college and career readiness supporting new teachers … · college and career readiness ... a four...

Lake County Schools Investing In Excellence!

College and Career Readiness

How do we revolutionize the way we teach, lead and learn for 21st Century success?

RUC2 Ready?

Supporting New Teachers Part II

November 20, 2014

Elizabeth Feld & Val Pumariega

I DO

• Introduce coaching language that promotes teacher reflection.

WE DO

• Learn and apply mentoring language to build trust with new teachers that fosters sharing and collaboration.

YOU DO

• Use mentoring language to coach a new teacher on a Marzano Element.

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4Learning Goal: Educational leaders will

learn how to build a school culture that is

collaborative in coaching conversations

based on new teacher needs.Objective Educational leaders will examine District

Wide Induction Programs and learn

strategies that can help their school

implement a sustainable, culturally

embedded program that is focused on the

needs of their teachers.

Benchmarks

How do we revolutionize the way we teach, lead,

and learn for 21st century success in the C² Ready

classroom?

Exit Ticket

Gallery Walk with a 3-2-1 learning activity

Essential Question:

Common Language:

•Induction Program•NTC •Culture

•Mentoring/Coaching•Trust

LEADS Domain 1- Student Achievement

LEADS Domain 2- Instructional Leadership

Community Builder

Inspirational Quotes

Community Builder

1. “Life is the continuous adjustment of internal relations to external relations.”

~Herbert Spencer

2. “ If you think you can or think you can’t, you are right.”

~Henry Ford

3. “When it is obvious that the goals cannot be reached, don’t adjust the goals adjust the action

steps.”

~Confucius

1. Take a minute to choose a quote that resonates with you.

2. Share with a partner how this philosophy can be culturally

embedded in your school to build upon educators that are life-

long learners.

*Place your talking chip in the middle

of the table ( 1 minute per person)

*Person with the birth date closest to

today will start

Lake County Schools

Vision Statement

A dynamic, progressive, and collaborative learning community embracing change and

diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

Mission Statement

The mission of the Lake County Schools is to provide every student with individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices.

Lake County Schools College and Career Readiness

Instructional FrameworkKey Performance Indicators School Improvement Plan Florida

Standards

Professional Learning

Community

FCIM MTSS LESSON

STUDYPersonalized Learning

Desired Student

Outcomes

Statement of

Work

Content Cultural

Behavior

Process Interventions Capacity

Building

Autonomy of Learning

1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd

grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment3.Increase proficiency rates on FCAT 2.0 Science4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)6. Increase participationand performance on PERT, SAT and ACT7. Increase AMOpercentages for allsubgroups (Achievement Gap)8. Increase the graduation rate9. Increase attendance rate10. Decrease disciplinary infractions

The School ImprovementPlan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:Organize:Stakeholders plan and assess needs based on data.Plan:Stakeholders set goals and objectives, identify strategies and measures of success.Implement:Implement activities and monitor progress.Sustain:Identify success of current plan, evaluate and adjust to sustain growth.

Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade.6 Key Elements for Instruction:1. Knowledge and Use of Florida Standards2. Common and Collaborative Planning Time3. Interdisciplinary Content Integration4. Frequency of Project-Based Learning5. Student Collaboration6. Integrated Technology

The guiding principles of

Professional Learning

Communities (PLC)

govern the behavior of

our school professionals.

The big ideas are:

Focus on Learning: All students can learn and we are responsible to ensure learning occurs.Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning.Focus on Results:Effectiveness is measured by results, not intent.

The Florida’s ContinuousImprovement Model(FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions. Plan Do Check Act

Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:

1. Problem Identification

2. Problem Analysis

3. Intervention Design

4. Response to Instruction/

Intervention

Lesson Study is a collaborative approach toprofessional learning for teachers to improve and monitor the effectiveness of instruction and student learning outcomes.

The key concepts are:1. Collaborative Planning of Assignments2. Teach and Observe Assignment3. Collect Student Products and analyze Results4. Reflect on Practice and Apply Lessons Learned

Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.PL Key Elements:1. Student-directed Learning2.Learner Profiles and Paths 3. Competency-based Learning4. Flexible Learning Environments5. Structures of Accountability, Continuous Improvement and Innovation

PDCA Instruct ional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development

• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

New Teacher Induction ProgramA Four Tiered Approach

Year 1 Teachers

District-based Support

District-based Personnel, District Instructional Coaches

School-based Support

School-based Instructional Leaders, Content Area Coaches, Professional Learning Communities, School-based Mentor

Year 2 Teachers

District-based Support

District-based Personnel, District Instructional Coaches

School-based Support

School-based Instructional Leaders, Content Area Coaches, Professional Learning Communities, School-

based Mentor

Year 3 Teachers

District-based Support

District-based Personnel

School-based Support

School-based Instructional Leaders

Content Area Coaches

PLC

Year 4

TeachersPersonalized

Learning

Future Leaders, Influencers, and Innovators

Retention of Year 1

Lake County Teachers

2013-2014

Year 1 Teachers Year 1

NTC Pilot Teachers

New Teacher Center Pilot Program

Data

“The stakes are high. Every day, we wager the future

of this country on our teachers, we are daily

entrusting the dreams of our young people to those

who teach them. Whether those dreams are delayed,

denied or fulfilled is ours to decide.”No Dream Denied

National Commission on Teaching and America’s Future

Washington, DC January 2003

Induction Program Development

Phase I

Laying the groundwork

Phase II

Getting Started

Phase III:

Deepening & Strengthening

Phase IV:

Building Sustainability

Phase VSharing & Learning

for Innovation

“Research has found that

the most important factor

resulting in student

achievement is what the

teacher knows and can do in

the classroom.”H. Wong

Sustaining New Teacher Development

Research says….

Teacher Induction should be culturally embedded

Induction brings order and vision to a valuable process, it benefits the group by bringing people together to work on a common goal

Trust is an essential component in fostering effective relationships

Mid-year and End-of-year surveys for new teachers, in order to provide needed Professional Development or PLCs

Phase I: Laying the Groundwork

Data Collection

Mentors

Demonstration Classrooms

Phase I

Laying the groundwork

Phase II

Getting Started

Phase III

Deepening & Strengthenig

Phase IV

Building Sustainabiliy

Phase V

Sharing & Learning for Innovation

Phase II: Getting Started

Induction brings order and vision to a very valuable process. Having it

culturally embedded will positively effect student achievement.

•An induction program acculturates each new teacher who joins the district “family” so that the culture of the district is continuously nourished.

New Beginnings

•Reducing the intensity of the transition into teaching

•Improving teacher effectiveness

•Increasing the retention rate of highly qualified teachers in the school

School Based

New Teacher Induction

• Three characteristics exemplify continuous school improvement:

•Ensuring meaningful teamwork

•Setting clear, measurable goals

•Regularly collecting and analyzing performance data

Mentoring & Coaching Support

Phase I

Laying the groundwork

Phase II

Getting Started

Phase III

Deepening & Strengthenig

Phase IV

Building Sustainabiliy

Phase V

Sharing & Learning for Innovation

Cre

ati

ng a

Cult

ure

All students can learn

All teachers can learn

The focus is always on learning

We are all in this profession together

We must rely on and help each other

Let’s Reflect……

Two Pronged Mentoring Approach to

Support our Lake County Teachers

School Based Mentors

Peers who will assist the new teacher in acclimating to the school site and content.

District Instructional

Coaches

Trained district teachers who will provide classroom observation, feedback and support to assist with instructional practices.

“I've learned that people will forget

what you said, people will forget

what you did, but people will never

forget how you made them feel.”

― Maya Angelou

Effective Mentoring Beyond Buddies

Where is the copy machine?

How much does lunch cost?

How do I find my way around

campus?

When does first period

begin?

Physiological Needs

IMAGE

Where do I park?

Can I stay after school or come

on the weekend to

work?

Is my car safe where I parked?

Who can support me

with questions I have?

Safety Needs

Does anyone care about

me?

Who is my grade-chair or department

head?

I haven’t met anyone on

campus yet?

Is there anyone I can truly trust to

help me reflect?

Loving & Belonging Needs

IMAGE

There is nothing in the

halls. Isn’t anyone proud

of anyone around here?

What can I do to get help so I

feel I have some

significance?

When will I hear a few words of

encouragement?

Is there a demonstration

classroom I can learn

from?

Esteem Needs

Self-Actualization Needs

Confident

Able to grow and learn

Secure

Willing to reflect

effectively

To achieve the self-actualization stage of personal growth and achievement the teacher is able to reflective effectively on their teaching practices as well as process strategies that can improve their

teaching.

Why is trust important?

TRUST

Beginning Teacher

Coach

Mentor

Leadership

Effective teachers are:

Reflective

• Teachers are open to feedback from colleagues, student and families, seek

opportunities to grow professionally, and take responsibility for their students

learning.

Persistent

• Teachers hold high expectations and believe that all students can learn. They

persevere in solving complex issues of practice, care deeply, and are committed

to their students.

Curious

• Teacher ask questions, inquire, and experiment in an effort to reach every

student. They are willing to take risks and try out new ideas or strategies if they

think it will help their students.

Elements of Relational Trust

Respect- the recognition of each person’s role

Competence- ability one has to achieve the desired outcomes

Personal regard-perception of how one goes beyond what is required of their role in caring for another person

Integrity-consistency between what people say and what they do

Copyright 2013 New Teacher Center unless otherwise noted. All Rights reserved.

TRUST

Beginning Teacher

Coach

Mentor

Leadership

Research says….

Relational Trust Schools with strong levels of trust at the outset of reforms had a 1 in 2 chance

of making significant improvements in math and reading, while those with

weak relationships had only a 1 in 7 chance of making gains.

Of the weak relationships schools, the only ones that made any gains were

those that strengthened trust over the course of several years; those schools

whose poor relationship did not improve had no chance of making academic

improvement.

Byrk, Anthony, S. & Barbara Schneider, (2002)

Trust In Schools: A Core Resource for Improvement

How can we begin the process to

build trust among colleagues?

Respect- the recognition of each person’s role

Competence- ability one has to achieve the desired

outcomes

Personal regard-perception of how one goes beyond

what is required of their role in caring for another

person

Integrity-consistency between what people say and

what they do

Copyright 2013 New Teacher Center unless otherwise noted. All Rights reserved.

Trust Build or Bust…

Phase III: Deepening and Strengthening Phase I

Laying the groundwork

Phase II

Getting Started

Phase III

Deepening & Strengthening

Phase IV

Building Sustainabiliy

Phase V

Sharing & Learning for Innovation

Facilitative- Mentor acts as a facilitator for the

teacher’s thinking. Teacher self accesses and self

prescribes.

Collaborative- Mentor and teacher co-construct

solutions. Mentor guides interaction

Instructive- Mentor directs instruction based on

assessed needs. Mentor provides suggestion or

solutions with rationale.

Framework for Differentiated Mentoring & Feedback

Reflection is…

“…the ability to look back and make sense of

what happened and what you learned. But it’s

also the ability to look forward, to anticipate

what’s coming up and what you need to do to

prepare.” York-Barr, Sommers, Ghere, Montie, 2001

Effective Conversational Strategies

Paraphrase: I heard, I understood…

Clarify: I heard, but do not understand…

Non-Judgmental Responses: suspend judgment, replace with wonder…

Mediational: to pull information out to raise awareness…

Suggestions: to get teachers to imagine/hypothesize

Reference

strategies in

packet

Question stems to support growth

• I notice how when you___ the students___.

•How do you think the lesson went?

•What did you do to make the lesson successful?

• It sounds like you have a number of ideas to try out. It’ll be exciting/interesting to see which works best for you.

Non-Judgmental

Question stems to support growth

• In other words….

•What I’m hearing….

•From what I hear you say….

• I’m hearing many things…..As I listen to you, I’m hearing…

• I am hearing many thingsParaphrasing

•Would you tell me a little more about ….?

• I’ll be interested in hearing more about….Let me see if I understand…..

•So, are you saying/suggesting…?

•Tell me what you mean when you……

• It would help me understand if you would give me an example of….

•Let me see if I understand…..

Clarifying

Question stems to support growth

•What’s another way you might….?

•What would it look like if…..?

•What do you think would happen if….?

•How else might you….?

•What decisions were important when….?

•What might you see happening in your classroom if…?

•What are some ways to know whether….?

Mediation Questions

•Something you might consider trying…

• If you are interested in ___, it’s important to ….

•How might that look in your classroom?

•What modifications would you need to try that with your class?

• It’s sometimes helpful to ___ when _____

•One thing we’ve noticed or learned…..

Suggestions

(Imagine/Hypothesize)

Let’s Practice a few of our questioning

techniques to support reflection…

Elementary

• When your students enter the classroom they run to their spots on the carpet and begin chatting with each other. You use the quiet noise signal you have established, ringing a bell. Students stop talking. Two students in the back start poking at each other with pencils. When you try to take the pencils away from them, they proceed to put them in the pockets and promise to pay attention.

Secondary

• You are leading a class discussion about a book you have just read. Students are raising their hands because they want to share their own connections to the story. Some students call out their ideas and when they do, you acknowledge them. Soon, the students who had been raising their hands are calling out too. You are thrilled that they are so involved in the lesson but have a hard time getting them to quiet down.

We need to understand that we all have a common agenda. The agenda

focuses on a system-wide plan to guarantee that every teacher will have the

opportunity to learn and to be successful.

It includes:

School board

Central administrations

The teacher educators

Interns

Classroom teachers working together to develop

programs

Strategies that improve the quality of teachingSchool Culture

Classroom

District

School

Phase IV: Building Sustainability Phase I

Laying the groundwork

Phase II

Getting Started

Phase III

Deepening & Strengthenig

Phase IV

Building Sustainability

Phase V

Sharing & Learning for Innovation

Phase V: Sharing & Learning for InnovationCollaborating and having trust to continuously share and become better educators for Lake County students

Teacher Support Programs-Specific

Directions

MascotteElementary

Flowing Wells Unified School

District

Leesburg High

School

We have three examples of teacher induction programs

that are sustainable and culturally embedded.

Take a few minutes to look through the materials located

at your tables.

Add three ideas to your capacity builders guide that would be of value to your

school site.

The ultimate purpose of an effective induction program is student

achievement.

EXIT TICKET3-2-1 Strategy Post-It on the Parking Lot as you leave

3 things you’ve learned today, and changes you going to make to your onsite

plan after todays session?

2 things you are going to implement this school year to support your school-

site induction?

1 thing you are still needing to support your school in this process.