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Resident Educator
Full Day Orientation for RE’s and Mentors
BCESC Amanda Blanton & Jackie Miller
SOESCKim Adams & Kimberly Douglas
Orientation
1
Residency Yearly Outline “What do I need to know and do?” Who supports Whom?
What will the Program Coordinator do for the RE and Mentor?
What will the Mentor do to support my RE?
Resources to Ensure a Successful “Journey to Excellence” SMART GOALS Data Tools
Orientation Agenda
2
Residency is a time to practice, refine and gain a deeper understanding of the art and science
ofteaching under the guidance of a certified
mentor and
the support of a professional learning community.
What is Residency?
4
Ohio Resident Educator Program
Ohio Standards for the Teaching Profession (OSTP)
STANDARD 1: STUDENTSSTANDARD 2: CONTENTSTANDARD 3: ASSESSMENTSTANDARD 4: INSTRUCTION
STANDARD 5: LEARNING ENVIRONMENT
STANDARD 6: COLLABORATION AND COMMUNICATIONSTANDARD 7: PROFESSIONAL RESPONSIBILITY AND GROWTH
6
The Focus of Teaching and
Learning
The Conditions of Teaching and
Learning
Teaching as a Profession
The Ohio Continuum for Teacher Development delineates
five levels of teacher development.Level Describes
Emerging Pre-Licensure; the teacher education candidate
Developing Residency; the teacher whose skills are developing
Proficient The teacher who is applying knowledge and skills independently
Accomplished The teacher who is fully skilled and able to integrate knowledge and experience - in instruction, curriculum
and professional development - into practice
Distinguished A teacher leader, consistently innovative, contributing to the professional learning community
Ohio Resident Educator Program
7
Resident Educator
15
“What do I need to know and do?”
Years 1-3 Formative AssessmentProcesses and Tools
Resident Educator Self-AssessmentAssessment of Student LearningInstructional PlanningObservation (Informal/Formal)Professional Goal Setting ProcessEnd of Year Formative Progress Review (FPR)
Ohio Resident Educator Program
13
RE – Year 1 Timeline
13
RE – Year 1 Timeline
13
Red Expectations:• Assessment of Student Learning• Instructional Planning• Instructional Cycle 1, 2 and 3
Yellow Expectations:• Self Assessment (Pre)• Self Assessment (Post)
Green Expectations:• Observation (Formal and Informal)
Blue Expectations:• Goal Setting – Using Smart Goal Format• Mid-Year Goal Review – Refer to this check in when reflecting on
your FPR• End of Year Goal Review
RE will reflect, analyze
and upload their
evidence to
support this work in their end of
year FPR (Formativ
e Progress Review)
RE – Year 1 FPR
13
Collaboration is KEY
RE – Year 1 FPR
13
RE – Year 1 FPR
13
Step 1:List the 2 SMART goals you identified in your Year 1 Professional Goal-Setting Tool.
Step 2:Provide evidence that supports and describes the progress you have made toward meeting your Year 1 goals. [Please respond in 2-3 paragraphs.]Step 3:Respond to one (1) of the three (3) prompts: [Please respond in 2-3 paragraphs.]
• Prompt 1: 2 challenges you encountered in meeting your Year 1 goals
• Prompt 2: Discuss opportunities for ongoing professional collaboration, etc…
• Prompt 3: Process/Discussion of tracking 2 or more studentsStep 4:Mentor Reflection
Step 5:Program Coordinator Reflection
RE – Year 2 Timeline
13
RE – Year 2 Timeline
13
Red Expectations:• Assessment of Student Learning• Instructional Practices Lesson Study• Instructional Cycle(s)
Yellow Expectations:• Self Assessment (Pre)• Self Assessment (Post)
Green Expectations:• Observation (Formal and Informal)
Blue Expectations:• Goal Setting – Using Smart Goal Format• Mid-Year Goal Review – Refer to this check in when reflecting on
your FPR• End of Year Goal Review
RE will reflect, analyze
and upload their
evidence to
support this work in their end of
year FPR (Formativ
e Progress Review)
RE – Year 2 FPR
Important Roles in the FPR ProcessResident Educator:
Submits detailed written responses to Prompts 1, 2, 3
and 4
Mentor:Develops Questions for the RE that engage the
RE intodeeper analysis of the FPR prompts and guides
the collaborative conversation following FPR
completion.
Program Coordinator:Oversees the FPR process to insure that it is
completedand enters completion data in CORE
RE – Purposes of Year 2 FPR
13
Preparation for the RESA is Key
• Synthesize evidence of practice
• Reflect on communication and professional growth in year 2.
• Engage in tasks that stimulate the Resident Educator Summative Assessment (RESA)
RE – Year 2 Part 1 FPR
13
Part 1 (pages 1-4):
Includes 4 prompts to be completed by the RE:
1.Instructional Cycle (required)
2.Lesson Analysis (Optional)3.Communication (Required)4.Professional Growth and
Collaboration (Required)
RE – Year 2 – Part 2 FPR
13
Part 2 (page 5)
• Invites the Mentor to facilitate the FPR through inquiry
• This Inquiry process engages the RE in deeper analysis of FPR responses
RE – Year 2 – Prompt 2 FPR
13
RE – Year 2 – Prompt 3 FPR
13
RE – Year 2 – Prompt 4 FPR
13
RE – Year 2 Mentor Prompt
13
Inquiry
RE – Year 3 Timeline (Non-RESA)
13
RE – Year 3 Timeline (Non-RESA)
13
Red Expectations:• Assessment of Student Learning
• Analysis of Teacher Use of Tools• Instructional Practices Lesson Study
• Analysis of Student Performance• Instructional Cycle(s)
• Analysis of Connections among Lesson Design, lesson delivery and student learning in various areas
Yellow Expectations:• Self Assessment (Pre)• Self Assessment (Post)
Green Expectations:• Observation (Formal and Informal)
Blue Expectations:• Goal Setting – Using Smart Goal Format• Mid-Year Goal Review – Refer to this check in when reflecting on
your FPR• End of Year Goal Review
RE will reflect, analyze
and upload their
evidence to
support this work in their end of
year FPR (Formativ
e Progress Review)
RE – RESA Timeline
13
RE – RESA Tasks
13
Resident Educator: Years 3-4
During YEARS 3-4 of the Resident Educator Program, the Resident Educator will
YEAR 3 Prepare for summative assessment
Year 3/4 Successfully complete summative assessment
Year 4 Participate in professional development and leadership roles Re-take any deficient portions of summative assessment Complete Resident Educator program requirements then apply
for the 5-year professional license which includes securing the signatures of the mentor and superintendent or designee
18
System of Support
What will the
MENTORdo to support
the RE?
24
Mentor
To provide support for the RE program, the mentor will
Attend all required training to obtain certification
Communicate with the Resident Educator, program coordinator and principal
Respect the confidential relationship with the Resident Educator and principal
Support the Resident Educator through the use of formative assessment processes, protocols and tools
Collaborate with the program coordinator to complete end-of-year Formative Progress Review
25
Let’s Review (Self Assessment)
Mentor: Year 2 and Year 3 (Non RESA)Facilitator: Year 3 and Year 4 (RESA)
YEAR 2: Provide in-depth instructional mentoring of Year 2 timeline
One-to-one mentoring, co-teaching and/or cohort collaboration
YEAR 3 MENTOR (NON RESA): Continue in-depth instructional mentoring noted above
Year 3 Facilitator (RESA): Support the RE in preparing for their RESA Tasks
YEAR 4: Facilitate and support the Resident Educator to “re-take“
deficientportions of summative assessment
Facilitate Resident Educator participation in professional development and leadership activities
26
25
Why SMART Goals?
Goals that state a Desired Future Achievement
SMART Goals assist in “getting focused”
SMART goals help define exactly what the “future state” looks like
SMART goals measure the progress of achieving the “future state”
SMART goals demonstrate how work “aligns” and relates to overall focus
S – Specific
M – Measureable
A – Attainable
R – Realistic/Relevant/Results Oriented
T - Timely
SMART Goals
25
How To Write SMART Goals
S - Specific• Well Defined, the outcome is clear• Clear to ANYONE who has basic knowledge of the
project• Provides enough detail so there is no indecision as to
what is to be donePoor Example
I will lose weight.
Better Example
I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.
25
How To Write SMART Goals
S - Specific5 – W’sWho is involved?
What do I want to accomplish?
Why is this goal important?
Where will the action take place?
When will the goal be achieved?
For Educators link to the bigger picture – school goals/climate.
25
How To Write SMART Goals
M - Measurable• Know if the goal is obtainable and how far way the completion
date is• Know when it has been achieved • Identify the measurement instrument to be used• Able to determine if it has been achieved because you can count
it or see itPoor Example
I will lose weight.
Better Example
I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.
25
How To Write SMART Goals
M - Measurable
How Many?
How Much?
How will I know when it is accomplished?
To What degree?
25
How To Write SMART Goals
A - Attainable• Agreement with all the stakeholders what the goals should be• Achievable a goal may be a stretch, but is possible with the
current team and resources• Clearly defined steps
Poor Example
I will lose weight.
Better Example
I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.
25
How To Write SMART Goals
R - Realistic• Who is the main person responsible?• Who are the support people?• What are the urgent needs?• The goal is aligned with the results expected and the direction
provided by the district CSIP and building goals.
Poor Example
I will lose weight.
Better Example
I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.
25
How To Write SMART Goals
T - Timely• A specific date has been set for achieving the
goal• Time is appropriate for keeping goal
performance focused and on targetPoor Example
I will lose weight.
Better Example
I will lose 5 lbs by June 1 by eliminating sugar from my diet and walking 10,000 steps a day.
25
How To Write SMART Goals
Long Term Goals
~VS~
Short Term Goals
25
Writing SMART GoalsGoal:
Specific • Well-defined, the outcome is clear• Clear to anyone who has a basic knowledge of the project• Provides enough detail so there is no indecision as to what is
to be done
Measurable
• Know if the goal is obtainable and how far away the completion is
• Know when it has been achieved• Identify the measurement instrument to be used• Able to determine if it has been achieved because you can
count it or see it
Attainable • Agreement with all the stakeholders what the goals should be• Achievable; a goal may be a stretch, but it is possible with the
current team and resources• Clearly defined steps
Realistic • Who is the main person responsible?• Who are the support people?• What are the urgent needs?• The goal is aligned with the results expected and the direction
provided by the district CSIP and building goals
Timely • A specific date has been set for achieving the goal• Time is appropriate for keeping goal performance focused and
on target
25
How To Write SMART Goals
25
Writing SMART Goals
Original: This year every student will show evidence of one year of growth in mathematics.
• SMART Goal: During the 2013-14 school year, 85% of all students will improved their math problem solving skills as measured by a 1.0 year gain in national grade equivalent growth from the 2013-14 to the 2014-15 ITBS math problem solving sub test.
25
Improve this goal…..
Example Goal 1:
I will improve my proximity and attention to students to enhance
student learning by staying focused on classroom activities and actively assessing learner
engagement.
25
Now it is your turn…..
State an intention to Engage in Learning (action verb)
Describe an Area of Focus
(What?)
Include the Relevance
(Why?)
Add the Activities
that will get you there
(how?)
Predict a completion
date(When?)
Example Goal 1:I will improve my proximity and attention to students
to enhance student learning by staying focused on classroom activities and actively assessing learner
engagement.
I will improv
e
Proximity and
attention
Enhance Student Learning
By staying focused on activities
and formatively assessing
25
Improve this goal…..
Example Goal 2:
I will make explicit connections from one lesson to the next, to
improve student comprehension of my content area and show my mentor evidence of the same at
our next meeting.
25
Now it is your turn…..
State an intention to Engage in Learning (action verb)
Describe an Area of Focus
(What?)
Include the Relevance
(Why?)
Add the Activities that will get you there
(how?)
Predict a completion
date(When?)
I will make
connections
Lesson to lesson
To improve student
comprehension
By the next
meeting
Example Goal 2:
I will make explicit connections from one lesson to the next, to improve student comprehension of my content area and show my mentor evidence of the same at our
next meeting.
25
Improve this goal…..
This year every student will show evidence of one year of growth in mathematics.
25
Now it is your turn…..
State an intention to Engage in Learning (action verb)
Describe an Area of Focus
(What?)
Include the Relevance
(Why?)
Add the Activities
that will get you there
(how?)
Predict a completion
date(When?)
25
One more thing about goals…..
What are appropriate goals?What are important goals?What kinds of goals are worthwhile?
“Helping Teachers Set Goals” by Thomas McGreal from Ed Leadership 2/80
25
There are three categories of goals:
Program Goals:
• To review and make appropriate changes in a 7th grade ELA program
• To introduce the new reading series to the 2nd grade team• To improve articulation between science programs in 4th
and 5th grade• To review the thematic units used in my 5th grade social
studies program
25
There are three categories of goals:
Learner Goals:
• At least 80 % of the students will be able to correctly solve at least 80% of the problems on a long division test.
• The students will be able to demonstrate the ability to write a descriptive essay by scoring a 3 on a 4 point rubric by the end of the first semester.
• At least 70% of my students will be reading at grade level by February 15.
25
There are three categories of goals:
Teaching Goals:
• Tailor my questioning style to meet the needs of different ability groups in my classroom
• Develop procedures for increasing the amount and quality of student-teacher verbal interaction during classroom discussions
• Use formal cooperative learning strategies involving heterogeneous groups to help students prepare for unit tests.
SMART Goals Quiz
OTES Framework—Professional Growth Plan
58
What is your Goal?
Informal Observation Notes
Previous FPR
reflection
Self Assessment Summary Sheet
Self Assessment
http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html
Reflection of LessonBegin by opening your Resident
Educator Folder at:http://www.southernohioesc.org/
Where do I begin? The Data Measures Inventory tool asks mentors and Resident Educators to examine basic demographic data and gather formative assessment data to determine student learning priorities and eventually to monitor student progress.
Assessment of Student Learning (Red Expectations)
2012-2013 Report DataAnywhere Local Schools
Look By:DistrictBuilding
Assessment of Student Learning
Coming in 2015• K-3 Literacy• Prepared for Success
Assessment of Student Learning (Red Expectations)
District/Subject Value-Added Report:
5 Most Effective
4 Above Average
3 Average
2 Approaching Average
1 Least Effective
Achievement –vs- Value Added Matrix
P.I. Score Achievement Line
Value Added Line Standard
Deviation
Achievement –vs- Value Added Matrix
Learning Above Value Added Low Achievement
Lagging Below Value Added Low Achievement
Lucky Below Value Added High Achievement
Leading Above Value Added High
Achievement
District Value Added Report
Diagnostic (Building Level)
Diagnostic (Teacher Level)
Drill Down to Student List
Student Projections in EVAAS
Assessment of Student Learning (Red Expectations)
SUCCESS Website
http://portal.success-ode-state-oh-us.info/
Assessment of Student Learning
Pull most current testing data and look at student weaknesses by strands, etc…
Assessment of Student Learning
Compare your school
performance to that of the state
Assessment of Student Learning
Get all testing history on a
given student
Other Data Sources…….
Renaissance PlaceAIMSwebMAP TestingProCore
Talk to your administrators….
Class Profile tool empowers Resident Educators with theinformation necessary to create a class profile to inform their understanding of the students’ varied learning needs.
The Intentional Instructional Grouping tool allows Resident Educators to use data tointentionally group students for various activities specific to students’ learning goals.
This data tool allows Resident Educators to identify a limited number of students andmonitor their learning in depth.
Effective teaching is a dynamic mixture of expertise in a vast array of instructional
strategies combined with a profound understanding of the individual students
in class and their needs at particular points in time.
Berliner in Marzano (2007) The Art and Science of Teaching
Instructional Planning: Cycles 1, 2 & 3 Translate data gathered into action Action influences instruction Explore the “thinking behind the thinking” in
instructional planning Reflect on the lesson after the instruction Examine student work to monitor student learning
The Power of Connection and
Reflection
Reflection and Revision: Analyzing Individual Student Workenables resident educators to examine their practice through the in-depth analysis of the two students they previously identified in the Monitoring of Student Learning protocol. Multiple sources of student
artifacts should be collected to support the analysis of each student’s work.
1. Review the highlighted questions found on Instructional Cycle 1
2. Next, using your lesson plan or a plan that has been provided to you begin the reflection process.
3. Record your responses to the Instructional Cycle Document. Use paper-pencil or electronic version.
Guiding Questions for Examining Student Work Is the work good enough, that is, does it meet our expectations for
high quality work? What is “good enough,” and how can we illustrate good work for
students? What do the students’ responses indicate about the effectiveness
of a prompt or assignment? Have you attempted this task as written? How might this assignment be improved to support high-quality student performance?
What does the work tell about how well the student understands the topic of the assignment?
How does the range of work from a single student demonstrate growth in (_____) over time? To what extent is the student challenging him-or herself? In what ways?
Are there patterns and trends that relate to the class profile information?
How will this information be used in future lesson and assessment design?
From Looking Together at Student Work by Blythe, Allen & Powell (1999)
Elements of an Effective Lesson
How is it possible for a teacher to include every element of an
effective lesson in a lesson plan and deliver an ineffective
lesson?
Pre-Conference Observation Activity
• Review the Physical Education lesson plan. (Pg.126)
• Generate five questions that you would ask of this teacher in a pre-conference regarding the lesson plan.
89
http://nietbestpractices.org/ohio/Navigation/TrainingModules/InstructionalPlanning/FocusforLearning/tabid/884/Default.aspx
Watch Pre Conference
91
Collecting/Capturing EvidenceCapture:• What the teacher says• What the teacher does• What the students say• What the students do• Copy wording from visuals used during the
lesson• Record time segments of lesson
92
Watch PE Lesson
93
Bringing it all Together
How was this evaluation tied to Goal 2 of the Professional Growth Plan?
Why is it important to tie some evaluative conferences directly to the Growth Plan?
94
http://www.youtube.com/watch?v=81Ub0SMxZQo
First Step After Today…..Set up your SAFE
Account
SMART Goal QuizGoal Number TYPE
P/L/T?S.M.A.R.T
Y/N?
1
2
3
4
5
6
7
8
9
10
L NPTLLPTLPT Y
N
NNNYYYY
…How can we be reflective practitioners if the experience from which we’re supposed to be learning disappears from view as soon as it happens?…an answer to this question is “artifacts.” Artifacts are things– objects, tools, instruments– that human beings construct because they are needed but don’t exist in nature. Constructing an artifact is by definition an unnatural act. And yet, I would argue that artifacts are the key to learning by experience.
Lee Shulmann (2002) Forgive & Remember: Launching the Next Generation of Teachers
Both the support of teacher development and the evaluation of teacher performance require evidence of practice…. Conversations about teaching must be grounded in actual events, in actions or statements, in artifacts, or in decisions teachers have made. Without such grounding, impressions of teachers’ skills are based entirely on the observers’ own idiosyncratic views of teaching and their understandings of what has occurred and what those events mean…. Mentors and coaches, no less than evaluators, depend for their work on evidence of practice.
Charlotte Danielson (2008) The Handbook of Professional Practice
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