WOCSD Mentor Training

November 14, 2011

Agenda

Needs of beginning teachers Steps to gaining professional level certification Mentor Expectations and timeline Understanding New Teacher Standards Classroom Observation Cycle Paperwork

Self Assessment TAP Development Observation form Annual review form Portfolio

Mentor Training Outcomes 1. Understand the needs of beginning educators2. Become familiar with confidentiality guidelines3. Understand the role of the mentor/coach in addressing beginning educator needs4. Have a shared definition of coaching and mentoring5. Become familiar with Maine’s Initial Teacher Certification Standards6. Enhance listening and questioning skills to promote reflection7. Learn to match mentoring approaches to beginning educator needs8. Learn and practice the Coaching Cycle9. Enhance knowledge of classroom observation techniques10. Increase awareness of how objective observation data and

non-judgmental feedback can provide a framework foreducational decision-making

11. Use Maine’s Initial Teacher Certification Standards in mentoring and coaching12. Enhance listening and questioning skills to promote reflection and effective teaching13. Understand the needs of adult learners14. Enhance knowledge of teachers’ developmental stages, and the phases of mentoring relationships15. Understand and practice conflict resolution skills16. Observe and practice the techniques used to plan instruction and assessment17. Observe and practice coaching using Maine’s Initial Teacher Certification Standards and Maine’s Learning

Results

Steps to Gaining Professional Level Certification

State issues a conditional or provisional certificate Mentor is assigned to certification candidate Mentor and candidate meet on a regular basis (see mentor expectations) Candidate completes self assessment Mentor Complete one classroom observation cycle Mentor and candidate meet together to develop TAP TAP is submitted to District Certification Committee for approval Candidate and teacher work on TAP and portfolio At the end of the first year, the candidate and mentor review the TAP to

date, signed annual review form is submitted to Anne Meadows Work continues into the second year Candidate completes TAP and Portfolio (Wells-Ogunquit only) Candidate presents portfolio to review panel for decision (Wells-

Ogunquit)

Mentor Expectations Meet with candidate and review

School procedures School rules Duties Curriculum Grading policies procedures NWEA / Mini SAT/ MEA Professional expectations (team meetings, staff meetings) Access to professional development and course

opportunities Discuss routines Communication clear expectations to students Discipline codes Review ideas for the first 6 weeks of school Answer questions and concerns Assist new teacher with interpretation of NWEA results (if

applicable)

October/November

Discuss parent contact procedures and ideas Review portfolio expectations Self assessment Collegial dialogue about teaching strategies, classroom

management Initial observation cycle (pre conference, observation,

post conference) Review self assessment, classroom observations Develop TAP Collegial dialogue about planning, teaching strategies,

classroom management Address questions and concerns

December

Send Completed TAP to District Certification for Approval

Collegial dialogue about planning, teaching strategies, classroom management

Begin portfolio development (collection and organization of artifacts)

Address questions and concerns

January/February

Work on implementation of TAP and portfolio development

Collegial dialogue about planning, teaching strategies, classroom management

Second classroom observation cycle Address questions and concerns

March/April

Review portfolio with new teacher to help prepare for evaluation review of portfolio

Review MEA procedures if applicable Collegial dialogue about planning, teaching

strategies, classroom management Work on implementation of TAP and portfolio

development. Third observation cycle Address questions and concerns

May: Annual Conference Review Set up a meeting with the new teacher.

Bring copies of all records and ask the new teacher to do the same. Go through the TAP step by step, checking to make sure each activity is completed

and documented. Write a summary of the TAP goals and activities on the form. Organize the summary

by goal and related activity. If an activity was not completed, or another activity was substituted (e.g. instead of

reading articles, the new teacher attended a workshop), note the substitution and explain if necessary.

If all activities for a specific goal have not been completed, they may be carried over to next year.

You may make one of four recommendations: Continue to work with support system on TAP goals: This recommendation is for

teachers who have not met one or more goal Teacher has successfully met TAP goals but wishes to work on additional goals

next year. This recommendation is for teachers who have met all goals but by law must work a second year with a support team.

Support System work completed; no further action required. This recommendation is for teachers who have completed all goals and are in the second year of work with a support team OR have at least 4 years of teaching experience in another state.

Progress on TAP goals is unsatisfactory. Sign form and have the new teacher sign as well.

Support Professional Teachers (one year commitment)

September – June Assist the teacher with understanding: School procedures School rules Duties Parent/Teacher Conferences Curriculum Grading policies procedures (Jupiter Grades, Infinite Campus) NWEA / Mini SAT/ MEA Professional expectations (team meetings, staff meetings) Professional development and course opportunities (where to get and send the forms) Discipline codes Interpretation of NWEA results (if applicable) Technology Special events In addition Help the individual complete the Professional Renewal Paperwork and submit it to the building

representative. Paperwork is on the WOCSD website under employee forms certification, professional renewal section.

Be a sounding board for the Portfolio Instructional Unit presented to your principal (no portfolio is required for certification)

Provide support where needed

Understanding the New Standards

Work in a small group to discuss each standard

Jot down evidence you might find that would show proficiency in the standard.

Standards 1-5 STANDARD ONE: Demonstrates knowledge of the central

concepts, tools of inquiry, and structures of the disciplines s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students.

STANDARD TWO: Demonstrates the ability to integrate the concepts, tools of inquiry, and structures among the disciplines.

STANDARD THREE: Demonstrates knowledge of the diverse ways in which students develop and learn by providing learning opportunities that support students’ intellectual, physical, emotional, and social development.

STANDARD FOUR: Plans instruction based upon knowledge of subject matter, students, and curriculum goals.

STANDARD FIVE: Understands and uses a variety of instructional strategies and appropriate technologies.

Standard 6-10

STANDARD SIX: Creates and maintains a classroom environment which supports and encourages learning.

STANDARD SEVEN: Demonstrates the ability to support students’ learning and well being by engaging students, home, school, colleagues, and community.

STANDARD EIGHT: Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.

STANDARD NINE: Demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher.

STANDARD TEN: Demonstrates a strong professional ethic and a desire to contribute to the education profession. Candidate performance demonstrating the following capabilities informs this standard.

Developing the TAP

1. Teacher Completes Self Assessment2. Mentor observes in classroom and meets with the teacher 3. Teacher and Mentor review assessment and develop activities 4. TAP is completed, signed and submitted to the District

Certification Committee Suggested Topics for Activities

Classroom Management Developing Curriculum & Assessments Instructional Strategies Coursework Other Certification Requirements

Sample TAP Form

Sample TAP Form Cont.

TAP Review Questions

1. Will completion of the plan lead to a portfolio which demonstrates evidence of proficiency in the 4 domains?

2. Does the plan reflect agreement between the mentor and mentee?

3. Are the goals met when the activities are completed? 4. Are the activities measurable and easy to evaluate?5. Are the timelines and activities management given

realistic time constraints?

Peer Coaching Cycle

Pre Conference (Planning) Coach assist the teacher in

Clarifying goals and mastery objectivesAnticipating teaching strategies and decisions

(what if questions)Determining evidence of student achievement Identifying the mentor’s purpose and method of

collecting data ( which standards are evident)

Observation (Teaching)

Mentor gathers data by observing: Evidence of the Maine’s Initial Teacher

Certification Standards

Post Conference (Analyzing and Applying) Mentor helps the teacher to Summarize their impressions and assessment of the

lesson Recall data which supports impressions and assessment Compare the pre conference with performed teaching

decisions and student learning Infer relationships between student achievement and

teacher decisions/behaviors Reflect on the coaching process and make

recommendations for future work

Pre Conference Objectives

State the lesson purpose and mastery objective Describe the desired teacher behaviors Describe the desired student behaviors Review the lesson context Explain assessment procedures Anticipate concerns Describe the observer’s role

Data Collection Strategies Video tape

Mentor video tapes a lesson and together the teacher and mentor watch parts of the tape to gather evidence in the 10 standards

Global Scan Mentor takes notes of what is occurring in the

classroom Selective Verbatim

Mentor collects data on a specific request ( teacher questions, classroom management cues)

Post Conference Objectives Express thoughts about the domains evidenced

in the lesson Recall teacher behaviors during the lesson Compare what occurred in class to the desired

outcomes discussed in the pre-conference Make inferences based on evidence about the

lesson purpose/outcomes Analyze why student behaviors were/weren’t

performed Generate prescriptions and make future plans Assess the coaching process

Portfolio Components

Planning and PreparationUnit templateTimeline5-10 lesson plansReflectionStudent Work Samples

Completion of Standards Portfolio Review Form

Standards Standard / Target The teacher: Proficient

Organization Assembles the portfolio Table of Contents / Typed / 3 ring binder / Elements clearly labeled

1 Unit PlanUnit template

Timeline

Outlines a coherent unit Expectations for learning identified and related to MLR / Mastery Objectives

1,3,8 Assessment Develops assessment(s) congruent with learning targets

Summative task(s) connected to targets with rubric / SPED modification / Formative assessments with examples of students work.

1,2,3,4,5 Lesson Plan(s) 5-10 lessons

Provides lessons using template Mastery objectives / Sequence of instruction / Lesson include extensions an modifications. Show a variety of instructional strategies and differentiation in lesson planning.

8 Reflection Reflects upon unit in a thoughtful manner Identify what worked, what didn’t and what you would change.

6 Classroom environment

Provides evidence of effective classroom organization and management.

Artifacts which demonstrate the teacher’s classroom management strategies, expectations and organization.

7,9,10 Professional Contribution Log

Provides evidence of collegial participation and service to CSD and building.

Communicates w/ parents / participates in grade level meetings / improves content knowledge and pedagogy /

Certification The teacher provides evidence of completion of certification materials

Self assessment, tap, observations, annual review form

Portfolio Components

Classroom Environment Personal system of discipline 4-6 artifacts

Instruction 2-3 artifacts Cross reference to other sections

Professional Responsibilities Teacher must document 2 of the components listed for this domain 3-5 artifacts

Conflict Resolution

Mind toolshttp://www.mindtools.com/pages/article/newL

DR_81.htm Conflict Resolution

http://www.ohrd.wisc.edu/onlinetraining/resolution/index.asp

Conflict Resolution networkhttp://www.crnhq.org/pages.php?pID=12

Lesson Planning

Six Common Mistakes in Lesson Planning http://www.adprima.com/mistakes.htm

Lesson Plan Guidelines http://www.lessonplans4teachers.com/guidelines.php

Behavioral Verbs for Lesson Plans http://www.sites4teachers.com/links/redirect.php?url=

http://www.adprima.com/lesson.htm

Standards Based Lesson Plan Formats http://literacy.kent.edu/eureka/lessonplans/

modelLPT.html

Instructional Strategies

Instructional Strategieshttp://olc.spsd.sk.ca/de/pd/instr/alpha.html

Marzano Strategies with Technology Linkshttp://olc.spsd.sk.ca/de/pd/instr/alpha.html

Classroom Management

The Teachers Guide http://

www.theteachersguide.com/ClassManagement.htm

Classroom Managementhttp://www.adprima.com/managing.htm

Characteristics of Adult Learners• Problem-centered; seek educational solutions to where they are

compared to where they want to be in life

• Results-oriented; have specific results in mind for education - will drop out if education does not lead to those results because their participation is usually voluntary

• Self-directed; typically not dependent on others for direction

• Often skeptical about new information; prefer to try it out before accepting it

• Seek education that relates or applies directly to their perceived needs, that is timely and appropriate for their current lives

• Accept responsibility for their own learning if learning is perceived as timely and appropriate

Adult Learner Characteristics

• Adults have years of experience and a wealth of knowledge

• Adults have established values, beliefs, and opinions• Adults expect to be treated as adults• Adults need to feel self-directed• Adults often have a problem centered approach to

learning• Adults tend to be less interested in survey types of

courses and more interested in straightforward how-to• Adults have increased variation in learning styles

(individual differences among people increase with age)