Mentor Forum Baldwin Kekaulike Maui Canoe Complex (VCC)

1. Mentor ForumBaldwin Kekaulike MauiCanoe Complex (VCC) October 2, 2014 Pu’u Kukui Elementary School

2. Objectives To provide opportunities to: • Review and clarify the Induction program • Practice Mentor Language • Gain an understanding of Professional Development Plan to help Beginning Teachers • Share artifacts/resources that are evidence of mentoring for instructional excellence • Time to input contact log on PDE3

3. Agenda • Welcome and Connector • Norms for Collaborative Work • Induction & Mentoring Program • Data Analysis • Professional Development Plan/Coaching Partner • Sharing of resources/artifacts • Mentor Contact Logs • Closing/Evaluation

4. Norms for Collaborative Work • Equity of Voice • Active Listening/Participation • Safety to Share All Perspectives • Confidentiality • Self-Monitor Use of Electronics

5. Parking Lot (write on post-its)

6. Mauka/Makai Partners Mauka Makai

7. Connector • Using the CAL, meet with your Mauka partner to share what’s working in mentoring your beginning teacher, position at your school or your teaching experience. • Share one challenge and next steps • Be ready to share Standard 2C: Mentor Professional Development

8. Induction & Mentoring Program • Who are considered Beginning Teachers • What is a newly hired teacher has a prior teaching experience outside of the state? • Webex on BT support seminars? • Stipends for Mentors? • What if school level mentors don’t mind mentoring, but don’t want to contract for the stipend.

9. Stipend Form • Mentor 1 • Mentor II • Due by May 15, 2015 (electronically)

10. Induction Data Analysis • Work with your “makai” partner to analyze data and come up with a plan of action.

11. Induction Survey • Focus on Instructional Practice/Mentoring for Instructional Excellence

12. Induction Survey • Focus on Instructional Practice/Mentoring for Instructional Excellence

13. Professional Development Plan

14. Session Outcomes By the end of the session participants will: • Understand how to support teachers with developing, implementing, and reflecting on a meaningful professional development plan

15. Expectations • All teachers will develop and maintain an individual professional development plan that identifies areas for targeted growth and learning. • Completion of the learning opportunities within the plan will be considered a matter of professional responsibility. Hawaii State Teachers Association Contract, Appendix VI, Section 5(c)(iii),p. 109

16. Page 43 of the EES manual..... • Professional Development Plan Self-reflection is the true mark of a professional. Pursuant to the contract, “all teachers will develop and maintain an individual professional development plan that identifies areas for targeted growth and learning. Completion of the learning opportunities within the plan will be considered a matter of professional responsibility.”The Department’s professional development plan tool on PDE3 allows teachers to set goals for their own learning, collect evidence of completed professional development activities, track impact on students, and reflect on their progress. Probationary teachers are expected to set four goals using this tool. It is best practice for tenured teachers to set two goals a year when leveraging the tool to help compile and store documents to meet re-licensure requirements.

17. Effective PD Plan • Engages the teacher in a continuous cycle of reflection, professional growth, teaching, and learning • Identifies specific action plan with timelines

18. Implementation Process: 5-Step Cycle What is your priority area for development and growth? What worked well and what could you have done better? What actions might you take to be more successful next time? What goal(s) will support the your growth and development? Continuous cycle of reflection, professional growth, teaching, and learning Is the action plan supporting your goal? Are mid-course corrections needed? What support will you need to meet the goal(s)?

19. Identify Area of Focus • Focus on priority area for development and growth • Support various career pathways (e.g. continuing education, teacher leader, administrator, NBCT) • Self-Assessment • Process by which teachers rate the effectiveness and adequacy of their performance, effects, knowledge, and beliefs for the purpose of self-improvement. • Personal reflection about one’s professional practice, identifying strengths and areas for improvement. • Gives teachers input and control about their professional growth. • Helps teachers become more self-aware, enabling them to take a more objective look at their practice. • Administrator input • Observations, Tripod Student survey, Student Learning Objective feedback • Activity • Using the Domain 4 rubric, evaluate your level of performance on all 20 elements

20. Goal Setting • Aligned with the area of focus • Self-directed professional inquiry • Focuses on the teacher’s learning and not student learning • Identifies one to three goals • Characteristics of good goals for professional growth: • Focuses on learning a new skill or teaching technique or about student learning; • Outside of the teacher’s everyday teaching responsibilities; • Important to the teacher; and • SMART (specific and strategic, measurable, action oriented and attainable, results-oriented, and time-bound

21. Identifying Quality Goals Activity: At your table, determine if the goal statement is acceptable quality. If not, revise the goal so it is.

22. Action Plan A good action plan helps the teacher understand the purpose of the learning and makes it relevant to his/her work.* • Describe the activities the teacher will participate in to support his/her learning. • Outline the evidence that will be collected to determine if the activities provided the right level of learning. • Determine the level of supports and collaborators that are necessary to help the teacher be success with reaching the goal(s). *You Don’t Have to be Bad to Get Better: A Leader’s Guide to improving Teacher Quality by Candi B. McKay

23. Assessment of Progress • Teacherreturns to the self-assessment and other feedback provided through various sources to review and reflect on progress and make mid-course corrections as needed.

24. Reflective Practice Effective teachers may reflect on their work formally or informally; for example they may review a day’s work mentally, keep a journal, meet regularly with a mentor or with colleagues, or assess a videotaped recording of their teaching.

25. Activity Watch the Ms. Wessling video to learn how she uses reflective practice to improve her lesson.

26. Reflective Practice When teachers use data to reflect on what worked, what did not work, and what types of changes they might make to be more successful, the likelihood of knowing how to improve increases dramatically. (Airason & Gullickson, 2006; Tucker, Stronge, & Gareis, 2002).

27. Documenting the PD Plan Teachers may develop their own template or use the ones in PDE3 Teachers work with their Principal to determine where to keep the plan: • Option 1: Fillable template in PDE3 • Option 2: Upload as an attachment in PDE3 under the core professionalism tab • Option 3: Keep a hard copy on file at the school

28. Sharing of Artifacts to improve mentoring beginning teachers.

29. Sadie Estrella • Strands Geometry Number & Operations in Base Ten Measurement and Data Operations & Algebraic Thinking • http://iamamathnerd.wordpress.com/2014/05/13/student-learning-objective-k-2-resources/

30. Links to Differentiated Instruction • http://www.livebinders.com/play/play?id=4567

31. Table Group • Share your artifact/strategy/resource • One person to chart what’s being shared.

32. Mentor Contact Log • PDE3

33. Questions/Evaluations • Post it on Parking Lot • Suggested topics for next mentor forum December 8, 2014 PDE3 registration info: section # 274922