Journey to EXCELLENCE

1. Journey toEXCELLENCE Iowa Mentoring and Induction Model Session 2 Iowa State Education Association in partnership with the Iowa Department of Education July 2008

2. Housekeeping • Sign In • Restrooms • Vending Machines • Materials • Breaks • Lunch

3. Agenda • Introductions/Housekeeping • Review/Resources in the Folder/Forms to Use • First Impressions • Confidentiality • Mentors Role • Why Didn’t I Learn This In College • Ethics • Iowa Teaching Standard 8 • Debby Berthelsen, Media Services for your Classroom • Pam Buysman, Media Services for your Classroom • Learning Project 1: Goals and Hopes • Iowa Teaching Standard 6 • Learning Project 6 • Documentation

4. AEA Learning • Debby Berthelsen, AEA Media Services from the NWAEA in Sioux City 2:15-3:15 • Pam Buysman, AEA Media Services from NWAEA in Sioux Center 10:15-11:15

5. Expectations… • We’re all here to learn • Listen … dialogue from YOUR perspective • Questions… “Ask” or use a post-it on the Parking Lot • “Attention” signals • Please ---cell phones on vibrate • Take care of your needs as needed

6. Individual Introductions Name District / building Your teaching assignment Something you learned your first day of teaching JtE Session 1Slide 5

7. From the Evaluations….. • Colors …. (classes) • Questions about Licensure (DE Q/A portion) • Artifacts and Portfolios (Guide to Iowa Teaching Standards) • Iowa Teaching Standards (book, Iowa Learning Projects, introduced at each session)) • Classroom Management (classes and services) • Responsibilities/Expectations as a Mentor (Mentoring Matters/Journey to Excellence and the Iowa Learning Projects --- Consulting, Collaborating and Coaching

8. College Credit • Attendance of the sessions (activities/readings) • Learning Projects based on the teaching standards • Participation in activities and sessions • Observations • Meeting documentation • Collaboration, Coaching and Consulting • Journey to Excellence/Mentoring Matters Reading and activities • Reflective conversations • Reasons for the one, two or three option credit!!!

9. Expectations What does the mentor expect from you? Confidential Relationship Trusting Relationship Completing Learning Projects Coach, Collaborate and Consult Attend the trainings Keep up with paperwork Observe experienced teachers

11. To guide you….. • Generation Conversation • Meeting Form with Mentor • Observation Form • Year Checklist • Building Checklist

15. Artifact Collection Select an artifact What Standard and Criteria are you addressing? What evidence is required? Do you need or want to include any additional artifacts or evidence? Describe It Who, What, Where, When Analyze It Why, How

16. Artifact Collection Transform Utilize information and data Apply to teaching practice Develop new goals and strategies based on the data Appraise Interpret it Determine the impact Determine its effectiveness Determine the relationship to the goals, values and philosophy

17. Improving Student Achievement – FORMATIVE CYCLE used in Iowa Initiatives

18. Improving Student Achievement By Connecting Initiatives

19. Improving Student Achievement By Connecting Initiatives

20. Improving Student Achievement By Connecting Initiatives

21. Improving Student Achievement By Connecting Initiatives

22. Improving Student Achievement By Connecting Initiatives – INDUCTION Focus Study Reflect Plan Apply

23. Creating a Safe and Trusting Environment • What are concerns, first impressions, or questions that you have right now about your teaching or teaching position?

24. Confidentiality • At the trainings • With your mentor • Resolution Process • Disillusion Process

25. What your mentors are learning? Learning Focused Conversations Collaborating, Coaching, and Consulting Phases of a Beginning Educator Why are you not with them?

26. Mentors Role • Collaborating • Consulting • Coaching

29. Teaching Environment Profile • Why this will help beginning educators • How can this be helpful in your position

30. Why I Didn’t Learn This In CollegePaula Rutherford – Just Ask Publications 2002 • Excellent Resource for all teachers • Look though pages 9-43 • What is something you could have used the first week of school? • What is something you are planning to use in the future?

31. Continuing on Ethics • Change PowerPoint • How could this section be used as an artifact? • What Standard would you put Ethics under when collecting artifacts?

32. ITS 8 – Professional Responsibilities • Adheres to board policies, district procedures, and contractual obligations • Demonstrates professional and ethical conduct as defined by state law and district policy • Contributes to efforts to achieve district and building goals • Demonstrates an understanding of and respect for all learners and staff • Collaborates with students, families, colleagues, and communities to enhance student learning

34. How the book it set up • Each Standard is provided • Breaks down the criteria • Provides a rubric from unsatisfactory to beyond • This is used with the Learning Projects

35. Introduction to the Learning Projects • Assessing Needs • Planning • Implementing • Evaluating

36. Introduce the Learning Projects • Learning Project 1 • Learning Project 6

37. Learning Projects • Learning Project 1 -due session 3 • Learning Project 6 - due session 4 • Teaching Environment Profile –due Session 3

38. Learning Project 1 • Directions • Step One – Assessing Needs • The beginning educator completes the Beginning Teacher Self-Assessment Inventory and Initial Self-Assessment Profile/Stem Completion. • Step Two – Planning • The beginning educator meets with the mentor and shares the Beginning Teacher Self-Assessment Inventory and Initial Self-Assessment Profile/Stem Completion. The mentor conducts a Goal-Setting Conversation reviewing the inventory and profile. The conversation includes a Goals and Hopes Interview in which the mentor interviews the beginning educator. The mentor may take notes on the Goals and Hopes Interview form. At the conclusion of the interview, the mentor returns the Goals and Hopes Interview form to the beginning educator. • Step Three – Implementation • The beginning educator will keep the interview form for future reference. They will identify future meetings dates and times and discuss other needed issues. • Step Four - Evaluating • The beginning educator reviews these documents with the mentor mid-year and/or near the close of the school year.

39. ITS 6 – Classroom Management • Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student • Establishes, communicates, models, and maintains standards of responsible student behavior • Develops and implements classroom procedures and routines that support high expectation for student learning • Uses instructional time effectively to maximize student achievement • Creates a safe and purposeful learning environment

40. Group Work and using the Iowa Standards Book • Expert Groups on each criteria • What does each criteria mean and what would you collect as artifacts?

41. Iowa Teaching Standard 6 • Role Play the Standard and the Criteria • Talk through Standard

42. Learning Project 6 • Step One – Assessing Needs • The beginning educator will discuss with the mentor school and district discipline policies and procedures. With the help of the mentor, the beginning educator will review A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of your study. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights his/her current levels of performance for that criterion in the Framework book. • Step Two - Planning • The beginning educator will develop a Learning-Focused Growth Plan to address the criterion using a learning-focused planning conversation. The mentor will work with the beginning educator to develop the plan. A plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options. • The plan may include observing the mentor or other educators to learn how they practice the criterion that was selected. If needed, the mentor will identify articles on classroom management to read.Arrange for your mentor to later observe the class and take notes related to the selected criterion.

43. Learning Project 6 • Step Three - Implementing • The beginning educator will carry-out the plan. The beginning educator will use the Learning-Focused Growth Plan: Tracking Progress sheet to capture new learning's and questions as the plan is implemented. Please consult with your mentor as needs arise. • The mentor will observe classroom of the beginning educator for about 20 minutes, taking notes focusing on the criterion. This should not be on the first day you are executing the plan. Hold a brief pre-observation conference with your mentor prior to the visit to inform your mentor of plans and related issues.

44. Learning Project 6 • Step Four - Evaluating • Following the observation, the beginning teacher completes the ITS # 6Self-Reflection. • Then the beginning educator and mentor meet for a reflective conference. The mentor shares with the beginning educator notes from the observation. The beginning educator shares with the mentor the actions, results, the new learning's and new questions from implementing the plan. • The conversation will include determining the degree to which the goal was achieved. Using the ITS Framework page of the criterion you have selected as the focus, take a different-colored highlighter, and identify the words that capture the nature of the beginning educator’s current practice by highlighting the appropriate descriptors under levels of performance for each of the elements. You may find the appropriate words in more than one column. Be as accurate as you can. (This is only for use by the beginning educator and mentor) In order to keep a running history, place the date of the self-assessment on the page and then highlight it with the same color.

45. ITS 1 - Supporting District Achievement Goals • Provides evidence of student learning to students, families and staff • Implements strategies supporting student, building, and district goals • Uses student performance data as a guide for decision making • Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student • Creates an environment of mutual respect, rapport, and fairness • Participates in and contributes to a school culture that focuses on improved student learning. • Communicates with students, families, colleagues, and communities effectively and accurately

46. Next Time We Meet Session 3 • October 14 Room B (Sioux City) October 21 (Sioux Center) • Iowa Teaching Standard 6 and Iowa • Teaching Standard 3 • Learning Project 6 • Electronic Portfolios and where to to get resources to help you.

47. Thanks • Evaluation – We use these to plan • Thanks • If you need help or have questions please call us anytime: Marlin Jeffers Flora Lee 712-222-6038 712-222-6363 mjeffers@nwaea.k12.ia.usflee@nwaea.k12.ia.us