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ctteam

Overview of. www.ctteam.org. T eacher E ducation A nd M entoring Program . What is the TEAM Program?.

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ctteam

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  1. Overview of www.ctteam.org Teacher Education And Mentoring Program

  2. What is the TEAM Program? • Legislation passed in October 2009 has established a Teacher Education and Mentoring (TEAM) Program for the purpose of providing support and professional growth for beginning teachers.

  3. What is the Mission of the TEAM Program? • The mission of the TEAM Program is: to promote excellence, equity and high achievement for Connecticut students by engaging teachers in purposeful exploration of professional practice through guided support and personal reflection.

  4. Why is TEAMso Important? • On-Going Support • Formative Process • Professional Growth 10

  5. Who are the TEAM Program players? • Beginning teachers holding an initial, interim initial or 90 day certificate. • Trained Mentors • District Administrators • Coordinating Committees • Review Committees • Professional Organizations • Regional Education Service Centers (RESCs) • CT Department of Education (CSDE)

  6. How will my district support the TEAM Program? • District Facilitator- • An individual appointed to serve as a liaison between CSDE, district, beginning teachers and mentors regarding requirements of the TEAM program. • TEAM Coordinating Committee • A district committee that plans, implements and monitors the district’s TEAM Program. • District Support Plan • A plan outlining how your district will support beginning teachers and mentors.

  7. What is the design of the TEAM Program? • A professional growth model aligned with five domains of Connecticut’s Common Core of Teaching (CCT) • Classroom Environment, Student Engagement and Commitment to Learning • Planning for Active Learning • Instruction for Active Learning • Assessment for Learning • Professional Responsibilities and Teacher Leadership

  8. The CCT Emphasizes: • High Student Achievement and success for all students • Differentiationof instruction to support students • Collaboration with colleagues and families to meet the diverse needs of all students • Commitment to the analysis of teaching and continuous professional development 8

  9. A Web-Based Program www.ctteam.org Online workspace for: • CCT Performance Profile (self-analysis) • Professional Growth Action Plan (PGAP) • Module Goal • Learning Activities/Classroom Applications • Timeline for Module Completion • Beginning Teacher and Mentor Meeting Log • Journal for Beginning Teacher • Journal for Mentor

  10. Beginning Teacher Dashboard Welcome Horatio Algebra Contacts District Facilitator: Lois Tess GoreSchool Administrator: Isabelle RingingMentor: Nina Tottenbag

  11. Welcome Horatio Algebra Welcome Horatio Algebra My Module Center

  12. Mentoring Module ProcessIdentify Need for Professional Growth : • ExploreCCT and Domain-specific Performance Profile • Identify one indicator for professional growth • Record specific examples/evidence of practice • Create an Initial Summary describing current practice • Create a professional growth Goal for the module • Record meetings in Log; document work in Journal

  13. CCT Performance ProfileProfiles available on ctteam.org • Read the Performance Profile going across from left to right. • Note language changes as you move across the continuum.

  14. Mentoring Module Goals • Describe anticipated learning for the teacher • Connect to CCT Performance Profile indicator • Describe anticipated impact on students

  15. Mentoring Module ProcessDevelop a Professional Growth Action Plan (PGAP) • DiscussProfessional Growth Activities and how teacher might apply new learning. • Identify resourcesto support Activities. • Communicate with the building administrator to share Professional Growth Action Plan. • Continue to record appropriate information in Meeting Log and My Personal Journal

  16. Professional Growth Action Plan(PGAP) Mentoring Module Process Step #2

  17. Mentoring Module ProcessImplement Plan and Apply New Learning • Participate in professional growth activities. • Try new learning in the classroom. • Use data to analyze the impact on students. • Continue to use My Journal. • Record examples/evidence of new learning, classroom applications and outcomes. • Continue Beginning Teacher/Mentor meetings to discuss ongoing work and record in meeting log. .

  18. Beginning Teacher Personal Journal

  19. Mentoring Module ProcessDocument New Learning and Impact on Students Create a Reflection Paper* that includes:  • Initial summary and professional growth goal • Professional growth activities and teacher’s new learning • Description of how new learning was applied in the classroom • Analysis of teacher’s practice and impact on student learning/performance • supported by specific examples/evidence from My Journal • Plans for extending professional growth * 2000-3000 words

  20. Develop a plan for their work throughout the year Mentor & Beginning Teacher EACH MODULE Expected time frame is 8 – 10 weeks Step 1 Identify a Need or Opportunity for Professional Growth CCT Performance Profile (Self Analysis) Repeat the process Step 2 Develop a Professional Growth Action Plan PGAP Step 3 Send to Administrator Implement Plan and Apply New Learning Try out new learning and Analyze outcomes Step 4 Create a Reflection Paper Document new learning and impact on students Submit Reflection Paper for Review Go to next module

  21. Reflection Paper • Initial Summary - what is currently happening in the classroom related to the selected indicator • Professional Growth Goal - describes teacher learning and desired outcomes for students • Summary of Teacher Learning - professional growth activities and what the teacher learned from using the activities • Application of Teacher Learning - how the teacher applied learning and what happened as a result (supported by specific examples) • Analysis of Professional Growth - how the teacher’s practice has changed and the impact on student learning related to the selected indicator (supported by specific examples) • Making Connections - plans for extending the professional growth experience with a connection to one other CCT Performance Profile indicator.

  22. What happens after I complete my Reflection Paper? • Share the reflection paper with mentor for feedback and sign-off • Note: Mentor sign-off indicates that reflection paper is consistent with on-going work during module. • Submit reflection paper electronically via www.ctteam.org for review. • Teachers will be notified via ctteam whether their reflection paper has met completion standard.

  23. Who will review Reflection Papers? Options for the review of Reflection Papers • Districts have two options: • In-District Review • Trained reviewers from the district will review Reflection Papers to determine if they meet the standard for successful completion. • Regional Review Committee • Trained reviewers from the Regional Review Committee (reviewers from districts participating within a local RESC region) will review the Reflection Papers to determine if they meet the standard for successful completion.

  24. What happens when I successfully complete the required modules? • The superintendent will verify that the Beginning Teacher has completed the TEAM Program Requirements. • BT is eligible for provisional certification.

  25. What happens if my Reflection Paper does not meet the standard for successful completion? Consider the following…… • Go back to the journal for additional data • Engage in additional professional growth activities • Collect additional data • Continue to engage in discussions with mentor • Submit revised Reflection Paper

  26. Additional Tools/Resources • Sample Module Documents • Sample Reflection Papers • Recommended Resources • TEAM Coordinating Committee (TCC) Guidelines • Sample District Support Plans • Review Committee Guidelines and Criteria • Online Orientations • Monthly Electronic Communications

  27. I believe that reaching out to my coworkers for assistance, researching strategies in publications, and keeping a willingness to learn from others will contribute to my professional growth and a long, successful career in teaching. Reviewing the CCT Performance Profile was extremely helpful in examining and identifying my teaching practices prior to this process.  When I started this module, my classroom was almost 100  percent teacher driven.  By the end of the module, there was a noticeable sharing of classroom responsibilities and a greater participation by the students in the learning process. 

  28. Contact Information • For additional information, please contact CSDE TEAM Program Consultants or TEAM Field Staff at your local RESC :

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