Journey to EXCELLENCE

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Journey toEXCELLENCE

• Iowa Mentoring and Induction Model
• Session 3

Iowa State Education Association in partnership
with the Iowa Department of Education July 2008
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Session 3 Goals

• Welcome, Agenda, Update, Concerns, Parking Lot
• Ethics
• Module 2 A Continuum of Learning Focused
  Interaction
• Role of Formative Assessment
• Learning Project ITS 6 Classroom Management
• Data Collection Skills and Practice
• Evidence vs. Opinion
• Bias

JtE Session 2Slide 3
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Session 3 Goals

• Module 3Maximizing Time Attention by Attending
  Fully
• Classroom Management Resources
• Closing and Next Steps

JtE Session 3 Slide 2
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Evaluations

• Colors When are classes taught
• Classroom Management Tips
• Learning Projects in the morning
• Portfolios Artifacts Electronic vs Folder

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Ethics Standards

• Standard I Conviction of crimes, sexual or other
  immoral conduct with or toward a student, and
  child and dependent adult abuse
• Standard II Alcohol or drug abuse

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Ethics Standards

• Standard III Misrepresentation, falsification of
  information
• Standard IV Misuse of public funds and property
• Standard V Violations of contractual obligations

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Ethics Standards

• Standard VI Unethical practice toward other
  members of the profession, parents, students, and
  the community
• Standard VII Compliance with state law governing
  student loan obligations
• Standard VIII Incompetence

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You need to have a discussion about ethics with
your beginning educator

• Pick an area to discuss with your educator
• Why
• You are providing guidance and knowledge to your
  beginning educator
• You are also giving them key advice and knowledge
  on your districts/community norms
• Document
• Fill out a form to document your conversation

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Ethics

• Working alone with students
• Student Teacher Relationships
• Driving students home
• Testing for accountability
• Using Technology
• Professional Dress
• Board of Educational Examiners Issues

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What is the beginning educator working on?

• Ethics
• Processing the School Profile and Learning
  Project
• Learning Project 6
• Electronic Portfolios
• Classroom Management Resources and Tips
• Parent Teacher Conferences
• Organizing the Classroom for Learning

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Ready, Set, Recall

• Number your paper 1 10
• Draw a line below 3
• Write 3 ideas for finding time to meet with your
  beginning educator
• Stand up
• You have 4 minutes to collect and share ideas
  with others in the room.

JtE Session 2Slide 4
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Your input on ..

• Teaching Environment Profile
• Learning Project 1

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Journey to Excellence Learning Projects
JtE Session 2Slide 19
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Pacing of Learning Projects
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May
Year 1 Year 1 Year 1
LP Set Goals Identify Hopes LP Classroom Management LP Classroom Management LP Planning Preparation LP Planning Preparation LP Instruction LP Instruction LP Professional Growth Year One Celebration LP Professional Growth Year One Celebration ?
Year 2 Year 2 Year 2
LP1 2 LP Content Knowledge LP Content Knowledge LP Monitoring Student Learning LP Monitoring Student Learning LP Student Achievement LP Student Achievement LP Professional Growth Year Two Celebration LP Professional Growth Year Two Celebration ?
JtE Session 2Slide 21
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Learning Projects for Beginning Educators

•  First Year -
• ITS 6 Demonstrates competence in classroom
  management
• ITS 3 Demonstrates competence in planning and
  preparing for instruction by researching student
  and school demographics
• ITS 4 Uses strategies to deliver instruction
  that meets the multiple learning needs of
  students
• ITS 8 Professional Responsibilities

Each project is primarily based on one Iowa
Teaching Standard
JtE Session 2Slide 22
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Improving Student Achievement By Connecting
Initiatives INDUCTION
Focus
Study
Reflect
Plan
Apply
JtE Session 2Slide 23
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ITS 6 Classroom Management

• Learning Project

JtE Session 2Slide 28
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ITS 6 LEA

1. Creates a learning community that encourages
   positive social interaction, active engagement,
   and self-regulation for every student.
2. Establishes, communicates, models, and maintains
   standards of responsible student behavior.
3. Develops and implements classroom procedures and
   routines that support high expectations for
   student learning.
4. Uses instructional time effectively to maximize
   student achievement.
5. Creates a safe and purposeful learning
   environment.

JtE Session 2Slide 29
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LP Classroom Management

• Who? Mentor Beginning Educator
• What? Design and implement a plan based on a
  selected criterion
• When? Fall 2009
• How? Assess NeedsPlanImplementEvaluate
• Why? To increase the skills of the beginning
  educator in classroom management(student
  achievement)

JtE Session 2Slide 33
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LP Classroom Management
JtE Session 2Slide 34
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Learning Project 6

• Step One Assessing Needs
• The beginning educator will discuss with the
  mentor school and district discipline policies
  and procedures. With the help of the mentor, the
  beginning educator will review A Framework to
  Understanding the Iowa Teaching Standards and
  Criteria (ITS Framework) pages 39-43 in order to
  select a criterion for the focus of your study.
  As a result of this review, the beginning
  educator in consultation with her/his mentor
  selects one criterion for the focus of this
  learning project. The beginning educator
  highlights his/her current levels of performance
  for that criterion in the Framework book.
• (Activity)
• Step Two - Planning
• The beginning educator will develop a
  Learning-Focused Growth Plan to address the
  criterion using a learning-focused planning
  conversation. The mentor will work with the
  beginning educator to develop the plan. A plan
  will be created that includes (1) the focus for
  growth, (2) how the beginning educator will fill
  the knowledge gap, (3) implementation steps, (4)
  assessment/data collection, and (5) assistance
  options.
• The plan may include observing the mentor or
  other educators to learn how they practice the
  criterion that was selected. If needed, the
  mentor will identify articles on classroom
  management to read. Arrange for your mentor to
  later observe the class and take notes related to
  the selected criterion.

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Activity

• Objective Participants need to understand the
  components of each of the criterion
• Table Groups
• Look at your assigned Criterion (A E)
• On chart paper bullet points the important
  components of that criterion that all should know
  about.
• Pick a spokesperson

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Learning Project 6

• Step One Assessing Needs
• The beginning educator will discuss with the
  mentor school and district discipline policies
  and procedures. With the help of the mentor, the
  beginning educator will review A Framework to
  Understanding the Iowa Teaching Standards and
  Criteria (ITS Framework) pages 39-43 in order to
  select a criterion for the focus of your study.
  As a result of this review, the beginning
  educator in consultation with her/his mentor
  selects one criterion for the focus of this
  learning project. The beginning educator
  highlights his/her current levels of performance
  for that criterion in the Framework book.
• (Activity)
• Step Two - Planning
• The beginning educator will develop a
  Learning-Focused Growth Plan to address the
  criterion using a learning-focused planning
  conversation. The mentor will work with the
  beginning educator to develop the plan. A plan
  will be created that includes (1) the focus for
  growth, (2) how the beginning educator will fill
  the knowledge gap, (3) implementation steps, (4)
  assessment/data collection, and (5) assistance
  options.
• The plan may include observing the mentor or
  other educators to learn how they practice the
  criterion that was selected. If needed, the
  mentor will identify articles on classroom
  management to read. Arrange for your mentor to
  later observe the class and take notes related to
  the selected criterion.

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Learning Project 6

• Step Three - Implementing
• The beginning educator will carry-out the plan.
  The beginning educator will use the
  Learning-Focused Growth Plan Tracking Progress
  sheet to capture new learning's and questions as
  the plan is implemented. Please consult with your
  mentor as needs arise.
• The mentor will observe classroom of the
  beginning educator for about 20 minutes, taking
  notes focusing on the criterion. This should not
  be on the first day you are executing the plan.
  Hold a brief pre-observation conference with your
  mentor prior to the visit to inform your mentor
  of plans and related issues.

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Learning Project 6

• Step Four - Evaluating
• Following the observation, the beginning teacher
  completes the ITS 6 Self-Reflection.
• Then the beginning educator and mentor meet for a
  reflective conference. The mentor shares with the
  beginning educator notes from the observation.
  The beginning educator shares with the mentor the
  actions, results, the new learning's and new
  questions from implementing the plan.
• The conversation will include determining the
  degree to which the goal was achieved. Using the
  ITS Framework page of the criterion you have
  selected as the focus, take a different-colored
  highlighter, and identify the words that capture
  the nature of the beginning educators current
  practice by highlighting the appropriate
  descriptors under levels of performance for each
  of the elements. You may find the appropriate
  words in more than one column. Be as accurate as
  you can. (This is only for use by the beginning
  educator and mentor) In order to keep a running
  history, place the date of the self-assessment on
  the page and then highlight it with the same
  color.

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Standard 6Demonstrates competence in classroom
management
Criterion A The teacher creates a learning
community that encourages positive social
interaction, active engagement, and
self-regulation for every student.
Elements Unsatisfactory
2a(2) Creating an Environment of Respect and Rapport Student Interaction Student interactions are characterized by conflict, sarcasm or put-downs Students do not demonstrate negative behavior toward one another Student interactions are generally polite and respectful. Students demonstrate genuine caring for one another as individuals and as students
JtE Session 2Slide 35
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Standard 6Demonstrates competence in classroom
management
Begin with the End in Mind
Criterion A The teacher creates a learning
community that encourages positive social
interaction, active engagement, and
self-regulation for every student.
Elements Unsatisfactory
2a(2) Creating an Environment of Respect and Rapport Student Interaction Student interactions are characterized by conflict, sarcasm or put-downs Students do not demonstrate negative behavior toward one another 9-15-08 Student interactions are generally polite and respectful. Students demonstrate genuine caring for one another as individuals and as students
JtE Session 2Slide 36
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Classroom ManagementYour ideas

• Resources
• Name three strategies you would tell a new
  teacher about?

JtE Session 2Slide 39
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Where would you place your experiences?

• Teacher Evaluation

• Formative Assessment

JtE Session 2Slide 8
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Formative Assessment
JtE Session 2Slide 9
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Its FORMATIVE ASSESSMENT
JtE Session 2Slide 10
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FORMATIVE ASSESSMENT

• helping to shape, develop
• Webster
• the evidence is actually used to adapt the
  teaching to meet student needs.
• Inside the Black Box, Black Wiliam

JtE Session 2Slide 11
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Formative Assessment

• What do they know?
• What do they get?
• How will you change instruction from this
  information?

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Assessments FOR Learning(Stiggins)

• Reason --- to improve learning
• To inform students (involvement)
• To inform teachers (instruction)
• Focus -- is on learning targets
• Place in Time during the learning
• Teachers Role change standards into classroom
  targets, provide descriptive feedback, inform and
  involve students
• Students Role See the target, use results to
  improve learning and to set goals

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Examples of Formative Assessments

• Word Splash
• Graphic Organizers
• KU Strategies (FRAME,
• First Word
• Pre-Tests
• Bell Ringers
• Journaling
• Concept Maps
• Closing Thoughts
• Think Pair - Share

• Bar Graphs
• Thumbs Up and Thumbs Down
• Carousel Activities
• Quizzes
• Feedback Form
• Handout

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DATA COLLECTION SKILLS AND PRACTICE
JtE Session 3 Slide 5
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DATA COLLECTION SKILLS AND PRACTICE

• Note taking ---- gathering data
• Sequentialusing times
• Events gather data, then sort

JtE Session 3 Slide 6
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Data Collection

• Types of Observation Evidence
• Verbatim scripting of teacher or student comments
• Non-evaluative statements of observed teacher or
  student behavior
• Numeric information about time, student
  participation, resource use, etc.
• An observed aspect of the environment

JtE Session 3 Slide 7
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Data Collection

• Hints for note taking
• Record representative information words and
  actions of the teacher and students
• Once you begin to write, finish it
• Develop a personalized shorthand
• Abbreviate/eliminate vowels
• Abbreviate/eliminate prepositions
• Abbreviate common words (teacher, student..)
• Do not make judgments

JtE Session 3 Slide 8
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At Your Tables

• Select a note taker
• Brainstorm a list of 10 15 statements relating
  to what you might see or hear in a classroom
• Teacher
• Student
• Environment

JtE Session 3 Slide 9
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ITS 6 Video ClipApply/Practice

• Focus on Classroom Management
• Iowa Teaching Standard 6 Criteria
• As you view the teaching segment collect data
  (JUST THE FACTS) on what you see and hear

JtE Session 3 Slide 11
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Data Gathering Practice

• Describe the classroom you observe in the video
  clip

JtE Session 3 Slide 10
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Evidence? or ? Opinion
JtE Session 3 Slide 12
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Whats going on in this nursery rhyme?

• Humpty Dumpty sat on a wall,
• Humpty Dumpty had a great fall
• All the king's horses
• And all the kings men
• Couldnt put Humpty together again

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Whats going on in this nursery rhyme?

• Who says its an egg?
• Where does it say its an egg?
• There is no evidence of an egg
• Frank McCourt, 1999

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Evidence Just the Facts
JtE Session 3 Slide 15
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Bias

• What would cause you to have a positive
  perception of a classroom environment?
• What would cause you to have a negative
  perception of a classroom environment?
• How might this impact your data gathering?

JtE Session 3 Slide 17
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Sort the Data

• 1. What type of data did you gather?
• Qualitative?
• Quantitative?
• 2. Evidence or Opinion?
• Throw out opinions
• 3. Does it relate to this criterion?
• If not, throw it out

JtE Session 3 Slide 18
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Prepare for Reflective Conversations

• Mentor Put on your Coaching hat
• Beginning Educator Bring all documents, data
• Mentor and Beginning Educator 30 60 minute
  meeting

JtE Session 3 Slide 19
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Module 2 Continuum of Learning Focused
Interaction
JtE Session 2Slide 5
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Mentoring Matters by Lipton and Wellman
JtE Session 2Slide 6
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Module 3 Maximizing Time and Attention by
Attending Fully

• Change PowerPoint

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Assignments

• Conversation / Documentation about Ethics
• Iowa Teaching Standard 6 / Learning Project

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Classroom Management Ideas
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Thank you very much for coming!!

• THANK you very much for coming!
• Thank YOU very much for coming!
• Thank you VERY much for coming!
• Thank you very MUCH for coming!
• Thank you very much FOR coming!
• Thank you very much for COMING!

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Thank you very much for coming!!
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Closing, EvaluationThanks!!
JtE Session 2Slide 41