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WOCSD Mentor Training

WOCSD Mentor Training . September 25, 2014. Certification Mentoring means. Agenda. Adult Learners Types of Certificates Steps to gaining professional level certification Good mentors Mentor Expectations and timeline Needs of beginning teachers Understanding New Teacher Standards

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WOCSD Mentor Training

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  1. WOCSD Mentor Training September 25, 2014

  2. Certification Mentoring means

  3. Agenda • Adult Learners • Types of Certificates • Steps to gaining professional level certification • Good mentors • Mentor Expectations and timeline • Needs of beginning teachers • Understanding New Teacher Standards • Classroom Observation Cycle • Paperwork • Self Assessment • TAP Development • Observation form • Annual review form • Portfolio

  4. Mentor Training Outcomes • Understand the needs of beginning educators • Become familiar with confidentiality guidelines. • Have a shared definition of coaching and mentoring • Understand the role of the mentor/coach in addressing beginning educator needs • Become familiar with Maine’s Initial Teacher Certification Standards • Enhance listening and questioning skills to promote reflection and improved teaching • Learn to match mentoring approaches to beginning educator needs • Learn and practice the Coaching Cycle • Understand the needs of adult learners • Enhance knowledge of teachers’ developmental stages, and the phases of mentoring relationships • Observe and practice the techniques used to plan instruction and assessment • Observe and practice coaching using Maine’s Initial Teacher Certification Standards and newly revised Maine’s Learning Results (Common Core)

  5. Adult Learners True or False Does this represent you as a learner?

  6. Characteristics of Adult Learners

  7. Adult Learner Characteristics

  8. Certification In Maine

  9. Steps to Gaining Professional Level Certification • State issues a conditional, targeted needs or provisional certificate • Mentor is assigned to certification candidate • Mentor and candidate meet on a regular basis (see mentor expectations) • Candidate completes self assessment • Mentor Complete one classroom observation cycle • Mentor and candidate meet together to develop TAP • TAP is submitted to District Certification Committee for approval • Candidate and teacher work on TAP and portfolio • At the end of the first year, the candidate and mentor review the TAP to date, signed annual review form is submitted to Anne Meadows • Work continues into the second year • Candidate completes TAP and Portfolio (Wells-Ogunquit only) • Candidate presents portfolio to review panel for decision (Wells-Ogunquit)

  10. Good Mentors are committedto the task of helping beginning teachers find success and gratification in their new work. accepting of the beginning teacher.  Accepting mentors do not judge or reject mentees as being poorly prepared, overconfident, naive, or defensive. skilled at providing instructional support.  Good mentors are willing to coach beginning teachers to improve their performance wherever their skill level. effective in different interpersonal contexts. Good mentor teachers recognize that each mentoring relationship occurs in a unique, interpersonal context.

  11. Mentors are: Directive: “This is how the online grade book works.” “This is the form for requesting materials.” “Here are the lunch and recess schedules.” Collaborative: “Let’s go over Robert’s work together and see what we can learn about him.” “Help me understand what is going on in your class that creates this challenge for you.” Facilitative: “Where do you think you will go for that information?” “Would you now like to observe a veteran teacher in your subject area?” Based on the needs of the teacher

  12. Mentor Expectations • Meet with candidate and review • School procedures • School rules • Duties • Curriculum • Grading policies procedures • NWEA / Mini SAT/ MEA • Professional expectations (team meetings, staff meetings) • Access to professional development and course opportunities • Discuss routines • Communication clear expectations to students • Discipline codes • Review ideas for the first 6 weeks of school • Answer questions and concerns • Assist new teacher with interpretation of NWEA results (if applicable)

  13. Mentor Expectations • Read the Mentor Expectations • Write a 7 word summary of month’s expectations. • Discuss • how do the mentor expectations change over the course of the year, two years. • Would you add or delete anything?

  14. Understanding the New Standards • Work in a small group to discuss each standard • Jot down evidence you might find that would show proficiency in the standard.

  15. Standards 1-5 • STANDARD ONE: Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the disciplines s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students. • STANDARD TWO:Demonstrates the ability to integrate the concepts, tools of inquiry, and structures among the disciplines. • STANDARD THREE:Demonstrates knowledge of the diverse ways in which students develop and learn by providing learning opportunities that support students’ intellectual, physical, emotional, and social development. • STANDARD FOUR:Plans instruction based upon knowledge of subject matter, students, and curriculum goals. • STANDARD FIVE:Understands and uses a variety of instructional strategies and appropriate technologies.

  16. Standard 6-10 • STANDARD SIX:Creates and maintains a classroom environment which supports and encourages learning. • STANDARD SEVEN:Demonstrates the ability to support students’ learning and well being by engaging students, home, school, colleagues, and community. • STANDARD EIGHT: Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. • STANDARD NINE:Demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher. • STANDARD TEN: Demonstrates a strong professional ethic and a desire to contribute to the education profession. Candidate performance demonstrating the following capabilities informs this standard.

  17. Initial Assessment of Standards • Self Assessment • Mentor Observation • Discussion • Areas for growth

  18. Developing the TAP • Teacher Completes Self Assessment • Mentor observes in classroom and meets with the teacher • Teacher and Mentor review assessment and develop activities • TAP is completed, signed and submitted to the District Certification Committee • Suggested Topics for Activities • Classroom Management • Developing Curriculum & Assessments • Instructional Strategies • Coursework • Other Certification Requirements

  19. Sample TAP Form

  20. Sample TAP Form Cont.

  21. TAP Review Questions • Will completion of the plan lead to a portfolio which demonstrates evidence of proficiency in the 4 domains? • Does the plan reflect agreement between the mentor and mentee? • Are the goals met when the activities are completed? • Are the activities measurable and easy to evaluate? • Are the timelines and activities management given realistic time constraints?

  22. Peer Coaching Cycle

  23. Peer Coaching Cycle Pre Conference (Planning) • Coach assist the teacher in • Clarifying goals and mastery objectives • Anticipating teaching strategies and decisions (what if questions) • Determining evidence of student achievement • Identifying the mentor’s purpose and method of collecting data ( which standards are evident)

  24. Observation (Teaching) Mentor gathers data by observing: • Evidence of the Maine’s Initial Teacher Certification Standards

  25. Post Conference Planning Review notes Compare evidence from observation with standards Select evidence to share Create post conference questions

  26. Post Conference (Analyzing and Applying) • Mentor helps the teacher to • Summarize their impressions and assessment of the lesson • Recall data which supports impressions and assessment • Compare the pre conference with performed teaching decisions and student learning • Infer relationships between student achievement and teacher decisions/behaviors • Reflect on the coaching process and make recommendations for future work

  27. Pre Conference Objectives • State the lesson purpose and mastery objective • Describe the desired teacher behaviors • Describe the desired student behaviors • Review the lesson context • Explain assessment procedures • Anticipate concerns • Describe the observer’s role

  28. Data Collection Strategies • Video tape • Mentor video tapes a lesson and together the teacher and mentor watch parts of the tape to gather evidence in the 10 standards • Global Scan • Mentor takes notes of what is occurring in the classroom • Selective Verbatim • Teacher Learner Interactions

  29. Post Conference Objectives • Express thoughts about the standards evidenced in the lesson • Recall teacher behaviors during the lesson • Compare what occurred in class to the desired outcomes discussed in the pre-conference • Make inferences based on evidence about the lesson purpose/outcomes • Analyze why student behaviors were/weren’t performed • Generate prescriptions and make future plans • Assess the coaching process

  30. Portfolio Components • Planning and Preparation • Unit template • Timeline • 5-10 lesson plans • Reflection • Student Work Samples

  31. Completion of StandardsPortfolio Review Form

  32. Portfolio Components • Classroom Environment • Personal system of discipline • 4-6 artifacts • Instruction • 2-3 artifacts • Cross reference to other sections • Professional Responsibilities • Teacher must document 2 of the components listed for this domain • 3-5 artifacts

  33. Conflict Resolution • Mind tools • http://www.mindtools.com/pages/article/newLDR_81.htm • Conflict Resolution • http://www.ohrd.wisc.edu/onlinetraining/resolution/index.asp • Conflict Resolution network • http://www.crnhq.org/pages.php?pID=12

  34. Lesson Planning • Six Common Mistakes in Lesson Planning • http://www.adprima.com/mistakes.htm • Lesson Plan Guidelines • http://www.lessonplans4teachers.com/guidelines.php • Behavioral Verbs for Lesson Plans • http://www.sites4teachers.com/links/redirect.php?url=http://www.adprima.com/lesson.htm • Standards Based Lesson Plan Formats • http://literacy.kent.edu/eureka/lessonplans/modelLPT.html

  35. Instructional Strategies • Instructional Strategies • http://olc.spsd.sk.ca/de/pd/instr/alpha.html • Marzano Strategies with Technology Links • http://olc.spsd.sk.ca/de/pd/instr/alpha.html

  36. Classroom Management • The Teachers Guide • http://www.theteachersguide.com/ClassManagement.htm • Classroom Management • http://www.adprima.com/managing.htm

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