New Standards for Mentoring Teacher Candidates for Career Success

Melanie BickleyClinical Placements, CLAS

Tom McCannDepartment of English

WELCOMEIntroductions

PurposeWhy are we

meeting this week?

Goals for Workshop(iii)

Functionality Assessment Mentorship 

Guidance and Support for edTPA Partnership 

Standards-BearerProblem Solving

What is quality teaching?Why are we “reinventing the wheel”?

Individual reflection (post-its):What does good teaching look like, sound like, and feel like?Where do standards fit into the vision?

Partners:Combine and distill observationsOrganize into a patternCommunicate

Sharing Your Vision

Graphic display on chart paper

Gallery

Explain: What do you expect of a good teacher?

Dr. Michelle FitzgeraldAssistant Superintendent for Curriculum and Instruction, Elmhurst CUSD 205

What is good teaching?

What do you expect of a good teacher?

Pattern of Experience for Beginners

Review of the Research(Supporting Beginning English Teachers, NCTE, 2005)

Identified ConcernsRelationshipsWorkload/Time ManagementKnowledge of Subject/Curriculum

Evaluation/GradingAutonomy/Control

HOW ARE NEW TEACHERS DIFFERENT FROM EXPERIENCED TEACHERS?

HOW CAN WE HELP NEW TEACHERS TO BE MORE LIKE THE EXPERIENCED TEACHERS THEY

ADMIRE?

OR,

Summary of Differences: StudentsNew Veteran

Controls behavior using rules and punishments

Emphasizes result of many assignments

Places faith in numerical grades

Forms positive relationships with students

Emphasizes process of few assignments

Uses multiple factors in making judgments

Summary of Differences: School/Dept.

New VeteranWorries about

judgments of supervisor; hesitant to admit difficulties

Unsure of what to do with curriculum

Does not make contributions that impact program

Confident of working relationship with supervisor; confident of his/her own strengths

Knows connections with the larger program

Can identify contributions to program

Summary of Differences: Other

New VeteranIs very

conscious of his/her physical characteristics

Relies on establishing an environment of shared mission

Why Instructional Coaching?Promotes professional growthFacilitates reflectionBuilds confidence

Moving Into a Coaching ModeBehavior that builds trust

What behaviors and attitudes are likely to cultivate a trusting relationship?

What behaviors and attitudes are likely to compromise trust?

Describe a Plan of Action

Instructional Coaching Basic Beliefs

Mentor Language Directive/InstructionalCollaborative

Instructional Coaching (cont.)Basic Steps/Tools/Skills

Positive PresuppositionsRapport/Active ListeningPositive Inquiry FrameParaphrasingAccuracyChoices/OptionsOwnershipReflection/Plan of Action

Modeling a Coaching SessionTypes of Conversations

ExploratoryGoalsReview

Questions, Attitudes and StemsDemonstrationRole Play Practice

Three observation protocols

Script-takingFollowing an instructional frameworkTracking discourseCoding

Practicing an observationNote takingReflective conversation

Review Workshop Materials

Co-op ResponsibilitiesKey Elements and Purposes

AssessmentsCalendar

Self-HelpWhat can new teachers do to helpthemselves?

Your Ideas

Suggestions in the Handbook

Coaching Practice• Work in Triads• Share notes• Prompt

reflection from a partner

• Set goals

DiscussionCalendar of ActivitiesWritten Assessments/FeedbackCoaching and EvaluationAssessments