May 2012

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“How can I be a better educator tomorrow than I am today?”

The one question to never stop asking…

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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.

What is Residency?

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If there is one clear message that has emerged from educational research, it is this:

Teachers make a difference in student learning. Teachers matter most, and high quality teachers matter even more.

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Ohio Resident Educator Program: Year 1

4,000 Resident Educators

2,300 Mentors

Focus on Formative

Assessment Processes

Ohio Standards for the Teaching Profession Ohio Continuum of Teacher Development

Resident Educator Program: Foundation

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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.

The Ohio Standards for the Teaching Profession are available on ODE’s website at

education.ohio.gov, search key words “educator standards board.”

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The Ohio Continuum of Teacher Development

is a tool to:

Help teachers

• Self-assess to determine level of development in each of

the standards

• Set goals to focus on areas of growth

Target professional development that will advance growth

Aid mentors in meeting the needs of their Resident Educators

Ohio Continuum of Teacher Development

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The Ohio Continuum for Teacher Development delineates

five levels of teacher development.

Level Describes

Emerging Pre-Licensure; the teacher education candidate

Developing Residency; the teacher whose skills are developing

Proficient The teacher who is applying knowledge and skills independently

Accomplished The teacher who is fully skilled and able to integrate knowledge and experience - in instruction, curriculum and professional development - into practice

Distinguished A teacher leader, consistently innovative, contributing to the professional learning community

Ohio Continuum of Teacher Development

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“Good induction programs create the conditions for developing the vital skills that can be learned only

from practice.” --Sharon Feiman-Nemser

The Ohio Resident Educator Program

Reflects the Teaching and Learning Cycle

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Teaching and Learning Cycle

State mentor training

Formative assessment

Monitor and document REs’ progress

Summative, performance-based assessment

Resident Educator Program: Components

Ohio Resident Educator Program

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State Mentor Training

Instructional Mentoring (IM)

Resident Educator-1 (RE-1)

Ohio Resident Educator Program

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Formative Assessment is an important component of Ohio’s Resident Educator Program

Formative Assessment includes an ongoing cycle of data collection and feedback

Ohio Resident Educator Program

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Formative assessment is Formative assessment

is not a

An ongoing measurement of growth over time

One-time snapshot

Objective and evidence-based Subjective process

Responsive to teachers’ developmental needs

Rigid framework

Interactive and collaborative Traditional singular assessment tool

Based on teaching standards as well as a variety of non-evaluative assessments

Summative evaluation

Formative Assessment

The Cycle of Formative Assessment

Formative Assessment

Communicate with mentor and principal

Resident Educator Program processes, protocols and tools

Evidence and artifacts

Ohio Resident Educator Program

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What will the

DISTRICT/SCHOOL do to support Resident

Educators?

System of Support

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District/School: Year 1

During YEAR 1 of the Resident Educator Program, the District/School will

Provide district/school orientation Determine eligibility and register Resident Educators

Select, assign and support mentors

Provide time and support for mentor training Provide support and professional development for Resident Educators and mentors

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What will the

PRINCIPAL do to support

Resident Educators?

System of Support

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Principal: Year 1

During YEAR 1 of the Resident Educator Program, the principal will

Work with program coordinator to select and assign mentors

Ensure mentors attend state training

Provide time for mentor-Resident Educator collaboration

Provide opportunities for reciprocal observations Collaborate with mentor and Resident Educator to align Resident Educator goals

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System of Support

What will the

MENTOR do to support

Resident Educators?

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•Serve as teachers of teachers

•Focus on student learning

•Approach teaching as inquiry

•Know and can articulate outstanding practice •Tailor teacher support to the context of the teacher’s classroom and based upon assessed developmental need

•Help new teachers balance immediate concerns with long-term development

•Assist new teachers in analyzing data of student learning to guide instruction

Instructional Mentors

Problem-

Solver

Resource

Coach

Advocate

Facilitator

Learner Trusted

Listener

Assessor

Teacher

Communication: RE-Mentor-Principal

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“Both the support of teacher development and the evaluation of teacher performance require evidence of practice…conversations about teaching must be grounded in actual events, in actions or statement, in artifacts, and the decision teachers have made.” --Charlotte Danielson

Year 1 Formative Assessment

Processes and Tools:

1. Resident Educator Self-Assessment

2. Assessment of Student Learning

3. Instructional Planning

4. Mentor Observation of Resident Educators

5. Professional Goal Setting Process

Resident Educator: Year 1

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Mentor: Year 1

During Year 1 of the Resident Educator Program, the mentor will

Required: Attend Instructional Mentoring and Resident Educator-1 training to obtain certification

Communicate with the Resident Educator and building administrator

Respect the confidential relationship with the Resident Educator and principal

Support Resident Educator through the use of formative assessment processes, protocols and tools

Collaborate with the program coordinator to complete end-of-year Formative Progress Review

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Year 2 Formative Assessment

Processes and Tools:

1. Resident Educator Self-Assessment

2. Assessment of Student Learning

3. Instructional Planning

4. Mentor Observation of Resident Educators

5. Professional Goal Setting Process

Resident Educator: Year 2

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Mentor: Year 2

During Year 2 of the Resident Educator Program, the mentor will

Facilitate differentiated mentor models

Communicate with the Resident Educator and building administrator

Respect the confidential relationship with the Resident Educator and principal

Support Resident Educator through the use of formative assessment processes, protocols and tools at a deeper level

Collaborate with the program coordinator to complete end-of-year Formative Progress Review

Optional: attend additional mentor trainings

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Optional Mentor Training --Year 2

Summer 2012

Data Beyond the Numbers

Focused Observation

Co-Teaching

Principal Engagement

Winter 2013

Analyzing Student Work

Problems of Practice

Summer 2013

Observation and Feedback

Teacher Leadership

Resident Educator Program Year 2:

Differentiated Mentoring Models

One-to-one

Mentoring

Resident Educator

Cohort Co-Teaching

• Primary mode for Year 1

• Protected time for collaborative conversations

• Immediate feedback • Builds professional

confidence • Close working

relationship

• Members may include REs, mentors, and other school staff

• Collaborative inquiry • Identify and solve

common problems of practice

• Extended forum for professional growth

• Co-teacher working with a Resident Educator is an exemplary veteran teacher

• Study, plan, teach, assess, reflect, and analyze together

Resident Educator Program

Year 1

• One-to-one mentoring

between mentors and RE

• Formative Assessment

Processes (goal-setting;

observation; instructional

planning; reflection)

• Protected meeting time for

mentors and REs: one hour

per week

Year 2

• Differentiated mentoring models: RE Cohort, Co-teaching, One-to-one mentoring

• Formative Assessment Processes (goal-setting; observation; instructional planning; reflection)

• Protected meeting time for mentors and REs: frequency and duration depend on the mentoring model used (one-to-one mentoring; RE cohort; co-teaching

• Average 3-4 hours per month suggested

“Serious and sustained teacher learning, over time, is

a necessary condition for ambitious student learning.”

--Sharon Feiman-Nemser

Resident Educator: Years 3-4

During YEARS 3-4 of the Resident Educator Program, the Resident Educator will

YEAR 3 Prepare for summative assessment

Year 3/4 Successfully complete summative assessment

Year 4 Participate in professional development and leadership activities

Re-take deficient portions of summative assessment

Complete Resident Educator Program requirements, secure signatures of mentor and superintendent or designee and apply for the 5-year professional license.

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Mentor: Years 3-4

YEAR 3:

Facilitate and support the Resident Educator in preparing for

summative assessment

YEAR 4:

Facilitate and support the Resident Educator to “re-take“ deficient

portions of summative assessment

Facilitate Resident Educator participation in professional development and leadership activities

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“It is one thing to talk about effective teaching, it is another to see and experience it. Teacher to

teacher modeling has the greatest impact on teacher

improvement.” --Douglas Reeves

District/School Program Coordinator

ODE website: education.ohio.gov

search key words, Resident Educator

Program Questions:

REProgram@ode.state.oh.us

Resources to Ensure A Successful “Journey to Excellence”

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