Supporting New Teachers in Technology Centers Heather Sass Southern Regional Education Board TCTW Forum January 13, 201

1. Supporting New Teachers in Technology CentersHeather Sass Southern Regional Education BoardTCTW ForumJanuary 13, 2010

2. Challenges in Supporting New Teachers Entering through alternative certification routes Understanding of planning, instructional methods, classroom management, assessment, and supporting students Support from administrators, mentors, and colleagues Fulfilling the new mission—all students college and career ready Embedding college and career-readiness academic content Dealing with student diversity Challenging students with Intellectually rigorous work Using real-world project- and problem-based learning Unique Needs of Beginning Teachers Increased Demands on Teachers

3. Characteristics of Effective Support On-going professional development experiences centered on what teachers should know and be able to do On-site support from a professional development instructor Interactive mentoring from a trained, veteran teacher Support from administrators Participation in a professional learning community with colleagues

4. SREB’s Research Project on Support for New Teachers • Develop and pilot an induction model for alternative-route certification for CTE teachers • Professional Development • 10-Day summer institute prior to first year • Three, two-day follow-up workshops in the school year • 10-Day summer institute at end of first year • Support • External Coach—three visits • Mentor • Principal or district administrator • Communities of practice— opportunities for sharing with peers

5. What Should New Teachers Know and Be Able to Do? Professional Development Content Alignment Interstate New Teacher Assessment and Support Consortium Model Standards for Beginning Teachers (1992) Framework for Teaching (Danielson, 1996) National Board for Professional Teaching Standards for Career/Technical Teachers (1997) SREB Survey of New Teachers

6. What Should New Teachers Know and Be Able to Do? Teacher Reflection: Reflect, both individually and collaboratively, on the effects of instruction and use the reflective process to continually improve instructional practice.

7. Focused Support for Instructional Planning Content: Mission-Focused Standards • Technical Knowledge and Skills • Academic Knowledge and Skills • 21-st Century Skills • All Aspects of an Industry Students • Developmental Stage • Learning Styles • Career Interests and Goals—Hopes and Dreams • Achievement and Academic Goals • Cultural Background and Experiences • Special Learning Needs

8. Tools for Instructional Planning • Curriculum Map • Course Syllabus • Unit Plan with a Project-Based Learning Focus • Lesson Plan

9. The Big Six Reading Skills • Summarizing • Paraphrasing • Categorizing • Inferring • Predicting • Recognizing Academic Vocabulary

10. Numeracy Focus: NCTM Strands Content Standards Process Standards Problem Solving Communication Reasoning & Proof Connections Multiple Representations • Numbers & Operations • Algebra • Geometry • Measurement • Data Analysis & Probability

11. Focused Support for Reflection Individually • Questions to Ask • Feedback from Students • Professional Portfolio Collaboratively • “Teach-Backs” with Colleagues • Mentor Activities • Protocols for Feedback • Looking at Student Work

12. Focused Support for Research-Based Instructional Strategies Project-Based Learning • Central to the curriculum • Focused on real-world problems that lead students to the central knowledge and skills of an industry • Involve students in intellectually challenging problem-solving and investigation • Embed high-level mathematics and literacy • Build self-direction and accountability Cooperative Learning • Imitates real-life learning and problem solving • Combines teamwork with individual and group accountability • Working with diverse groups

13. Intellectually Challenging Assignments and Assessments • Recall— • Basic Application of Skill or Concept—Level Two • Strategic Thinking—Level Three • Extended Thinking—Level Four

14. Formative Interactive, to form or alter the learning process Provide information to be used as feedback to modify the teacher and learning activities Begins immediately within the learning episode and spans its duration Formal or informal Summative At the end of a learning episode, process or activity when it is more difficult to alter or rectify what has already occurred Focused Support for Classroom Assessment

15. Classroom Assessment Tools • Rubrics to measure performance • Written exams that model college- and career readiness questions • Embedded literacy and mathematics • Portfolios to measure progress over time • Balanced grading system—technical skills, academics, and 21st century skills

16. Focused Support for Classroom Management • Building positive relationships • Teaching 21st century skills to prepare students for modern workplace • Using guided discipline • Focusing on both “Academic” and behavioral interventions • Matching interventions and consequences to deal with specific unwanted behaviors

17. Focused Support for Classroom Management Creating an Inviting, Personalized Environment • Getting to Know Students and Developing a Sense of Belonging • Creating Organized and Inviting Classroom Space • Designing Classroom Rules, Procedures, and Learning Protocols Dealing with Inappropriate Behavior • Pyramid of Interventions • Accountable Consequences • Conferencing with Students

18. Focus on Evidence of Competence

19. Assessing Progress in Supporting Teachers • Surveys • Self Efficacy Scale http://people.ehe.ohio-state.edu/ahoy/files/2009/02/tses.pdf • Observations • Focus Group and Individual Interviews • Open-Response Questions • Artifacts

20. Reflection • What three ideas will you take from our session that you can use as you work with new teachers at your school?