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WELCOME

WELCOME. Defining the terms – Mentor, coach, facilitator Introductions - myself, yourselves. One mentor asks…. What are I getting out of my work? What are others getting from my work? What did I do this week to contribute towards our mission?

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WELCOME

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  1. WELCOME Defining the terms – Mentor, coach, facilitator Introductions - myself, yourselves

  2. One mentor asks… • What are I getting out of my work? • What are others getting from my work? • What did I do this week to contribute towards our mission? • What did I do to detract from our mission this week? • How can I improve my craft and my effectiveness?

  3. Objective:Work more intentionally and effectively Today’s agenda: Define the work Determine the skills needed Assess our skills and abilities Create a plan for growth and development Collect data Seek resources

  4. A Paradigm Shift in Professional Development (PD) Educators sitting relatively passively while an “expert” “exposed’ them to new ideas or “trained” them in new practices (Sparks, 1994, p. 26) as quoted by H. Galloway. “Staff development from a constructivist perspective will include activities such as action research, conversations with peers about beliefs and assumptions, that guide their instruction, and reflective practices…” (Sparks, 1994, p. 27)

  5. Reminders from Ken O’Connor’s presentation • Adapt don’t adopt • Start small • Work together

  6. Define the work State, district, building, department, individuals you work with, yourself (example – the School Improvement Plan)

  7. Determine the skills needed TAP CSTP PEBC WestEd Local districts Standards, criteria, levels Reminder – Adapt don’t adopt Match skills needed to the unique job. Consider Pro Cert “organization”

  8. Assess • Labor cost • Self • Others • Tools • Aligning tools to your program standards • Use consistent levels and language • On-going…

  9. Create a plan “Staff development from a constructivist perspective will include activities such as action research, conversations with peers about beliefs and assumptions, that guide their instruction, and reflective practices…” (Sparks, 1994, p. 27)

  10. One example…

  11. Collect data • Tools • Aligning tools to data

  12. Resources • TAP • CSTP • Books • Critical Friends – create your • Ideas to share?

  13. ______________________________________________________________________________________________________________________________________________________________________________________________________ Consult Collaborate Coach

  14. Reminders from Ken O’Connor’s presentation • Adapt don’t adopt • Start small • Work together

  15. …if we're judging our actions solely on the results we see before us, and not considering the heart space giving rise to and threading throughout what we do, then we have to ask, "On whose timetable do we measure success and failure?"  Any ordinary favor we do for someone or any compassionate reaching out may seem to be going nowhere at first, but may be planting a seed we can't see right now.  Sometimes we need to just do the best we can and then trust in a unfolding we can't design or ordain.  Printed in Oprah magazine Anonymous

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