Journey to EXCELLENCE

Journey toJourney to

EXCELLENCEEXCELLENCEIowa Mentoring and Induction ModelIowa Mentoring and Induction Model

Session 3Session 3

Iowa State Education Association in partnership with the Iowa Department of Education

July 2008

Session 3 Goals…Session 3 Goals…

Welcome, Agenda, Update, Concerns, Parking LotWelcome, Agenda, Update, Concerns, Parking Lot EthicsEthics Module 2: A Continuum of Learning Focused Module 2: A Continuum of Learning Focused

InteractionInteraction Role of Formative AssessmentRole of Formative Assessment Learning Project: ITS 6 Classroom ManagementLearning Project: ITS 6 Classroom Management

• Data Collection Skills and PracticeData Collection Skills and Practice

• Evidence vs. OpinionEvidence vs. Opinion

• BiasBias

JtE Session 2Slide 3

Session 3 Goals…Session 3 Goals…

Module 3—Maximizing Time & Attention by Module 3—Maximizing Time & Attention by Attending FullyAttending Fully

Classroom Management ResourcesClassroom Management Resources Closing and Next StepsClosing and Next Steps

JtE Session 3 Slide 2

Evaluations

• Colors – When are classes taught

• Classroom Management Tips

• Learning Projects in the morning

• Portfolios – Artifacts Electronic vs Folder

Ethics StandardsStandard 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

Ethics Standards• Standard III: Misrepresentation,

falsification of information

• Standard IV: Misuse of public funds and property

• Standard V: Violations of contractual obligations

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

You need to have a discussion about ethics with your beginning educator

Pick an area to discuss with your educator

Why:• You are providing guidance and knowledge to

your beginning educator• You are also giving them key advice and

knowledge on your districts/community norms

Document• Fill out a form to document your conversation

Ethics

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

• Board of Educational Examiners Issues

What is the beginning educator working on?

• Ethics• Processing the School Profile and Learning

Project• Learning Project 6• Electronic Portfolios• Classroom Management Resources and Tips• Parent Teacher Conferences• Organizing the Classroom for Learning

Ready, Set, RecallReady, Set, Recall……

Number your paper 1 – 10Number your paper 1 – 10 Draw a line below #3Draw a line below #3 Write 3 ideas for finding time to meet with Write 3 ideas for finding time to meet with

your beginning educatoryour beginning educator Stand upStand up You have 4 minutes to collect and share You have 4 minutes to collect and share

ideas with others in the room.ideas with others in the room.


Your input on ……..

• Teaching Environment Profile

• Learning Project 1

Journey to Excellence Journey to Excellence Learning Projects…Learning Projects…


Aug.Aug. Sept.Sept. Oct. Oct. Nov.Nov. Dec.Dec. Jan.Jan. Feb.Feb. Mar.Mar. Apr.Apr. MayMay

Year 1LPSet Goals & Identify Hopes

LP Classroom

Management

LPPlanning & Preparation

LPInstruction

LPProfessional

Growth & Year One

Celebration

Year 2LP#1 & 2

LPContent

Knowledge

LPMonitoring

Student Learning

LPStudent

Achievement

LPProfessional

Growth & Year Two

Celebration

Pacing of Learning ProjectsPacing of Learning Projects


First Year - First Year - ITS # 6:ITS # 6: Demonstrates competence in classroom Demonstrates competence in classroom

management management ITS # 3:ITS # 3: Demonstrates competence in planning and Demonstrates competence in planning and

preparing for instruction by researching student and preparing for instruction by researching student and school demographicsschool demographics

ITS # 4:ITS # 4: Uses strategies to deliver instruction that Uses strategies to deliver instruction that meets the multiple learning needs of studentsmeets the multiple learning needs of students

ITS # 8:ITS # 8: Professional Responsibilities Professional Responsibilities

Learning Projects for Beginning Learning Projects for Beginning EducatorsEducators

Each project is primarily based on one Iowa Teaching StandardEach project is primarily based on one Iowa Teaching Standard


Improving Student AchievementBy Connecting Initiatives

INDUCTION

Focus

Study

Plan

Apply

Reflect


ITS 6: Classroom ManagementITS 6: Classroom Management

Learning ProjectLearning Project


ITS 6 LEAITS 6 LEA

a.a. Creates a learning community that encourages positive Creates a learning community that encourages positive social interaction, active engagement, and self-social interaction, active engagement, and self-regulation for every student.regulation for every student.

b.b. Establishes, communicates, models, and maintains Establishes, communicates, models, and maintains standards of responsible student behavior.standards of responsible student behavior.

c.c. Develops and implements classroom procedures and Develops and implements classroom procedures and routines that support high expectations for student routines that support high expectations for student learning.learning.

d.d. Uses instructional time effectively to maximize student Uses instructional time effectively to maximize student achievement.achievement.

e.e. Creates a safe and purposeful learning environment.Creates a safe and purposeful learning environment.


LP Classroom ManagementLP Classroom Management

Who?Who? Mentor & Beginning EducatorMentor & Beginning Educator

What?What? Design and implement a plan based Design and implement a plan based on a selected criterionon a selected criterion

When?When? Fall 2009Fall 2009

How?How? Assess Needs—Plan—Implement—Assess Needs—Plan—Implement—EvaluateEvaluate

Why?Why? To increase the skills of the beginning To increase the skills of the beginning educator in classroom managementeducator in classroom management……(student achievement)(student achievement)


LP Classroom ManagementLP Classroom Management


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.

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

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.

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.

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

Self-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.

Standard 6Standard 6Demonstrates competence in classroom managementDemonstrates competence in classroom management

Elements Unsatisfactory

2a(2) Creating an Environment of Respect and Rapport: Student Interaction

Student interactions are characterized by conflict, sarcasm or put-downs

Students do notdemonstrate negative behavior toward one another

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students

Criterion A:Criterion A: The teacher creates a learning community that The teacher creates a learning community that encourages positive social interaction, active engagement, and self-encourages positive social interaction, active engagement, and self-regulation for every student.regulation for every student.


Standard 6Standard 6Demonstrates competence in classroom managementDemonstrates competence in classroom management

Elements Unsatisfactory

2a(2) Creating an Environment of Respect and Rapport: Student Interaction

Student interactions are characterized by conflict, sarcasm or put-downs

Students do notdemonstrate negative behavior toward one another

9-15-08

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students

Criterion A:Criterion A: The teacher creates a learning community that The teacher creates a learning community that encourages positive social interaction, active engagement, and self-encourages positive social interaction, active engagement, and self-regulation for every student.regulation for every student.


Classroom ManagementClassroom ManagementYour ideas…Your ideas…

ResourcesResources

Name three strategies you would tell a Name three strategies you would tell a new teacher about?new teacher about?


Where would you place your Where would you place your experiences?experiences?

Teacher EvaluationTeacher Evaluation

Formative AssessmentFormative Assessment


Formative AssessmentFormative Assessment


It’s FORMATIVE ASSESSMENT=It’s FORMATIVE ASSESSMENT=


““helping to shape, develop”helping to shape, develop”WebsterWebster

“…“…the evidence is actually used the evidence is actually used to adapt the teaching to meet to adapt the teaching to meet student needs.”student needs.”

Inside the Black BoxInside the Black Box, Black & Wiliam, Black & Wiliam

FORMATIVE ASSESSMENTFORMATIVE ASSESSMENT


Formative Assessment

• What do they know?

• What do they get?

• How will you change instruction from this information?

Assessments FOR Learning(Stiggins)

• Reason --- to improve learning• To inform – students (involvement)• To inform – teachers (instruction)• Focus -- is on learning targets• Place in Time – during the learning• Teacher’s Role – change standards into

classroom targets, provide descriptive feedback, inform and involve students

• Student’s Role – See the target, use results to improve learning and to set goals

Examples of Formative Assessments

• Word Splash • Graphic Organizers• KU Strategies (FRAME, • First Word• Pre-Tests• Bell Ringers• Journaling• Concept Maps• Closing Thoughts• Think – Pair - Share

• Bar Graphs• Thumbs Up and Thumbs

Down• Carousel Activities• Quizzes• Feedback Form

• Handout

DATA COLLECTION SKILLS DATA COLLECTION SKILLS AND PRACTICEAND PRACTICE


DATA COLLECTION SKILLS DATA COLLECTION SKILLS AND PRACTICEAND PRACTICE

Note takingNote taking ---- gathering data ---- gathering data SequentialSequential…using times…using times EventsEvents – gather data, then sort – gather data, then sort


Data Collection …Data Collection …

Types of Observation Evidence

1.1. Verbatim scripting of teacher or student Verbatim scripting of teacher or student commentscomments

2.2. Non-evaluative statements of observed teacher Non-evaluative statements of observed teacher or student behavioror student behavior

3.3. Numeric information about time, student Numeric information about time, student participation, resource use, etc.participation, resource use, etc.

4.4. An observed aspect of the environmentAn observed aspect of the environment


Data Collection …Data Collection …

Hints for note taking Record representative information; words and Record representative information; words and

actions of the teacher and studentsactions of the teacher and students Once you begin to write, finish itOnce you begin to write, finish it Develop a personalized shorthandDevelop a personalized shorthand

• Abbreviate/eliminate vowelsAbbreviate/eliminate vowels

• Abbreviate/eliminate prepositionsAbbreviate/eliminate prepositions

• Abbreviate common words (teacher, student..)Abbreviate common words (teacher, student..)

Do not make judgmentsDo not make judgments


At Your Tables…At Your Tables…

Select a note takerSelect a note taker Brainstorm a list of 10 – 15 statements Brainstorm a list of 10 – 15 statements

relating to what you might relating to what you might see see or or hearhear in a in a classroomclassroom• Teacher Teacher

• StudentStudent

• Environment Environment


ITS 6 Video ClipITS 6 Video ClipApply/PracticeApply/Practice

Focus on Classroom ManagementFocus on Classroom Management

• Iowa Teaching Standard 6 & CriteriaIowa Teaching Standard 6 & Criteria

As you view the teaching segment collect As you view the teaching segment collect data data (JUST THE FACTS)(JUST THE FACTS) on what you see and on what you see and hear…hear…


Data Gathering PracticeData Gathering Practice

Describe the classroom you observe in the Describe the classroom you observe in the video clipvideo clip


Evidence? or ?

OpinionJtE Session 3 Slide 12

What’s going on in this What’s going on in this nursery rhyme?nursery rhyme?

Humpty Dumpty sat on a wall,

Humpty Dumpty had a great fall;

All the king's horses

And all the king’s men

Couldn’t put Humpty together again


Who says it’s an egg?Who says it’s an egg?Where does it say it’s an egg?Where does it say it’s an egg?There is There is no evidence no evidence of an egg…of an egg…

Frank McCourt, 1999

What’s going on in this What’s going on in this nursery rhyme?nursery rhyme?


Evidence = Just the FactsEvidence = Just the Facts

Package


BiasBias

What would cause you to have a positive What would cause you to have a positive perception of a classroom environment?perception of a classroom environment?

What would cause you to have a negative What would cause you to have a negative perception of a classroom environment?perception of a classroom environment?

How might this impact your data How might this impact your data gathering?gathering?


Sort the DataSort the Data

1. What type of data did you gather?What type of data did you gather?

Qualitative?Qualitative?

Quantitative?Quantitative?

2. Evidence or Opinion?2. Evidence or Opinion?

Throw out opinionsThrow out opinions

3. Does it relate to this criterion?3. Does it relate to this criterion?

If not, throw it outIf not, throw it out


Prepare for Reflective Prepare for Reflective ConversationsConversations

Mentor: Mentor: Put on your ‘Coaching’ hatPut on your ‘Coaching’ hat

Beginning Educator: Beginning Educator: Bring all documents, Bring all documents, datadata

Mentor and Beginning Educator: 30 – 60 minute meeting


Mentoring Matters by Lipton and Wellman


Module 3 – Maximizing Time and Attention by Attending Fully

• Change PowerPoint

Assignments

• Conversation / Documentation about Ethics

• Iowa Teaching Standard 6 / Learning Project

Classroom Management Ideas

Thank you very much for coming!!

THANK you very much for coming!

Thank YOU very much for coming!

Thank you VERY much for coming!

Thank you very MUCH for coming!

Thank you very much FOR coming!

Thank you very much for COMING!

Thank you very much for coming!!

Closing, EvaluationClosing, Evaluation

Thanks!!Thanks!!


Journey to EXCELLENCE

Documents

Transcript of Journey to EXCELLENCE