Lead. inspire. teach. Welcome! Mentor Collaboration working together to increase student achievement

lead. inspire. teach.

Welcome!

Mentor Collaborationworking together to increase student achievement


Training Topic Focus

ASU iTeachAZ Presenting Instructional

Content


Celebrate!!

Please sign in and take a seat

Think about something great that has happened with your Teacher Candidate and complete the

“Celebration!!!” sheet. Be prepared to share with the mentors at your table.


Reflect

How you might respond in the following situation: While reviewing your TC’s lesson plan, you noticed that the TC doesn’t have anything noted where they will be specifically modeling the expectations of the lesson as well as an unclear allotment of time for each activity and procedure. How would you give them feedback to help them with this?


Discuss your ideas for supporting the TC in ensuring that they have effectively modeled their expectations and their communication is clear and concise.

How will you coach your TC?

Stand Up, Hand Up, Pair Up

Timed Pair Share


iTeachAZ Key Features

The 4 key Features of

iTeachAZ


Agenda

Case Study Reflection 5 min

Coursework Update 5 min

Co-teaching 20 min

Mentoring Skill: Coaching Your TC Presenting Instructional Content

60 min

Closing/Evaluation 5 min


Objectives

• Review coursework expectations

• Create a plan for maximizing student achievement by utilizing the _________ Co-teaching approach

• Build coaching capacity to support TC growth in effectively presenting instructional content for their lessons


Review the newsletter for upcoming assignments

What questions to you have about upcoming assignments?


Coursework Update

SAMPLE


Agenda



Co-teaching 20 min

Mentoring Skill: Coaching Your TC in Activities & Materials

60 min



TC Expectations

Week Co-Teaching Strategies Teacher Candidate Responsibility

Weeks 1-4 One Teach, One Observe; One Teach, One Assist; Alternative Teaching

Assume partial responsibility for leading classroom routines (attendance, bell work, dismissal, etc.) Co-plan and lead small group activities

Weeks 5-9 Any of the above strategies as well as Station Teaching, Parallel Teaching, and Team Teaching

Co-plan and lead in one subject area/class period

Weeks 10-15 Any co-teaching strategy appropriate for the subject areas being taught

Co-plan and lead in two subject areas/class period

Weeks 16-20 Any co-teaching strategy appropriate for the subject areas being taught

Co-plan and lead in three subject areas/class period

Weeks 21-30 and beyond

Any co-teaching strategy appropriate for the subject areas being taught

Co-plan and lead all subject areas/periods

Single Placement Senior Year Residency Progression


Co-Teaching Data

SAMPLE


Co-teaching

• According to our Walkthrough and Bi-weekly survey data, ________ Teaching is occurring _____% of the time.

• How can we use __________ teaching to support student learning?


_______________ Teaching

• OVERVIEW/DEFINITION– Add definition of the co-teaching strategy


Examples

• WHEN TO USE Add examples of when to use the co-

teaching strategy


Reflect

• Work with a teammate to create a plan to maximize student learning by identifying 1 subject in which ______________can be be applied.

• Share out your plans (Round Robin)!


Agenda



Co-teaching 20 min

Mentoring Skill: Coaching Your TC in Presenting Instructional Content

60 min



Agenda and Objectives

• PA Data• Review Coaching Cycle and

Preview Coaching Questions for Presenting Instructional Content

• Determine the meaning effectively presenting instructional content

• Watch examples of teachers effectively presenting instructional content

• Evaluate a lesson plan and incorporate effective times to use effective visuals, model, and clear communication

• Build coaching capacity to support TC growth developing skills to effectively present instructional content.


PA 1 and 2 Cohort Averages

Sample


PA 1 and 2 Cohort Averages Sample


Coaching Cycle


Coaching Questions

• How do you maintain focus on the learning objective during a lesson?

• How do students clearly know your expectations for their assignments and for what they are to learn?

• When planning a lesson, how do you decide on the sequencing of the instruction within the lesson?

• How do you decide on the types of visuals you will use during a lesson?


InTASC

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.


What is “Backward Design?”

One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform (Wiggins and McTighe, 2000, page 8).


What is Backward Design?

Consensus Elements

Take a minute to write your personal definition of “backwards design” as it relates to presenting instructional content


Planning Process

The design process involves teachers planning in 3 stages, each with a focusing question:


Presenting Instructional Content

What does TAP Say About Presenting Instructional Content?




• visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson

It is NOT………..

“Here everybody, look at this chart”



• It is….


Planning Rubric Descriptor

• examples, illustrations, analogies, and labels for new concepts and ideas;


Just talking to them



• It is….

http://www.youtube.com/watch?v=n2i-Uz95SRs&noredirect=1



• modeling by the teacher to demonstrate his or her performance expectations;

• concise communication;


Sitting at your desk, sitting with one student



• logical sequencing and segmenting;


Taking too long to get through an activity or procedure….



• It is


Making a Connection

Work with a partner to evaluate the following from a lesson plan:

Where could you see examples of visuals that establish the purpose of the lesson, and the inclusion of internal summaries?

Where do you see examples, illustrations, and analogies along with labels for new concepts and ideas?

Where do you see modeling to demonstrate performance expectations?

Where do you see examples of concise communication, along with the planned logical sequencing and segmenting?


• Your task:– Work with your partner, find the examples

from your indicator in the lesson plan, decide whether or not it was effective, and if it is or isn’t determine why? Also, incorporate how you would have this discussion with a TC to coach them through it.


Mentor As Coach

• In your role as a coach, how can you support your teacher candidate in effectively presenting the instructional content.

Inside, Outside Circle

Timed Paired Share


Coaching Cycle


Coaching Cycle


Pre-Conference Questions

• What are you going to do to ensure that students understand the content?

• How will you model / explain / demonstrate the new material?

• What will students do to practice and apply the content?• Based on the content, student needs, and teacher

strengths, which co-teaching approach will maximize student achievement? How will teachers share responsibility for preparing materials, instructing, and assessing student learning?


TAP/Standards & Objectives

Presenting Instructional

Content

Presenting Instructional

Content

• visuals that establish the

purpose of the lesson, preview the

organization of the lesson, and

include internal summaries of the

lesson;

• visuals that establish the

purpose of the lesson, preview the

organization of the lesson, and

include internal summaries of the

lesson;

examples,

illustrations,

analogies,

and labels for

new concepts

and ideas;

concise communication;logical sequencing and

segmenting;


Objectives

• Review coursework expectations

• Create a plan for maximizing student achievement by utilizing the _________ Co-teaching approach

• Build coaching capacity to support TC growth in developing their skills with effectively presenting instructional content


Action Plan Summary

• Support your TC in implementing _________ co-teaching in at least one lesson per day.

• When pre-conferencing with your TC, ensure he/she has used the TAP rubric to be sure it is proficient.

• Be ready to support your TC by providing explicit examples and strategies to help them with effectively presenting instructional content beginning with their lesson plans before execution.


Thank You!

• Next meeting date is _____________

• Please complete the Survey evaluation following this meeting. The survey will be forwarded to you.


Documents

Lead. inspire. teach. Welcome! Mentor Collaboration working together to increase student achievement