EDUC 4464 Classes 16-17

1. EVALUATION FOR NEXT YEAR EDUC 4464 Classes 16-17 Sub-Topics: The New Teacher Induction Program (NTIP) Report Cards March 29 – April 1 / April 12 – 16, 2010.

2. B e l l W o r k Bell Work (ASAP):1) Go to my website2) Under resources > class work Download the two documents on the report card and save them somewhere that you can access them with ease next year3) Minimize each document Dr. Jennifer Barnett

3. NTIP Background Information I am going to provide you with some necessary background information. Take whatever notes you feel you need.

4. Anticipation Survival Disillusionment Reflection Rejuvenation Phases for Beginning Teachers Research

5. Anticipation Survival Disillusionment Reflection Rejuvenation Phases for Beginning Teachers “I was elated about getting the job but terrified about going from the simulated experience of student teaching to being the person completely in charge.” Research Anticipation: Stage before you actually start to teach – closer you get to starting the more excited and anxious you get – the role of the teacher and the position may be romanticized – this excitement carries you through the first few weeks of school

6. Anticipation Survival Disillusionment Reflection Rejuvenation Phases for Beginning Teachers “I thought I would be busy, something like student teaching, but this is crazy. I’m feeling like I’m constantly running. It’s hard to focus on other aspects of my life.” “I thought there would be more time to get everything done. It’s like working three jobs: 7:30-2:30, 2:30-6:00, with more time spent in the evening and on weekends.” Research Survival: Starts the first month of school – realities of teaching set in – begin to experience problems and situations not previously anticipated

7. Anticipation Survival Disillusionment Reflection Rejuvenation Phases for Beginning Teachers “I thought I’d be focusing more on curriculum and less on classroom management and discipline. I’m stressed because I have some very problematic students who are low academically, and I think about them every second my eyes are open.” Research • Also at this stage: • First complaints from family & friends • Self-doubt • Question to commitment to the profession Disillusionment: Usually starts about 6 to 8 weeks of non-stop work and stress – the length of this phase varies from teacher to teacher – realization of time commitment, things not going as smoothly as you want, low morale – get sick for first time – classroom management becomes a major source of stress

8. Anticipation Survival Disillusionment Reflection Rejuvenation Phases for Beginning Teachers I’m really excited about my story writing centre, although the organization of it has at times been haphazard. Story writing has definitely revived my journals.” • Watch out for the occasional set-back caused by self-doubt: • Can I get everything taught by end of year? • Can I be fired if my kids do poorly? Research Rejuvenation: A slow rise in the teacher’s attitude towards teaching – generally, depending on the teacher, begins in January (during break: rest, family, friends, get organized, get ahead of demands, “me time”). Able to put issues behind them, accept things, problem-solve, and move on; Sense of accomplishment.

9. Anticipation Survival Disillusionment Reflection Rejuvenation Phases for Beginning Teachers Anticipation Research Reflection: Usually starts in May – the end is in sight – as you think back over the year, what went well and what didn’t begin to think about changes for next year – a vision of what your second year will be like emerges. Anticipation occurs.

10. Three Parts to the NTIP Good teaching requires self-knowledge: it is a secret hidden in plain sight. - Parker J. Palmer, 1998 Orientation Professional Development Mentorship NTIP First year of operation 2006-2007

11. PART ONE: (Start of the year) Orientation Orientation • To acclimatize new teachers to the logistics of teaching, the resources available, board policies and procedures, and where to obtain assistance as they become socialized into the profession and the culture of the school. • ETFO. (2002). Professional Beginnings, p.5

12. PART TWO: (Throughout the year) Orientation Mentoring Mentorship • Mentoring of new teachers by experienced teachers and is on-going throughout the first year • Mentoring can take a variety of a forms • Mentorship involves a supportive relationship with the mentor acting as a role model, facilitator, coach and advisor • Mentors are trained to assist, observe, model, and coach – help to make a smoother transition into the profession – vital during disillusionment phase Mentors assist – not assess

13. PART THREE (Throughout the year) Orientation Professional Development Mentorship P.D. • Classroom management • Planning • Assessment and evaluation • Communications with parents • Teaching students with special needs and other diverse learners • Provincial education priorities • Board policies and initiatives • Happens through the Orientation and Mentoring Phases • Happens through personal reflection, the writing of your Annual Growth • Plan and the subsequent meetings with your principal • Happens through the Teacher Performance Appraisal

14. Insanity is doing what you have always done and expecting things to improve! TEACHER PERFORMANCE APPRAISAL Even if you are on the right track, if you just sit there you will get run over! The exemplary teacher is one who continually strives for professional excellence to maximize student learning. They take personal responsibility for their professionalism.

15. How you will be graded Eight competencies most relevant for new teachers highlighted as the minimum requirement for principals to comment on in the summative report. The eight competencies are a subset of the 16 competencies required for experienced teachers In accordance with board policies, principals may comment on additional competencies Forty-five look-fors highlighted for new teachers as examples of effective teaching practice and clarification that look-fors are a resource for principals and teachers Two-point rating scale in each appraisal for new teachers: Satisfactory DevelopmentNeeded For a teacher who receives a Development Needed performance rating, the rating scale in subsequent appraisals is: Satisfactory Unsatisfactory

16. Teacher Performance Appraisal Successful completion of NTIP requires two satisfactory ratings on teacher performance appraisals Upon successful completion of the NTIP, the College will place a notation on the teacher’s certificate of qualification and the public register

17. An Overview of the NTIP TPA Process The Initial Process Requested by principal or teacher after teacher has received the summative report

18. An Overview of the NTIP TPA Process

19. Most of you will experience this:

20. Some Will Experience this:

21. So you have at least three chances over two years!

22. NO improvement or excuses, not attempting to improve, fighting & arguing, refusing to try …..

23. Danger to students or concern over student welfare….

24. R e p o r t C a r d s

25. Open up the Working with Report Cards document • p. 2 – a pending change • p. 4 – a pending change • p. 5 & p. 6 – a new progress report for next year (this is a definite change) New for next Year Planner

26. Dear Dr. Barnett, Thank you for your e-mail of February 22, 2010, requesting a copy of the elementary fall progress report card to be implemented in fall 2010. I am pleased to respond. The elementary fall progress report card, along with the revised elementary and secondary provincial report cards, was publicly released on March 2, 2010. They have been posted on the Ministry of Education’s website at www.edu.gov.on.ca/eng/document/forms/report/card/reportCard.html I am pleased that you plan to share the progress report card with your students to prepare them as they enter the school system next year and wish you success in your work. Sincerely, Sue Durst – Director Curriculum and Assessment Policy Branch Go to the web address • We are going to look at: • Primary / Junior (1-6) • Intermediate (7/8) • Intermediate / Senior (9-12) Dr. Jennifer Barnett

27. Note: to advance the next four slides use the Return key

28. (Ministry of Education, OSS, 1999, p.5) (Ministry of Education, OSS, 1999, p.6) Dr. Jennifer Barnett

29. Dr. Jennifer Barnett (Ministry of Education, OSS, 1999, pp. 8-10)

30. (Ministry of Education, OSS, 1999, p. 47) The Only Exception: (Ministry of Education, OSS, 1999, p. 48) Also see: Ministry of Education, Appendix 5, OSS, 1999, p.71 Dr. Jennifer Barnett

31. Dr. Jennifer Barnett

32. Figuring out what mark to put in • Teacher discretion but the rule is: • The most recent weighs heavier • i.e., • L4 52 62% 17 24 C+ 18 • 15 68 25 35 27 62% C+ 93% L4 76% 68% 69% 67% Dr. Jennifer Barnett

33. Figuring out what mark to put in • Teacher discretion but the rule is: • The most recent weighs heavier Major Unit Test • i.e., • L4 52 62% 17 53 C+ 18 • 15 68 25 68 27 Major Unit Test 62% C+ 93% L4 76% 68% 78% 67% Dr. Jennifer Barnett

34. IEPed Students…What happens on a Report Card? • The grade in this subject / strand reflects the accommodations / modifications as outlined in the IEP. • If in the Comment View, and you click on IEP box – program will put in “The marks for Subject are based on the achievement of expectations in the IEP, which vary from the Grade X expectations.” Dr. Jennifer Barnett

35. Scavenger Hunt

36. Week of April 12 - 16 • Option 1: Working on Report Cards - Now, it’s your turn! • Your Task: • Make level 1, 2, 3, and 4 Comments for each subject. • Enter these into the report card • At the end, go to the report card view and take a look – you may have to edit if some are too long. • Using the handout I give you, complete the task. Slowly follow my directions step by step and you should be fine. • If you run into a difficulty 1) ask a friend & then 2) ask me. Because the new reports were only released March 2, we don’t have the computer programs (they haven’t been made yet!) However, I can teach you how to do the basics using one of the old programs. Dr. Jennifer Barnett

37. Week of April 12 - 16 • Option 1: Working on Report Cards - Now, it’s your turn! • Option 2: Study Groups / Individually for the Exam For either option above, bring your external hard-drive • Option 3: Other issues – i.e., Handwriting on the board, working on classroom management, whatever you want to work on with me here to support you • Option 4: Private Study (the 20% clause) Dr. Jennifer Barnett

38. Class 16 • April 12 – 16, 2010 Work Period

39. Student Task Lower your computers and watch please • Now, it’s your turn! • Your Task: • Make level 1, 2, 3, and 4 Comments for each subject. • Enter these into the report card • At the end, go to the report card view and take a look – you may have to edit if some are too long. • Using the handout I give you, complete the task. Slowly follow my directions step by step and you should be fine. • If you run into a difficulty 1) ask a friend & then 2) ask me. Because the new reports were only released March 2, we don’t have the computer programs (they haven’t been made yet!) However, I can teach you how to do the basics using one of the old programs. Dr. Jennifer Barnett