A journey into teaching practice
Download
1 / 23

A JOURNEY INTO TEACHING PRACTICE - PowerPoint PPT Presentation


  • 532 Views
  • Uploaded on

A JOURNEY INTO TEACHING PRACTICE THE ROLE OF FORMATIVE ASSESSMENT IN MENTORING Vicki Duff, Mentor Training Coordinator NJ State Department of Education [email protected]

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'A JOURNEY INTO TEACHING PRACTICE' - adamdaniel


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
A journey into teaching practice l.jpg

A JOURNEY INTO TEACHING PRACTICE

THE ROLE OF FORMATIVE ASSESSMENT IN MENTORING

Vicki Duff, Mentor Training Coordinator

NJ State Department of Education

[email protected]


Slide2 l.jpg

We live in a time of such rapid change and growth of knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

Nathan M. Pusey The Teacher’s Book of Wisdom


And the goals are l.jpg
AND THE GOALS ARE…. knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

  • To gain a deeper understanding of professional standards

  • To understand the use of formative assessment in the mentoring process

  • To practice using a collaborative assessment log to support the novice in their classroom

  • To provide an effective tool for use in developing a mentoring program.


The mentoring induction program objectives l.jpg
THE MENTORING/INDUCTION PROGRAM OBJECTIVES knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

  • Accelerate the learning and competence of novice teachers

  • Provide a continuous system of support and guidance for novice teachers to ensure student success

  • Provide mentor teachers with tools and support that enhance the mentoring process

  • Instill a sense of professionalism and pride for the novice teacher and the learning community

    IT IS ALL ABOUT KIDS!


Slide5 l.jpg

PRECONCEPTIONS knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

PROFESSIONAL

DEVELOPMENT

EXPERIENCES

TESTING

MENTORING

EVALUATION

PROFESSIONAL

STANDARDS

TEACHING

EXPERIENCE

FORMAL PRE- &

CONTINUED

PROFESSIONAL

DEVELOPMENT

STATE AND

LOCAL

CONTEXTS

PROFESSIONAL

IMPROVEMENT

PLAN

INFLUENCES ON TEACHER DEVELOPMENT

SOURCE: QULAITY MENTORING FOR NOVICE TEACHERS EDS. SANDRA J. O’DELL AND LESLIE HULING


A professional norm l.jpg
A PROFESSIONAL NORM knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

  • An understanding of what is expected in a professional setting for those in education; the guidance for those in the profession that provide:

    • A standard

    • A model

    • A behavior

      What are the professional norms we want to create through mentoring?


What do effective teachers do in their practice l.jpg
WHAT DO EFFECTIVE TEACHERS DO IN THEIR PRACTICE? knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

  • Use 7 post-its.

  • What must an effective teacher know and be able to do?

  • Place one item per post-it.

  • As a group sort your post-its according to the standards on the template


Professionally speaking l.jpg

Subject matter knowledge knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

Human growth and development

Diverse learnersinstructional planning and strategies

Assessment

Learning environment

Special needs

Communication

Collaboration and partnerships

Professional Development

PROFESSIONALLY SPEAKING


The standards will provide l.jpg
THE STANDARDS WILL PROVIDE… knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

  • A common language

  • A definition for effective teaching practice

  • A conversation tool that can influence classroom practice

  • A self-assessment tool that can be used to guide professional growth

  • A lens for the mentor to view practice

  • A mirror for the novice to reflect on practice


A continuum of practice l.jpg
A CONTINUUM OF PRACTICE knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

  • Teaching is a developmental process.

  • Teachers must constantly assess their practice through self-assessment.

  • Teachers grow and develop in a particular area over time.

  • Teacher growth is constant – we are constantly improving.

  • Teacher growth should be based on competencies, not deficits.


Slide11 l.jpg

ACTIVITY knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

UNDERSTANDING THE STANDARDS

LOOKS LIKE/FEELS LIKE


Slide12 l.jpg

The most powerful form of learning, the most sophisticated form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

By reflecting on what we do, by giving it coherence, and by sharing and articulating our craft knowledge, we make meaning, we learn.

Roland Barth


Walk the walk talk the talk l.jpg
WALK THE WALK form of staff development, comes not from listening to the good works of others but from sharing what we know with others…TALK THE TALK

  • What are the elements of trust in the mentoring relationship?

  • What are the elements of a mentoring conversation in the mentoring relationship?


Acts of assessment l.jpg
ACTS OF ASSESSMENT form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

How do we assess student learning other than through tests or quizzes?

a.


A look at formative assessment l.jpg
A LOOK AT FORMATIVE ASSESSMENT form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

What is “formative”?

To shape or mold

To aid in the development of competence

Helping to form, make, shape, create, compose, train or frame


Activity l.jpg
ACTIVITY form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

Use the Formative Assessment – Essential Characteristics to guide a discussion on ways in which teachers are assessed that are different than those outlined on this chart.


Why use formative assessment l.jpg
WHY USE FORMATIVE ASSESSMENT form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

  • To focus the beginning teacher’s growth

  • To guide the work of the mentor

  • To establish the professional norms of inquiry into and upon reflection of practice

  • To parallel the key role of assessment into effective instructional practices

    Foundations of Mentoring

    New Teacher Center at the University of Santa Cruz


Partner activity l.jpg
PARTNER ACTIVITY form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

  • Read/scan The Role of Formative Assessment in Induction Programs (approx. 4 minutes)

  • As partners do the 3-2-1 activity:

    • Write 3 main ideas that could be implemented in a school

    • Write 2 benefits to the mentor and 2 benefits to the novice

    • Write 1 challenge to this process


Using a collaborative assessment log l.jpg
USING A COLLABORATIVE ASSESSMENT LOG form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

  • To provide clarity to the discussion

  • To enable participants to focus

  • To aid in the gathering of evidence

  • To have a tool that looks at possible solutions, actions and next steps

  • To provide accountability

  • To provide guidance in selecting appropriate professional growth activities

    Modeled on the New Teacher Center at the University of Santa Cruz Collaborative Log


Activity20 l.jpg
ACTIVITY form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

  • Read the 4th Grade Scenario

  • In groups identify areas of possible discussion and potential growth.

  • Select 2 or 3 standards on which you might focus.

  • Identify evidence for the discussion. Include successes and challenges.

  • Identify possible activities from the standards to guide the novice.


The strength of a formative assessment system l.jpg
THE STRENGTH OF form of staff development, comes not from listening to the good works of others but from sharing what we know with others…A FORMATIVE ASSESSMENT SYSTEM

COLLECT THE DATA

PLAN YOUR GOALS

TEACH AND IMPLEMENT THE PLAN

REFLECT/REVISE/BEGIN ANEW


Reflection l.jpg
REFLECTION form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

  • Based on what you have learned today what one new strategy will you use with your novice teacher?

  • How will using professional standards enable novice teachers to develop the skills necessary to be effective in the classroom?


Resources l.jpg
RESOURCES form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

  • www.state.nj.us/education/

    • Academic and Professional Standards

    • Professional Standards and Learning

    • Professional Standards or Mentoring

  • www.njpep.org

  • New Teacher Center at the University of Santa Cruz

  • Keeping Good Teachers edited by Marge Scherer (ASCD publication)

  • www.nsdc.org

  • www.ascd.org

  • Books by Harry Wong, Hal Portner, Bruce Lipman, Susan Villani

  • Vicki Duff: 609-292-0189 or [email protected]


ad