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Journey to EXCELLENCE. Iowa Mentoring and Induction Model Session 3. Iowa State Education Association in partnership with the Iowa Department of Education July 2008. Session 3 Goals…. Welcome, Agenda, Update, Concerns, Parking Lot Ethics

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journey to excellence

Journey toEXCELLENCE

Iowa Mentoring and Induction Model

Session 3

Iowa State Education Association in partnership with the Iowa Department of Education

July 2008

session 3 goals
Session 3 Goals…
  • Welcome, Agenda, Update, Concerns, Parking Lot
  • Ethics
  • Module 2: A Continuum of Learning Focused Interaction
  • Role of Formative Assessment
  • Learning Project: ITS 6 Classroom Management
    • Data Collection Skills and Practice
    • Evidence vs. Opinion
    • Bias

JtE Session 2Slide 3

session 3 goals1
Session 3 Goals…

Module 3—Maximizing Time & Attention by Attending Fully

Classroom Management Resources

Closing and Next Steps

JtE Session 3 Slide 2

evaluations
Evaluations
  • Colors – When are classes taught
  • Classroom Management Tips
  • Learning Projects in the morning
  • Portfolios – Artifacts Electronic vs Folder
ethics standards
Ethics Standards

Standard I: Conviction of crimes, sexual or other immoral conduct with or toward a student, and child and dependent adult abuse

Standard II: Alcohol or drug abuse

ethics standards1
Ethics Standards
  • Standard III: Misrepresentation, falsification of information
  • Standard IV: Misuse of public funds and property
  • Standard V: Violations of contractual obligations
ethics standards2
Ethics Standards
  • Standard VI: Unethical practice toward other members of the profession, parents, students, and the community
  • Standard VII: Compliance with state law governing student loan obligations
  • Standard VIII: Incompetence
you need to have a discussion about ethics with your beginning educator
You need to have a discussion about ethics with your beginning educator

Pick an area to discuss with your educator

Why:

  • You are providing guidance and knowledge to your beginning educator
  • You are also giving them key advice and knowledge on your districts/community norms

Document

  • Fill out a form to document your conversation
ethics
Ethics
  • Working alone with students
  • Student – Teacher Relationships
  • Driving students home
  • Testing for accountability
  • Using Technology
  • Professional Dress
  • Board of Educational Examiners Issues
what is the beginning educator working on
What is the beginning educator working on?
  • Ethics
  • Processing the School Profile and Learning Project
  • Learning Project 6
  • Electronic Portfolios
  • Classroom Management Resources and Tips
  • Parent Teacher Conferences
  • Organizing the Classroom for Learning
ready set recall
Ready, Set, Recall…
  • Number your paper 1 – 10
  • Draw a line below #3
  • Write 3 ideas for finding time to meet with your beginning educator
  • Stand up
  • You have 4 minutes to collect and share ideas with others in the room.

JtE Session 2Slide 4

your input on
Your input on ……..
  • Teaching Environment Profile
  • Learning Project 1
pacing of learning projects
Pacing of Learning Projects

JtE Session 2Slide 21

learning projects for beginning educators
Learning Projects for Beginning Educators

Each project is primarily based on one Iowa Teaching Standard

First Year -

  • ITS # 6: Demonstrates competence in classroom management
  • ITS # 3: Demonstrates competence in planning and preparing for instruction by researching student and school demographics
  • ITS # 4: Uses strategies to deliver instruction that meets the multiple learning needs of students
  • ITS # 8: Professional Responsibilities

JtE Session 2Slide 22

slide17

Improving Student Achievement

By Connecting InitiativesINDUCTION

Focus

Study

Reflect

Plan

Apply

JtE Session 2Slide 23

its 6 classroom management

ITS 6: Classroom Management

Learning Project

JtE Session 2Slide 28

its 6 lea
ITS 6 LEA

Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.

Establishes, communicates, models, and maintains standards of responsible student behavior.

Develops and implements classroom procedures and routines that support high expectations for student learning.

Uses instructional time effectively to maximize student achievement.

Creates a safe and purposeful learning environment.

JtE Session 2Slide 29

lp classroom management
LP Classroom Management

Who? Mentor & Beginning Educator

What? Design and implement a plan based on a selected criterion

When? Fall 2009

How? Assess Needs—Plan—Implement—Evaluate

Why? To increase the skills of the beginning educator in classroom management…(student achievement)

JtE Session 2Slide 33

lp classroom management1
LP Classroom Management

JtE Session 2Slide 34

learning project 6
Learning Project 6
  • Step One – Assessing Needs
  • The beginning educator will discuss with the mentor school and district discipline policies and procedures. With the help of the mentor, the beginning educator will review A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of your study. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights his/her current levels of performance for that criterion in the Framework book.
  • (Activity)
  • Step Two - Planning
  • The beginning educator will develop a Learning-Focused Growth Plan to address the criterion using a learning-focused planning conversation. The mentor will work with the beginning educator to develop the plan. A plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options.
  • The plan may include observing the mentor or other educators to learn how they practice the criterion that was selected. If needed, the mentor will identify articles on classroom management to read.Arrange for your mentor to later observe the class and take notes related to the selected criterion.
activity
Activity

Objective: Participants need to understand the components of each of the criterion

  • Table Groups
  • Look at your assigned Criterion (A – E)
  • On chart paper – bullet points the important components of that criterion that all should know about.
  • Pick a spokesperson
learning project 61
Learning Project 6
  • Step One – Assessing Needs
  • The beginning educator will discuss with the mentor school and district discipline policies and procedures. With the help of the mentor, the beginning educator will review A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of your study. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights his/her current levels of performance for that criterion in the Framework book.
  • (Activity)
  • Step Two - Planning
  • The beginning educator will develop a Learning-Focused Growth Plan to address the criterion using a learning-focused planning conversation. The mentor will work with the beginning educator to develop the plan. A plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options.
  • The plan may include observing the mentor or other educators to learn how they practice the criterion that was selected. If needed, the mentor will identify articles on classroom management to read.Arrange for your mentor to later observe the class and take notes related to the selected criterion.
learning project 62
Learning Project 6

Step Three - Implementing

  • The beginning educator will carry-out the plan. The beginning educator will use the Learning-Focused Growth Plan: Tracking Progress sheet to capture new learning\'s and questions as the plan is implemented. Please consult with your mentor as needs arise.
  • The mentor will observe classroom of the beginning educator for about 20 minutes, taking notes focusing on the criterion. This should not be on the first day you are executing the plan. Hold a brief pre-observation conference with your mentor prior to the visit to inform your mentor of plans and related issues.
learning project 63
Learning Project 6
  • Step Four - Evaluating
  • Following the observation, the beginning teacher completes the ITS # 6Self-Reflection.
  • Then the beginning educator and mentor meet for a reflective conference. The mentor shares with the beginning educator notes from the observation. The beginning educator shares with the mentor the actions, results, the new learning\'s and new questions from implementing the plan.
  • The conversation will include determining the degree to which the goal was achieved. Using the ITS Framework page of the criterion you have selected as the focus, take a different-colored highlighter, and identify the words that capture the nature of the beginning educator’s current practice by highlighting the appropriate descriptors under levels of performance for each of the elements. You may find the appropriate words in more than one column. Be as accurate as you can. (This is only for use by the beginning educator and mentor) In order to keep a running history, place the date of the self-assessment on the page and then highlight it with the same color.
standard 6 demonstrates competence in classroom management
Standard 6Demonstrates competence in classroom management

Criterion A:The teacher creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.

JtE Session 2Slide 35

standard 6 demonstrates competence in classroom management1
Standard 6Demonstrates competence in classroom management

Begin with the

End in Mind

Criterion A:The teacher creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.

JtE Session 2Slide 36

classroom management your ideas
Classroom ManagementYour ideas…
  • Resources
  • Name three strategies you would tell a new teacher about?

JtE Session 2Slide 39

where would you place your experiences
Where would you place your experiences?

Teacher Evaluation

Formative Assessment

JtE Session 2Slide 8

formative assessment

Formative Assessment

JtE Session 2Slide 9

it s formative assessment
It’s FORMATIVE ASSESSMENT=

JtE Session 2Slide 10

formative assessment1
FORMATIVE ASSESSMENT

“helping to shape, develop”

Webster

“…the evidence is actually used to adapt the teaching to meet student needs.”

Inside the Black Box, Black & Wiliam

JtE Session 2Slide 11

formative assessment2
Formative Assessment
  • What do they know?
  • What do they get?
  • How will you change instruction from this information?
assessments for learning stiggins
Assessments FOR Learning(Stiggins)
  • Reason --- to improve learning
  • To inform – students (involvement)
  • To inform – teachers (instruction)
  • Focus -- is on learning targets
  • Place in Time – during the learning
  • Teacher’s Role – change standards into classroom targets, provide descriptive feedback, inform and involve students
  • Student’s Role – See the target, use results to improve learning and to set goals
examples of formative assessments
Word Splash

Graphic Organizers

KU Strategies (FRAME,

First Word

Pre-Tests

Bell Ringers

Journaling

Concept Maps

Closing Thoughts

Think – Pair - Share

Bar Graphs

Thumbs Up and Thumbs Down

Carousel Activities

Quizzes

Feedback Form

Handout

Examples of Formative Assessments
data collection skills and practice1
DATA COLLECTION SKILLS AND PRACTICE
  • Note taking ---- gathering data
  • Sequential…using times
  • Events – gather data, then sort

JtE Session 3 Slide 6

data collection
Data Collection …

Types of Observation Evidence

  • Verbatim scripting of teacher or student comments
  • Non-evaluative statements of observed teacher or student behavior
  • Numeric information about time, student participation, resource use, etc.
  • An observed aspect of the environment

JtE Session 3 Slide 7

data collection1
Data Collection …

Hints for note taking

  • Record representative information; words and actions of the teacher and students
  • Once you begin to write, finish it
  • Develop a personalized shorthand
    • Abbreviate/eliminate vowels
    • Abbreviate/eliminate prepositions
    • Abbreviate common words (teacher, student..)
  • Do not make judgments

JtE Session 3 Slide 8

at your tables
At Your Tables…
  • Select a note taker
  • Brainstorm a list of 10 – 15 statements relating to what you might see or hear in a classroom
    • Teacher
    • Student
    • Environment

JtE Session 3 Slide 9

its 6 video clip apply practice
ITS 6 Video ClipApply/Practice
  • Focus on Classroom Management
    • Iowa Teaching Standard 6 & Criteria
  • As you view the teaching segment collect data (JUST THE FACTS) on what you see and hear…

JtE Session 3 Slide 11

data gathering practice
Data Gathering Practice

Describe the classroom you observe in the video clip

JtE Session 3 Slide 10

evidence or opinion

Evidence? or ? Opinion

JtE Session 3 Slide 12

what s going on in this nursery rhyme
What’s going on in this nursery rhyme?

Humpty Dumpty sat on a wall,

Humpty Dumpty had a great fall;

All the king\'s horses

And all the king’s men

Couldn’t put Humpty together again

JtE Session 3 Slide 13

slide46
Who says it’s an egg?

Where does it say it’s an egg?

There is no evidence of an egg…

Frank McCourt, 1999

What’s going on in this nursery rhyme?

JtE Session 3 Slide 14

evidence just the facts
Evidence = Just the Facts

JtE Session 3 Slide 15

slide48
Bias

What would cause you to have a positive perception of a classroom environment?

What would cause you to have a negative perception of a classroom environment?

How might this impact your data gathering?

JtE Session 3 Slide 17

sort the data
Sort the Data

1. What type of data did you gather?

Qualitative?

Quantitative?

2. Evidence or Opinion?

Throw out opinions

3. Does it relate to this criterion?

If not, throw it out

JtE Session 3 Slide 18

prepare for reflective conversations
Prepare for Reflective Conversations

Mentor: Put on your ‘Coaching’ hat

Beginning Educator: Bring all documents, data

Mentor and Beginning Educator: 30 – 60 minute meeting

JtE Session 3 Slide 19

slide51

Module 2: Continuum of

Learning Focused Interaction

JtE Session 2Slide 5

assignments
Assignments
  • Conversation / Documentation about Ethics
  • Iowa Teaching Standard 6 / Learning Project
thank you very much for coming
Thank you very much for coming!!

THANK you very much for coming!

Thank YOU very much for coming!

Thank you VERY much for coming!

Thank you very MUCH for coming!

Thank you very much FOR coming!

Thank you very much for COMING!

closing evaluation thanks
Closing, EvaluationThanks!!

JtE Session 2Slide 41

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