Mentor Update

1. Bridging the Journey from Preparation through Professional Practice Mentor Update

2. Setting the Stage • Status of Profession • Teacher Attrition • Teacher Preparation • 21st century workplace readiness • http://killingly-high-school.wikispaces.com/TEAM

3. Agenda • Program Information • Revised Common Core of Teaching • Overview of Mentoring Module Guidelines • Exploration of 4 Step Module Process and Documents • Web Based Module Documentation • Closure

4. TEAM Program Information 1. TEAM Program Questions and Answers 2. TEAM Participation Categories by Certification Codes 3. Team Participation Timeline 4. Role of the District’s TEAM Coordination Committee (TCC) 5. District Roles and Responsibilities for the TEAM Program 2010 - 2011 7. TEAM Program Contacts TEAM VIDEO

5. Teacher Education and Mentoring Program True or False 1. Mentors will be given a stipend of $400 for supporting a beginning teacher. 2. Reflection papers must be reviewed in district. 3. The CSDE is responsible for recommending a Beginning Teacher for Provisional Certification after the successful completion of all required modules. 4. All Beginning Teachers must complete five Mentoring Modules. 5. Districts must develop a three year Support Plan.

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7. Common Core of Teaching • Format • Domains • Code of Professional Responsibility

9. The CCT Emphasizes: • Differentiation for all students • Collaboration with colleagues and families • High student achievement for all students

10. CCT Domains • Read the six Domains in the CCT • Choose one indicator in each Domain that is most critical for a Beginning Teacher to master in the first two to three months of school. • Come to consensus as a table group. • Record choice on chart paper.

11. Mentoring Module Guidelines • Read the Mentoring Module Guidelines • Note documents that will be used in each step • Be prepared to share observations/questions

12. Mentoring Module ProcessStep One • Explore CCT and Performance Profile • Select one indicator for professional growth • Identify specific examples/evidence of practice • Create an Initial Summary • Develop a goal

13. CCT Performance Profile • Read the Performance Profile going • across from left to right. • Highlight language changes as you • move across the continuum. • Note the difference

14. Exploring a Selected Indicator • Read and compare Draft Notes and Revised Notes • In table groups, create several questions that might lead a beginning teacher to create the Revised Notes. • Be prepared to share questions and how they will prompt the beginning teacher to provide more specific evidence about teaching and learning.

15. Mentoring Module Goals • Describes anticipated learning for the teacher • Describes anticipated impact on teaching and learning • Connects to CCT Performance Profile indicator

16. Creating a Goal • Using the Initial Summary on Anatomy of an Initial Summary handout, create a goal that meets the criteria • Write the goal on chart paper • Exchange charted goal with another table • Provide feedback as related to criteria (including questions)

17. Mentoring Module Process Step Two • Create and record a schedule for future meetings ( 8 -10 weeks) • Record potential Professional Growth Activities • Complete The Teacher Learning Activities and Resources section on PGAP • Meet with the building administrator to share plan and requested resources.

18. Beginning Teacher and Mentor Meeting Log • Meeting Dates are determined at the start of the Module process and modified as needed. (Part of MM Guidelines Step 2) • Time, Focus and Summary are completed by the BT after each meeting and confirmed by the Mentor. (Part of MM Guidelines Step 3)

19. Mentoring Module ProcessStep Three: • Participate in professional growth activities • Try new learning in the classroom • Record examples/evidence of new learning , classroom applications and outcomes

20. Beginning Teacher Journal • The ongoing documentation, analysis, and reflection on: -What - How -What happened as a result • What the Beginning Teacher did to develop new learning • How the Beginning Teacher tried out/applied new learning in the classroom and what happened

21. Mentoring Module ProcessStep Four Create a three/four page reflection paper that includes:  • Initial Summary and Module Goal • Professional growth activities and new learning • Description of how new learning was applied in the classroom • Description and analysis of the impact on student performance (supported by specific examples/evidence) • Plans for continued professional growth

22. Reflection Papers • Read Sample One and then Sample Two • Note similarities and differences between the papers • Identify several instances where specific evidence is lacking in Sample One and provided in Sample Two • Discuss at table groups • Report to the whole group

23. What might a Beginning Teacher do if a Reflection Paper does not meet the standard for successful completion? • Include more data • Do additional activities • Add missing component

24. A Web-Based Programwww.ctteam.org

27. Workspace Login

28. Sign Up for User Account

29. Select Primary Role

30. Beginning Teacher Dashboard Welcome Horatio Algebra Today is October 4, 20102 Meeting Log Open Contact Center District Facilitator: Lois Tess -GoreSchool Administrator: Isabelle RingingMentor: Sarah Bellum

31. Beginning Teacher Module

32. CCT Performance Profile

33. Initial Summary

34. Professional Growth Goal

35. Learning Activities and Resources

36. PGAP

37. BT/Mentor Meeting Log

38. Personal Journal

39. Personal Journal

40. Reflection Paper

41. Reflection Paper

42. Otis S. Hard

43. PARKING LOT

44. From BEST to TEAM • Form small groups • Place cards in one of three categories: “BEST” “BOTH” “TEAM” • Discuss meanings of terms F