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Teaming Up to Mentor: Two IHE’s and One LEA Join Forces

Teaming Up to Mentor: Two IHE’s and One LEA Join Forces. Deborah Aylor, Jackson-Madison Co. Schools Sherry Freeman, Lambuth University Dottie Myatt, Union University. AACTE January 25, 2003. The Problem. Attrition rate of teachers in first five years AACTE (1995)

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Teaming Up to Mentor: Two IHE’s and One LEA Join Forces

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  1. Teaming Up to Mentor:Two IHE’s and One LEA Join Forces Deborah Aylor, Jackson-Madison Co. Schools Sherry Freeman, Lambuth University Dottie Myatt, Union University AACTEJanuary 25, 2003

  2. The Problem • Attrition rate of teachers in first five years • AACTE (1995) • Increase in national trend to mentor first-year teachers • Spuhler & Zetler (1994) • Mentoring increases contentment and proficiency and leads to increased retention.

  3. Cordeira & Smith-Sloan (1995), Covey (1997), Furlong (1997), Gilstrap & Beattie (1996) • Mentoring must include listening, supporting, advising, guiding, and trusting. • Ganser (1995) • Team approach

  4. History of Partnership • 2001 AACTE Annual Meeting • Attrition rate of teachers • NCATE standards emphasize collaboration • Supporting Teachers and Reaching Students (STARS) • Jackson-Madison County Schools • Community of Learners: STARS

  5. Hurdles • Historical gap between IHE’s and LEA’s • Involvement of other IHE’s in area • Communication • Sharing control/responsibilities • All content area teachers together • Attendance (choices) • Cost

  6. A FRAMEWORK FOR EVALUATION & PROFESSIONAL GROWTHTennessee Department of Education Six Domains:PlanningTeaching StrategiesAssessment and EvaluationLearning EnvironmentProfessional GrowthCommunication

  7. Topics of the Sessions • Cycle I Teachers (first year) • Unit and Lesson Plan Development • Instructional Strategies • Lifelines for Teachers—Freed Hardeman Univ., Jackson State CC, Lambuth Univ., Lane College, Union Univ., Univ. of Memphis Jackson • Support Group Meeting

  8. Topics of the Sessions • Cycle II Teachers (second year) • Assessment Strategies • The Learning Environment • Lifelines for Teachers—various topics • Suppport group meeting

  9. Overview of Sessions • Various presenters from Union, Lambuth, and Jackson-Madison County Schools • Presentation of materials • Opportunities for discussion, hands-on application, and peer interaction

  10. Time and Locations • Times • Once a month • Cycle I: must attend 5 of 6 sessions including the New Teacher Induction • Cycle II: must attend 4 of 6 sessions • Secondary—2: 55-3:55 PM • Elementary/Intermediate—4:00-5:00 PM • Locations • Try to meet at a variety of places • Local universities • Board of Education/Teacher Center

  11. Planning(Cycle I) • The unit plan • The lesson plan

  12. Instructional Strategies(Cycle I) • Teaching • Learning

  13. Assessment & Evaluation(Cycle II) • Appropriate instruments and tools • Communication of results • Instructional decisions

  14. The Learning Environment(Cycle II) • Classroom management • Instructional procedures

  15. Professional Growth(Cycle III) • Collaboration with colleagues • Reciprocal agreement between IHE’s and LEA

  16. Communication(Cycle III) • Instruments and tools • Effective communication

  17. The Portfolio: A Tool forLearning • Professional Expectations • Cycle I teachers • Cycle II teachers • Cycle III teachers • Sections • Reflections • Self-assessment • Review

  18. Community of Learners: STARS

  19. Observations of Teachers: Support for Learning • Teachers identify specific learning objectives and clearly communicate expectations to students. • Teachers use a wide range of effective instructional strategies to meet diverse students’ needs. • Teachers use cooperative learning as a major instructional strategy.

  20. Instruction accommodates the multiple intelligences of learners • Teachers actively involve the students in the teaching and learning process. • Teachers require students to transfer learning to other disciplines and to applications outside school. • Teachers use multiple forms of assessments to determine students’ knowledge, understanding, and application of content.

  21. Teachers ask a range of questions that include not only lower level questions but questions that require students’ use of higher-order thinking skills. • Teachers use assessments that require students to use their reasoning skills and application of knowledge.

  22. Any questions?

  23. Now it’s your turn. • Who could you partner with? • Would you need to create a new wheel or add some spokes to one already in place? • How would you propose it to the IHE or LEA? • Who would oversee the mentoring program? • What would be your costs? How would you pay for it? • Where would you hold the sessions? • What would be the focus of the program? • What are some other hurdles you would need to overcome?

  24. This presentation will be available on Feb. 1, along with the summary of your discussions, at http://www.uu.edu/centers/edpractice/multimedia/ Feel free to contact the presenters if you have questions: Deborah Aylor (Jackson-Madison County Schools) ddaylor@jmcss.org Sherry Freeman (Lambuth University) freeman@lambuth.edu Dottie Myatt (Union University) dmyatt@uu.edu

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