Journey to EXCELLENCE

1. Journey toEXCELLENCE Iowa Mentoring and Induction Model Session 3 Iowa State Education Association in partnership with the Iowa Department of Education July 2008

2. Session 3 Goals… • Welcome, Agenda, Update, Concerns, Parking Lot • Ethics • Homework: What did you learn about your school • Learning Project: ITS 6 Classroom Management • Jeff Sypersma, Electronic Portfolios • APL and Classroom Management Techniques • Parent Teacher Conferences • Why I Didn’t Learn This in College? • Iowa Teaching Standard 3 • Closing and Next Steps JtE Session 2Slide 3

4. Evaluations • Colors – When are classes taught • Classroom Management Tips • Learning Projects in the morning • Portfolios – Artifacts Electronic vs Folder

5. Ethics Standards Standard 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

6. Ethics Standards • Standard III: Misrepresentation, falsification of information • Standard IV: Misuse of public funds and property • Standard V: Violations of contractual obligations

7. 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

8. Ethics • Working alone with students • Teacher – Student Relationships • Driving students home • Testing for accountability • Using Technology • Professional Dress

9. You need to have a discussion about ethics with your mentor The mentor will pick a topic that they will start the discussion Why: • You are receiving guidance and knowledge from your mentor • You are also receiving key advice and knowledge on your districts/community norms Document • Fill out a form to document your conversation

10. Who is going to see this work? Mentor Anyone else the beginning educator chooses JtE Session 2Slide 15

11. JtE Session 2Slide 16

12. Journey to Excellence Learning Projects… JtE Session 2Slide 19

13. Pacing of Learning Projects JtE Session 2Slide 21

14. Learning Projects for Beginning Educators Each project is primarily based on one Iowa Teaching Standard First Year • ITS # 6: Demonstrates competence in classroom management • ITS # 3: Demonstrates competence in planning and preparing for instruction by researching student and school demographics • ITS # 4: Uses strategies to deliver instruction that meets the multiple learning needs of students • ITS # 8: Professional Responsibilities JtE Session 2Slide 22

15. Improving Student Achievement By Connecting InitiativesINDUCTION Focus Study Reflect Plan Apply JtE Session 2Slide 23

16. Learning Projects Process The purpose of learning projects is to build a good foundation for future practice by examining performance, understanding the Iowa Teaching Standards and Criteria, and continuing professional learning.Learning Projects are organized around a process adapted from Dr. W. Edwards Deming and include the following steps. • Assessing Needs • Focus: Determine area to learn more about & current level of performance • Study: Determine alternative actions available – observing, research, etc. • Planning: Decide how to apply alternative actions • Implementing: Use alternative actions in class • Evaluating: Think about how things went when compared to intent JtE Session 2Slide 24

17. ITS 6: Classroom Management Learning Project JtE Session 2Slide 28

18. ITS 6 LEA Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student. Establishes, communicates, models, and maintains standards of responsible student behavior. Develops and implements classroom procedures and routines that support high expectations for student learning. Uses instructional time effectively to maximize student achievement. Creates a safe and purposeful learning environment. JtE Session 2Slide 29

19. A Framework for Understanding the ITSC(p. 39) Standard 6—Criterion AElements(from Danielson book) • Creating an Environment of Respect & Rapport: Teacher Interaction with Students 2a(1) see p. 59 • Creating an Environment of Respect and Rapport: Student Interaction 2a(2) • Establishing a Culture for Learning: Importance of Content 2b(1) • Using Questions and Discussion Techniques: Student Participation 3b(3) JtE Session 2Slide 31

20. LP Classroom Management Who? Mentor & Beginning Educator What? Design and implement a plan based on a selected criterion When? Fall 2009 How? Assess Needs—Plan—Implement—Evaluate Why? To increase the skills of the beginning educator in classroom management…(student achievement) JtE Session 2Slide 33

21. LP Classroom Management JtE Session 2Slide 34

22. 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.

23. 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

24. 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.

25. Learning Project 6 • Step Four - Evaluating • Following the observation, the beginning teacher completes the ITS # 6Self-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.

26. Content & Process Using the Learning Project sheets • Read and discuss the content and process • Report out • Key componentsof the project • Possible strategies to assist learning • Possible pitfalls • Links to your district/building PD JtE Session 2Slide 37

27. Jeff Sypersma • Electronic Portfolios

28. Classroom Management Techniques • Classroom Management Resources • APL • I Can Do It • Champs • Real Colors • New PowerPoint Slides

29. Differentiated Instruction Lesson • Objective: Students will learn about details. Group 1 – Gold, Blue, Green and Orange Group 2 - Details in a picture

30. Classroom Management • Bring a Classroom Management Idea/activity/strategy to share

31. Why I Didn’t Learn This in College • Signals • Transitions • Teach, Model and Practice • Organization • Paperwork and Keeping Ahead of It • Classroom Arrangement • Barriers between the students and teacher • Systems for students that need assistance • Accommodations

32. Parent Teacher Conferences • Resources • Things to think about • Activity Dealing with Difficult Behaviors

33. Iowa Teaching Standard 3Planning for Instruction • Uses student achievement data, local standards, and the district curriculum in planning for instruction. • Sets and communicates high expectations for social, behavioral, and academic success of all students. • Uses student developmental needs, background, and interests in planning for instruction. • Selects strategies to engage all students in learning. • Uses resources, including technologies, in the development and sequencing of instruction JtE Session 5Slide 15

34. Assignments • Conversation / Documentation about Ethics • Iowa Teaching Standard 6 / Learning Project

35. Closing, EvaluationThanks!! JtE Session 2Slide 41