journey to excellence
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Journey to EXCELLENCE. Iowa Mentoring and Induction Model Session 3. Iowa State Education Association in partnership with the Iowa Department of Education July 2008. Session 3 Goals…. Welcome, Agenda, Update, Concerns, Parking Lot Ethics - PowerPoint PPT PresentationTRANSCRIPT
Journey toJourney to
EXCELLENCEEXCELLENCEIowa Mentoring and Induction ModelIowa Mentoring and Induction Model
Session 3Session 3
Iowa State Education Association in partnership with the Iowa Department of Education
July 2008
Session 3 Goals…Session 3 Goals…
Welcome, Agenda, Update, Concerns, Parking LotWelcome, Agenda, Update, Concerns, Parking Lot EthicsEthics Module 2: A Continuum of Learning Focused Module 2: A Continuum of Learning Focused
InteractionInteraction Role of Formative AssessmentRole of Formative Assessment Learning Project: ITS 6 Classroom ManagementLearning Project: ITS 6 Classroom Management
• Data Collection Skills and PracticeData Collection Skills and Practice
• Evidence vs. OpinionEvidence vs. Opinion
• BiasBias
JtE Session 2Slide 3
Session 3 Goals…Session 3 Goals…
Module 3—Maximizing Time & Attention by Module 3—Maximizing Time & Attention by Attending FullyAttending Fully
Classroom Management ResourcesClassroom Management Resources Closing and Next StepsClosing and Next Steps
JtE Session 3 Slide 2
Evaluations
• Colors – When are classes taught
• Classroom Management Tips
• Learning Projects in the morning
• Portfolios – Artifacts Electronic vs Folder
Ethics StandardsStandard I: Conviction of crimes, sexual or other immoral conduct with or toward a student, and child and dependent adult abuse
Standard II: Alcohol or drug abuse
Ethics Standards• Standard III: Misrepresentation,
falsification of information
• Standard IV: Misuse of public funds and property
• Standard V: Violations of contractual obligations
Ethics Standards• Standard VI: Unethical practice toward
other members of the profession, parents, students, and the community
• Standard VII: Compliance with state law governing student loan obligations
• Standard VIII: Incompetence
You need to have a discussion about ethics with your beginning educator
Pick an area to discuss with your educator
Why:• You are providing guidance and knowledge to
your beginning educator• You are also giving them key advice and
knowledge on your districts/community norms
Document• Fill out a form to document your conversation
Ethics
• Working alone with students• Student – Teacher Relationships• Driving students home• Testing for accountability• Using Technology• Professional Dress
• Board of Educational Examiners Issues
What is the beginning educator working on?
• Ethics• Processing the School Profile and Learning
Project• Learning Project 6• Electronic Portfolios• Classroom Management Resources and Tips• Parent Teacher Conferences• Organizing the Classroom for Learning
Ready, Set, RecallReady, Set, Recall……
Number your paper 1 – 10Number your paper 1 – 10 Draw a line below #3Draw a line below #3 Write 3 ideas for finding time to meet with Write 3 ideas for finding time to meet with
your beginning educatoryour beginning educator Stand upStand up You have 4 minutes to collect and share You have 4 minutes to collect and share
ideas with others in the room.ideas with others in the room.
JtE Session 2Slide 4
Your input on ……..
• Teaching Environment Profile
• Learning Project 1
Journey to Excellence Journey to Excellence Learning Projects…Learning Projects…
JtE Session 2Slide 19
Aug.Aug. Sept.Sept. Oct. Oct. Nov.Nov. Dec.Dec. Jan.Jan. Feb.Feb. Mar.Mar. Apr.Apr. MayMay
Year 1LPSet Goals & Identify Hopes
LP Classroom
Management
LPPlanning & Preparation
LPInstruction
LPProfessional
Growth & Year One
Celebration
Year 2LP#1 & 2
LPContent
Knowledge
LPMonitoring
Student Learning
LPStudent
Achievement
LPProfessional
Growth & Year Two
Celebration
Pacing of Learning ProjectsPacing of Learning Projects
JtE Session 2Slide 21
First Year - First Year - ITS # 6:ITS # 6: Demonstrates competence in classroom Demonstrates competence in classroom
management management ITS # 3:ITS # 3: Demonstrates competence in planning and Demonstrates competence in planning and
preparing for instruction by researching student and preparing for instruction by researching student and school demographicsschool demographics
ITS # 4:ITS # 4: Uses strategies to deliver instruction that Uses strategies to deliver instruction that meets the multiple learning needs of studentsmeets the multiple learning needs of students
ITS # 8:ITS # 8: Professional Responsibilities Professional Responsibilities
Learning Projects for Beginning Learning Projects for Beginning EducatorsEducators
Each project is primarily based on one Iowa Teaching StandardEach project is primarily based on one Iowa Teaching Standard
JtE Session 2Slide 22
Improving Student AchievementBy Connecting Initiatives
INDUCTION
Focus
Study
Plan
Apply
Reflect
JtE Session 2Slide 23
ITS 6: Classroom ManagementITS 6: Classroom Management
Learning ProjectLearning Project
JtE Session 2Slide 28
ITS 6 LEAITS 6 LEA
a.a. Creates a learning community that encourages positive Creates a learning community that encourages positive social interaction, active engagement, and self-social interaction, active engagement, and self-regulation for every student.regulation for every student.
b.b. Establishes, communicates, models, and maintains Establishes, communicates, models, and maintains standards of responsible student behavior.standards of responsible student behavior.
c.c. Develops and implements classroom procedures and Develops and implements classroom procedures and routines that support high expectations for student routines that support high expectations for student learning.learning.
d.d. Uses instructional time effectively to maximize student Uses instructional time effectively to maximize student achievement.achievement.
e.e. Creates a safe and purposeful learning environment.Creates a safe and purposeful learning environment.
JtE Session 2Slide 29
LP Classroom ManagementLP Classroom Management
Who?Who? Mentor & Beginning EducatorMentor & Beginning Educator
What?What? Design and implement a plan based Design and implement a plan based on a selected criterionon a selected criterion
When?When? Fall 2009Fall 2009
How?How? Assess Needs—Plan—Implement—Assess Needs—Plan—Implement—EvaluateEvaluate
Why?Why? To increase the skills of the beginning To increase the skills of the beginning educator in classroom managementeducator in classroom management……(student achievement)(student achievement)
JtE Session 2Slide 33
LP Classroom ManagementLP Classroom Management
JtE Session 2Slide 34
Learning Project 6• Step One – Assessing Needs• The beginning educator will discuss with the mentor school and district discipline
policies and procedures. With the help of the mentor, the beginning educator will review A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of your study. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights his/her current levels of performance for that criterion in the Framework book.
• (Activity)• Step Two - Planning• The beginning educator will develop a Learning-Focused Growth Plan to address
the criterion using a learning-focused planning conversation. The mentor will work with the beginning educator to develop the plan. A plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options.
• The plan may include observing the mentor or other educators to learn how they practice the criterion that was selected. If needed, the mentor will identify articles on classroom management to read. Arrange for your mentor to later observe the class and take notes related to the selected criterion.
Activity
Objective: Participants need to understand the components of each of the criterion
• Table Groups
• Look at your assigned Criterion (A – E)
• On chart paper – bullet points the important components of that criterion that all should know about.
• Pick a spokesperson
Learning Project 6• Step One – Assessing Needs• The beginning educator will discuss with the mentor school and district discipline
policies and procedures. With the help of the mentor, the beginning educator will review A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of your study. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights his/her current levels of performance for that criterion in the Framework book.
• (Activity)• Step Two - Planning• The beginning educator will develop a Learning-Focused Growth Plan to address
the criterion using a learning-focused planning conversation. The mentor will work with the beginning educator to develop the plan. A plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options.
• The plan may include observing the mentor or other educators to learn how they practice the criterion that was selected. If needed, the mentor will identify articles on classroom management to read. Arrange for your mentor to later observe the class and take notes related to the selected criterion.
Learning Project 6
Step Three - Implementing• The beginning educator will carry-out the plan. The
beginning educator will use the Learning-Focused Growth Plan: Tracking Progress sheet to capture new learning's and questions as the plan is implemented. Please consult with your mentor as needs arise.
• The mentor will observe classroom of the beginning educator for about 20 minutes, taking notes focusing on the criterion. This should not be on the first day you are executing the plan. Hold a brief pre-observation conference with your mentor prior to the visit to inform your mentor of plans and related issues.
Learning Project 6• Step Four - Evaluating• Following the observation, the beginning teacher completes the ITS # 6
Self-Reflection.• Then the beginning educator and mentor meet for a reflective conference.
The mentor shares with the beginning educator notes from the observation. The beginning educator shares with the mentor the actions, results, the new learning's and new questions from implementing the plan.
• The conversation will include determining the degree to which the goal was achieved. Using the ITS Framework page of the criterion you have selected as the focus, take a different-colored highlighter, and identify the words that capture the nature of the beginning educator’s current practice by highlighting the appropriate descriptors under levels of performance for each of the elements. You may find the appropriate words in more than one column. Be as accurate as you can. (This is only for use by the beginning educator and mentor) In order to keep a running history, place the date of the self-assessment on the page and then highlight it with the same color.
Standard 6Standard 6Demonstrates competence in classroom managementDemonstrates competence in classroom management
Elements Unsatisfactory
2a(2) Creating an Environment of Respect and Rapport: Student Interaction
Student interactions are characterized by conflict, sarcasm or put-downs
Students do notdemonstrate negative behavior toward one another
Student interactions are generally polite and respectful.
Students demonstrate genuine caring for one another as individuals and as students
Criterion A:Criterion A: The teacher creates a learning community that The teacher creates a learning community that encourages positive social interaction, active engagement, and self-encourages positive social interaction, active engagement, and self-regulation for every student.regulation for every student.
JtE Session 2Slide 35
Standard 6Standard 6Demonstrates competence in classroom managementDemonstrates competence in classroom management
Elements Unsatisfactory
2a(2) Creating an Environment of Respect and Rapport: Student Interaction
Student interactions are characterized by conflict, sarcasm or put-downs
Students do notdemonstrate negative behavior toward one another
9-15-08
Student interactions are generally polite and respectful.
Students demonstrate genuine caring for one another as individuals and as students
Criterion A:Criterion A: The teacher creates a learning community that The teacher creates a learning community that encourages positive social interaction, active engagement, and self-encourages positive social interaction, active engagement, and self-regulation for every student.regulation for every student.
JtE Session 2Slide 36
Classroom ManagementClassroom ManagementYour ideas…Your ideas…
ResourcesResources
Name three strategies you would tell a Name three strategies you would tell a new teacher about?new teacher about?
JtE Session 2Slide 39
Where would you place your Where would you place your experiences?experiences?
Teacher EvaluationTeacher Evaluation
Formative AssessmentFormative Assessment
JtE Session 2Slide 8
Formative AssessmentFormative Assessment
JtE Session 2Slide 9
It’s FORMATIVE ASSESSMENT=It’s FORMATIVE ASSESSMENT=
JtE Session 2Slide 10
““helping to shape, develop”helping to shape, develop”WebsterWebster
“…“…the evidence is actually used the evidence is actually used to adapt the teaching to meet to adapt the teaching to meet student needs.”student needs.”
Inside the Black BoxInside the Black Box, Black & Wiliam, Black & Wiliam
FORMATIVE ASSESSMENTFORMATIVE ASSESSMENT
JtE Session 2Slide 11
Formative Assessment
• What do they know?
• What do they get?
• How will you change instruction from this information?
Assessments FOR Learning(Stiggins)
• Reason --- to improve learning• To inform – students (involvement)• To inform – teachers (instruction)• Focus -- is on learning targets• Place in Time – during the learning• Teacher’s Role – change standards into
classroom targets, provide descriptive feedback, inform and involve students
• Student’s Role – See the target, use results to improve learning and to set goals
Examples of Formative Assessments
• Word Splash • Graphic Organizers• KU Strategies (FRAME, • First Word• Pre-Tests• Bell Ringers• Journaling• Concept Maps• Closing Thoughts• Think – Pair - Share
• Bar Graphs• Thumbs Up and Thumbs
Down• Carousel Activities• Quizzes• Feedback Form
• Handout
DATA COLLECTION SKILLS DATA COLLECTION SKILLS AND PRACTICEAND PRACTICE
JtE Session 3 Slide 5
DATA COLLECTION SKILLS DATA COLLECTION SKILLS AND PRACTICEAND PRACTICE
Note takingNote taking ---- gathering data ---- gathering data SequentialSequential…using times…using times EventsEvents – gather data, then sort – gather data, then sort
JtE Session 3 Slide 6
Data Collection …Data Collection …
Types of Observation Evidence
1.1. Verbatim scripting of teacher or student Verbatim scripting of teacher or student commentscomments
2.2. Non-evaluative statements of observed teacher Non-evaluative statements of observed teacher or student behavioror student behavior
3.3. Numeric information about time, student Numeric information about time, student participation, resource use, etc.participation, resource use, etc.
4.4. An observed aspect of the environmentAn observed aspect of the environment
JtE Session 3 Slide 7
Data Collection …Data Collection …
Hints for note taking Record representative information; words and Record representative information; words and
actions of the teacher and studentsactions of the teacher and students Once you begin to write, finish itOnce you begin to write, finish it Develop a personalized shorthandDevelop a personalized shorthand
• Abbreviate/eliminate vowelsAbbreviate/eliminate vowels
• Abbreviate/eliminate prepositionsAbbreviate/eliminate prepositions
• Abbreviate common words (teacher, student..)Abbreviate common words (teacher, student..)
Do not make judgmentsDo not make judgments
JtE Session 3 Slide 8
At Your Tables…At Your Tables…
Select a note takerSelect a note taker Brainstorm a list of 10 – 15 statements Brainstorm a list of 10 – 15 statements
relating to what you might relating to what you might see see or or hearhear in a in a classroomclassroom• Teacher Teacher
• StudentStudent
• Environment Environment
JtE Session 3 Slide 9
ITS 6 Video ClipITS 6 Video ClipApply/PracticeApply/Practice
Focus on Classroom ManagementFocus on Classroom Management
• Iowa Teaching Standard 6 & CriteriaIowa Teaching Standard 6 & Criteria
As you view the teaching segment collect As you view the teaching segment collect data data (JUST THE FACTS)(JUST THE FACTS) on what you see and on what you see and hear…hear…
JtE Session 3 Slide 11
Data Gathering PracticeData Gathering Practice
Describe the classroom you observe in the Describe the classroom you observe in the video clipvideo clip
JtE Session 3 Slide 10
Evidence? or ?
OpinionJtE Session 3 Slide 12
What’s going on in this What’s going on in this nursery rhyme?nursery rhyme?
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall;
All the king's horses
And all the king’s men
Couldn’t put Humpty together again
JtE Session 3 Slide 13
Who says it’s an egg?Who says it’s an egg?Where does it say it’s an egg?Where does it say it’s an egg?There is There is no evidence no evidence of an egg…of an egg…
Frank McCourt, 1999
What’s going on in this What’s going on in this nursery rhyme?nursery rhyme?
JtE Session 3 Slide 14
Evidence = Just the FactsEvidence = Just the Facts
Package
JtE Session 3 Slide 15
BiasBias
What would cause you to have a positive What would cause you to have a positive perception of a classroom environment?perception of a classroom environment?
What would cause you to have a negative What would cause you to have a negative perception of a classroom environment?perception of a classroom environment?
How might this impact your data How might this impact your data gathering?gathering?
JtE Session 3 Slide 17
Sort the DataSort the Data
1. What type of data did you gather?What type of data did you gather?
Qualitative?Qualitative?
Quantitative?Quantitative?
2. Evidence or Opinion?2. Evidence or Opinion?
Throw out opinionsThrow out opinions
3. Does it relate to this criterion?3. Does it relate to this criterion?
If not, throw it outIf not, throw it out
JtE Session 3 Slide 18
Prepare for Reflective Prepare for Reflective ConversationsConversations
Mentor: Mentor: Put on your ‘Coaching’ hatPut on your ‘Coaching’ hat
Beginning Educator: Beginning Educator: Bring all documents, Bring all documents, datadata
Mentor and Beginning Educator: 30 – 60 minute meeting
JtE Session 3 Slide 19
JtE Session 2Slide 5
Mentoring Matters by Lipton and Wellman
JtE Session 2Slide 6
Module 3 – Maximizing Time and Attention by Attending Fully
• Change PowerPoint
Assignments
• Conversation / Documentation about Ethics
• Iowa Teaching Standard 6 / Learning Project
Classroom Management Ideas
Thank you very much for coming!!
THANK you very much for coming!
Thank YOU very much for coming!
Thank you VERY much for coming!
Thank you very MUCH for coming!
Thank you very much FOR coming!
Thank you very much for COMING!
Thank you very much for coming!!
Closing, EvaluationClosing, Evaluation
Thanks!!Thanks!!
JtE Session 2Slide 41