Resident Educator Program

1. Resident Educator Program FALL 2018 Year 1

2. Orientation Agenda • Ohio Resident Educator Program (REP) • Ohio’s Licensure Structure • Program Requirements • Resident Educator license options • Focus Areas for Year • What do I need to know and do?

3. What is Residency? Residency is a time to practice, refine and gain a deeper understanding of the art and science of teaching under the guidance of a certified mentor and the support of a professional learning community.

4. What License Do You Have? • Four-Year Resident Educator License • Four-Year Alternative Resident Educator License When does it expire?

5. Resident Educator Program Eligibility Requirements • Possess the appropriate Ohio educator license. Individuals holding a Resident Educator or Alternative Resident Educator license participate in the Ohio Resident Educator Program. New Ohio teachers holding a one-year out-of-state educator license in Ohio may also participate.  • Requirements for eligibility: • Be employed by an ODE-chartered educational entity, ODE or ODJFS licensed preschool; • Teach at least two classes or work at least 25 percent full-time equivalent in their area of licensure or in the area in which they hold a supplemental teaching license during the school year; • Be responsible for planning and delivering standards-based, preK-12 curriculum to students and evaluating their progress during the school year; • Work during the school year for a minimum of 120 days as defined in Ohio Revised Code 3319.09, and; • Be assigned an ODE‐certified mentor or facilitator by their employer.

6. Purposes of RE Program • To remind all teachers of their call as evangelizers, and to enhance their ability to share their faith with each other and their students • To develop a support system for new teachers and improve the teaching performance of all participants • To assist teachers in recognizing the needs of all students through consistent mentoring approaches • To develop committed educators who will participate in and support the establishment of continued professional development

8. RE Registration • All REs are registered in CORE September 1 through November 15 • Confirm in CORE by June 30 of each school year whether all program requirements have or have not been completed • REs should receive an email once registered in the CORE system. REs should verify the information is correct using the My RE Summary in CORE • Make sure contact information is correct

9. Ohio’s 4-Tiered Licensure Structure

10. Ohio Resident Educator Program Resident Educator Program: Foundation • Ohio Standards for the Teaching Profession • Ohio Continuum of Teacher Development

11. Ohio Standards for the Teaching Profession The Ohio Standards for the Teaching Profession were developed for use as a guide for teachers as they continually reflect upon and improve their effectiveness as educators through all stages of their careers delineated by three levels of teacher performance: proficient, accomplished and distinguished.

12. Ohio Standards for the Teaching Profession • Knowledge of Students • Content • Assessment • Instruction • Learning Environment • Collaboration and Communication • Professional Responsibility and Growth

13. Ohio Continuum of Teacher Development

14. Ohio Resident Educator Program Program Standards • Ohio Resident Educator Program Standards • Mentor Standards

15. Ohio Resident Educator Program

16. Instructional Mentoring • Mentors play a key role in supporting beginning teachers as they actively analyze and reflect on their instructional decisions. • During Year 1 and Year 2 of the Resident Educator Program, educators are assigned a state-certified mentor to support them as they implement the Ohio Standards for the Teaching Professional and apply the teaching and learning cycle to their instructional practices.

17. Instructional Mentoring • These formative mentoring years are a time to practice through reflection and analysis of authentic teacher work (e.g., planning lessons, analyzing data and monitoring student progress). • Through collaborative conversations, observation and feedback, mentors support resident educators’ professional growth and help them meet their annual goals. • COLLABORATION IS KEY!

18. Ohio Resident Educator Program Teaching and Learning Cycle

19. Focused Mentoring • Focused mentoring is a fairly new component of the formative mentoring years. While mentoring overall addresses the instructional support resident educators need as they begin their professional teaching careers, focused mentoring is specific and targeted to address teacher competencies. • Through focused mentoring, teachers demonstrate their competency in the targeted skill areas at the local instead of the state level.  

20. Focused Mentoring • Focused mentoring is delivered in two parts. • Focused Mentoring I targets professional growth and communication during year 1. • Focused Mentoring II targets use of student formative and summative assessment in year 2. • The Office of Catholic Schools has developed activitiesthat support focused mentoring. • The goal is to provide a level of focused mentoring that supports growth in the practice of targeted areas.

21. Communication With • Students • Parents • Colleagues • Administrators

22. Collaboration • Discuss student performance data • Share, advise, and learn about instructional practices • Collaborate on lesson plans • Plan team activities, thematic or cross-curricular units • Examine student work • Participate in professional development

23. MENTOR RESPONSIBILITIES • Facilitate a good start to the year • Meet with the RE regularly • Model good instructional practices • Observe the RE • Offer suggestions for improvement • Provide professional and personal support • Maintain a confidential relationship with the RE

24. Ohio Resident Educator Program

25. Resident Educator Summative Assessment (RESA) Purpose: To assess Resident Educators’ skills and practices as measured by proficiency on the Ohio Standards for the Teaching Profession Lesson Reflection Task

26. Resident Educator Summative Assessment (RESA) • One videotaped “Lesson Reflection” • Responses to prompts about the classroom, students, and lesson taught in the video submission

27. 3301-24-04 Teacher Residency • An RE who is unsuccessful after 3 total RESA attempts, will be permanently ineligible to advance to a professional license in the respective area(s), or any renewal or extension of the resident educator license(s) or alternative resident educator license(s).

28. Credit for Teaching Experience Prior Teaching Experience Prior teaching experience is considered as teaching experience that occurred prior to beginning Year 1 of the Resident Educator Program.  Other Teaching Experience Some teachers may have teaching experience that occurs outside of the REP during the life of their active RE license.

29. Resident Educator License Options

30. Resident Educator License: Extend • The sole purpose of a license extension is to allow additional time to complete the Resident Educator Program. • Coursework is not required for the extension.

31. Resident Educator License: Renewal • The Resident Educator license is renewable for REs who do not have access to an RE Program • Course requirements for this license renewal include three semester hours of coursework related to classroom teaching and/or the area of licensure. • Applicants do not need to seek pre-approval of coursework from the Ohio Department of Education.

32. Resident Educator License: Advance Upon successful completion of four years in the RE Program and the RESA, Resident Educators may apply to advance to the 5-year professional license.

33. Requirements for Year 1 • Attend an RE Program orientation session • Complete RE Self-Assessment and Growth Plan • Complete 2 Formal Observations • Complete the Collaborative Log (meet at least one time per week) • Complete at least 2 Focused Mentoring activities

34. The Components Collaborative Log • a tool designed to facilitate and record the discussions between the mentor and Resident Educator. (both the resident educator and mentor keeps a separate collaborative log) Self-Assessment • a survey form that is designed to provide insights into strengths and areas for growth. Goal Setting • a process of developing goals aligned with individual and building needs based on the Self-Assessment form.  Formal Observation • a collaborative lesson analysis and discussion between the RE and the Mentor.

35. OCS Website education.columbuscatholic.org

36. REP Website: http://education.ohio.gov/Topics/Teaching/Resident-Educator-Program Program Questions: REProgram@education.ohio.gov RESA Questions: resa@TeachForward.com RESA Website:www.ohioresa.com Licensure Questions: educator.licensure@education.ohio.gov

37. Standard 1: Teachers understand student learning and respect the diversity of the students they teach. Can you identify the concept (the what), the skill (the action) and the context (descriptive modifiers)? Concept: learning and development; diversity Skill: understanding learning and development; respect diversity Context: Use understandings of how students learn and develop; model respect for students’ diversities.

38. Standard ?: Can you identify the concept (the what), the skill (the action) and the context (descriptive modifiers)? Concept: Skill: Context: