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