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september 2010 n.
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Mentorship

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Mentorship

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  1. September 2010 Mentorship

  2. Welcome • Please find your mentor/protégé – ask us for help with this if you haven’t met yet! • Choose a cue card on your table…think about how you might respond to that question! • We’ll start at 9:00 am sharp 

  3. The C&I Team • Lissa Steele- Director of Curriculum and Instruction • Margo Nygard- Curriculum and Instruction Coordinator for Math, Science, and French. • Kory Sholdice- Curriculum and Instruction Coordinator for Social Studies, English Language Arts and PE/ Health and Wellness. • Iris Loewen- First Nations, Metis and Inuit (FNMI) / Library Coordinator. • Barb Mulholland- CTS (HRH), Dual Credit

  4. Our goals: Team building IPP IMC TPGP GLA

  5. Agenda 9:00-9:30 9:30-9:45 9:45-10:15 Team Building Determining Your Needs– Time to Talk Understanding Mentorship BREAK Hot Topics– IMC, GLA, TPGPs Planning Time 10:15-10:30 10:30-12:00 12:00-3:00

  6. Meet your table group! Introduce yourselves: • School • Grade(s); • Subjects • Cue Card question

  7. Team Building Blind Drawing

  8. UNDERSTANDING MENTORSHIP Use the electronic binders provided to answer the questions about the mentorship program.

  9. What is mentoring? • An intentional pairing of individuals with the goal of providing the inexperienced person with an experienced partner to guide and nurture his or her development.

  10. The Role of The Mentor Definition: A mentor is an experienced role model who supports the professional development of individuals new to the Board. Both the new teacher and the mentor: • learn more about themselves • improve their skills • gain professional recognition

  11. The goal of mentoring is not for the mentor to create clones of themselves, but rather to help their mentees develop into the best teachers they can be.

  12. Mentorship Goals: Protégés • To help you develop or enhance: • Teaching competency • Self confidence • Self direction • Professionalism • A learning community

  13. Stages of Concern

  14. Effective Mentoring Practices • Relationship • Relationship • Relationship • Knowledge • Foster Independence

  15. Life Cycle Introduction Dissolution Trust Building Transfer of Professional Standards Teaching of Risk Taking, Communication & Professional Skills

  16. Mentorship Processes • Guideline – 5 days • Supper • Sub forms • Division meetings – touch base • Logistics – work out with mentor/protege

  17. Questions

  18. Focused Conversation . . . • Mentor/Protégé partnering • Time to talk • Questions are a guideline only • Think about the details (follow up after this meeting) • Take the conversation where it needs to go

  19. IMC

  20. Break – 15 minutes

  21. Communication To Parents • Grade Level of Achievement

  22. Goals • What have you heard? • What do you know? • What questions do you have?

  23. Checking our prior knowledge…

  24. What is GLA? • A government initiative • Focuses on student achievement • Is based on teachers’existing work in classroom assessment • Guide to Education

  25. GLAis… • The teacher(s) judgment of the grade level a child has achieved in the core subjects • Focused on ELA and Math • A statement indicating ABOVE, BELOW or AT • A judgment made in June with assessment information collected throughout the year • Based on teacher developed assessments (i.e. observations, conversations, products)

  26. GLA is NOT… • Based on a standardized assessment instrument (i.e. CTBS, Stanford Diagnostic…) • Communicated at each reporting period • A number (i.e. grade 4)

  27. What does GLA mean for students? • Differentiation of programmingwithin the classroom appears to be a better alternative to both retention or promotion • The critical issue is knowing where the student is relative to a graded program of study, and programming for that student so that he/she can be successful (p. 11)

  28. What does GLA mean for teachers? • Know the learner outcomes at the grade level that you teach • Be familiar with the outcomes below and above grade level • Work with your special education support at your school to assist with differentiation or specialized programming • Align assessment with outcomes in the programs of study

  29. What does GLA mean for parents? • Will be informed of the grade level their child has achieved as well as the grade level of the learner outcomes that their child is currently working on • Are communicated with early in the learning cycle

  30. Determining GLA • Most students will be AT grade level • Even with assistance! • For those who you think might not be… • Students above grade level? • Students below grade level?

  31. Reporting GLA • In June only • Must be shared with parents • ELA and Math…for now…

  32. What will be accepted as evidence of learning? • How do you know they’ve got it!! • How good is “good enough?” • Edmonton Catholic example

  33. The Special Ed. Perspective • What about students on IPPs? • May be working on a program of studies that differs from enrolled grade based on identified needs • The program of studies being worked on should be recorded on the IPP under - Current Level of Performance • On a graded program – adapted programming • Not on a graded program – modified programming

  34. On a graded program • Adapted programming retains the learner outcomes of a program of study, and is where adjustments to the instructional process are provided( if needed) to address the special education needs of the student

  35. Adapted programming examples: • Alternative resource formats – Braille, books-on-tape, etc. • Additional instructional strategies – visual aids, interpreters, etc. • Alternative assessment formats – oral exams, scribes, etc. • Different skill sequencing, pacing and timelines • Fewer Key Concepts/Outcomes (Rocks, Sand, Water) • Alternate learning activities based on the specific learning needs of the student

  36. Not on a graded program • Modified Programming • Programming that in which the learner outcomes are significantly different from the programs of study and are specifically selected to meet students’ special education needs: • Learning how to use the telephone • Recognizing common functional environmental signs • Planning for motor tasks of printing, movement • Learning how to use a communication device

  37. Non-graded curriculum (no program of studies) pp. 86-87 • Look at IPP goals: • Foundational skills (communication, classroom behavior, gross and fine motor) • Academic readiness skills (skills to prepare students for learner outcomes) • Life skills (skills to develop independence in home, school and community) • Reporting Categories • A - all • M - most • S - some • N - none • NA – not applicable

  38. IPP • ___Adapted Programming ( graded curriculum) • ___ Modified Programming( not graded curriculum) • If students is on a modified program, indicate category of each goal and achievement level relative to each goal category: • Foundation skills (e.g. communications, classroom behavior, gross and fin motor skills) • Goals achieved: __All __Most __Some __None __Not Applicable • Academic readiness skills (e.g., readiness skills to prepare student for learning outcomes in the programs of study of Grade 1 and subsequent grade levels) • Goals achieved: __All __Most __Some __None __Not Applicable • Life Skills (e.g., skills that will assist the student in developing independence in the home, school, community) • Goals achieved: __All __Most __Some __None __Not Applicable

  39. GLA Resources • For additional information on GLA Reporting/Beyond MIRS, visit the Alberta Education website @ http://www.education.gov.ab.ca/ipr/GLA/ “Guide to GLA Reporting” (contracted to the Alberta Assessment Consortium)

  40. Questions?

  41. Growth Plan

  42. Teacher Professional Growth Plans Why must I do this? • Helps provide direction for your year • Helps identify professional improvement and growth areas

  43. Where should I start? • Key documents: • Program of Studies • Teaching Quality Standard Document • Teacher Effectiveness Framework • Your school’s AISI plan and other school initiatives • Your school’s mission/vision statement

  44. SMART Goals • Specific • Meaningful and measurable • Achievable • Realistic • Time Targeted 3-5 goals is reasonable

  45. The TPGP Process • Establish 3-5 professional goals • Meet with your administrator before the end of October to share your plan • Make your TPGP a living document • Select a TPGP PD day! • Year end review – Reflect • What have you learned? • An area of strength? • Share artifacts • What would you like to do next year?

  46. Teacher Professional Growth Plan Explore the ATA site: http://tiny.cc/x9ut3 • What style do you prefer? • Talk with your mentor/protégé and map out some of the ideas you are thinking about • Or review with you mentor/protégé what you have already completed

  47. Exit Slip: Wall Wisher An area we should address 2. Thoughts about the day: • Start doing • Stop doing

  48. Lunch