MENTOR TEACHER SYMPOSIUM

Transcription

1 MENTOR TEACHER SYMPOSIUM August 29-30, 2012 Redmond School District 2J Redmond., Oregon Presented by: Marsha Benjamin Moyer Executive Director

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3 Introductions: Partner Interview Provide 3 pieces of professional information about yourself and 2 pieces of personal information. Share 1 thing that you especially enjoy or at which you are particularly successful.

4 Voices of Beginning Teachers How can a Redmond Mentor Teacher support New Teachers in realizing their vision? Think. Write. Pair. Share.

5 Learning Targets By the conclusion of this symposium, participants will be able to: Support professional growth environments for New Teachers grounded in the norms of inquiry, formative assessment, and problem solving Recognize and practice the attitudes, language, behaviors, and skills of effective Mentor Teachers Deliver focused feedback to build the New Teacher capacity for success Identify needs of New Teachers and modify support in response to those assessed needs Apply professional teaching standards and selected tools that foster the integration of formative assessment and support

6 Orientation to Role In your table group identify a Facilitator Recorder Reporter What roles will you play as a Mentor Teacher in the Redmond School District?

7 Problem Solver Resource Advocate Teacher Facilitator Trusted Listener Coach Assessor Learner Collaborator

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9 What Are the Benefits? How will I benefit from being a Mentor Teacher?

10 Building a Trusting Relationship How would you define trust? How do you build trust?

11 Building a Trusting Relationship A safe trusting relationship exists when you know what the other person expects of you. When expectations are unclear, you spend your energy and mental resources interpreting cues about what the other person wants and detecting any hidden agendas. How does this quote impact your relationship with your New Teacher?

12 Building a Trusting Relationship Sincerity When the individual s speech matches his/her internal conversation Reliability Whether or not the other will comply with promises made Competence The other s ability to deliver the goods

13 Building a Trusting Relationship The role of a coach is granted by the protégé based on trust. Without trust, there can be no coaching. Trust will always be at stake during the process of coaching. Trust can increase and become more solid, and it can be taken away. It can be initially gained, then lost and afterwards recovered. Or it can be lost for good. The coach always moves along the thin cord of the protégé s trust. To take for granted the protégé s trust is one of the big mistakes a coach can make. Rafael Echeverria

14 Trust Building Think about a supervisor you really trusted. Describe his/her qualities. How did his/her behavior demonstrate sincerity, reliability and competence?

15 Communication What is confidential and with whom? Principal New Teacher Mentor Teacher

16 Communication: Suggestions and Stems Be sure the New Teacher is included and aware of the concerns: Why don t we schedule a meeting for the three of us to discuss... Have you discussed this issue with him/her? Generalize the information: Most New Teachers are working on Without going into specifics, I can tell you...

17 To effectively communicate, we must realize that we are all different in the way we perceive the world and use this information as a guide in our communication with others.

18 New Teacher Autonomy A Conceptual Framework Instructive Collaborative Facilitative Instructive Collaborative Facilitative

19 New Teacher Autonomy A Conceptual Framework

20 New Teacher Autonomy The Autonomous Teacher

21 ICF Strategies Practice Mark each strategy as Instructive, Collaborative, or Facilitative. Instructive Collaborative Facilitative

22 Why Use Professional Teaching Standards (InTASC)? Why do we have Professional Teaching Standards? Brainstorm ideas with an elbow partner.

23 Why Use Professional Teaching Standards? To provide a common language around classroom practice To help identify areas of strength and for growth To guide the design and implementation of professional development experiences

24 Standards Carousel 1 s and 5 s = The Learner and Learning 2 s and 6 s = Content Knowledge 3 s and 7 s = Instructional Practice 4 s and 8 s = Professional Responsibility

25 Pause for Reflection..... What is something that s been affirmed so far? What is something you re still wondering about?

26 Receiving Feedback Think of a time when you were experiencing new learning... When was feedback helpful to you? When was feedback unhelpful? Why? List at least 5 ways in which you assess students.

27 Formative Assessment Formative Summative On-going measurement of ability over time Objective and data based Responsive to New Teacher s developmental needs Interactive and collaborative Involving a variety of assessment tools Fostering an internal locus of control; teacher-driven Based on teaching standards

28 Formative Assessment Formative On-going measurement of ability over time Objective and data based Responsive to New Teacher s developmental needs Interactive and collaborative Involving a variety of assessment tools Fostering an internal locus of control; teacher-driven Summative Single snapshot of ability at 1 point in time Objective and data based Solitary Uses a single measure Supports standardization Standards or criteria based Based on teaching standards

29 Why Formative Assessment? Focuses on New Teacher growth Guides the work of the Mentor Teacher Establishes the professional norms of inquiry and reflection upon practice Parallels the key role of assessment in effective instructional practice Key Components of Formative Assessment Standards Criteria Evidence

30 Growth Oriented Coaching How does this cycle fit into the concepts we ve discussed so far today?

31 A Coaching Conversation Choose 1 focus from EACH category, and be sure all areas are represented at your table. Record the exact language used in the video in the chart provided. Category A Category B Instructive Language Collaborative Language Facilitative Language Language to show trust Reference to the Standards Formative Assessment

32 A Coaching Conversation Table Talk Take turns sharing out the language stems or phrases for each of the Language types recorded for Category A. Discuss any observations about the language style s effect on the teacher. Repeat for Category B language.

33 From the moment students enter a school, the most important factor in their success is not the color of their skin or the income of their parents; it s the person standing at the front of the classroom. President Barack Obama March 10, 2009

34 How does this quotation relate to your role as a Mentor Teacher? What is one new learning or insight you gained today that will impact your work with New Teachers?

35 Connector Choose a quotation card from the center of the table. Read (round robin) the quote aloud to your tablemates. Discuss commonalities and how the concepts apply to our work

36 Video Feedback Guide Review video. As you watch, jot down any feedback you might give to this New Teacher.

37 Evidence Evidence is: A piece of information that supports a conclusion (specific) Must be measurable (i.e. 3 out of 5; 7 minutes; 15 students) Can be supported by data (Objective)

38 Evidence vs. Opinion As a table group, sort the statement cards as to whether they are evidence statements or opinion statements. Two cards are the headers for the categories Evidence and Opinion. The remaining 24 cards have statements on them.

39 Evidence vs. Opinion As a table group, sort the statement cards as to whether they are evidence statements or opinion statements. Two cards are the headers for the categories Evidence and Opinion. The remaining 24 cards have statements on them.

40 Evidence vs. Opinion In table groups, select one opinion statement from the cards and turn it into an evidence statement. Individually, take the remaining opinion statements and flip them into evidence statements. Discuss new evidences with table group.

41 Selective Scripting Selective Scripting can be used to collect a wide variety of New Teacher and student information.

42 Selective Verbatim

43 Sampling

44 Tally Marks

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48 The stakes are high. Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours to decide. No Dream Denied National Commission on Teaching and America s Future Washington, D.C. January 2003

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50 Selective Scripting Look over the examples and respond to the prompts on page 15: What data do you see represented? How is the language in each script similar? Different?

51 Damond Scripting Using the two blank scripting tools, practice scripting the next segment of video of Damond. Remember to script both Damond s language and actions and students responses and behaviors.

52 Selective Scripting Tool

53 Pause for Reflection..... What is something that s been affirmed so far? What is something you re still wondering about?

54 Seating Charts A seating chart tool can be used to capture a variety of verbal, non- verbal and classroom activity data.

55 Seating Charts

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57 Verbal Flow (2) Seating Chart

58 Collaborative Assessment Log

59 Collaborative Assessment Log

60 CAL Reflections How do you envision using the CAL? How does the CAL foster the development of a New Teacher? What questions do you have regarding the CAL?

61 Giving Feedback Base your feedback on observable evidence. Be specific rather than general. Reinforce evidence of effective practices. Describe rather than evaluate. on the students. focus.

62 Effective Questioning Serves to inform the Mentor Teacher and to influence the New Teacher. Helps the Mentor Teacher Gather information Helps the New Teacher Clarify her/his own thinking Discover new possibilities Develop new interpretations

63 Think of a time When you felt someone was truly listening to you. What indicated that you had their full attention?

64 Paraphrasing Paraphrasing communicates that the listener has HEARD what the speaker said UNDERSTOOD what was said, and CARES Paraphrasing involves either: RESTATING in your own words, or SUMMARIZING

65 Clarifying Clarifying communicates that the listener has HEARD what the speaker said BUT does NOT fully UNDERSTAND what was said. Clarifying involves ASKING A QUESTION (direct or implied) to Gather more information Discover the meaning of the language used Seek connections between ideas Develop or maintain a focus

66 Mediational Questions Mediational questions help the New Teacher... HYPOTHESIZE what might happen, ANALYZE what worked or did not IMAGINE possibilities COMPARE and CONTRAST what was planned with what ensued

67 Suggestion Stems OPEN suggestions: Are expressed with invitational, positive language and voice tone Offer choices to encourage ownership

68 Conversation Protocol What are the strengths and challenges you anticipate when using these various communication strategies? Think. Write. Pair. Share

69 Practice Conversation Choose from the following to have a planning conversation: Dinner tonight Jot your initial thoughts

70 Practice Conversation Pair up with two other people to form a triad. Choose who will be the coach and who will be coached. Coach guides the conversation Protégé discusses plans thus far Coach of coach helps the coach with decisions Use the CAL to guide your conversation and record key points.

71 CAL

72 Practice Conversation: Stems and Stances

73 Practice Conversation Debrief 1.How did it feel to be in your role? 2.What language did you hear? 3.Discuss which stems and stances felt most comfortable, and where the Mentor Teacher had to stretch

74 A Planning Conversation with Damond Questions you may pose 3 Pieces of observational evidence ready to use 2 Stances you might use (ICF) 1 Standard to address Record your ideas

75 Communication sometimes is not what you first hear, listen not just to the words, but listen for the reason. Catherine Pulsifer Author and artist, present

76 Seeking Entry Points Listen for openings... Concerns about students Unrealistic self-assessment Questions about making sense Overcoming Concerns Concerns: I hate my voice! Who will see it? Do I have to watch it with you?

77 Debriefing Protocol Were you at all uncomfortable watching yourself on video? Were you surprised by anything you saw? What did you see that was positive? What did you see that you might want to change? answered in the video? What might our next steps be?

78 An Example As you watch this classroom video, think about what you might want to try to bring into the debriefing conversation.

79 Reflective Prompt Exit What additional insights have you gleaned today with regard to the scope of your work with New Teachers? Where do your personal strengths lie with regard to your role as a Mentor Teacher? What are your areas for growth?

80 Practice Conversation Stems and Stances

81 Getting Started with Your New Teacher Number off from 1-7 and report to your assigned table. 1. Gradual release 2. Creating an environment that encourages risk-taking 3. Giving up give some control of your classroom 4. When to intervene 5. Learning from your New Teacher 6. Transitioning from student to teacher 7. Making your practice transparent Each table group should assign individuals to serve as: Time keeper Recorder Reporter Facilitator Brainstorm and chart collective best practice in your assigned area

82 Problem Share/Problem Solve

83 Recording Sheet 1. Issue: 2. Possible Causes 3. Questions/Prompts: 4. Data to Collect: 5. Observation Tool:

84 Teacher Leadership Information Technology Teacher Leadership Think back to your response to the prompt, How will I benefit from being a Mentor What are some additional benefits you would add to your list?

85 Teacher Leadership Standard 9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate her/his practice, particularly the effects of her/his choices and actions on other (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

86 Teacher Leadership Standard 10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession

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