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Statewide E.Y.E. Coordinators

Statewide E.Y.E. Coordinators. January 24, 2014 Jeannie Rowland Utah State Office of Education Jeannie.Rowland@schools.utah.gov. Entry Years Enhancement. Mentoring, Schmentoring …. Benefits Obstacles Key Factors Indicators of Effectiveness Work with your table

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Statewide E.Y.E. Coordinators

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  1. Statewide E.Y.E. Coordinators January 24, 2014 Jeannie Rowland Utah State Office of Education Jeannie.Rowland@schools.utah.gov Entry Years Enhancement

  2. Mentoring, Schmentoring… • Benefits • Obstacles • Key Factors • Indicators of Effectiveness • Work with your table • Come to consensus on each of the bullets • Choose 2 bullets and group answers to share • One person reports these two from each table

  3. Implementation Of The Competencies • Self-Assessment (5-10 min) • Table Discussions (30 min) • Share ideas of current practice, learning, and or strategies • Record ideas on Competency Poster • Highlight your group’s favorite two or three ideas • Post these in the marked areas • Group Share (15 min)

  4. Excellent teachers help ordinary students do extraordinary things! Break 15 minutes

  5. The Irreplaceables • Review • The Irreplaceables: Understanding The Real Retention Crisis in America’s Urban Schools (2012) • 90,000 Teachers, 2,100 Schools, 1.4 Million Students • The nation’s 50 largest districts loseapproximately 10,000 Irreplaceables each year. • About 40 percent of teachers with more than seven years of experience are less effective at advancing academic progress than the average first-year teacher • Make retention of Irreplaceables a top priority • Strengthen the teaching profession with higher expectations

  6. Perspectives of Irreplaceable Teachers • 117 of America’s best teachers (36 states and all 10 of nation’s largest districts) • Collectively won almost every major teaching award in the country • National Board certification • District and state “Teacher of the Year” honors • Milken Educator Awards • National awards from organizations (TNTP, Teach for America, NEA, Kipp) • Purposely non-representational– insights from carefully chosen celebrated teachers • What does effective (and ineffective) teaching look like? • How do the best teachers become so effective? • What do great teachers think about their profession?

  7. ‘Perspectives’ Themes • Measuring success • Student’s academic performance • Perceptions and feedback of leaders, colleagues, and students • Formal prep and PD • Bottom of the list • Want practice and feedback • Love/Hate relationship • Making a difference vs. profession issues • Teaching vs. being a teacher

  8. ‘Perspectives’ Text • 3-5 Demographics • 7-11 What Does Great Teaching Look Like? • 12-13 How Do Great Teachers Become So Effective? • 14-21 What Do Great Teachers Think About Their Profession? • 22-25 Conclusions • ALL: Demographics • A – What Does Great Teaching Look Like • B – How Do Great Teachers Become So Effective? / Conclusions • C – What Do Great Teachers Think About Their Profession?

  9. Surveys Mentors & Level 1 Teachers

  10. Purposes Of The Surveys • Baseline data • Teaching/Experience Backgrounds • Teaching Assignment • Mentor Selection and Training • Support for Level 1 Teachers • Support for Mentor • Teacher Beliefs • Mentoring Relationship • Improve our support of the E.Y.E. program • Induction Needs • Mentoring Needs • Review Administrative Rule

  11. Survey Questions / Work Session • In a group of your choosing – about 6 to 8 people • Review Illinois sample survey questions (Mentor and New Teacher) • Make edits on one document to represent your group • 30 Minutes • Whole group discussion • 15 minutes

  12. Most of us end up with no more than five or six people who remember us. Teachers have thousands of people who remember them for the rest of their lives. -Andy Rooney Lunch 45 minutes

  13. Continuum of Practice • Read assigned vignette at your table • Decide how to best support the Level 1 teacher improve his or her effectiveness. • (20 min) • Think about: • Which Standard(s) and Indicator(s) are posing a problem for the Level 1 teacher? • Where is the Level 1 teachercurrently on the continuum (Emerging, Not, Effective, Highly)? • Create & perform a role play depicting your choices.  • 20 min

  14. Our Workgroup Purpose UETS LEA Goals/ Req. Mentoring Support Successful Beginning Teacher State Requirements LEA Support Outcome Workgroup USBE / LEA

  15. Upcoming Feats • E.Y.E. Mentoring Professional Development PLAN • E.Y.E. Mentoring Basics (Draft status) • Online modules • Basic knowledge of E.Y.E. requirements • Code and Rule • Utah Effective Teaching Standards • Competencies of a Quality E.Y.E. Mentor • CACUTS designation • Summer Professional Development (CAUTION) • 1-day • Follow-up to Online • Pilot only – July 9, 10, 15, 21 • Administrative Rule R277-522

  16. E.Y.E. Mentor Wish List • Talk with your group about ways that the USOE can support your work to meet requirements and your efforts in teacher induction and mentoring • Record your IDEAL thoughts on the BLUE paper • Record your flexibly REALISTIC wishes on the CHERRY paper • Brief whole group discussion…

  17. Upcoming Statewide E.Y.E. Coordinators • Thursday, April 24, 2014 • Thursday, August 28, 2014

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