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Beyond the Workshop:. Job Embedded Learning for Beginning Teachers & Mentors. Getting Started. Give Prior positive experience with Job Embedded Learning Get Goals for this morning (and beyond). Agenda. Give + Get Context for our Work Overview of Programs & Supports So What, Now What?

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Slide1 l.jpg

Beyond the Workshop:

Job Embedded Learning for Beginning Teachers & Mentors


Getting started l.jpg

Getting Started

  • Give

    • Prior positive experience with Job Embedded Learning

  • Get

    • Goals for this morning (and beyond)


Agenda l.jpg

Agenda

  • Give + Get

  • Context for our Work

  • Overview of Programs & Supports

  • So What, Now What?

  • Applause


Beginning teacher growth continuum l.jpg

Beginning Teacher Growth Continuum*

Decision

& Selection

Ongoing

PD

Pre-Service

at Faculty

Induction

Hiring &

Placement

*Notes from Ministry Sessions (April 4/2005)


Beginning teacher growth continuum5 l.jpg

Beginning Teacher Growth Continuum*

  • How do we attract people to the profession?

  • Selection process at Faculties of Education (e.g., profiles vs. marks)

Decision

& Selection

Ongoing

PD

Pre-Service

at Faculty

Induction

Hiring &

Placement

*Notes from Ministry Sessions (April 4/2005)


Beginning teacher growth continuum6 l.jpg

Beginning Teacher Growth Continuum*

  • Structure and duration of programs

  • Models and examples of 2 way collaboration with boards

Decision

& Selection

Ongoing

PD

Pre-Service

at Faculty

Induction

Hiring &

Placement

*Notes from Ministry Sessions (April 4/2005)


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Faculties of Education Partnerships

Host

Teacher

Both

Mentor

Mutual Learning

Faculty

TDSB


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Beginning Teacher Growth Continuum*

  • First teaching assignment and initial workload considerations

  • Implications for current “shuffling the deck chairs” method

Decision

& Selection

Ongoing

PD

Pre-Service

at Faculty

Induction

Hiring &

Placement

*Notes from Ministry Sessions (April 4/2005)


Hiring and placement 2006 2007 l.jpg

Hiring and Placement 2006/2007

  • Elementary (660)

    • French

    • Special Education

    • Kindergarten

  • Secondary (360)

    • History

    • English

    • Science

    • Mathematics


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Beginning Teacher Growth Continuum*

  • More than mentoring

  • Focus on developing teacher excellence vs focus on retention

Decision

& Selection

Ongoing

PD

Pre-Service

at Faculty

Induction

Hiring &

Placement

*Notes from Ministry Sessions (April 4/2005)


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Information vs Impression

  • Ontario College of Teachers Transition to Teaching study (Dec/05)

    • “Fewer than 1 in 12 graduates of Ontario’s faculties of education left the teaching profession in the first four years following graduation”

    • “More than 91% remain members of the College”

    • “Similarly low rates of loss appear to be emerging for the graduates of the subsequent three years”

Induction

Ongoing

PD


Baseline data retention l.jpg

Baseline Data: Retention


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Voices from the Classroom

  • “Classroom Management. Oh god, help! Is it my voice? Is it my language? ....Am I boring? Do I need a whistle? A bell? A door bell? A cooler hand signal? An accent? A funny hat? A stun-gun? Carpeted floors/walls/ceiling? .....What will get their attention, and sustain it?”

Induction

Ongoing

PD


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Voices from the Classroom

  • “One issue that I wish was covered more in depth at my faculty of education is assessment and evaluation. It wasn't until I really had to put number marks into categories and crunch the numbers that I felt very uncertain of how to do it properly.”

Induction

Ongoing

PD


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Voices from the Classroom

  • “How to teach to so many different learning levels...or how to assess the different learning levels and how to report on the very low students. I just did my first report cards and I felt very lost. I've gone through a difficult process of throwing away the book and starting to try and teach to the ‘real’ needs of my students.”

Induction

Ongoing

PD


Baseline data key areas of need l.jpg

60

55

2004/2005

50

2005/2006

45

40

35

30

25

20

15

10

5

0

Baseline Data: Key Areas of Need

What are the Issues?

Classroom

Assessment

Report Cards

Diversity

Communication

Planning

Administrative

TPA

Management

& Evaluation

& IEPs

of Learners

Tasks


Beginning teacher growth continuum17 l.jpg

Beginning Teacher Growth Continuum*

  • A sense that professional development is something that matters

  • Growth for all teachers

Decision

& Selection

Ongoing

PD

Pre-Service

at Faculty

Induction

Hiring &

Placement

*Notes from Ministry Sessions (April 4/2005)


Considerations l.jpg

Considerations

  • The heart and the art of teaching

  • Power and danger of the anecdote

  • Deficit vs Attribute approach

  • School is where learning occurs

  • Intentionalizing the sharing of knowledge and practice

  • New Teacher Induction Program (NTIP) funded by the Ministry

Induction

Ongoing

PD


Considerations19 l.jpg

Considerations

  • The heart and the art of teaching

  • Power and danger of the anecdote

  • Deficit vs Attribute approach

  • School is where learning occurs

  • Intentionalizing the sharing of knowledge and practice

  • New Teacher Induction Program (NTIP) funded by the Ministry

Induction

Ongoing

PD


Considerations20 l.jpg

Considerations

  • The heart and the art of teaching

  • Power and danger of the anecdote

  • Deficit vs Attribute approach

  • School is where learning occurs

  • Intentionalizing the sharing of knowledge and practice

  • New Teacher Induction Program (NTIP) funded by the Ministry

Induction

Ongoing

PD


Considerations21 l.jpg

Considerations

  • The heart and the art of teaching

  • Power and danger of the anecdote

  • Deficit vs Attribute approach

  • School is where learning occurs

  • Intentionalizing the sharing of knowledge and practice

  • New Teacher Induction Program (NTIP) funded by the Ministry

Induction

Ongoing

PD


Considerations22 l.jpg

Considerations

  • The heart and the art of teaching

  • Power and danger of the anecdote

  • Deficit vs Attribute approach

  • School is where learning occurs

  • Intentionalizing the sharing of knowledge and practice

  • New Teacher Induction Program (NTIP) funded by the Ministry

Induction

Ongoing

PD


Considerations23 l.jpg

Considerations

  • The heart and the art of teaching

  • Power and danger of the anecdote

  • Deficit vs Attribute approach

  • School is where learning occurs

  • Intentionalizing the sharing of knowledge and practice

  • New Teacher Induction Program (NTIP) funded by the Ministry

Induction

Ongoing

PD


Baseline data useful supports l.jpg

60

55

50

45

40

35

30

25

20

15

10

5

0

Mentor

Online Sharing

BT Institutes & PD

Other Teachers

Administrator

Other TDSB Workshops

Baseline Data: Useful Supports

What’s Been Helpful?

2004/2005

2005/2006

School Based

Online

BT Institutes

Other

School

Other

Mentor

Sharing

& PD

Teachers

Administration

Workshops


Baseline data useful supports25 l.jpg

60

55

50

45

40

35

30

25

20

15

10

5

0

Mentor

Online Sharing

BT Institutes & PD

Other Teachers

Administrator

Other TDSB Workshops

Baseline Data: Useful Supports

Job Embedded

Learning

What’s Been Helpful?

2004/2005

2005/2006

School Based

Online

BT Institutes

Other

School

Other

Mentor

Sharing

& PD

Teachers

Administration

Workshops


Learning at school l.jpg

Learning at School

Effective Teaching Practice

School Culture

School Logistics

Curriculum

Student Knowledge

Knowledge about Students

A Beginning Teacher walks into a school for the first time....

What are the initial and ongoing structures in place that will allow

for the “intentional” sharing of knowledge and practice?


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Beyond the Workshop*

Nice

  • Reactions

    • Did you like it?

  • Learning

    • What did you learn?

  • Organizational Support

    • What structures exist that will support systemic

    • implementation? (importance of Principal)

  • Application of Knowledge & Skill

    • Evidence of implementation, need for follow up

  • Impact on Student Learning

    • Multiple indicators

Critical

*Adapted from Thomas R Guskey - New Teacher Symposium (Feb 7/06)


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Models of Mentoring

  • Broker Mentor

  • One to One Mentor Matching

  • Group Mentoring

  • Informal Mentoring

  • Online Mentoring


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Roles & Stances of an Effective Mentor*

  • Offering Support and Providing Resources

  • Creating Challenge and Encouraging Growth

  • Facilitating Professional Vision

*Adapted from Mentoring Matters 2nd Edition: Laura Lipton & Bruce Wellman with Carlette Humbard


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Flexibility based on needs of Protégé

*Adapted from Mentoring Matters 2nd Edition: Laura Lipton & Bruce Wellman with Carlette Humbard


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New Mentor

Weekly e-mails from

New Teachers

New Mentor

Training

Project Leader

TEL Conference

Training

FOS

Fall

FOS

Winter

FOS

Spring

Welcome

Institute(s)

Based PD

Institute(s)

Based PD

Institute(s)

Contract

Summer

Mentor/Beginning Teacher

Classroom Exchange

Mentor/Beginning Teacher

FOS

Signings

Institute

In - School Planning/PD

Visit(s)

In - School Planning/PD

Celebrations

July

Aug

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

June

Job Embedded

Family of Schools

Central

Ongoing

Learning (5 Days)

Based Support

“System Mentoring”

Online Mentoring,

• e.g. 3 Days/Beginning

• FOS Beginning

(3 Days)

Support,

Teacher +

Teacher Coaches

• Subject specific

Collaboration

2 Days/Mentor

• Local PD in key

curricular support

&

• School - Based

areas of need

and ongoing PD

Resource Sharing

Alignment of Support & Growth

Resources

Beginning Teacher Coaches

CD*

• Working directly in classrooms with new hires


Slide32 l.jpg

New Mentor

Weekly e-mails from

New Teachers

New Mentor

Training

Project Leader

TEL Conference

Training

FOS

Fall

FOS

Winter

FOS

Spring

Welcome

Institute(s)

Based PD

Institute(s)

Based PD

Institute(s)

July

Aug

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

June

Alignment of Support & Growth

Resources

Beginning Teacher Coaches

CD*

• Working directly in classrooms with new hires

Contract

Summer

Mentor/Beginning Teacher

Classroom Exchange

Mentor/Beginning Teacher

FOS

Signings

Institute

In - School Planning/PD

Visit(s)

In - School Planning/PD

Celebrations

Job Embedded

Family of Schools

Central

Ongoing

Learning (5 Days)

Based Support

“System Mentoring”

Online Mentoring,

• e.g. 3 Days/Beginning

• FOS Beginning

(3 Days)

Support,

Teacher +

Teacher Coaches

• Subject specific

Collaboration

2 Days/Mentor

• Local PD in key

curricular support

&

• School - Based

areas of need

and ongoing PD

Resource Sharing


Job embedded learning initiative jeli l.jpg

Job Embedded Learning Initiative (JELI)

  • School-based planning/PD with a Mentor

  • Classroom Exchange visits

  • Up to 5 total days of release time (e.g., 3 days for BT + 2 days for Mentor)

  • JELI form is on BT Resources site: http://schools.tdsb.on.ca/asit/standards/btstart

  • List of “example classrooms” will be posted in New Teachers.TEL and sent to FOS Cmtees


Slide34 l.jpg

New Mentor

Weekly e-mails from

New Teachers

New Mentor

Training

Project Leader

TEL Conference

Training

July

Aug

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

June

Alignment of Support & Growth

FOS

Fall

FOS

Winter

FOS

Spring

Welcome

Institute(s)

Based PD

Institute(s)

Based PD

Institute(s)

Resources

Beginning Teacher Coaches

CD*

• Working directly in classrooms with new hires

Contract

Summer

Mentor/Beginning Teacher

Classroom Exchange

Mentor/Beginning Teacher

FOS

Signings

Institute

In - School Planning/PD

Visit(s)

In - School Planning/PD

Celebrations

Job Embedded

Family of Schools

Central

Ongoing

Learning (5 Days)

Based Support

“System Mentoring”

Online Mentoring,

• e.g. 3 Days/Beginning

• FOS Beginning

(3 Days)

Support,

Teacher +

Teacher Coaches

• Subject specific

Collaboration

2 Days/Mentor

• Local PD in key

curricular support

&

• School - Based

areas of need

and ongoing PD

Resource Sharing


Slide35 l.jpg

FOS Beginning Teacher Coaches

  • Funded centrally by Support for Beginning Teachers Project

  • Coaches work directly in classrooms with new hires providing support and mentoring in key areas of identified need

    • Classroom Management

    • Assessment/Evaluation/Reporting

    • Diversity of Learners


Slide36 l.jpg

Coaching Model

  • Focus on classroom support

  • Non-evaluative role

  • How to teach vs. what to teach

  • Does not replace school-based mentoring --> provides a “second layer” of Job Embedded support

  • Mentor Training & Ongoing PD for BT Coaches

  • Research component attached


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July

Aug

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

June

Alignment of Support & Growth

New Mentor

Weekly e-mails from

New Teachers

New Mentor

Training

Project Leader

TEL Conference

Training

FOS

Fall

FOS

Winter

FOS

Spring

Welcome

Institute(s)

Based PD

Institute(s)

Based PD

Institute(s)

Resources

Beginning Teacher Coaches

CD*

• Working directly in classrooms with new hires

Contract

Summer

Mentor/Beginning Teacher

Classroom Exchange

Mentor/Beginning Teacher

FOS

Signings

Institute

In - School Planning/PD

Visit(s)

In - School Planning/PD

Celebrations

Job Embedded

Family of Schools

Central

Ongoing

Learning (5 Days)

Based Support

“System Mentoring”

Online Mentoring,

• e.g. 3 Days/Beginning

• FOS Beginning

(3 Days)

Support,

Teacher +

Teacher Coaches

• Subject specific

Collaboration

2 Days/Mentor

• Local PD in key

curricular support

&

• School - Based

areas of need

and ongoing PD

Resource Sharing


Slide38 l.jpg

July

Aug

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

June

Alignment of Support & Growth

New Mentor

Weekly e-mails from

New Teachers

New Mentor

Training

Project Leader

TEL Conference

Training

FOS

Fall

FOS

Winter

FOS

Spring

Welcome

Institute(s)

Based PD

Institute(s)

Based PD

Institute(s)

Resources

Beginning Teacher Coaches

CD*

• Working directly in classrooms with new hires

Contract

Summer

Mentor/Beginning Teacher

Classroom Exchange

Mentor/Beginning Teacher

FOS

Signings

Institute

In - School Planning/PD

Visit(s)

In - School Planning/PD

Celebrations

Job Embedded

Family of Schools

Central

Ongoing

Learning (5 Days)

Based Support

“System Mentoring”

Online Mentoring,

• e.g. 3 Days/Beginning

• FOS Beginning

(3 Days)

Support,

Teacher +

Teacher Coaches

• Subject specific

Collaboration

2 Days/Mentor

• Local PD in key

curricular support

&

• School - Based

areas of need

and ongoing PD

Resource Sharing

Resources CD

is online at:

http://schools.tdsb.on.ca/asit/standards/btstart


New teachers tel l.jpg

New Teachers.TEL

Pathway: TDSB Conferences > School Services - Program > New Teachers.TEL


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BT Resources Site

http://schools.tdsb.on.ca/asit/standards/btstart


Alignment to complete ntip l.jpg

Alignment to Complete NTIP


The heart the art of teaching learning l.jpg

The Heart & the Art of Teaching & Learning

Human Development & Learning for our Students

Effective Classroom Practice (Beginning Teachers)

School Culture

Mentor(s), Principal, All Staff

Beginning Teacher

Coaches

FOS Support for

Beginning Teachers Cmtees

Sup’t, VP/P Chairs,

Mentor Cadre

Central Support for

Beginning Teachers Project,

Program & Special Education

Departments


Allocation of ntip tdsb funding l.jpg

Allocation of NTIP & TDSB Funding


Learning at school44 l.jpg

Learning at School

Effective Teaching Practice

School Culture

School Logistics

Curriculum

Student Knowledge

Knowledge about Students

A Beginning Teacher walks into a school for the first time....

What are the initial and ongoing structures in place that will allow

for the “intentional” sharing of knowledge and practice?


Measurable indicators l.jpg

Measurable Indicators

  • Retention

    • % of Beginning Teachers retained 1 - 5 years

  • Survey Data

    • Voices from the classroom - evaluation of program

    • and supports by Beginning Teachers

  • Performance

    • % of Beginning Teachers receiving 2 satisfactory

    • TPA’s within first 12 months


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Review: So What/Now What?

  • Something that “squared” with me (i.e. validated prior understanding)

  • A question that is still “circling” around in my mind at this point

  • Something I learned that could form the “base” of future action(s)


Jim strachan project leader support for beginning teachers 416 394 7261 jim strachan@tel tdsb on ca l.jpg

Jim StrachanProject Leader: Support for Beginning Teachers416, [email protected]


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