Orientation

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1. A New System for Ohio

2. What is Residency?

3. Why Residency?

4. Ohio Resident Educator Program

5. Ohio’s Resident Educator: “What do I need to know and do?”

6. System of Support for the Resident Educator What will the Principal do to support my residency? What will the Program Coordinator do to support my residency? What will the Mentor do to support my residency?

7. Resources to Ensure a Successful “Journey to Excellence”

8. The one question to never stop asking…

Orientation Agenda

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Resident Educator License 2009: New licensure system 2011: First Resident Educator licenses issued

Resident Educator Program 2009-2010 and 2010-2011: Transition Resident Educator Program 2011-2012: Resident Educator Program begins

A New System for Ohio

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• HB 1 created a new 4-tier licensure structure which took effect in January 2011. The first tier that replaces the previous 2-year provisional license is the Resident Educator License. Praxis 3 and the state-supported entry year program have been discontinued, and beginning Fall 2011, all newly licensed teachers must participate in the Resident Educator Program in order to advance to professional licensure

Mentor Information• Local districts are responsible for supporting the four-year Resident Educator

Program by providing instructional mentors and time for mentors and mentees to work together.

• All instructional mentors in the Resident Educator Program must be trained and certified by ODE’s state trainers, regardless of previous mentoring experience or training. The ODE training will focus on the use of the required formative assessment tools and the use of the Ohio Standards for the Teaching Profession in the mentoring process.

• Local districts are responsible for arranging for instructional mentors to attend a 1- or 2-day state-sponsored regional training session.

• Instructional mentors will be required to sign the license application form, along with the beginning teacher and the superintendent.

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Residency is a time to practice, refine and gain a deeper understanding of the art and science of

teaching under the guidance of a certified mentor and

the support of a professional learning community.

What is Residency?

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Resident Educator Program: Foundation

Ohio Standards for the Teaching Profession Ohio Continuum of Teacher Development

Ohio Resident Educator Program

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Ohio Resident Educator Program

Ohio Standards for the Teaching Profession

The Ohio Standards for the Teaching Professionwere developed for use as a guide for teachersas they continually reflect upon and improvetheir effectiveness as educators through allstages of their careers. The Ohio Standards for the Teaching Profession are available on ODE’s website at

education.ohio.gov, search key words “educator standards board”

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The Ohio Continuum for Teacher Development delineates

five levels of teacher development.

Level Describes

Emerging Pre-Licensure; the teacher education candidate

Developing Residency; the teacher whose skills are developing

Proficient The teacher who is applying knowledge and skills independently

Accomplished The teacher who is fully skilled and able to integrate knowledge and experience - in instruction, curriculum and professional development - into practice

Distinguished A teacher leader, consistently innovative, contributing to the professional learning community

Ohio Resident Educator Program

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Stan

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Stan

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Area

sAr

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OTES Rubric Structure

Indi

cato

rs

Indi

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RatingsRatings

Organizational

Organizational

AreaArea

How Can I Remember the Levels?

Ineffective=

Developing=

Proficient =

Accomplished=

The Ohio Resident Educator Program

Reflects the Teaching and Learning Cycle

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State Mentor Training Instructional Mentoring (IM) Resident Educator-1 (RE-1)

Ohio Resident Educator Program

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Formative Assessment is an important component of Ohio’s Resident Educator Program

Formative Assessment includes an ongoing cycle of data collection and feedback

Ohio Resident Educator Program

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Formative Assessment Mentor and principal communication Resident Educator program processes,

protocols and tools Collection of evidence and artifacts

Ohio Resident Educator Program

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Monitor and Document Resident EducatorProgress

Mid-Year Goal Review End-of-Year Formative Progress Review

Ohio Resident Educator Program

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Years 1-4 Formative AssessmentProcesses and Tools

1. Resident Educator Self-Assessment2. Assessment of Student Learning3. Instructional Planning4. Observation5. Professional Goal Setting Process

Ohio Resident Educator Program

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Resident Educator Program Year 1-2 Timeline

See Monthly Checklist on RE Webpage

Resident Educator

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“What do I need to know and do?”

Resident Educator: Year 1

During YEAR 1, the Resident Educator will

Communicate with mentor and principal

Use formative assessment activities to collect evidence and advance practice

Use the state-designed formative assessment tools (e.g., goal setting, self-assessment)

Document instructional meetings with mentor using the Collaborative Log

Complete the Year 1 Formative Progress Review

Maintain a collection of evidence and documents, a repertoire of practices, to inform summative assessment

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Resident Educator: Year 2

During YEAR 2, the Resident Educator will

Continue to improve their practice through study and performance of the teaching learning cycle as it relates to the Year 2 Timeline of Best Practices.

Complete the curriculum outlined on the Year 2 Best Practices Timeline

Utilize differentiated support and resources to move toward meeting goals and understanding the complexity of teaching at a deeper level

Complete Year 2 Formative Progress Review

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Resident Educator: Years 3-4

During YEARS 3-4 of the Resident Educator Program, the Resident Educator will

YEAR 3 Prepare for summative assessment

Year 3/4 Successfully complete summative assessment

Year 4 Participate in professional development and leadership roles Re-take any deficient portions of summative assessment Complete Resident Educator program requirements then apply for the 5-year

professional license which includes securing the signatures of the mentor and superintendent or designee

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What will the PRINCIPAL

do to support my residency?

System of Support

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Principal

To provide support for the RE program, the Principal will Understand the philosophy, curriculum and requirements of the Resident

Educator Program

Continue to create a learning environment in which Resident educations can thrive

Work with program coordinators to plan the program and select and assign mentors

Ensure mentors attend state required training

Provide time for mentor-Resident Educator collaboration

Provide opportunities for observations, including reciprocal observations and observations of exemplary teachers

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Communication: RE-Mentor-Principal

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What will the PROGRAM

COORDINATOR do to support my

residency?

System of Support

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Program CoordinatorTo provide support for the RE program, the program coordinator will

Administer the Ohio Resident Educator Program

Communicate Resident Educator information to any teacher(s) in their district/school who may be eligible to participate

Register Resident Educators in the state’s CORE system

Work with principals to select and assign mentors

Ensure mentors attend state training

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System of Support

What will the MENTOR

do to support my residency?

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Mentor

To provide support for the RE program, the mentor will

Attend all required training to obtain certification

Communicate with the Resident Educator, program coordinator and principal

Respect the confidential relationship with the Resident Educator and principal

Support the Resident Educator through the use of formative assessment processes, protocols and tools

Collaborate with the program coordinator to complete end-of-year Formative Progress Review

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Mentor: Years 2-4

YEAR 2: Provide in-depth instructional mentoring of Year 2 timeline Best

Practices through one-to-one mentoring, co-teaching and/or cohort collaboration

YEAR 3: Facilitate and support the Resident Educator in preparing for

summative assessment

YEAR 4: Facilitate and support the Resident Educator to “re-take“ deficient

portions of summative assessment Facilitate Resident Educator participation in professional

development and leadership activities

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SOESC Resident Educator Webpage & Self-Assessment

• http://www.southernohioesc.org/vnews/display.v/SEC/Professional%20Learning%3E%3EResident%20Educator

• http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=515&ContentID=129821

Tools for Conversation• The time line represents the curriculum of best practices that Resident Educators

will work to demonstrate at least at a proficient level over their four years of residency. These are the best practices of effective teachers… each year the mentor will lead the REs to understand these best practices at a deeper and deeper level.

• The Resident Educator is obligated to compile a repertoire of practice for each year of the RE program. This repertoire will be used by the RE to study their data and reflect on their own progress, overtime on the summative assessment. So the more focused data the RE can collect on their practice, the better.

• The forms provide a means for the RE to accomplish and record these practices, and for the mentor to know what to study, and how to prepare to lead the conversations and record them on the collaborative log. Since these are best practices, it is great professional modeling for the mentor to also be doing these best practices.

• So, yes, the RE must demonstrate that they have experienced and completed all of these best practices.. the form that is provided should be used… if the RE and mentor create other forms that take the practice deeper than the ones provided, those may also be used. To merely fill out the form provides little learning or impact. But to thoughtfully practice, reflect on, receive feedback on the practice that the form represents, provides deep learning and understanding overtime. It is important for the mentor to always explain the purpose behind the forms and to share some of the research gained in mentor training in order for the REs to understand how they will chart their progress in Residency through their accomplishments of best practices on the timeline.

District/School Program Coordinator: Kim Adams so_kadams@mveca.org

ODE website: education.ohio.gov search key words, Resident Educator

Program Questions: REProgram@ode.state.oh.us

Licensure Questions: educatorlicensure@ode.state.oh.us

Resources to Ensure A Successful “Journey to Excellence”

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Education is not the piling on of learning, information, data, facts, skills, or abilities - that's training or instruction - but is rather

making visible what is hidden as a seed. Thomas Moore

“How can I be a better educator tomorrow than I am today?”

The one question to never stop asking…

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