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RE Program PC Network Meeting “The Wisdom of Practice” September 25 & 30, 2014

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RE Program PC Network Meeting. “The Wisdom of Practice” September 25 & 30, 2014. And How Are the Children?. How Can We Be A Better Educator Tomorrow Than We Were Today, and Lead Others to do the Same?. - PowerPoint PPT Presentation

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Page 1: RE Program PC Network Meeting

RE Program PC Network Meeting“The Wisdom of Practice”

September 25 & 30, 2014

Page 2: RE Program PC Network Meeting

And How Are the Children?

Page 3: RE Program PC Network Meeting

How Can We Be A Better Educator Tomorrow Than We

Were Today, and Lead Others to do the Same?

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Any effort at school reform will ultimately fail if it does not ask itself: “ As I design the grand plan for improving the quality of learning in students, have I designed with equal care and concern a plan for teacher learning in

this setting?” The effective school must be educative for its teachers.”

(Shulman, 1997)

Page 5: RE Program PC Network Meeting

PC Network Outcomes • To understand how the Resident Educator

Program provides professional learning opportunities for educators.

• To uncover the complexities of implementing a multiple year induction program.

• To make connections and understand how the RE program is a component of the larger state-wide goal of teacher effectiveness and student learning.

• Provide opportunities to PCs across the state to network with one another.

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Conditions for Learning

• Activity• Reflection• Collaboration• Passion• Community or Culture

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Professional Learning

Mentoring•Component ofInduction

•Component of

Professional Development

Wong, 2004

Page 8: RE Program PC Network Meeting

Ohio’s 4 Tiered Licensure StructureResident Educator License

Professional Educator License

Senior Professional Educator License

Lead Professional Educator License

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Resident Educator Program

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Agenda8:00-9:00 Sign-In

9:00-9:25 Welcome/Introductions The Ohio Department of Education – RE Program Team

9:25 – 9:55 Panel DiscussionLocal Program Planning and Implementation Protocols and

Practices

Diane Gearhart, Akron City Schools Tiffany Disalvio, Knox County ESCMaureen Tarulli, Orange City SchoolsHeather Singer, Summit AcademiesMary Olesky, Warren City

10:05 – 10:55 Breakout SessionsNetworking with PCs

Supporting Mentor LearningProgram Panning 101

Panelist and Adele McCarthy- BeauvaisKim Adams and Jackie Miller, Elizabeth Jennings, ODE

11:05 – 11:55 Collective Wisdom: Tailoring Support The Ohio Department of Education RE Program Team

11:55-12:50 Lunch on Your Own

1:00 – 1:55 Breakout SessionsNetworking with PCs

Supporting Mentor LearningTeacher Leadership

Brinda Price, ODEKim Adams and Jackie Miller,

2:00-2:30 Putting the Pieces Together – Developing Effective Educators

The Ohio Department of Education RE Program Team

2:30-3:00 Teachscape Adele McCarthy Beauvais

Page 11: RE Program PC Network Meeting

Panel DiscussionLocal Program Planning and Implementation

Protocols and Practices

Panel Participants 9/25/14

Diane Gearhart, Akron City Schools

Tiffany DiSalvio, Knox County ESC

Maureen Tarulli, Orange City Schools

Heather Singer, Summit Academies

Mary Olesky, Warren City Schools

Panel Participants 9/30/14

Erin Miguel Keith, Upper Arlington City

Melissa Solazzo, Butler Technology & Career Development Schools

Richard Steiner, Findlay City

Kim Adams, Southern Ohio ESC

Jackie Miller, Brown ESC

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Breakout Sessions

• Networking Session• RE Program 101• Supporting Mentor Learning

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Collective Wisdom: Tailoring Support Presented by: The RE Program Team Elizabeth Jennings

Brinda Price Jennifer Ross

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The Challenge for Resident Educator Program Coordinators

“Organizing professional development that increases the learning of educators and their students requires thoughtful data gathering and analysis, realistic planning, rigorous implementation, conscientious follow-up, and serious evaluation.”

Hayes Mizell, 2011

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Teaching Complexities1. What makes teaching so difficult?

2. How can teachers learn to manage, cope with, and eventually master those difficulties?

3. What forms of school reform can contribute to creating the conditions for teacher learning?

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“Classroom teaching- particularly at the elementary and secondary levels – is perhaps the most complex, most challenging, and most subtle, nuanced, and frightening activity that our species has ever invented. In fact, when I compared the complexity of teaching with that much more highly rewarded profession, “doing medicine”, I concluded that the only time medicine even approaches the complexity of an average day of classroom teaching is in an emergency room during a natural disaster. When 30 patients want your attention as the same time, only then do you approach the complexity of the average classroom on an average day.”

(Shulman, 1987, p.369-397)

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Session Outcomes

• Understand the RE Program is built on the foundation of the Ohio Standards for the Teaching Profession and The Ohio Continuum of Teacher Development.

• Understand the importance of tailoring support for REs and mentors.

• think about tools and resources that may be used or developed for program planning and to monitor growth of REs and mentors in the program.

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Professional Learning

Mentoring•Component ofInduction

•Component of

Professional Development

Wong, 2004

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Resident Educator Program

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Ohio Continuum of Teacher DevelopmentPre-Licensure Residency Teaching Teaching/Leading

Emerging Developing Proficient Accomplished DistinguishedThis level describes the expected knowledge and skills of teacher education candidates who are completing student teaching requirement and clinical experiences.

These candidates are gaining the content knowledge and skills to become professional educators. They rely on other teachers for assistance and are learning to apply the knowledge form their coursework to classroom situations.

Ohio License Alignment:This level describes educators at the pre-licensure stage.

This level describes teachers whose skills are emerging.

These skills and levels of knowledge likely describe resident educators at the beginning of their residency and their first years of teaching. These teachers rely on more experienced colleagues for support but are moving towards independence and self-direction.

Ohio License Alignment: This level aligns with Ohio’s Resident Educator License (previously called the provisional license).

This level describes expectations for teachers who are applying their knowledge and skills independently in the classroom.

These teachers are able to teach independently and consistently apply what they know about teaching to daily practice as their learning continues to evolve.

Ohio License Alignment:Licensed teachers are expected to meet or exceed this level by the end of their residency program. This level aligns with Ohio’s Five-Year Professional License (Note that even though a teacher may maintain this license throughout his or her career, all teachers are expected to grow across the continuum.)

This level describes teachers who are fully skilled and able to integrate knowledge and experience in instruction, curriculum, and professional development into practice.

Ohio License Agreement:Teachers at this level may choose to pursue Ohio’s Senior Professional Educator License.

This levels describes teachers who are leaders. They consistently innovate in teaching and professional development. They contribute to their school, district, and local communities through staff development, mentoring and classroom-based research. They may be National Board certified.

Ohio License Agreement:Teachers at this level may choose to pursue Ohio’s Lead Professional Educator License.

Page 21: RE Program PC Network Meeting

Ohio Continuum of Teacher Development• Standards 1: Students

• Standards 2: Content

• Standards 3:Assessment

• Standards 4: Instruction

• Standards 5: Learning Environment

• Standards 6: Collaboration and Communication

• Standards 7: Professional Responsibility and Growth

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Residency

Intensive Mentoring

Performance

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Resident Educator ProgramFirst two years of residency, Resident Educators:

• Understand that teaching is complex

• Complete rigorous learning required in these beginning years of residency by teaching in their areas of license, by developing sound habits of teaching, thinking, writing, practicing, conversing, planning, assessing, video-recording, collaborating and reflecting on their teaching impact on P-12 student learning

• Work toward developing artful teaching, skilled teaching that develops from hours of practice supported by deliberate feedback, collaborative observations, conversations, and intentional teaching adjustments

• Connect their teaching practices to The Ohio Standards for the Teaching Profession, The Ohio Continuum of Teacher Development, and The Teaching Learning Cycle

• Implement the teaching learning cycle both automatically and formally as the assess, plan, teach, reflect and revise lessons and units of study

• Collect evidence/artifacts of their teaching journey (repertoire of practice)

Page 24: RE Program PC Network Meeting

Last two years of Residency, Resident Educators:

• recognize that The Resident Educator Summative Assessment, one component of residency, asks them to showcase their teaching progress and demonstrate how they daily implement the teaching learning cycle and assess their teaching impact through self-reflection

• explore teacher leadership opportunities by taking the Learn to Lead module and designing teacher leadership explorations in their buildings or districts

• understand that when they have successfully completed the required years of residency and successfully completed The Resident Educator Summative Assessment, they can apply for their professional license.

Resident Educator Program

Page 25: RE Program PC Network Meeting

Before Program Coordinators can tailor support for Resident Educators and

mentors they must first formatively assess the Resident Educators and mentors.

Resident Educator Program

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Program Assessment

• What are some of the tools and processes within the RE Program mentors may use to formatively assess REs understanding of teaching and learning?

• What are some of the tools and processes outside of the program that may be used by the mentor to formatively assess REs understanding of teaching learning?

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Tailoring Support

Year 2, 3, or 4 RE New to

school district

Year 1 RE w/1 year of credit

Year 1 RE

Veteran New to

school district

Year 1 RE w/2

years of credit

Page 28: RE Program PC Network Meeting

Professional Development Planning

Sample Professional Development Planning TemplateResident Educator

Mentor Program Year

Identified need(s) from FPR

Mentoring Model

Continuum Level

Notes

Todd Mitchell John Son Year 1 Classroom Data Analysis One-to-One Developing Taught in Connecticut for 1 – scaffold program tools and processes.

Lizzy Beth Cary Hall Year 2 Knowledge of Students Co-teaching Proficient Co-teaching with Mary Rose

Taylor Ross Jane Dough Year 3 Differentiated instruction for ELL students

RE cohort Developing Teacher-based team; Support of ELL coordinator

Brenda Rice Lenny Kravitz Year 3 Incorporation of formative assessments

RE Cohort and Co-teaching

Proficient Teacher-based team;Support from school data manager

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Tailoring Support

Identify or develop a Program Planning Tool that will work for you and your organization

Use the tool to organize the RE Program in your district. 1

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Tailoring Support

Tailor support for the Resident Educators and mentors in the Program

The Continuum for Teacher Development should be the foundation to guide your support. 2

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Tailoring Support

Monitor and measure the effectiveness of the support and development provided.

Modify and adjust support as needed to ensure growth and development of the Resident Educator and mentor.

3

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Questions

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Putting the Pieces Together

Presented By: ODE RE Program Team

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Support for teacher learning and evaluation need to be a part of an integrated whole that promotes effectiveness during every stage of a teacher’s career. Such a system must ensure that teacher

evaluation is connected to-not isolated from-preparation and induction programs, daily

professional practice, and a productive instructional context.

Hammond, 2012

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Comprehensive Education System

Resident Educator Induction Program

Ohio Teacher Evaluation System

Ohio New Learning Standards

Ohio Four Tiered Licensure Structure

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Creating a Robust Education System

Ohio Resident Educator Program

Ohio Teacher Evaluation System

Educator Effectiveness

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Ohio’s 4 Tiered Licensure Structure

Resident Educator License

Professional Educator License

Senior Professional Educator License

Lead Professional Educator License

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Policies that create increasingly valid measures of teaching effectiveness- and that

create innovative systems for recognizing, developing, and utilizing expert teachers-can

ultimately help to create a more effective teaching profession

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Questions and Answers

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education.ohio.gov

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Social Media

@OHEducation

ohio-department-of-education

Ohio Families and EducationOhio Teachers’ Homeroom

OhioEdDept

storify.com/ohioEdDept