Teacher Induction Program mentor Training

1. Teacher Induction Programmentor Training August 21, 2009

2. AGENDA • Welcome & Introductions • Overview of Teacher Induction Program • Roles & Responsibilities of Mentors • Understanding the New Teacher, Collaboration, & Peer Observation • Teacher Induction Wiki • Gradual Release of Responsibility Framework (GRR)

3. Essential Questions for Mentor Training • How does the Teacher Induction Program support teachers new to AGSD? • How will I as a Mentor support the new teacher I will be working with this school year? • In what ways will learning about the Gradual Release of Responsibility help me as a teacher and how can I support my mentee in developing an understanding of the framework?

4. New Teacher Program Overview What does the Program look like? Three year Program: • Year One- All educators new to the district • Year Two- (optional) All educators with less than two years in the district • Year Three-(optional)All educators with less than three years teaching experience

5. Mentor Responsibilities • Attend the August 21 day during the New Teacher Induction Program • Must spend the afternoon of August 21 with the New Teacher, not just give them time in their room • Attend the September 17, after school meeting, with your mentee • Conduct weekly mentoring collaboration sessions throughout the school year • Maintain and submit Teacher Induction/Mentoring logs on a weekly basis to the Wiki

6. Mentor – Changes • Must attend the September 17 after school meeting • Both the mentor and New teacher must submit a log together on the teacher induction program 2009-2010 Wiki

7. A Great Mentor is…. 3-2-1 Activity

8. A Great Mentor is… • Benevolent and Competent • An Advocate • A Role Model • A systems Thinker • A Student Learning Guru • A Life Long Learner • Grounded • Capable of Bobbing and Weaving

9. The Three C’s • Consult • Pause, Paraphrase, and probe • Inform • Direct • Model • Give Advice • Critique • Make Suggestions

10. The Three C’s • Collaborate • Pause, paraphrase, and probe • Guide problem solving process • Explore pros and cons of solutions • Keep discussion focused on problem-solving

11. The Three C’s • Coach • Use data, as appropriate • Make Suggestions • Pause, paraphrase, and probe • Be non-judgmental • Encourage self-awareness • Encourage self-reflection

12. Activity “What to Do When…”

13. Mentor/Mentee Meeting Topics Mentor should meet with their mentee on a weekly basis, and meeting should be logged on the teacher induction program 2009-2010 Wiki August- September Review Policies and Procedures and physical building • _____ Set up voicemail • _____ Expectations for sneak a peek, and back to school night • _____ Reporting student attendance • _____ Evaluating classroom guides and manuals • _____ Healthy food policy • _____ Fire drill and emergency drills • _____ Review IEP/504 in guidance office • _____ Copy aide forms • _____ Library check-out • _____ Bookroom access • _____ Bus passes, notes to leave early, if kids forget after school notes, • _____ Gym excuses go directly to nurse’s office • _____ Kids having lunch with teacher • _____ Phone logs in the workrooms • _____ If you leave your classroom let the office know • _____ How to clean the room at the end of the day • _____ Send newsletters to principals for approval • _____ Arranging for sub coverage • _____ House specific items • _____ Review faculty handbook • _____ File cabinet in the main office • _____ MAP testing

14. Questions & Answers

15. New Teacher Induction Wiki Avon Grove New Teacher Induction Program Wiki

16. Gradual Release of Responsibility • Activate prior knowledge • Why do we do it? • How do we do it? Activity Write, draw, or diagram a definition for learning. Include at least three details.

17. Gradual Release of Responsibility • Activate prior knowledge • Why do we do it? • How do we do it? Activity Write, draw, or diagram a definition for learning. Include at least three details.

18. Learning is… • The process of acquiring knowledge or skill through study, experience or teaching • Experience that brings about a relatively permanent change in behavior • A change in neural function as a consequence of an experience

19. Gradual Release of Responsibility The gradual release of responsibility model stipulates that the teacher moves from assuming “all the responsibility for performing a task…to a situation in which the students assume all of the responsibility.” (Duke & Pearson, 2002)

20. Gradual Release of Responsibility “…effective instruction often follows a progression in which teachers gradually do less of the work and students gradually assume increased responsibility for their learning. It is through this process of gradually assuming more and more responsibility for their learning that students become competent, independent learners” (Duke & Pearson, 2002)

21. GRR Framework… • I do it… • We do it… • You do it together… • You do it…

22. The “Good Enough” Classroom Teacher Responsibility Focus Lesson “I do it” Guided Instruction “We do it” “You do it alone” Independent Student Responsibility Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

23. In Some Classrooms… Teacher Responsibility Focus Lesson “I do it” “You do it alone” Independent Student Responsibility Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

24. In the Worst Classrooms… Teacher Responsibility (NONE) “I do it” “You do it alone” Independent Student Responsibility Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

25. Components of GRR… • Focus Lesson • teacher model, think aloud • Guided Instruction • shared learning • Collaborative Learning • shared practice with peers • Independent Learning • independent application

26. Three Levels of Text • Sentences • Phrases • Words • Discussion • Sharing

27. A Model for Success for All Students Teacher Responsibility Focus Lesson “I do it” Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent Student Responsibility Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.