a journey into teaching practice l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
A JOURNEY INTO TEACHING PRACTICE PowerPoint Presentation
Download Presentation
A JOURNEY INTO TEACHING PRACTICE

Loading in 2 Seconds...

play fullscreen
1 / 23

A JOURNEY INTO TEACHING PRACTICE - PowerPoint PPT Presentation


  • 547 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 victoria.duff@doe.state.nj.us

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

A JOURNEY INTO TEACHING PRACTICE


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

A JOURNEY INTO TEACHING PRACTICE

THE ROLE OF FORMATIVE ASSESSMENT IN MENTORING

Vicki Duff, Mentor Training Coordinator

NJ State Department of Education

victoria.duff@doe.state.nj.us

slide2

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
AND THE GOALS ARE….
  • 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
THE MENTORING/INDUCTION PROGRAM OBJECTIVES
  • 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

PRECONCEPTIONS

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
A PROFESSIONAL NORM
  • 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
WHAT DO EFFECTIVE TEACHERS DO IN THEIR PRACTICE?
  • 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
Subject matter knowledge

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
THE STANDARDS WILL PROVIDE…
  • 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
A CONTINUUM OF PRACTICE
  • 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

ACTIVITY

UNDERSTANDING THE STANDARDS

LOOKS LIKE/FEELS LIKE

slide12

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
WALK THE WALKTALK 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
ACTS OF ASSESSMENT

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

a.

a look at formative assessment
A LOOK AT FORMATIVE ASSESSMENT

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
ACTIVITY

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
WHY USE FORMATIVE ASSESSMENT
  • 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
PARTNER ACTIVITY
  • 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
USING A COLLABORATIVE ASSESSMENT LOG
  • 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
ACTIVITY
  • 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
THE STRENGTH OF A FORMATIVE ASSESSMENT SYSTEM

COLLECT THE DATA

PLAN YOUR GOALS

TEACH AND IMPLEMENT THE PLAN

REFLECT/REVISE/BEGIN ANEW

reflection
REFLECTION
  • 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
RESOURCES
  • 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 victoria.duff@doe.state.nj.us