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ACE Mentor Program. The Alliance for Catholic Education 3 Pillars. Professional Development Graduate level training (Master of Education degree) and immersion teaching experience Two intensive summer programs at Notre Dame Community Life Houses of 4-7 ACE Teachers
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The Alliance for Catholic Education 3 Pillars • Professional Development • Graduate level training (Master of Education degree) and immersion teaching experience • Two intensive summer programs at Notre Dame • Community Life • Houses of 4-7 ACE Teachers • Building Communities of Faith, Hope, and Love • Spiritual Growth • Retreats • Community Prayer • Develop reflective professional educators and people of faith
Mentoring and Research Mentoring energizes schools and teachers. Strong mentors… • cut new teacher attrition rates in half (Ingersoll, 2000) • improve teacher quality - often moving the skill level of a teacher finishing the first year to that of a 4th year teacher (Villar, 2004) • improve student assessment and achievement (Claycolmb & Hawley, 2003) • benefit veteran teachers through new leadership opportunities and time for professional reflection and development (Villar, 2004)
Mentors… • Act as a Trusted Supporter • Orient Novice Teachers to the School Environment • Meet Consistently with the Novice Teacher • Assist with Planning and Curriculum • Help Analyze Student Work and Achievement Data • Conduct Non-Evaluative Observations
ACE Mentor Responsibilities • Orient ACE Teacher to their School • Meet Consistently with the ACE Teacher • Observe and Conference with ACE Teacher • Provide Feedback in a Timely Manner
Orient ACE Teacher to School and Local Context (pg. 9) Acculturation to the School and City • Local history, customs, practices • Significance of naming, significant figures in neighborhood, city or school histories • Cultural and economic context of school community and surrounding setting • A focus on welcoming ACE teacher into a place with an ongoing and rich history with important traditions
Orient ACE Teacher to School and Diocese (pg. 10) • Checklist for Classroom Organization and Procedures • Resources, procedures, paper work, classroom set-up, important dates, diocesan policies • Meeting to Discuss ACE Teacher’s Classroom Management Plan
Meet Consistently with ACE Teacher (pg. 10) • Strong mentors help new teachers address timely issues before they become problems • 1st Year, 1st Semester - Meet Weekly • 1st Year, 2nd Semester and 2nd Year – Meet Every Two Weeks • When to Meet? • Before or After School, Lunch • 20-30 minutes to check for questions and reflection
Monthly Meeting Log & Calendar (pp. 11-12) • Monthly calendar provides timely topics for discussion • Meetings may pinpoint areas for improvement, problem-solve management issues, brainstorm unit activities, identify growth, or analyze student achievement: September (Example) • Log meeting dates in log and email to ACE TA
Always Timely -Planning: Units & Lessons Units • Effective way to engage students beyond learning at the memory level • Centered around a unifying concept or essential question • Excel Template for both unit and lesson planning
ACE Planning: Unit Goals and Assessments (pg. 27) • Unit Goal: • Uses clear, observable, challenging verbs • States what students will know and be able to do at the unit’s conclusion • Student-centered: written as “SWBAT” - “Students will be able to…” • Example from Middle School American History • SWBAT analyze three reasons as causes for the decline and fall of the Roman Empire. • Unit Assessment: • Satisfies the unit goal • Student works independently and individually • Often framed in a real life situation • Example for above goal: • Given a description of four major policies and practices in the United States today, students will independently and individually analyze how these may have delayed or hastened the fall of the Roman Empire.
Lesson Plans and Sequencing (pg. 28) • Charts the task, time, and methods used for daily activities • 2-4 day plan focusing on a major idea and its parts • Lesson Plan Objectives • Use clear, observable, challenging verbs • Represent the steps necessary to achieve the unit goal • Objective is assessed in some manner • Early lesson plans of a unit are often teacher centered and focus on acquiring knowledge • Later lesson plans of a unit shift to a group or individual focus and extend the knowledge and use it meaningfully
Observe and Conference with ACE Teacher (pp. 13 - 14) • Non-evaluative - an instrument for growth • Pre- and Post-Observation Conferences encourage self-reflection and articulation of goals • Use open-ended probing questions • Let the ACE teacher steer the conversation • Remain non-judgmental • An informal observation early in 1st semester, a formal observation in October & again in March • Focus on strengths and areas for improvement • Focus on areas discussed in the pre-observation conference.
Provide Feedback in a Timely Manner (pg. 20) • Complete Mid-Semester Feedback Form each semester. This asks you to provide strengths and areas for improvement in the following domains: • Planning and Preparation Classroom Environment • Instruction Professional Responsibilities • Contributions to the Community Fostering Spirituality • Not based solely on Mid-Semester Observation, but on entire semester so far—observation only one element used for feedback • Stored in permanent electronic portfolio (p. 4); provides a developing two-year record of growth and challenges to be met. • Remarks non-judgmental and non-evaluative
Sample entry for Mid-Semester Feedback Form Domain 1: Planning and Preparation: demonstrates knowledge of content and pedagogy; demonstrates knowledge of students; designs coherent instruction; selects instructional objectives; selects instructional goals/outcomes; assesses student learning; demonstrates knowledge of resources. • The single area of greatest strength is: R--- has a natural teaching ability for his content. He finds creative ways to reinforce concepts and model strategies. He has done a good job of designing objectives for each lesson in the subjects he teaches. I also think that he makes effective use of the textbook and resources to facilitate his goals. • The single area in most need of growth is: R --- assesses frequently but he could vary his assessment strategies.
Submitting Mentor Forms and Logs Electronically via Email (pg. 4) Accessing Forms • When a form is due, the ACE TA will send an email reminder to you and to your ACE Teacher 2 weeks prior to the due date. This e-mail will contain the Word Form that you need. • The direct URL for the Forms however is: http://ace.nd.edu/academic-programs/teacherprogram/principals-mentors/ Filling out and Saving Forms 1. To insert comments, type in the gray expandable boxes. 2. For checkboxes, place an x in the box or click on the appropriate box. 3. Please save the form by adding the ACE teacher’s name to the name of the form. Example: Caitlin Cameron Mentor Mid-Semester Form 11.doc Submitting Forms • E-mail all forms as an attachment to the ACE TA at aceta@nd.edu • The ACE TA will upload these forms to the portfolio for you. 3. Please keep an electronic copy or paper copy for your own files.
Expectations for ACE Teachers • Abide by the diocesan and school calendars and policies • Work toward improving in the areas of the 3 ACE pillars: Professional Teaching, Community, and Spirituality • Turn in all forms and assignments online in a timely fashion • Provide aid in accessing all online forms for mentors and principals • Submit guided reflections every two weeks • Consult with mentor teacher, principal, and other colleagues to improve planning and teaching • Provide classroom portfolio for University Supervisor visits
From ACE Teachers, Faculty and Staff Thank you for your commitment as an ACE mentor and for your contributions to Catholic Education.
Continuing Renewal Units for Mentor Service At the end of the school year, certificates noting fifteen hours annually are available to mentors who confirm completion of mentor forms, logs, and observations.
