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  • Lake County Schools Investing In Excellence!

    College and Career Readiness

    How do we revolutionize the way we teach, lead and learn for 21st Century success?

    RUC2 Ready?

    Supporting New Teachers Part II

    November 20, 2014

    Elizabeth Feld & Val Pumariega

  • I DO

    Introduce coaching language that promotes teacher reflection.

    WE DO

    Learn and apply mentoring language to build trust with new teachers that fosters sharing and collaboration.

    YOU DO

    Use mentoring language to coach a new teacher on a Marzano Element.

    No

    ve

    mb

    er

    20

    , 2

    01

    4Learning Goal: Educational leaders will

    learn how to build a school culture that is

    collaborative in coaching conversations

    based on new teacher needs.Objective Educational leaders will examine District

    Wide Induction Programs and learn

    strategies that can help their school

    implement a sustainable, culturally

    embedded program that is focused on the

    needs of their teachers.

    Benchmarks

    How do we revolutionize the way we teach, lead,

    and learn for 21st century success in the C Ready

    classroom?

    Exit Ticket

    Gallery Walk with a 3-2-1 learning activity

    Essential Question:

    Common Language:

    Induction ProgramNTC Culture

    Mentoring/CoachingTrust

    LEADS Domain 1- Student Achievement

    LEADS Domain 2- Instructional Leadership

    Community Builder

    Inspirational Quotes

  • Community Builder

    1. Life is the continuous adjustment of internal relations to external relations.

    ~Herbert Spencer

    2. If you think you can or think you cant, you are right.

    ~Henry Ford

    3. When it is obvious that the goals cannot be reached, dont adjust the goals adjust the action

    steps.

    ~Confucius

    1. Take a minute to choose a quote that resonates with you.

    2. Share with a partner how this philosophy can be culturally

    embedded in your school to build upon educators that are life-

    long learners.

    *Place your talking chip in the middle

    of the table ( 1 minute per person)

    *Person with the birth date closest to

    today will start

  • Lake County Schools

    Vision Statement

    A dynamic, progressive, and collaborative learning community embracing change and

    diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

    Mission Statement

    The mission of the Lake County Schools is to provide every student with individual opportunities to excel.

    Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices.

  • Lake County Schools College and Career Readiness

    Instructional FrameworkKey Performance Indicators School Improvement Plan Florida

    Standards

    Professional Learning

    Community

    FCIM MTSS LESSON STUDY

    Personalized Learning

    Desired Student

    Outcomes

    Statement of

    Work

    Content Cultural

    Behavior

    Process Interventions Capacity

    Building

    Autonomy of Learning

    1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd

    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

    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.

    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

    The guiding principles of

    Professional Learning

    Communities (PLC)

    govern the behavior of

    our school professionals.

    The big ideas are:

    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.

    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

    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:

    1. Problem Identification

    2. Problem Analysis

    3. Intervention Design

    4. Response to Instruction/

    Intervention

    Lesson Study is a collaborative approach toprofessional learning for teachers to improve and monitor the effectiveness of instruction and student learning outcomes.

    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

    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

    PDCA Instruct ional Cycle

    PLAN

    ACT

    DO

    CHECK

    Data Disaggregation

    Calendar Development

    Direct Instructional

    Focus

    Tutorials

    Enrichment

    Assessment

    Maintenance

    Monitoring

  • New Teacher Induction ProgramA Four Tiered Approach

    Year 1 Teachers

    District-based Support

    District-based Personnel, District Instructional Coaches

    School-based Support

    School-based Instructional Leaders, Content Area Coaches, Professional Learning Communities, School-based Mentor

    Year 2 Teachers

    District-based Support

    District-based Personnel, District Instructional Coaches

    School-based Support

    School-based Instructional Leaders, Content Area Coaches, Professional Learning Communities, School-

    based Mentor

    Year 3 Teachers

    District-based Support

    District-based Personnel

    School-based Support

    School-based Instructional Leaders

    Content Area Coaches

    PLC

    Year 4

    TeachersPersonalized

    Learning

    Future Leaders, Influencers, and Innovators

  • Retention of Year 1

    Lake County Teachers

    2013-2014

    Year 1 Teachers Year 1

    NTC Pilot Teachers

    New Teacher Center Pilot Program

    Data

  • The stakes are high. Every day, we wager the future

    of this country on our teachers, we are daily

    entrusting the dreams of our young people to those

    who teach them. Whether those dreams are delayed,

    denied or fulfilled is ours to decide.No Dream Denied

    National Commission on Teaching and Americas Future

    Washington, DC January 2003

  • Induction Program Development

    Phase I

    Laying the groundwork

    Phase II

    Getting Started

    Phase III:

    Deepening & Strengthening

    Phase IV:

    Building Sustainability

    Phase VSharing & Learning

    for Innovation

    Research has found that

    the most important factor

    resulting in student

    achievement is what the

    teacher knows and can do in

    the classroom.H. Wong

  • Sustaining New Teacher Development

  • Research says.

    Teacher Induction should be culturally embedded

    Induction brings order and vision to a valuable process, it benefits the group by bringing people together to work on a common goal

    Trust is an essential component in fostering effective relationships

    Mid-year and End-of-year surveys for new teachers, in order to provide needed Professional Development or PLCs

  • Phase I: Laying the Groundwork

    Data Collection

    Mentors

    Demonstration Classrooms

    Phase I

    Laying the groundwork

    Phase II

    Getting Started

    Phase III

    Deepening & Strengthenig

    Phase IV

    Building Sustainabiliy

    Phase V

    Sharing & Learning for Innovation

  • Phase II: Getting Started

    Induction brings order and vision to a very valuable process. Having it

    culturally embedded will positively effect student achievement.

    An induction program acculturates each new teacher who joins the district family so that the culture of the district is continuously nourished.

    New Beginnings

    Reducing the intensity of the transition into teaching

    Improving teacher effectiveness

    Increasing the retention rate of highly qualified teachers in the school

    School Based

    New Teacher Induction

    Three characteristics exemplify continuous school improvement:

    Ensuring meaningful teamwork

    Setting clear, measurable goals

    Regularly collecting and analyzing performance data

    Mentoring & Coaching Support

    Phase I

    Laying the groundwork

    Phase II

    Getting Started

    Phase III

    Deepening & Strengthenig

    Phase IV

    Building Sustainabiliy

    Phase V

    Sharing & Learning for Innovation

  • Cre

    ati

    ng a

    Cult

    ure

    All students can learn

    All teachers can learn

    The focus is always on learning

    We are all in this profession together

    We must rely on and help each other

    Lets Reflect

  • Two Pronged Mentoring Approach to

    Support our Lake County Teachers

    School Based Mentors

    Peers who will assist the new teacher in acclimating to the school site and content.

    District Instructional

    Coaches

    Trained district teachers who will provide classroom observation, feedback and support to assist with instructional practices.

  • I've learned that people will forget

    what you said, people will forget

    what you did, but people will never

    forget how you made them feel.

    Maya Angelou

    http://www.goodreads.com/author/show/3503.Maya_Angelou

  • Effective Mentoring Beyond Buddies

  • Where is the copy machine?

    How much does lunch cost?

    How do I find my way around

    campus?

    When does first period

    begin?

    Physiological Needs

  • IMAGE

    Where do I park?

    Can I stay after school or come

    on the weekend to

    work?

    Is my car safe where I parked?

    Who can support me

    with questions I have?

    Safety Needs

  • Does anyone care about

    me?

    Who is my grade-chair or department

    head?

    I havent met anyone on

    campus yet?

    Is there anyone I can truly trust to

    help me reflect?

    Loving & Belonging Needs

  • IMAGE

    There is nothing in the

    halls. Isnt anyone proud

    of anyone around here?

    What can I do to get help so I

    feel I have some

    significance?

    When will I hear a few words of

    encouragement?

    Is there a demonstration

    classroom I can learn

    from?

    Esteem Needs

  • Self-Actualization Needs

    Confident

    Able to grow and learn

    Secure

    Willing to reflect

    effectively

  • 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

    teaching.

  • Why is trust important?

    TRUST

    Beginning Teacher

    Coach

    Mentor

    Leadership

    Effective teachers are:

    Reflective

    Teachers are open to feedback from colleagues, student and families, seek

    opportunities to grow professionally, and take responsibility for their students

    learning.

    Persistent

    Teachers hold high expectations and believe that all students can learn. They

    persevere in solving complex issues of practice, care deeply, and are committed

    to their students.

    Curious

    Teacher ask questions, inquire, and experiment in an effort to reach every

    student. They are willing to take risks and try out new ideas or strategies if they

    think it will help their students.

  • Elements of Relational Trust

    Respect- the recognition of each persons role

    Competence- ability one has to achieve the desired outcomes

    Personal regard-perception of how one goes beyond what is required of their role in caring for another person

    Integrity-consistency between what people say and what they do

    Copyright 2013 New Teacher Center unless otherwise noted. All Rights reserved.

    TRUST

    Beginning Teacher

    Coach

    Mentor

    Leadership

  • Research says.

    Relational Trust Schools with strong levels of trust at the outset of reforms had a 1 in 2 chance

    of making significant improvements in math and reading, while those with

    weak relationships had only a 1 in 7 chance of making gains.

    Of the weak relationships schools, the only ones that made any gains were

    those that strengthened trust over the course of several years; those schools

    whose poor relationship did not improve had no chance of making academic

    improvement.

    Byrk, Anthony, S. & Barbara Schneider, (2002)

    Trust In Schools: A Core Resource for Improvement

  • How can we begin the process to

    build trust among colleagues?

  • Respect- the recognition of each persons role

    Competence- ability one has to achieve the desired

    outcomes

    Personal regard-perception of how one goes beyond

    what is required of their role in caring for another

    person

    Integrity-consistency between what people say and

    what they do

    Copyright 2013 New Teacher Center unless otherwise noted. All Rights reserved.

    Trust Build or Bust

  • Phase III: Deepening and Strengthening Phase I

    Laying the groundwork

    Phase II

    Getting Started

    Phase III

    Deepening & Strengthening

    Phase IV

    Building Sustainabiliy

    Phase V

    Sharing & Learning for Innovation

  • Facilitative- Mentor acts as a facilitator for the

    teachers thinking. Teacher self accesses and self

    prescribes.

    Collaborative- Mentor and teacher co-construct

    solutions. Mentor guides interaction

    Instructive- Mentor directs instruction based on

    assessed needs. Mentor provides suggestion or

    solutions with rationale.

    Framework for Differentiated Mentoring & Feedback

  • Reflection is

    the ability to look back and make sense of

    what happened and what you learned. But its

    also the ability to look forward, to anticipate

    whats coming up and what you need to do to

    prepare. York-Barr, Sommers, Ghere, Montie, 2001

  • Effective Conversational Strategies

    Paraphrase: I heard, I understood

    Clarify: I heard, but do not understand

    Non-Judgmental Responses: suspend judgment, replace with wonder

    Mediational: to pull information out to raise awareness

    Suggestions: to get teachers to imagine/hypothesize

    Reference

    strategies in

    packet

  • Question stems to support growth

    I notice how when you___ the students___.

    How do you think the lesson went?

    What did you do to make the lesson successful?

    It sounds like you have a number of ideas to try out. Itll be exciting/interesting to see which works best for you.

    Non-Judgmental

  • Question stems to support growth

    In other words.

    What Im hearing.

    From what I hear you say.

    Im hearing many things..As I listen to you, Im hearing

    I am hearing many thingsParaphrasing

    Would you tell me a little more about .?

    Ill be interested in hearing more about.Let me see if I understand..

    So, are you saying/suggesting?

    Tell me what you mean when you

    It would help me understand if you would give me an example of.

    Let me see if I understand..

    Clarifying

  • Question stems to support growth

    Whats another way you might.?

    What would it look like if..?

    What do you think would happen if.?

    How else might you.?

    What decisions were important when.?

    What might you see happening in your classroom if?

    What are some ways to know whether.?

    Mediation Questions

    Something you might consider trying

    If you are interested in ___, its important to .

    How might that look in your classroom?

    What modifications would you need to try that with your class?

    Its sometimes helpful to ___ when _____

    One thing weve noticed or learned..

    Suggestions

    (Imagine/Hypothesize)

  • Lets Practice a few of our questioning

    techniques to support reflection

    Elementary

    When your students enter the classroom they run to their spots on the carpet and begin chatting with each other. You use the quiet noise signal you have established, ringing a bell. Students stop talking. Two students in the back start poking at each other with pencils. When you try to take the pencils away from them, they proceed to put them in the pockets and promise to pay attention.

    Secondary

    You are leading a class discussion about a book you have just read. Students are raising their hands because they want to share their own connections to the story. Some students call out their ideas and when they do, you acknowledge them. Soon, the students who had been raising their hands are calling out too. You are thrilled that they are so involved in the lesson but have a hard time getting them to quiet down.

  • We need to understand that we all have a common agenda. The agenda

    focuses on a system-wide plan to guarantee that every teacher will have the

    opportunity to learn and to be successful.

    It includes:

    School board

    Central administrations

    The teacher educators

    Interns

    Classroom teachers working together to develop

    programs

    Strategies that improve the quality of teachingSchool Culture

    Classroom

    District

    School

    Phase IV: Building Sustainability Phase I Laying the groundwork

    Phase II

    Getting Started

    Phase III

    Deepening & Strengthenig

    Phase IV

    Building Sustainability

    Phase V

    Sharing & Learning for Innovation

  • Phase V: Sharing & Learning for InnovationCollaborating and having trust to continuously share and become better educators for Lake County students

  • Teacher Support Programs-Specific

    Directions

    MascotteElementary

    Flowing Wells Unified School

    District

    Leesburg High

    School

    We have three examples of teacher induction programs

    that are sustainable and culturally embedded.

    Take a few minutes to look through the materials located

    at your tables.

    Add three ideas to your capacity builders guide that would be of value to your

    school site.

  • The ultimate purpose of an effective induction program is student

    achievement.

    EXIT TICKET3-2-1 Strategy Post-It on the Parking Lot as you leave

    3 things youve learned today, and changes you going to make to your onsite

    plan after todays session?

    2 things you are going to implement this school year to support your school-

    site induction?

    1 thing you are still needing to support your school in this process.

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