RE Program PC Network Meeting

1. RE Program PC Network Meeting “The Wisdom of Practice” September 25 & 30, 2014

2. And How Are the Children?

3. How Can We Be A Better Educator Tomorrow Than We Were Today, and Lead Others to do the Same?

4. Any effort at school reform will ultimately fail if it does not ask itself: “ As I design the grand plan for improving the quality of learning in students, have I designed with equal care and concern a plan for teacher learning in this setting?” The effective school must be educative for its teachers.” (Shulman, 1997)

5. PC Network Outcomes • To understand how the Resident Educator Program provides professional learning opportunities for educators. • To uncover the complexities of implementing a multiple year induction program. • To make connections and understand how the RE program is a component of the larger state-wide goal of teacher effectiveness and student learning. • Provide opportunities to PCs across the state to network with one another.

6. Conditions for Learning • Activity • Reflection • Collaboration • Passion • Community or Culture

7. Professional Learning Wong, 2004

8. Ohio’s 4 Tiered Licensure Structure

9. Resident Educator Program

10. Agenda

11. Panel Discussion Local Program Planning and Implementation Protocols and Practices Panel Participants 9/30/14 Erin Miguel Keith, Upper Arlington City Melissa Solazzo, Butler Technology & Career Development Schools Richard Steiner, Findlay City Kim Adams, Southern Ohio ESC Jackie Miller, Brown ESC Panel Participants 9/25/14 Diane Gearhart, Akron City Schools Tiffany DiSalvio, Knox County ESC Maureen Tarulli, Orange City Schools Heather Singer, Summit Academies Mary Olesky, Warren City Schools

12. Breakout Sessions • Networking Session • RE Program 101 • Supporting Mentor Learning

13. Collective Wisdom: Tailoring Support Presented by: The RE Program TeamElizabeth Jennings Brinda Price Jennifer Ross

14. The Challenge for Resident Educator Program Coordinators “Organizing professional development that increases the learning of educators and their students requires thoughtful data gathering and analysis, realistic planning, rigorous implementation, conscientious follow-up, and serious evaluation.” Hayes Mizell, 2011

15. Teaching Complexities • What makes teaching so difficult? • How can teachers learn to manage, cope with, and eventually master those difficulties? • What forms of school reform can contribute to creating the conditions for teacher learning?

16. “Classroom teaching- particularly at the elementary and secondary levels – is perhaps the most complex, most challenging, and most subtle, nuanced, and frightening activity that our species has ever invented. In fact, when I compared the complexity of teaching with that much more highly rewarded profession, “doing medicine”, I concluded that the only time medicine even approaches the complexity of an average day of classroom teaching is in an emergency room during a natural disaster. When 30 patients want your attention as the same time, only then do you approach the complexity of the average classroom on an average day.” (Shulman, 1987, p.369-397)

17. Session Outcomes • Understand the RE Program is built on the foundation of the Ohio Standards for the Teaching Profession and The Ohio Continuum of Teacher Development. • Understand the importance of tailoring support for REs and mentors. • think about tools and resources that may be used or developed for program planning and to monitor growth of REs and mentors in the program.

18. Professional Learning Wong, 2004

19. Resident Educator Program

20. Ohio Continuum of Teacher Development

21. Ohio Continuum of Teacher Development • Standards 1: Students • Standards 2: Content • Standards 3:Assessment • Standards 4: Instruction • Standards 5: Learning Environment • Standards 6: Collaboration and Communication • Standards 7: Professional Responsibility and Growth

22. Residency Performance Intensive Mentoring

23. Resident Educator Program First two years of residency, Resident Educators: • Understand that teaching is complex • Complete rigorous learning required in these beginning years of residency by teaching in their areas of license, by developing sound habits of teaching, thinking, writing, practicing, conversing, planning, assessing, video-recording, collaborating and reflecting on their teaching impact on P-12 student learning • Work toward developing artful teaching, skilled teaching that develops from hours of practice supported by deliberate feedback, collaborative observations, conversations, and intentional teaching adjustments • Connect their teaching practices to The Ohio Standards for the Teaching Profession, The Ohio Continuum of Teacher Development, and The Teaching Learning Cycle • Implement the teaching learning cycle both automatically and formally as the assess, plan, teach, reflect and revise lessons and units of study • Collect evidence/artifacts of their teaching journey (repertoire of practice)

24. Resident Educator Program Last two years of Residency, Resident Educators: • recognize that The Resident Educator Summative Assessment, one component of residency, asks them to showcase their teaching progress and demonstrate how they daily implement the teaching learning cycle and assess their teaching impact through self-reflection • explore teacher leadership opportunities by taking the Learn to Lead module and designing teacher leadership explorations in their buildings or districts • understand that when they have successfully completed the required years of residency and successfully completed The Resident Educator Summative Assessment, they can apply for their professional license.

25. Resident Educator Program Before Program Coordinators can tailor support for Resident Educators and mentors they must first formatively assess the Resident Educators and mentors.

26. Program Assessment • What are some of the tools and processes within the RE Program mentors may use to formatively assess REs understanding of teaching and learning? • What are some of the tools and processes outside of the program that may be used by the mentor to formatively assess REs understanding of teaching learning?

27. Tailoring Support Year 1 RE w/1 year of credit Veteran New to school district Year 1 RE w/2 years of credit Year 2, 3, or 4 RE New to school district Year 1 RE

28. Professional Development Planning

29. Tailoring Support Identify or develop a Program Planning Tool that will work for you and your organization Use the tool to organize the RE Program in your district. 1

30. Tailoring Support Tailor support for the Resident Educators and mentors in the Program The Continuum for Teacher Development should be the foundation to guide your support. 2

31. Tailoring Support 3 Monitor and measure the effectiveness of the support and development provided. Modify and adjust support as needed to ensure growth and development of the Resident Educator and mentor.

32. Questions

33. Putting the Pieces Together Presented By: ODE RE Program Team

34. Support for teacher learning and evaluation need to be a part of an integrated whole that promotes effectiveness during every stage of a teacher’s career. Such a system must ensure that teacher evaluation is connected to-not isolated from-preparation and induction programs, daily professional practice, and a productive instructional context. Hammond, 2012

35. Comprehensive Education System Resident Educator Induction Program Ohio Teacher Evaluation System Ohio New Learning Standards Ohio Four Tiered Licensure Structure

36. Creating a Robust Education System Ohio Resident Educator Program Educator Effectiveness Ohio Teacher Evaluation System

37. Ohio’s 4 Tiered Licensure Structure

39. Policies that create increasingly valid measures of teaching effectiveness- and that create innovative systems for recognizing, developing, and utilizing expert teachers-can ultimately help to create a more effective teaching profession

40. Questions and Answers

41. education.ohio.gov

42. Social Media Ohio Families and Education Ohio Teachers’ Homeroom ohio-department-of-education storify.com/ohioEdDept @OHEducation OhioEdDept