1 / 6

Mentoring Moments: Differentiating Professional Learning Teaching Policy and Standards Branch

Mentoring Moments: Differentiating Professional Learning Teaching Policy and Standards Branch Issue 2 / November 2011. Effective Professional Learning (PL). Recognizes teacher professionalism and complexity of learning (3R’s).

Download Presentation

Mentoring Moments: Differentiating Professional Learning Teaching Policy and Standards Branch

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Mentoring Moments: Differentiating Professional Learning Teaching Policy and Standards Branch Issue 2 / November 2011

  2. Effective Professional Learning (PL)

  3. Recognizes teacher professionalism and complexity of learning (3R’s) • Collaborative process over time sustained by resources and people • Connected to daily practice of teaching and student learning Coherent • Learning designs are informed by data and have measurable outcomes Sustainable Goal – Oriented • Characterized by Choice / Voice / Collaboration / Differentiation Evidence – Informed Attentive to Adult Learning Styles The Core Characteristics At A Glance

  4. Ideas for Differentiation – A Case Story • A first year teacher wants to improve their classroom management skills. • What items might be on the “menu” of professional learning opportunities they could access?

  5. Personalization and Authenticity Demonstration Classroom visit with Mentor(s) followed by de-briefing and action planning New Teacher and Mentor(s) attend joint NTIP Session followed by de-briefing and planning Focused Observation of Mentor’s Classroom followed by de-briefing and action planning Co-planning / Co-teaching cycle with with Mentor(s) and colleagues Discussion and resource sharing with new and experienced teachers via e-conferencing Learning Goal: Improve Classroom Management Skills

  6. Ideas and Resources to Support Implementation Nov 15 – Differentiating Professional Learning https://www.surveymonkey.com/s/NTIPDifferentiatedPD Dec 8 – Making Classroom Observation Meaningful https://www.surveymonkey.com/s/NTIPClassroomObservation Join our NTIP e-Community and collaborate with your colleagues from across Ontario https://community.elearningontario.ca

More Related