College and Career Readiness Supporting New Teachers ?· College and Career Readiness ... A Four Tiered…

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<ul><li><p>Lake County Schools Investing In Excellence! </p><p>College and Career Readiness</p><p>How do we revolutionize the way we teach, lead and learn for 21st Century success?</p><p>RUC2 Ready? </p><p>Supporting New Teachers Part II</p><p>November 20, 2014</p><p>Elizabeth Feld &amp; Val Pumariega</p></li><li><p>I DO</p><p> Introduce coaching language that promotes teacher reflection.</p><p>WE DO</p><p> Learn and apply mentoring language to build trust with new teachers that fosters sharing and collaboration.</p><p>YOU DO</p><p> Use mentoring language to coach a new teacher on a Marzano Element.</p><p>No</p><p>ve</p><p>mb</p><p>er</p><p> 20</p><p>, 2</p><p>01</p><p>4Learning Goal: Educational leaders will </p><p>learn how to build a school culture that is </p><p>collaborative in coaching conversations </p><p>based on new teacher needs.Objective Educational leaders will examine District </p><p>Wide Induction Programs and learn </p><p>strategies that can help their school </p><p>implement a sustainable, culturally </p><p>embedded program that is focused on the </p><p>needs of their teachers. </p><p>Benchmarks</p><p>How do we revolutionize the way we teach, lead, </p><p>and learn for 21st century success in the C Ready </p><p>classroom? </p><p>Exit Ticket</p><p>Gallery Walk with a 3-2-1 learning activity </p><p>Essential Question:</p><p>Common Language:</p><p>Induction ProgramNTC Culture</p><p>Mentoring/CoachingTrust</p><p>LEADS Domain 1- Student Achievement</p><p>LEADS Domain 2- Instructional Leadership </p><p>Community Builder </p><p>Inspirational Quotes</p></li><li><p>Community Builder</p><p>1. Life is the continuous adjustment of internal relations to external relations. </p><p>~Herbert Spencer</p><p>2. If you think you can or think you cant, you are right.</p><p>~Henry Ford</p><p>3. When it is obvious that the goals cannot be reached, dont adjust the goals adjust the action </p><p>steps.</p><p>~Confucius</p><p>1. Take a minute to choose a quote that resonates with you.</p><p>2. Share with a partner how this philosophy can be culturally </p><p>embedded in your school to build upon educators that are life-</p><p>long learners.</p><p>*Place your talking chip in the middle </p><p>of the table ( 1 minute per person)</p><p>*Person with the birth date closest to </p><p>today will start</p></li><li><p>Lake County Schools</p><p>Vision Statement</p><p> A dynamic, progressive, and collaborative learning community embracing change and </p><p>diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.</p><p>Mission Statement</p><p> The mission of the Lake County Schools is to provide every student with individual opportunities to excel.</p><p> Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. </p></li><li><p>Lake County Schools College and Career Readiness</p><p>Instructional FrameworkKey Performance Indicators School Improvement Plan Florida </p><p>Standards</p><p>Professional Learning </p><p>Community</p><p>FCIM MTSS LESSON STUDY</p><p>Personalized Learning </p><p>Desired Student </p><p>Outcomes</p><p>Statement of </p><p>Work</p><p>Content Cultural </p><p>Behavior</p><p>Process Interventions Capacity </p><p>Building</p><p>Autonomy of Learning</p><p>1.Increase proficiency rates on FLKRS/ECHOES &amp; FAIR (PreK - 2nd</p><p>grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment3.Increase proficiency rates on FCAT 2.0 Science4. Increase proficiency rates on EOCs Algebra 1, Geometry, Biology, Civics and US History5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)6. Increase participationand performance on PERT, SAT and ACT7. Increase AMOpercentages for allsubgroups (Achievement Gap)8. Increase the graduation rate9. Increase attendance rate10. Decrease disciplinary infractions</p><p>The School ImprovementPlan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:Organize:Stakeholders plan and assess needs based on data.Plan:Stakeholders set goals and objectives, identify strategies and measures of success.Implement:Implement activities and monitor progress.Sustain:Identify success of current plan, evaluate and adjust to sustain growth.</p><p>Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade.6 Key Elements for Instruction:1. Knowledge and Use of Florida Standards2. Common and Collaborative Planning Time3. Interdisciplinary Content Integration4. Frequency of Project-Based Learning5. Student Collaboration6. Integrated Technology</p><p>The guiding principles of </p><p>Professional Learning </p><p>Communities (PLC)</p><p>govern the behavior of </p><p>our school professionals. </p><p>The big ideas are: </p><p>Focus on Learning: All students can learn and we are responsible to ensure learning occurs.Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning.Focus on Results:Effectiveness is measured by results, not intent.</p><p>The Floridas ContinuousImprovement Model(FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions. Plan Do Check Act</p><p>Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:</p><p>1. Problem Identification</p><p>2. Problem Analysis</p><p>3. Intervention Design</p><p>4. Response to Instruction/ </p><p>Intervention</p><p>Lesson Study is a collaborative approach toprofessional learning for teachers to improve and monitor the effectiveness of instruction and student learning outcomes.</p><p>The key concepts are:1. Collaborative Planning of Assignments2. Teach and Observe Assignment3. Collect Student Products and analyze Results4. Reflect on Practice and Apply Lessons Learned</p><p>Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.PL Key Elements:1. Student-directed Learning2.Learner Profiles and Paths 3. Competency-based Learning4. Flexible Learning Environments5. Structures of Accountability, Continuous Improvement and Innovation </p><p>PDCA Instruct ional Cycle</p><p>PLAN</p><p>ACT</p><p>DO</p><p>CHECK</p><p> Data Disaggregation</p><p> Calendar Development</p><p> Direct Instructional</p><p>Focus</p><p> Tutorials</p><p> Enrichment</p><p> Assessment</p><p> Maintenance</p><p> Monitoring</p></li><li><p>New Teacher Induction ProgramA Four Tiered Approach</p><p>Year 1 Teachers</p><p>District-based Support</p><p>District-based Personnel, District Instructional Coaches </p><p>School-based Support</p><p>School-based Instructional Leaders, Content Area Coaches, Professional Learning Communities, School-based Mentor </p><p>Year 2 Teachers</p><p>District-based Support</p><p>District-based Personnel, District Instructional Coaches </p><p>School-based Support</p><p>School-based Instructional Leaders, Content Area Coaches, Professional Learning Communities, School-</p><p>based Mentor </p><p>Year 3 Teachers</p><p>District-based Support</p><p>District-based Personnel</p><p>School-based Support</p><p>School-based Instructional Leaders</p><p>Content Area Coaches</p><p>PLC </p><p>Year 4 </p><p>TeachersPersonalized </p><p>Learning</p><p>Future Leaders, Influencers, and Innovators</p></li><li><p>Retention of Year 1 </p><p>Lake County Teachers </p><p>2013-2014</p><p>Year 1 Teachers Year 1 </p><p>NTC Pilot Teachers</p><p>New Teacher Center Pilot Program </p><p>Data</p></li><li><p>The stakes are high. Every day, we wager the future </p><p>of this country on our teachers, we are daily </p><p>entrusting the dreams of our young people to those </p><p>who teach them. Whether those dreams are delayed, </p><p>denied or fulfilled is ours to decide.No Dream Denied </p><p>National Commission on Teaching and Americas Future</p><p>Washington, DC January 2003</p></li><li><p>Induction Program Development </p><p>Phase I </p><p>Laying the groundwork</p><p>Phase II </p><p>Getting Started</p><p>Phase III: </p><p>Deepening &amp; Strengthening</p><p>Phase IV: </p><p>Building Sustainability</p><p>Phase VSharing &amp; Learning </p><p>for Innovation</p><p>Research has found that </p><p>the most important factor </p><p>resulting in student </p><p>achievement is what the </p><p>teacher knows and can do in </p><p>the classroom.H. Wong</p></li><li><p>Sustaining New Teacher Development</p></li><li><p>Research says.</p><p> Teacher Induction should be culturally embedded</p><p> Induction brings order and vision to a valuable process, it benefits the group by bringing people together to work on a common goal</p><p> Trust is an essential component in fostering effective relationships</p><p> Mid-year and End-of-year surveys for new teachers, in order to provide needed Professional Development or PLCs</p></li><li><p>Phase I: Laying the Groundwork </p><p>Data Collection</p><p>Mentors</p><p>Demonstration Classrooms</p><p>Phase I </p><p>Laying the groundwork</p><p>Phase II </p><p>Getting Started</p><p>Phase III </p><p>Deepening &amp; Strengthenig</p><p>Phase IV</p><p>Building Sustainabiliy</p><p>Phase V</p><p>Sharing &amp; Learning for Innovation</p></li><li><p>Phase II: Getting Started</p><p> Induction brings order and vision to a very valuable process. Having it </p><p>culturally embedded will positively effect student achievement.</p><p>An induction program acculturates each new teacher who joins the district family so that the culture of the district is continuously nourished. </p><p>New Beginnings</p><p>Reducing the intensity of the transition into teaching</p><p>Improving teacher effectiveness</p><p>Increasing the retention rate of highly qualified teachers in the school</p><p>School Based </p><p>New Teacher Induction</p><p> Three characteristics exemplify continuous school improvement:</p><p>Ensuring meaningful teamwork</p><p>Setting clear, measurable goals</p><p>Regularly collecting and analyzing performance data</p><p>Mentoring &amp; Coaching Support</p><p>Phase I </p><p>Laying the groundwork</p><p>Phase II </p><p>Getting Started</p><p>Phase III </p><p>Deepening &amp; Strengthenig</p><p>Phase IV</p><p>Building Sustainabiliy</p><p>Phase V</p><p>Sharing &amp; Learning for Innovation</p></li><li><p>Cre</p><p>ati</p><p>ng a</p><p> Cult</p><p>ure</p><p>All students can learn</p><p>All teachers can learn</p><p>The focus is always on learning</p><p>We are all in this profession together</p><p>We must rely on and help each other</p><p>Lets Reflect</p></li><li><p>Two Pronged Mentoring Approach to </p><p>Support our Lake County Teachers</p><p>School Based Mentors</p><p>Peers who will assist the new teacher in acclimating to the school site and content.</p><p>District Instructional </p><p>Coaches</p><p>Trained district teachers who will provide classroom observation, feedback and support to assist with instructional practices. </p></li><li><p>I've learned that people will forget </p><p>what you said, people will forget </p><p>what you did, but people will never </p><p>forget how you made them feel. </p><p> Maya Angelou</p><p></p></li><li><p>Effective Mentoring Beyond Buddies</p></li><li><p>Where is the copy machine?</p><p>How much does lunch cost?</p><p>How do I find my way around </p><p>campus?</p><p>When does first period </p><p>begin?</p><p>Physiological Needs</p></li><li><p>IMAGE</p><p>Where do I park?</p><p>Can I stay after school or come </p><p>on the weekend to </p><p>work?</p><p>Is my car safe where I parked? </p><p>Who can support me </p><p>with questions I have?</p><p>Safety Needs</p></li><li><p>Does anyone care about </p><p>me?</p><p>Who is my grade-chair or department </p><p>head?</p><p>I havent met anyone on </p><p>campus yet?</p><p>Is there anyone I can truly trust to </p><p>help me reflect?</p><p>Loving &amp; Belonging Needs</p></li><li><p>IMAGE</p><p>There is nothing in the </p><p>halls. Isnt anyone proud </p><p>of anyone around here?</p><p>What can I do to get help so I </p><p>feel I have some </p><p>significance?</p><p>When will I hear a few words of </p><p>encouragement?</p><p>Is there a demonstration </p><p>classroom I can learn </p><p>from?</p><p>Esteem Needs</p></li><li><p>Self-Actualization Needs</p><p>Confident</p><p>Able to grow and learn</p><p>Secure</p><p>Willing to reflect </p><p>effectively</p></li><li><p>To achieve the self-actualization stage of personal growth and achievement the teacher is able to reflective effectively on their teaching practices as well as process strategies that can improve their </p><p>teaching.</p></li><li><p>Why is trust important?</p><p>TRUST</p><p>Beginning Teacher</p><p>Coach</p><p>Mentor</p><p>Leadership</p><p>Effective teachers are:</p><p>Reflective</p><p> Teachers are open to feedback from colleagues, student and families, seek </p><p>opportunities to grow professionally, and take responsibility for their students </p><p>learning.</p><p>Persistent</p><p> Teachers hold high expectations and believe that all students can learn. They </p><p>persevere in solving complex issues of practice, care deeply, and are committed </p><p>to their students.</p><p>Curious</p><p> Teacher ask questions, inquire, and experiment in an effort to reach every </p><p>student. They are willing to take risks and try out new ideas or strategies if they </p><p>think it will help their students. </p></li><li><p>Elements of Relational Trust</p><p> Respect- the recognition of each persons role</p><p> Competence- ability one has to achieve the desired outcomes</p><p> Personal regard-perception of how one goes beyond what is required of their role in caring for another person</p><p> Integrity-consistency between what people say and what they do</p><p>Copyright 2013 New Teacher Center unless otherwise noted. All Rights reserved. </p><p>TRUST</p><p>Beginning Teacher</p><p>Coach</p><p>Mentor</p><p>Leadership</p></li><li><p>Research says.</p><p>Relational Trust Schools with strong levels of trust at the outset of reforms had a 1 in 2 chance </p><p>of making significant improvements in math and reading, while those with </p><p>weak relationships had only a 1 in 7 chance of making gains.</p><p> Of the weak relationships schools, the only ones that made any gains were </p><p>those that strengthened trust over the course of several years; those schools </p><p>whose poor relationship did not improve had no chance of making academic </p><p>improvement.</p><p> Byrk, Anthony, S. &amp; Barbara Schneider, (2002)</p><p> Trust In Schools: A Core Resource for Improvement </p></li><li><p>How can we begin the process to </p><p>build trust among colleagues?</p></li><li><p> Respect- the recognition of each persons role</p><p> Competence- ability one has to achieve the desired </p><p>outcomes</p><p> Personal regard-perception of how one goes beyond </p><p>what is required of their role in caring for another </p><p>person</p><p> Integrity-consistency between what people say and </p><p>what they do</p><p>Copyright 2013 New Teacher Center unless otherwise noted. All Rights reserved. </p><p>Trust Build or Bust</p></li><li><p>Phase III: Deepening and Strengthening Phase I </p><p>Laying the groundwork</p><p>Phase II </p><p>Getting Started</p><p>Phase III </p><p>Deepening &amp; Strengthening</p><p>Phase IV</p><p>Building Sustainabiliy</p><p>Phase V</p><p>Sharing &amp; Learning for Innovation</p></li><li><p>Facilitative- Mentor acts as a facilitator for the </p><p>teachers thinking. Teacher self accesses and self </p><p>prescribes. </p><p>Collaborative- Mentor and teacher co-construct </p><p>solutions. Mentor guides interaction</p><p>Instructive- Mentor directs instruction based on </p><p>assessed needs. Mentor provides suggestion or </p><p>solutions with rationale.</p><p>Framework for Differentiated Mentoring &amp; Feedback </p></li><li><p>Reflection is</p><p>the ability to look back and make sense of </p><p>what happened and what you learned. But its </p><p>also the ability to look forward, to anticipate </p><p>whats coming up and what you need to do to </p><p>prepare. York-Barr, Sommers, Ghere, Montie, 2001</p></li><li><p>Effective Conversational Strategies</p><p>Paraphrase: I heard, I understood</p><p>Clarify: I heard, but do not understand</p><p>Non-Judgmental Responses: suspend judgment, replace with wonder</p><p>Mediational: to pull information out to raise awareness</p><p>Suggestions: to get teachers to imagine/hypothesize</p><p>Reference </p><p>strategies in </p><p>packet</p></li><li><p>Question stems to support growth</p><p> I notice how when you___ the students___.</p><p>How do you think the lesson went?</p><p>What did you do to make the lesson successful?</p><p> It sounds like you have a number of ideas to try out. Itll be exciting/interesting to see which works best for you.</p><p>Non-Judgmental </p></li><li><p>Question stems to support growth</p><p> In other words.</p><p>What Im hearing.</p><p>From what I hear you say.</p><p> Im hearing many things..As I listen to you, Im hearing</p><p> I am hearing many thingsPar...</p></li></ul>