Terry Talley, Ed.D UTMB SRT-STEM Center Program Director
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Transcript of Terry Talley, Ed.D UTMB SRT-STEM Center Program Director
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STEM-ifying Your New Teacher ProgramMentoring Novice STEM Teachers withProfessional Learning Communities
Terry Talley, Ed.DUTMB SRT-STEM CenterProgram Director
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SRT-STEM Center, Dr. Terry Talley
Give support and provide expertise to beginning and second-year science teachers.
To increase science teacher retention
To decrease attrition and migration from teaching profession
Provide high-quality PD to STEM Academies
To decrease the impact of teacher turn-over on student achievement
BTIM’s Purpose
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Coaching Model for Mentoring
Observe student engagement to collect data that will translate into an a conversation about student achievement.
Coaching addresses the gaps in craft knowledge a novice has not yet recognized.
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SRT-STEM Center, Dr. Terry Talley
Based on instructional current literature by
• Robert Marzano – Classroom Instruction that Works• Mike Schmoker – Results Now• Tony Wagner – Change Leadership• Thomas Guskey – Evaluating Professional Development
Using Research Based Practices
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SRT-STEM Center, Dr. Terry Talley
• Classroom Walk Through Protocol
• Coaching based on Observation Data
• Professional Learning via discussions
• Professional Learning Communities
BTIM Format
1. Observe2. Coach3. Assist4. PD and PLCs5. Online Resources
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SRT-STEM Center, Dr. Terry Talley
● Fulfills a novice teacher’s need for peer support
● Allows for processing new information among a safe group
● Does not discount prior knowledge or prior learning
● Takes advantage of an immediate “need-to-know” scenerio
● An opportunity to try out new ideas among those in the same situation
Selecting PLC over PD for BTIM
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• Project Based Learning• Lab Investigations• Force and Motion• Earth Systems• Living Systems• Space Systems• Matter and Chemistry• Problem Solving• Technology Integration
PLC Content Topics
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• Graphic Organizers• Journaling• Questions and Cues, Wait Time• Engaging Questions• Using the Walls• Lesson Planning• Unit Planning in 5E• Thinking Maps• Inquiry• Behavior Management
PLC Context (Pedagogy)
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Organizing a journal is one aspect of the PLC. Teachers will use these as a portfolio of ideas, reflections and new ways of looking at instruction.
Sherrie Matula with Middle School Sherrie Matula with Middle School TeachersTeachers
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The focus is on teacher conversations based on a common reading of “what the research says” about the strategy, technique, or way of engaging students.
Terry Talley facilitating a Terry Talley facilitating a discussion discussion
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Research-based models are shared with teachers. In this photo Nancy is creating the graph which allows teachers to identify where on the professional teaching continuum
they find themselves.
Nancy Schultz modeling teacher made Nancy Schultz modeling teacher made postersposters
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Looking for Engagement with the Planned Lesson
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Window on the Classroom
The Observation Form
Focus on the Curriculum
Focus on Instruction
Focus on the Learner
Focus on the Classroom Environment
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First Observation
Front and Back of Form
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Inviting a Conversation about Student Engagement
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Next Observation
Front and Back of Form
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Closing the Gap in Teacher Craft Knowledge through the Relationship with a Trusted Coach.
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Comparisons for Change
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Comparison for Reflection
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SRT-STEM Center, Dr. Terry Talley
Changes in Instructional Strategies
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SRT-STEM Center, Dr. Terry Talley
Changes in Instructional Format
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SRT-STEM Center, Dr. Terry Talley
Changes in Student Actions
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SRT-STEM Center, Dr. Terry Talley
Changes in Grouping
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SRT-STEM Center, Dr. Terry Talley
Changes in Cognition
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SRT-STEM Center, Dr. Terry Talley
Changes in Engagement
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Learning to Customize for the Instructional Learner
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SRT-STEM Center, Dr. Terry Talley
Begin working on relationships on day 1
A welcoming gift goes a long way
If someone does not want to participate – don’t make them
Honor wisdom and experiences of everyone
Allow for as much collaborative and cooperative work as possible
Things We Learned
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SRT-STEM Center, Dr. Terry Talley
As We Continue to Mentor
Conversations about data are important.
Help and model teaching.
Drop in visits for support
Principals care and need to be informed
Conversations about implementation were most frequently heard among teachers.