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Overview of. www.ctteam.org. T eacher E ducation A nd M entoring Program . What is the TEAM Program?.

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Www ctteam org l.jpg

Overview of

www.ctteam.org

Teacher

Education

And

Mentoring

Program


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What is the TEAM Program?

  • Legislation passed in October 2009 has established a Teacher Education and Mentoring (TEAM) Program for the purpose of providing support and professional growth for beginning teachers.


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What is the Mission of the TEAM Program?

  • The mission of the TEAM Program is:

    to promote excellence, equity and high achievement for Connecticut students by engaging teachers in purposeful exploration of professional practice through guided support and personal reflection.


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Why is TEAMso Important?

  • On-Going Support

  • Formative Process

  • Professional Growth

10


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Who are the TEAM Program players?

  • Beginning teachers holding an initial, interim initial or 90 day certificate.

  • Trained Mentors

  • District Administrators

  • Coordinating Committees

  • Review Committees

  • Professional Organizations

  • Regional Education Service Centers (RESCs)

  • CT Department of Education (CSDE)


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How will my district support the TEAM Program?

  • District Facilitator-

    • An individual appointed to serve as a liaison between CSDE, district, beginning teachers and mentors regarding requirements of the TEAM program.

  • TEAM Coordinating Committee

    • A district committee that plans, implements and monitors the district’s TEAM Program.

  • District Support Plan

    • A plan outlining how your district will support beginning teachers and mentors.


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    What is the design of the TEAM Program?

    • A professional growth model aligned with five domains of Connecticut’s Common Core of Teaching (CCT)

      • Classroom Environment, Student Engagement and Commitment to Learning

      • Planning for Active Learning

      • Instruction for Active Learning

      • Assessment for Learning

      • Professional Responsibilities and Teacher Leadership


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    The CCT Emphasizes:

    • High Student Achievement and success for all students

    • Differentiationof instruction to support students

    • Collaboration with colleagues and families to meet the diverse needs of all students

    • Commitment to the analysis of teaching and continuous professional development

    8


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    A Web-Based Program

    www.ctteam.org

    Online workspace for:

    • CCT Performance Profile (self-analysis)

    • Professional Growth Action Plan (PGAP)

      • Module Goal

      • Learning Activities/Classroom Applications

      • Timeline for Module Completion

  • Beginning Teacher and Mentor Meeting Log

  • Journal for Beginning Teacher

  • Journal for Mentor


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    Beginning Teacher Dashboard

    Welcome Horatio Algebra

    Contacts

    District Facilitator: Lois Tess GoreSchool Administrator: Isabelle RingingMentor: Nina Tottenbag


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    Welcome Horatio Algebra

    Welcome Horatio Algebra

    My Module Center


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    Mentoring Module ProcessIdentify Need for Professional Growth :

    • ExploreCCT and Domain-specific Performance Profile

    • Identify one indicator for professional growth

    • Record specific examples/evidence of practice

    • Create an Initial Summary describing current practice

    • Create a professional growth Goal for the module

    • Record meetings in Log; document work in Journal


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    CCT Performance ProfileProfiles available on ctteam.org

    • Read the Performance Profile going across from left to right.

    • Note language changes as you move across the continuum.


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    Mentoring Module Goals

    • Describe anticipated learning for the teacher

    • Connect to CCT Performance Profile indicator

    • Describe anticipated impact on students


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    Mentoring Module ProcessDevelop a Professional Growth Action Plan (PGAP)

    • DiscussProfessional Growth Activities and how teacher might apply new learning.

    • Identify resourcesto support Activities.

    • Communicate with the building administrator to share Professional Growth Action Plan.

    • Continue to record appropriate information in Meeting Log and My Personal Journal


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    Professional Growth Action Plan(PGAP)

    Mentoring Module Process Step #2


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    Mentoring Module ProcessImplement Plan and Apply New Learning

    • Participate in professional growth activities.

    • Try new learning in the classroom.

    • Use data to analyze the impact on students.

    • Continue to use My Journal.

      • Record examples/evidence of new learning, classroom applications and outcomes.

    • Continue Beginning Teacher/Mentor meetings to discuss ongoing work and record in meeting log.

      .



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    Mentoring Module ProcessDocument New Learning and Impact on Students

    Create a Reflection Paper* that includes: 

    • Initial summary and professional growth goal

    • Professional growth activities and teacher’s new learning

    • Description of how new learning was applied in the classroom

    • Analysis of teacher’s practice and impact on student learning/performance

      • supported by specific examples/evidence from My Journal

    • Plans for extending professional growth

      * 2000-3000 words


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    Develop a plan for their work throughout the year

    Mentor & Beginning Teacher

    EACH MODULE

    Expected time frame is 8 – 10 weeks

    Step 1

    Identify a Need or Opportunity for Professional Growth

    CCT Performance Profile (Self Analysis)

    Repeat the process

    Step 2

    Develop a Professional Growth Action Plan

    PGAP

    Step 3

    Send to Administrator

    Implement Plan and Apply New Learning

    Try out new learning and Analyze outcomes

    Step 4

    Create a Reflection Paper

    Document new learning and impact on students

    Submit Reflection Paper for Review

    Go to next module


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    Reflection Paper

    • Initial Summary - what is currently happening in the classroom related to the selected indicator

    • Professional Growth Goal - describes teacher learning and desired outcomes for students

    • Summary of Teacher Learning - professional growth activities and what the teacher learned from using the activities

    • Application of Teacher Learning - how the teacher applied learning and what happened as a result (supported by specific examples)

    • Analysis of Professional Growth - how the teacher’s practice has changed and the impact on student learning related to the selected indicator (supported by specific examples)

    • Making Connections - plans for extending the professional growth experience with a connection to one other CCT Performance Profile indicator.


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    What happens after I complete my Reflection Paper?

    • Share the reflection paper with mentor for feedback and sign-off

      • Note: Mentor sign-off indicates that reflection paper is consistent with on-going work during module.

  • Submit reflection paper electronically via www.ctteam.org for review.

  • Teachers will be notified via ctteam whether their reflection paper has met completion standard.


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    Who will review Reflection Papers?

    Options for the review of Reflection Papers

    • Districts have two options:

      • In-District Review

        • Trained reviewers from the district will review Reflection Papers to determine if they meet the standard for successful completion.

      • Regional Review Committee

        • Trained reviewers from the Regional Review Committee (reviewers from districts participating within a local RESC region) will review the Reflection Papers to determine if they meet the standard for successful completion.


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    What happens when I successfully complete the required modules?

    • The superintendent will verify that the Beginning Teacher has completed the TEAM Program Requirements.

    • BT is eligible for provisional certification.


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    What happens if my Reflection Paper does not meet the standard for successful completion? Consider the following……

    • Go back to the journal for additional data

    • Engage in additional professional growth activities

    • Collect additional data

    • Continue to engage in discussions with mentor

    • Submit revised Reflection Paper


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    Additional Tools/Resources standard for successful completion? Consider the following……

    • Sample Module Documents

    • Sample Reflection Papers

    • Recommended Resources

    • TEAM Coordinating Committee (TCC) Guidelines

    • Sample District Support Plans

    • Review Committee Guidelines and Criteria

    • Online Orientations

    • Monthly Electronic Communications


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    I believe that reaching out to my coworkers for assistance, researching strategies in publications, and keeping a willingness to learn from others will contribute to my professional growth and a long, successful career in teaching.

    Reviewing the CCT Performance Profile was extremely helpful in examining and identifying my teaching practices prior to this process. 

    When I started this module, my classroom was almost 100  percent teacher driven.  By the end of the module, there was a noticeable sharing of classroom responsibilities and a greater participation by the students in the learning process. 


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    Contact Information researching strategies in publications, and keeping a willingness to learn from others will contribute to my professional growth and a long, successful career in teaching.

    • For additional information, please contact CSDE TEAM Program Consultants or TEAM Field Staff at your local RESC :


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