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A JOURNEY INTO TEACHING PRACTICE

This article explores the use of formative assessment in mentoring programs for novice teachers. It aims to provide a deeper understanding of professional standards and offers a collaborative assessment log as a tool for supporting the development of a mentoring program.

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A JOURNEY INTO TEACHING PRACTICE

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  1. A JOURNEY INTO TEACHING PRACTICE THE ROLE OF FORMATIVE ASSESSMENT IN MENTORING Vicki Duff, Mentor Training Coordinator NJ State Department of Education victoria.duff@doe.state.nj.us

  2. We live in a time of such rapid change and growth of knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide. Nathan M. Pusey The Teacher’s Book of Wisdom

  3. AND THE GOALS ARE…. • To gain a deeper understanding of professional standards • To understand the use of formative assessment in the mentoring process • To practice using a collaborative assessment log to support the novice in their classroom • To provide an effective tool for use in developing a mentoring program.

  4. THE MENTORING/INDUCTION PROGRAM OBJECTIVES • Accelerate the learning and competence of novice teachers • Provide a continuous system of support and guidance for novice teachers to ensure student success • Provide mentor teachers with tools and support that enhance the mentoring process • Instill a sense of professionalism and pride for the novice teacher and the learning community IT IS ALL ABOUT KIDS!

  5. PRECONCEPTIONS PROFESSIONAL DEVELOPMENT EXPERIENCES TESTING MENTORING EVALUATION PROFESSIONAL STANDARDS TEACHING EXPERIENCE FORMAL PRE- & CONTINUED PROFESSIONAL DEVELOPMENT STATE AND LOCAL CONTEXTS PROFESSIONAL IMPROVEMENT PLAN INFLUENCES ON TEACHER DEVELOPMENT SOURCE: QULAITY MENTORING FOR NOVICE TEACHERS EDS. SANDRA J. O’DELL AND LESLIE HULING

  6. A PROFESSIONAL NORM • An understanding of what is expected in a professional setting for those in education; the guidance for those in the profession that provide: • A standard • A model • A behavior What are the professional norms we want to create through mentoring?

  7. WHAT DO EFFECTIVE TEACHERS DO IN THEIR PRACTICE? • Use 7 post-its. • What must an effective teacher know and be able to do? • Place one item per post-it. • As a group sort your post-its according to the standards on the template

  8. Subject matter knowledge Human growth and development Diverse learnersinstructional planning and strategies Assessment Learning environment Special needs Communication Collaboration and partnerships Professional Development PROFESSIONALLY SPEAKING

  9. THE STANDARDS WILL PROVIDE… • A common language • A definition for effective teaching practice • A conversation tool that can influence classroom practice • A self-assessment tool that can be used to guide professional growth • A lens for the mentor to view practice • A mirror for the novice to reflect on practice

  10. A CONTINUUM OF PRACTICE • Teaching is a developmental process. • Teachers must constantly assess their practice through self-assessment. • Teachers grow and develop in a particular area over time. • Teacher growth is constant – we are constantly improving. • Teacher growth should be based on competencies, not deficits.

  11. ACTIVITY UNDERSTANDING THE STANDARDS LOOKS LIKE/FEELS LIKE

  12. The most powerful form of learning, the most sophisticated form of staff development, comes not from listening to the good works of others but from sharing what we know with others… By reflecting on what we do, by giving it coherence, and by sharing and articulating our craft knowledge, we make meaning, we learn. Roland Barth

  13. WALK THE WALKTALK THE TALK • What are the elements of trust in the mentoring relationship? • What are the elements of a mentoring conversation in the mentoring relationship?

  14. ACTS OF ASSESSMENT How do we assess student learning other than through tests or quizzes? a.

  15. A LOOK AT FORMATIVE ASSESSMENT What is “formative”? To shape or mold To aid in the development of competence Helping to form, make, shape, create, compose, train or frame

  16. ACTIVITY Use the Formative Assessment – Essential Characteristics to guide a discussion on ways in which teachers are assessed that are different than those outlined on this chart.

  17. WHY USE FORMATIVE ASSESSMENT • To focus the beginning teacher’s growth • To guide the work of the mentor • To establish the professional norms of inquiry into and upon reflection of practice • To parallel the key role of assessment into effective instructional practices Foundations of Mentoring New Teacher Center at the University of Santa Cruz

  18. PARTNER ACTIVITY • Read/scan The Role of Formative Assessment in Induction Programs (approx. 4 minutes) • As partners do the 3-2-1 activity: • Write 3 main ideas that could be implemented in a school • Write 2 benefits to the mentor and 2 benefits to the novice • Write 1 challenge to this process

  19. USING A COLLABORATIVE ASSESSMENT LOG • To provide clarity to the discussion • To enable participants to focus • To aid in the gathering of evidence • To have a tool that looks at possible solutions, actions and next steps • To provide accountability • To provide guidance in selecting appropriate professional growth activities Modeled on the New Teacher Center at the University of Santa Cruz Collaborative Log

  20. ACTIVITY • Read the 4th Grade Scenario • In groups identify areas of possible discussion and potential growth. • Select 2 or 3 standards on which you might focus. • Identify evidence for the discussion. Include successes and challenges. • Identify possible activities from the standards to guide the novice.

  21. THE STRENGTH OF A FORMATIVE ASSESSMENT SYSTEM COLLECT THE DATA PLAN YOUR GOALS TEACH AND IMPLEMENT THE PLAN REFLECT/REVISE/BEGIN ANEW

  22. REFLECTION • Based on what you have learned today what one new strategy will you use with your novice teacher? • How will using professional standards enable novice teachers to develop the skills necessary to be effective in the classroom?

  23. RESOURCES • www.state.nj.us/education/ • Academic and Professional Standards • Professional Standards and Learning • Professional Standards or Mentoring • www.njpep.org • New Teacher Center at the University of Santa Cruz • Keeping Good Teachers edited by Marge Scherer (ASCD publication) • www.nsdc.org • www.ascd.org • Books by Harry Wong, Hal Portner, Bruce Lipman, Susan Villani • Vicki Duff: 609-292-0189 or victoria.duff@doe.state.nj.us

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