Celina City Schools Resident Educator Mentor Program www.celinaschools.org/re.aspx Resident Educator -- Year 2 Initial Meeting AGENDA Introductions Checklist Program Overview Roles & Responsibilities Timeline Mentor Roles & Required Best Practices Areas of Focus How to access resources Paperwork Next meeting
REC Verification Checklist Year 2 Mentor Name:! Date SEPTEMBER/OCTOBER NOVEMBER Self-Assessment Beginning of year goal setting Class Profile Data Measures Inventory Intentional Grouping Monitoring Student Learning Documentation of first formal evaluation 1. Pre-Observation 2. Observation 3. Post-Observation discussion notes Resident Educator: Evidence of reciprocal or exemplary observation Documentation of lesson study (discussion notes) Documentation DECEMBER/JANUARY Instructional Cycle 1-3 Planning Guide (Round 2) Evidence of lesson study analyzing quality of a lesson JANUARY Completed Instructional Cycle 1-3 Planning Guide Evidence of formal observation 1. Pre-Observation 2. Observation 3. Post-Observation discussion Mid-year goal setting review FEBRUARY Evidence of reciprocal or exemplary observation (reflective conversation or RE notes) Evidence of a lesson study analyzing quality of a lesson MARCH Second formal observation 1. Pre-Observation 2. Observation 3. Post-Observation discussion Completed instructional cycle two APRIL! Completed instructional cycle three End of year goal review and reflection End of year self-assessment Complete FPR (copy to be sent to Carrie Knoch) The RE has completed all required documentation to advance to Year 2 of the program. Yes No Resident Educator Signature: Mentor Signature: Date: Date:
Resident Educator Program A Transformative Journey Year 4 Resident Educators now have a deepened understanding of teaching and learning as a reciprocal, collaborative, and ongoing journey. Upon successful completion of the summative assessment, REs become more autonomous as they begin to explore teacher leadership opportunities within and beyond the Resident Educator Program. Reflective Practitioner Year 3 Resident Educators are now inducted into the full life of teaching. They continue to deepen their understanding of teaching and learning through support from facilitative mentoring during preparation for the performance-based summative assessment or through support from existing differentiated mentoring models. Reflective Practitioner Year 2 As Resident Educators move into the second year of teaching they begin to identify with the life of teaching. Differentiated support is provided in the form of flexible mentor models including one-to-one mentoring, co-teaching, and collaborative cohorts. These models create an environment of inquiry which provides avenues for Resident Educators to shift their thinking from routine processes of examination to in-depth concepts of analysis. Reflective Practitioner Year 1 In the first year, Resident Educators are introduced to the life of teaching. The Resident Educator Program provides instructional one-to-one mentoring, as well as the emotional support needed to accelerate the professional growth of Resident Educators. This graphic reflects the development of Resident Educators professional identity and the support used to strengthen their professional practice over time.
Ohio Resident Educator Program Roles & Requirements Summer-Fall Attend Resident Educator Orientation at school or district (locally Role: Resident Educator General requirements for each year: Winter-Spring Complete Year 1 Formative Progress Review (April-June) Complete Year 2 Formative Progress Review (Feb. June) Follow Year 1 Timeline of Best Practices Actively participate in professional collaborative conversations Use state-designed formative assessment tools, protocols, and processes as explained by mentor Maintain completed formative assessment tools *Years 3 or 4 will include a performance-based, summative assessment Requirements for supporting Resident Educators Years 1-4: Year 1 Year 2 Year 3 Year 4 Follow Year 2 Timeline of Best Practices Minimum 1 hour or 1 planning period per week (locally 3-4 hours per month (locally Employer will determine if REs are ready to take the Resident Educator Summative Assessment (): REs taking Work through the with support from state-trained facilitator to complete the REs not taking state-trained mentor Follow Year 3 Timeline of Best Practices 3-4 hours per month (locally REs who did not begin in Year 3 will begin in Year 4. REs who did not pass all portions of in Year 3 will retake deficient portions in Year 4. REs who successfully passed participate in in professional growth and leadership activities. Year 4 REs are not required to have a mentor. REs taking state-trained facilitator to complete the REs re-taking state-trained facilitator to retake deficient portions of REs not taking (who passed in previous year) Engage in professional growth and leadership activities Updated April 2013
Ohio Resident Educator Program Roles & Requirements Summer-Fall New mentors: attend required state mentor training: o Instructional Mentoring (IM) o Resident Educator-1 (RE-1) Current state certified mentors may attend optional advanced mentor training Work 1:1 with assigned RE(s) Role: Mentor General requirements for each year: Winter-Spring Mid-year goal review Annual Formative Progress Review (FPR) with program coordinator and RE Lead and facilitate professional development with REs Use state-designed formative assessment tools, protocols, and processes Document REs on-going progress Requirements for supporting Resident Educators Years 1-4: Year 1 Year 2 Year 3 Year 4 assigned RE(s) in REs taking REs not taking 1:1, cohort, co-teaching, or a combination setting Follow Year 1 Timeline of Best Practices Minimum 1 hour or 1 planning period per week (locally Follow Year 2 Timeline of Best Practices 3-4 hours per month (locally Mentors may be trained and serve as facilitators (locally Follow Year 3 Timeline of Best Practices 3-4 hours per month (locally It is possible that a mentor may never work directly with a Year 3 RE, but would continue to cycle through mentoring Year 1 and/or Year 2 REs (locally. Resident Educators are not required to have a certified mentor in Year 4 of Residency. Therefore, mentors may continue to work with Year 1, Year 2, or Year 3 REs who are not yet eligible for the. Updated April 2013
Ohio Resident Educator Program Roles & Requirements Summer-Fall Identify/assign Coordinator-Resident Educator role in the Ohio Educational Directory System (OEDS) program coordinators to select and assign certified mentors Ensure new mentors attend state training Role: Principal General Requirements for each year: Winter-Spring Ensure program coordinators complete end-of -year program requirements in CORE by June 30 Support program coordinator, RE, and Mentor in completing Year 1, 2, and 3 FPR as applicable Completion Provide time for mentor-re collaboration Provide opportunities for reciprocal observations between mentor and RE and RE and exemplary veteran teachers Requirements for supporting Resident Educators Years 1-4: Year 1 Year 2 Year 3 Year 4 program coordinators to program determine if REs are ready to take coordinator to the Resident Educator Summative determine mentor assessment (): model to use for REs: one-to-one, cohort, coteaching, or a combination program coordinator to assign 1:1 mentor to RE Minimum 1 hour or 1 planning period per week (locally Ensure mentors and REs complete Year 1 Formative Progress Review (FPR) 3-4 hours per month (locally Ensure REs and mentors complete Year 2 Formative Progress Review (FPR) REs taking program coordinator to assign statetrained facilitator Ensure facilitator completes online facilitation training REs not taking program coordinator to assign statetrained mentor (one-to-one; RE cohort; coteaching or combination) Identify REs who need to begin or retake deficient portions of the. REs who successfully passed engage in teacher leadership activities. Year 4 REs are not required to have a mentor. REs taking program coordinator to assign state-trained facilitator Ensure facilitator completes online facilitation training REs retaking program coordinator to assign statetrained Ensure facilitator completes online facilitation training REs not taking Support Year 4 REs with choosing professional growth and leadership opportunities Updated April 2013
Year 2 Timeline of Best Practices Sept Oct Nov Dec Jan Feb Mar Apr May Assessment of Student Learning: Analyze Data Measures Inventory Analyze Intentional Instructional Grouping Analyze Class Profile Analyze Student Learning Instructional Planning, Lesson Study: Analyzing Lessons for High Quality Instructional Cycle 1-3: Planning Guide Analyzing Student Work (Whole Class) Self-Assessment: RE Year 2 Self-Assessment RE Year 2 Self-Assessment Summary Self-Assessment: Review RE Year 2 Self- Assessment Review RE Year 2 Self- Assessment Summary Observation: Informal Observations to build rapport Reciprocal or exemplary teacher observations by RE Peer Observations RE to RE Observation: Formal-Observation - Pre-Observation - Post-Observation Observation: Ongoing Mentor/RE Observations Reciprocal or exemplary teacher observations by RE Peer Observations RE to RE Goal Setting: Goal Setting Goal Setting: Mid-Year Review Goal Setting: End-of-Year Review and Reflection Completed Best Practices and evidence of collaborative conversations must be maintained in the Resident Educator s repertoire of practice for years 1-4 RE Program Year 2 Formative Progress Review (FPR)
Mentor Roles and Required Best Practices for Resident Educator Program Year 2 Purpose: This chart provides the rationale for the mentors work as outlined in the Year 2 Timeline. Best Practices Rationale Required Documents Assessment of Student Learning Mentors guide and direct REs to continually analyze multiple sources of data (including daily classroom formative assessment data) as evidence of student learning. Mentors assist REs in translating data into information that reveals class trends and patterns that is supported through formative assessment and that informs each element of the Teaching & Learning Cycle: assess, plan, teach, revise, and reflect. Data Measures Inventory Synthesizing Student Data: Assembling a Class Profile Determining Instructional Grouping Monitoring Student Learning-whole class Classroom data (student work samples) Instructional Planning, Lesson Study Mentors facilitate lesson studies to further the REs understanding of the importance of high quality lessons. Lessons studied may be the REs lessons, lessons of colleagues, or professionally marketed lessons. Lesson studies can address such Areas of Focus for Year 2 as deepening teacher content knowledge, deepening knowledge of how students think, how to create and communicate clear learning targets, and how to construct interdisciplinary learning strategies between content areas was well as to real-world practices. Evidence of Collaborative Lesson Study: Collaborative Conversation templates Collaborative Logs Interactive Journals District generated collaborative tools Instructional Cycles Self-Assessment Observations Goal-Setting Year 2 Instructional Cycles are a natural segue from Lesson Study. Mentors facilitate collaborative conversations and provide timely and specific feedback about the thinking behind, the elements of, and the need for, high level, purposeful instructional planning. The questions in each section serve as thinking guides for deeper understanding and implementation of the Teaching & Learning Cycle. Mentors guide Resident Educators to self-identify areas of strength and areas for growth to advance the professional learning and practice of REs based on the Ohio Continuum for Teacher Development, Year 2 Areas of Focus. In Year 2, this best practice emphasizes frequent and ongoing observations with timely feedback for both mentors and Resident Educators. Mentors continue to guide REs to use multiple sources of data to set professional learning goals and to collect evidence of learning that demonstrates growth. Evidence of completion of 3 Instructional Cycles Evidence of mentor and RE collaborative conversations Year 1 Formative Progress Review Year 2 Areas of Focus Year 2 Resident Educator Self-Assessment Year 2 Resident Educator Self-Assessment Summary Evidence of 1 mentor formal observations of REs Pre-conference Observation Post-conference Evidence of at least 1 observation by Resident Educators (See Year 2 Timeline for possible choices) Year 1 Formative Progress Review Professional Goal Setting Mid-year Review End-of-Year Goal Setting and Reflection (see website for forms) RE Program Year 2
OHIO RESIDENT EDUCATOR PROGRAM Areas of Focus RE Year 2 Areas of Focus Element Standard 1: Students 1.3P Set specific and challenging expectations for each individual student and each learning activity. Elements Standard 2: Content 2.1P Teachers seek out opportunities to enhance and extend their content knowledge. 2.1P Utilize their understanding to link the developmental sequence of learning in their content area to current instruction with students prior knowledge and future learning. 2.4P Collaboratively construct interdisciplinary learning strategies that make connections between content areas. 2.5P Use a variety of resources to enable students to experience, connect, and practice real-life/real-world and career applications, through activities such as solving realworld problems and participating in service learning. Elements Standard 3: Assessment 3.2P Purposely plan and differentiate assessments by modifying assessments and/or testing conditions to meet the full range of student needs, abilities, and learning styles for all students. 3.3P Interpret data and use this analysis to differentiate learning for and tailor instructional goals to individual students. 3.3P Examine classroom assessment results to reveal trends and patterns in individual and group progress and to anticipate potential learning obstacles. 3.5P Prepare students self-assessment tools and strategies, regularly monitor their use and monitor student goal-setting. Elements Standard 4: Instruction 4.1P 4.7P Select, prioritize, sequence, and group concepts and processes to provide a continuous, articulated curriculum aligned with school and district priorities and state academic content standards. Select and prioritize teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness in representing particular ideas and concepts and for meeting individual student s needs. 4.7P Develop students abilities to access, evaluate, and use technology. Elements Standard 5: Learning Environments 5.2P Support and enhance positive social behavior and increase student motivation and engagement. 5.3P Encourage students self-directed learning by motivating, engaging, and teaching specific skills essential to self-directed learning. 5.4P Articulate a rationale and develop guidelines for using specific learning models such as cooperative learning and inquiry learning. 5.5P Organize, allocate, and manage the resources of time, space, and attention to actively and equitably engage students in learning. Elements Standard 6: Collaboration and Communication 6.1D Use effective communication strategies, ask questions, and stimulate classroom discussion. 6.2P Form partnerships with parents and caregivers to better understand each student s present and future development and support student learning. 6.3P Consult with and learn from colleagues in planning and implementing their own instruction. Elements Standard 7: Professional Responsibility and Growth 7.1D Follow district policies, state and federal regulations, separating personal beliefs from professional interactions with students and families. 7.2D & 7.3D Identify content knowledge, instructional strengths, and areas for professional growth to develop and implement targeted goals, participate in relevant professional development incorporating the new learning into instruction. RE Program Year 2
Celina City Schools Resident Educator Mentor Program MENTOR Commitment Form This agreement is between and Celina City Schools for the 2013-14 school year. Agreement: 1. Meet with the RESIDENT EDUCATOR for at least forty (40) hours of contact time. 2. Conduct observations of the RESIDENT EDUCATOR (following guidelines of the ODE Resident Educator program). The first should be completed before Thanksgiving Vacation. 3. Provide constructive feedback concerning target areas. 4. Maintain and complete all paperwork and activities per ODE guidelines. 5. Meet with the Lead Mentor and/or committee members three times during the school year. 6. Attend inservices as deemed necessary. In return for these services, Celina City Schools agrees to pay a stipend of $750 to the Mentor to be paid in June upon completion of year 1 of the program.!!! Resident Educator Mentor Signature!!!! Date!!!! Lead Mentor Signature!!!!! Date!
Celina City Schools Resident Educator Mentor Program RESIDENT EDUCATOR Commitment Form This agreement is between and Celina City Schools for the 2013-14 school year. Agreement: 1. Meet with the MENTOR for at least forty (40) hours of contact time. 2. Conduct observations of the MENTOR (following guidelines of the ODE Resident Educator program). The first should be completed before Thanksgiving Vacation. 3. Set target goals throughout the school year. 4. Maintain and complete all paperwork and activities per ODE guidelines. 5. Meet with the Lead Mentor and/or committee members three times during the school year. 6. Attend inservices as deemed necessary. In return for these services, Celina City Schools agrees to pay a stipend of $750 to the Mentor to be paid in June upon completion of year 1 of the program.!!! Resident Educator Signature!!!! Date!!!! Lead Mentor Signature!!!!! Date!