WOCSD Mentor Training

September 25, 2014

Certification Mentoring means

While meeting

DOE requirements

To improve teaching and

learning

Working with Adult

Learners

Agenda

Adult Learners Types of Certificates Steps to gaining professional level certification Good mentors Mentor Expectations and timeline Needs of beginning teachers Understanding New Teacher Standards Classroom Observation Cycle Paperwork

Self Assessment TAP Development Observation form Annual review form Portfolio

Mentor Training Outcomes 1. Understand the needs of beginning educators2. Become familiar with confidentiality guidelines.3. Have a shared definition of coaching and mentoring 4. Understand the role of the mentor/coach in addressing beginning

educator needs5. Become familiar with Maine’s Initial Teacher Certification Standards6. Enhance listening and questioning skills to promote reflection and

improved teaching7. Learn to match mentoring approaches to beginning educator needs8. Learn and practice the Coaching Cycle9. Understand the needs of adult learners10. Enhance knowledge of teachers’ developmental stages, and the

phases of mentoring relationships11. Observe and practice the techniques used to plan instruction and

assessment12. Observe and practice coaching using Maine’s Initial Teacher

Certification Standards and newly revised Maine’s Learning Results (Common Core)

Adult Learners

True or False Does this represent you as a learner?

Characteristics of Adult Learners• Problem-centered; seek educational solutions to where they are

compared to where they want to be in life

• Results-oriented; have specific results in mind for education - will drop out if education does not lead to those results because their participation is usually voluntary

• Self-directed; typically not dependent on others for direction

• Often skeptical about new information; prefer to try it out before accepting it

• Seek education that relates or applies directly to their perceived needs, that is timely and appropriate for their current lives

• Accept responsibility for their own learning if learning is perceived as timely and appropriate

Adult Learner Characteristics

• Adults have years of experience and a wealth of knowledge

• Adults have established values, beliefs, and opinions• Adults expect to be treated as adults• Adults need to feel self-directed• Adults often have a problem centered approach to

learning• Adults tend to be less interested in survey types of

courses and more interested in straightforward how-to• Adults have increased variation in learning styles

(individual differences among people increase with age)

Certification In Maine Initial Professional Master

Coursework/PraxisTeacher Action Plan

• Targeted Needs:• Conditional• Transitional

Endorsement

Professional Renewal Plan

• 90 Contact hours • 6 College credits • 9.0 CEU

Teacher Action Plan

Teacher Action Plan

• Provisional

Steps to Gaining Professional Level Certification

State issues a conditional, targeted needs 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)

Good Mentors are committed to the task of helping beginning teachers find success

and gratification in their new work. accepting of the beginning teacher.  Accepting mentors do not

judge or reject mentees as being poorly prepared, overconfident, naive, or defensive.

skilled at providing instructional support.  Good mentors are willing to coach beginning teachers to improve their performance wherever their skill level.

effective in different interpersonal contexts. Good mentor teachers recognize that each mentoring relationship occurs in a unique, interpersonal context.

Mentors are:

Directive: “This is how the online grade book works.” “This is the form for requesting materials.” “Here are the lunch and recess schedules.”

Collaborative: “Let’s go over Robert’s work together and see what we can learn about him.” “Help me understand what is going on in your class that creates this challenge for you.”

Facilitative: “Where do you think you will go for that information?” “Would you now like to observe a veteran teacher in your subject area?”

Based on the needs of the teacher

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)

Mentor Expectations

Read the Mentor Expectations Write a 7 word summary of month’s

expectations. Discuss

how do the mentor expectations change over the course of the year, two years.

Would you add or delete anything?

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.

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.

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.

Initial Assessment of Standards

Self Assessment Mentor Observation Discussion

Areas for growth

Developing the TAP

1. Teacher Completes Self Assessment2. Mentor observes in classroom and meets with the teacher 3. Teacher and Mentor review assessment and develop activities 4. 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

Sample TAP Form

Sample TAP Form Cont.

TAP Review Questions

1. Will completion of the plan lead to a portfolio which demonstrates evidence of proficiency in the 4 domains?

2. Does the plan reflect agreement between the mentor and mentee?

3. Are the goals met when the activities are completed? 4. Are the activities measurable and easy to evaluate?5. Are the timelines and activities management given

realistic time constraints?

Peer Coaching Cycle

Pre-conference

Observation

Conference Planning

Post Conference

Peer Coaching Cycle

Pre Conference (Planning) Coach assist the teacher in

Clarifying goals and mastery objectivesAnticipating 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)

Observation (Teaching)

Mentor gathers data by observing: Evidence of the Maine’s Initial Teacher

Certification Standards

Post Conference Planning

Review notes Compare evidence from observation with

standards Select evidence to share Create post conference questions

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

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

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

Teacher Learner Interactions

Post Conference Objectives Express thoughts about the standards

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

Portfolio Components

Planning and PreparationUnit templateTimeline5-10 lesson plansReflectionStudent Work Samples

Completion of Standards Portfolio Review FormStandards Standard / Target The teacher: Proficient

Organization Assembles the portfolio Table of Contents / Typed / 3 ring binder / Elements clearly labeled

1 Unit PlanUnit template

Timeline

Outlines a coherent unit Expectations for learning identified and related to MLR / Mastery Objectives

1,3,8 Assessment Develops assessment(s) congruent with learning targets

Summative task(s) connected to targets with rubric / SPED modification / Formative assessments with examples of students work.

1,2,3,4,5 Lesson Plan(s) 5-10 lessons

Provides lessons using template Mastery objectives / Sequence of instruction / Lesson include extensions an modifications. Show a variety of instructional strategies and differentiation in lesson planning.

8 Reflection Reflects upon unit in a thoughtful manner Identify what worked, what didn’t and what you would change.

6 Classroom environment

Provides evidence of effective classroom organization and management.

Artifacts which demonstrate the teacher’s classroom management strategies, expectations and organization.

7,9,10 Professional Contribution Log

Provides evidence of collegial participation and service to CSD and building.

Communicates w/ parents / participates in grade level meetings / improves content knowledge and pedagogy /

Certification The teacher provides evidence of completion of certification materials

Self assessment, tap, observations, annual review form

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

Conflict Resolution

Mind toolshttp://www.mindtools.com/pages/article/newL

DR_81.htm Conflict Resolution

http://www.ohrd.wisc.edu/onlinetraining/resolution/index.asp

Conflict Resolution networkhttp://www.crnhq.org/pages.php?pID=12

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

Instructional Strategies

Instructional Strategieshttp://olc.spsd.sk.ca/de/pd/instr/alpha.html

Marzano Strategies with Technology Linkshttp://olc.spsd.sk.ca/de/pd/instr/alpha.html

Classroom Management

The Teachers Guide http://www.theteachersguide.com/ClassMana

gement.htm

Classroom Managementhttp://www.adprima.com/managing.htm