WOCSD Mentor Training

1. WOCSD Mentor Training November 14, 2011

2. Agenda • Needs of beginning teachers • Steps to gaining professional level certification • Mentor Expectations and timeline • Understanding New Teacher Standards • Classroom Observation Cycle • Paperwork • Self Assessment • TAP Development • Observation form • Annual review form • Portfolio

3. Mentor Training Outcomes • Understand the needs of beginning educators • Become familiar with confidentiality guidelines • Understand the role of the mentor/coach in addressing beginning educator needs • Have a shared definition of coaching and mentoring • Become familiar with Maine’s Initial Teacher Certification Standards • Enhance listening and questioning skills to promote reflection • Learn to match mentoring approaches to beginning educator needs • Learn and practice the Coaching Cycle • Enhance knowledge of classroom observation techniques • Increase awareness of how objective observation data andnon-judgmental feedback can provide a framework foreducational decision-making • Use Maine’s Initial Teacher Certification Standards in mentoring and coaching • Enhance listening and questioning skills to promote reflection and effective teaching • Understand the needs of adult learners • Enhance knowledge of teachers’ developmental stages, and the phases of mentoring relationships • Understand and practice conflict resolution skills • Observe and practice the techniques used to plan instruction and assessment • Observe and practice coaching using Maine’s Initial Teacher Certification Standards and Maine’s Learning Results

4. Steps to Gaining Professional Level Certification • State issues a conditional or provisional certificate • Mentor is assigned to certification candidate • Mentor and candidate meet on a regular basis (see mentor expectations) • Candidate completes self assessment • Mentor Complete one classroom observation cycle • Mentor and candidate meet together to develop TAP • TAP is submitted to District Certification Committee for approval • Candidate and teacher work on TAP and portfolio • At the end of the first year, the candidate and mentor review the TAP to date, signed annual review form is submitted to Anne Meadows • Work continues into the second year • Candidate completes TAP and Portfolio (Wells-Ogunquit only) • Candidate presents portfolio to review panel for decision (Wells-Ogunquit)

5. Mentor Expectations • Meet with candidate and review • School procedures • School rules • Duties • Curriculum • Grading policies procedures • NWEA / Mini SAT/ MEA • Professional expectations (team meetings, staff meetings) • Access to professional development and course opportunities • Discuss routines • Communication clear expectations to students • Discipline codes • Review ideas for the first 6 weeks of school • Answer questions and concerns • Assist new teacher with interpretation of NWEA results (if applicable)

6. October/November • Discuss parent contact procedures and ideas • Review portfolio expectations • Self assessment • Collegial dialogue about teaching strategies, classroom management • Initial observation cycle (pre conference, observation, post conference) • Review self assessment, classroom observations • Develop TAP • Collegial dialogue about planning, teaching strategies, classroom management • Address questions and concerns

7. December • Send Completed TAP to District Certification for Approval • Collegial dialogue about planning, teaching strategies, classroom management • Begin portfolio development (collection and organization of artifacts) • Address questions and concerns

8. January/February • Work on implementation of TAP and portfolio development • Collegial dialogue about planning, teaching strategies, classroom management • Second classroom observation cycle • Address questions and concerns

9. March/April • Review portfolio with new teacher to help prepare for evaluation review of portfolio • Review MEA procedures if applicable • Collegial dialogue about planning, teaching strategies, classroom management • Work on implementation of TAP and portfolio development. • Third observation cycle • Address questions and concerns

10. May: Annual Conference Review • Set up a meeting with the new teacher. • Bring copies of all records and ask the new teacher to do the same. • Go through the TAP step by step, checking to make sure each activity is completed and documented. • Write a summary of the TAP goals and activities on the form. Organize the summary by goal and related activity. • If an activity was not completed, or another activity was substituted (e.g. instead of reading articles, the new teacher attended a workshop), note the substitution and explain if necessary. • If all activities for a specific goal have not been completed, they may be carried over to next year. • You may make one of four recommendations: • Continue to work with support system on TAP goals: This recommendation is for teachers who have not met one or more goal • Teacher has successfully met TAP goals but wishes to work on additional goals next year. This recommendation is for teachers who have met all goals but by law must work a second year with a support team. • Support System work completed; no further action required. This recommendation is for teachers who have completed all goals and are in the second year of work with a support team OR have at least 4 years of teaching experience in another state. • Progress on TAP goals is unsatisfactory. • Sign form and have the new teacher sign as well.

11. Support Professional Teachers (one year commitment) • September – June • Assist the teacher with understanding: • School procedures • School rules • Duties • Parent/Teacher Conferences • Curriculum • Grading policies procedures (Jupiter Grades, Infinite Campus) • NWEA / Mini SAT/ MEA • Professional expectations (team meetings, staff meetings) • Professional development and course opportunities (where to get and send the forms) • Discipline codes • Interpretation of NWEA results (if applicable) • Technology • Special events • In addition • Help the individual complete the Professional Renewal Paperwork and submit it to the building representative. Paperwork is on the WOCSD website under employee forms certification, professional renewal section. • Be a sounding board for the Portfolio Instructional Unit presented to your principal (no portfolio is required for certification) • Provide support where needed

12. Understanding the New Standards • Work in a small group to discuss each standard • Jot down evidence you might find that would show proficiency in the standard.

13. Standards 1-5 • STANDARD ONE: Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the disciplines s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students. • STANDARD TWO:Demonstrates the ability to integrate the concepts, tools of inquiry, and structures among the disciplines. • STANDARD THREE:Demonstrates knowledge of the diverse ways in which students develop and learn by providing learning opportunities that support students’ intellectual, physical, emotional, and social development. • STANDARD FOUR:Plans instruction based upon knowledge of subject matter, students, and curriculum goals. • STANDARD FIVE:Understands and uses a variety of instructional strategies and appropriate technologies.

14. Standard 6-10 • STANDARD SIX:Creates and maintains a classroom environment which supports and encourages learning. • STANDARD SEVEN:Demonstrates the ability to support students’ learning and well being by engaging students, home, school, colleagues, and community. • STANDARD EIGHT: Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. • STANDARD NINE:Demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher. • STANDARD TEN: Demonstrates a strong professional ethic and a desire to contribute to the education profession. Candidate performance demonstrating the following capabilities informs this standard.

15. Developing the TAP • Teacher Completes Self Assessment • Mentor observes in classroom and meets with the teacher • Teacher and Mentor review assessment and develop activities • TAP is completed, signed and submitted to the District Certification Committee • Suggested Topics for Activities • Classroom Management • Developing Curriculum & Assessments • Instructional Strategies • Coursework • Other Certification Requirements

16. Sample TAP Form

17. Sample TAP Form Cont.

18. TAP Review Questions • Will completion of the plan lead to a portfolio which demonstrates evidence of proficiency in the 4 domains? • Does the plan reflect agreement between the mentor and mentee? • Are the goals met when the activities are completed? • Are the activities measurable and easy to evaluate? • Are the timelines and activities management given realistic time constraints?

19. Peer Coaching Cycle Pre Conference (Planning) • Coach assist the teacher in • Clarifying goals and mastery objectives • Anticipating teaching strategies and decisions (what if questions) • Determining evidence of student achievement • Identifying the mentor’s purpose and method of collecting data ( which standards are evident)

20. Observation (Teaching) Mentor gathers data by observing: • Evidence of the Maine’s Initial Teacher Certification Standards

21. Post Conference (Analyzing and Applying) • Mentor helps the teacher to • Summarize their impressions and assessment of the lesson • Recall data which supports impressions and assessment • Compare the pre conference with performed teaching decisions and student learning • Infer relationships between student achievement and teacher decisions/behaviors • Reflect on the coaching process and make recommendations for future work

22. Pre Conference Objectives • State the lesson purpose and mastery objective • Describe the desired teacher behaviors • Describe the desired student behaviors • Review the lesson context • Explain assessment procedures • Anticipate concerns • Describe the observer’s role

23. Data Collection Strategies • Video tape • Mentor video tapes a lesson and together the teacher and mentor watch parts of the tape to gather evidence in the 10 standards • Global Scan • Mentor takes notes of what is occurring in the classroom • Selective Verbatim • Mentor collects data on a specific request ( teacher questions, classroom management cues)

24. Post Conference Objectives • Express thoughts about the domains evidenced in the lesson • Recall teacher behaviors during the lesson • Compare what occurred in class to the desired outcomes discussed in the pre-conference • Make inferences based on evidence about the lesson purpose/outcomes • Analyze why student behaviors were/weren’t performed • Generate prescriptions and make future plans • Assess the coaching process

25. Portfolio Components • Planning and Preparation • Unit template • Timeline • 5-10 lesson plans • Reflection • Student Work Samples

26. Completion of StandardsPortfolio Review Form

27. Portfolio Components • Classroom Environment • Personal system of discipline • 4-6 artifacts • Instruction • 2-3 artifacts • Cross reference to other sections • Professional Responsibilities • Teacher must document 2 of the components listed for this domain • 3-5 artifacts

28. Conflict Resolution • Mind tools • http://www.mindtools.com/pages/article/newLDR_81.htm • Conflict Resolution • http://www.ohrd.wisc.edu/onlinetraining/resolution/index.asp • Conflict Resolution network • http://www.crnhq.org/pages.php?pID=12

29. Lesson Planning • Six Common Mistakes in Lesson Planning • http://www.adprima.com/mistakes.htm • Lesson Plan Guidelines • http://www.lessonplans4teachers.com/guidelines.php • Behavioral Verbs for Lesson Plans • http://www.sites4teachers.com/links/redirect.php?url=http://www.adprima.com/lesson.htm • Standards Based Lesson Plan Formats • http://literacy.kent.edu/eureka/lessonplans/modelLPT.html

30. Instructional Strategies • Instructional Strategies • http://olc.spsd.sk.ca/de/pd/instr/alpha.html • Marzano Strategies with Technology Links • http://olc.spsd.sk.ca/de/pd/instr/alpha.html

31. Classroom Management • The Teachers Guide • http://www.theteachersguide.com/ClassManagement.htm • Classroom Management • http://www.adprima.com/managing.htm

32. Characteristics of Adult Learners

33. Adult Learner Characteristics