommunicationPortfolio:Domains V & VI

Observations of Teachers: Support Observations of Teachers: Support for Learningfor Learning

1.1. Teachers identify specific learning Teachers identify specific learning objectives and clearly communicate objectives and clearly communicate expectations to students.expectations to students.

2.2. Teachers use a wide range of effective Teachers use a wide range of effective instructional strategies to meet diverse instructional strategies to meet diverse students’ needs.students’ needs.

3.3. Teachers use cooperative learning as a Teachers use cooperative learning as a major instructional strategy.major instructional strategy.

4.4. Instruction accommodates the multiple Instruction accommodates the multiple intelligences of learnersintelligences of learners

5.5. Teachers actively involve the students in the Teachers actively involve the students in the teaching and learning process.teaching and learning process.

6.6. Teachers require students to transfer learning Teachers require students to transfer learning to other disciplines and to applications to other disciplines and to applications outside school.outside school.

7.7. Teachers use multiple forms of assessments Teachers use multiple forms of assessments to determine students’ knowledge, to determine students’ knowledge, understanding, and application of content.understanding, and application of content.

8.8. Teachers ask a range of questions that Teachers ask a range of questions that include not only lower level questions but include not only lower level questions but questions that require students’ use of questions that require students’ use of higher-order thinking skills.higher-order thinking skills.

9.9. Teachers use assessments that require Teachers use assessments that require students to use their reasoning skills and students to use their reasoning skills and application of knowledge.application of knowledge.

Any questions?Any questions?

Now it’s your turn.Now it’s your turn. Who could you partner with?Who could you partner with? Would you need to create a new wheel or add some Would you need to create a new wheel or add some

spokes to one already in place?spokes to one already in place? How would you propose it to the IHE or LEA?How would you propose it to the IHE or LEA? Who would oversee the mentoring program?Who would oversee the mentoring program? What would be your costs? How would you pay for What would be your costs? How would you pay for

it?it? Where would you hold the sessions?Where would you hold the sessions? What would be the focus of the program?What would be the focus of the program? What are some other hurdles you would need to What are some other hurdles you would need to

overcome?overcome?

This presentation will be available on Feb. 1, along This presentation will be available on Feb. 1, along with the summary of your discussions, atwith the summary of your discussions, at

http://www.uu.edu/centers/edpractice/multimedia/http://www.uu.edu/centers/edpractice/multimedia/

Feel free to contact the presenters if you have Feel free to contact the presenters if you have questions:questions:Deborah Aylor (Jackson-Madison County Schools) Deborah Aylor (Jackson-Madison County Schools)

ddaylor@jmcss.orgddaylor@jmcss.org

Sherry Freeman (Lambuth University) Sherry Freeman (Lambuth University) freeman@lambuth.edufreeman@lambuth.edu

Dottie Myatt (Union University) Dottie Myatt (Union University) dmyatt@uu.edudmyatt@uu.edu