Skill Building Welcome/Introduction. Purpose and Outcome Purpose: To have participants feel comfortable in the learning environment To acquaint participants

Skill Building

Welcome/Introduction

Purpose and Outcome

Purpose: • To have participants feel comfortable in the learning

environment• To acquaint participants with new colleagues Outcomes:• Support Providers will build a collegial environment

in which their learning is enhanced through connections to others throughout the training.

Questions: 1. When did you become a BTSA Support Provider? 2. What enticed you to become a Support Provider? 3. What are you hoping to learn from BTSA? 4. What has been the most positive experience with BTSA so far? 5. What do you like to do for fun?

Greetings

Colleague School Common Interests Can Provide Ideas

On… Has Resources On…

1.

2.

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Fast Pitch• Please return to your seats.

• You may wish to make notes about your contacts for future reference.

BTSA Induction Historical Perspective

Skill Building Two

Purpose

• Provide Support Providers with a historical perspective as well as the evolution of the BTSA program

• Provide Support Providers with an understanding of the implications these changes have on program and district responsibilities

• Provide Support Providers the rationale for high quality Induction Programs

Outcomes• Support Providers will have an overview of the

historical perspective and evolution of the BTSA program

• Support Providers will gain a holistic understanding of the changes, and the implications these changes have on their role as a support provider

• Support Providers will gain an understanding of the importance of high quality Induction Programs

California’s Teacher Supply

• 309,000 teachers in California Public schools

• 37,000 First and second year teachers

• 22,419 New teachers certified annually in California

• 15,549 Uncertified teachers (degree only, no credential)

• 100,000 Teachers expected to retire in the next 10 yrs

The Center for the Future of Teaching and Learning , 2007

Fiscal Impact for Teacher Replacement

• The teacher dropout problem is costing the nation billions of dollars, draining resources, diminishing teaching quality, and undermining the nation’s ability to close the student achievement gap, according to a new policy brief released recently by the National Commission on Teaching and America’s Future (NCTAF)

• NCTAF estimates that the national cost of public school teacher turnover could be over $7.3 billion a year

National Commission for Teaching and America's Future - June 20, 2007

Historical Perspective1988 SB 148

1989-1991 CNTPPilot, Research & Development

1992-1997 SB 1422

1997 AB 1266

2002 SB 2042

2004 AB 2210

Legislative Call for Action: SB 1209• “The commission shall review induction

programs to determine whether local teacher induction programs are meeting standards of quality and effectiveness adopted pursuant to subdivision (b) and to assure greater program quality and consistency. The commission shall schedule regular reviews following the initial review of programs pursuant to this subdivision.”

Scribe-Share-Pack

1. Think about how you might use the information you’ve learned regarding the BTSA historical perspective in your work as a Support Provider

2. Share your ideas with others at your table

3. Write down any new ideas and note any that you would like to use

Learning to Teach System

Skill Building Three

Purpose

• To inform teachers about the current teacher credentialing structure for Multiple and Single Subject teachers

Outcomes

• Understand the Learning to Teach Continuum established by SB 2042

• Familiarize participants with learning goals and assessment tools used for teachers working toward a preliminary credential

• Familiarize participants with learning goals and assessment tools used for teachers working toward a professional credential

Learning to Teach Continuum (SB 2042 Credential Structure for MS/SS Credentials)

Credential is valid forthe life of the holder aslong as renewal fee and evidence ofmeeting professionalfitness are submittedevery five years.

Ongoing professional growth is theresponsibility of thecredential holder andbased on anyrequirements theemploying schooldistrict may have.P

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Internship Program

InductionProgram

Advanced Curriculum Demonstration

Formative Assessment and Support

Frequent Reflection on Practice

Individual Induction Plan

Application of Prior Knowledge

Preliminary Credential

PreparationProfessional Credential


Renewal

Teaching Performance

Assessment (TPA)

Think, WRITE . . .

• What have you noticed about new teachers recently?

• In what ways may the Learning to Teach System impact the level of teacher quality?

Pair, Share . . .

Teaching Performance Expectations (TPE)

Definition:

Criteria by which Multiple Subject and Single Subject credential candidates are evaluated for recommendation for a preliminary teaching credential.

Teaching Performance Expectations

Domain A Making Subject Matter ComprehensibleDomain B Assessing Student LearningDomain C Engaging and Supporting Students in

LearningDomain D Planning Instruction and Designing

Learning Experiences for Students Domain E Creating and Maintaining Effective

Environments for Student LearningDomain F Developing as a Professional Educator

Domain A:MAKING SUBJECT MATTERCOMPREHENSIBLE TO STUDENTS

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction

Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments

Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments

Domain B:ASSESSING STUDENT LEARNING

TPE 2: Monitoring Student Learning During Instruction

TPE 3: Interpretation and Use of Assessments

Domain C: ENGAGING AND SUPPORTING STUDENTS IN LEARNING

TPE 4: Making Content Accessible

TPE 5: Student Engagement

TPE 6: Developmentally Appropriate Teaching Practices Developmentally Appropriate Practices in Grades K-3 Developmentally Appropriate Practices in Grades 4-8 Developmentally Appropriate Practices in Grades 9-12

TPE 7: Teaching English Learners

Domain D:PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS

TPE 8: Learning about Students

TPE 9: Instructional Planning

Domain E:CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

TPE 10: Instructional Time

TPE 11: Social Environment

Domain F:DEVELOPING AS A PROFESSIONALEDUCATOR

TPE 12: Professional, Legal, and Ethical Obligations

TPE 13: Professional Growth

Teaching Performance Assessments (TPA) are directly linked to the

Teaching Performance Expectations (TPE)

Teaching Performance Assessment (TPA) Background

1998 Passage of SB 2042 Revision of teacher credentialing standards

1999-2002 Development work on the TPA models

2003-present Implementation delayed due to state budget crisis and requests from the legislature and others

2006 Implementation required by SB 1209 as of July 1, 2008 (Chap. 517, Stats. 2006)

Teaching Performance Assessment (TPA)

An assessment that requires candidates to demonstrate through their performance with K-12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher, as exemplified in the Teaching Performance Expectations (TPEs).

Teaching Performance Assessment (TPA)

• Measures aspects of the Teaching Performance Expectations (TPEs)

• Used to provide formative feedback as well as a summative measure of teaching performance

• Embedded in teacher preparation experience

What are the Purposes of the Teaching Performance

Assessment?

To help teacher candidates grow as professionals

To assure the education profession and the public that teachers meet high professional standards

Teaching Performance Assessment (TPA) Models

Currently two approved models: CalTPA and PACT. A third model is under review.

All TPA models require Commission approval

Programs must implement an approved TPA model

All models contain tasks that candidates complete to demonstrate mastery of the Teaching Performance Expectations (TPEs)




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Renewal


Assessment (TPA)

Think, WRITE…

How could the information regarding Teaching Performance Assessments (TPAs) provide a frame for Participating Teachers skills, abilities, and experiences as they enter induction?

Choose one idea to share out in the room after Table Talk time.

Table Talk




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Assessment (TPA)

Guiding Standards for Teacher Preparation

and Teacher Induction

Skill Building Four

Purpose

To provide support providers a deeper examination of the Teacher Preparation Expectations (TPEs), California Standards for the Teaching Profession (CSTP), and the Induction Standards and how they interconnect in the preparation of new teachers

Outcomes

• Support Providers will gain a deeper understanding of the interconnectedness between the teaching standards from pre-service to Induction

• Support Providers will understand how to facilitate new teacher growth through the lens of the TPEs, CSTP, and the Induction Standards

• Teacher Preparation

Teacher Performance Teacher Performance Expectations (TPE)Expectations (TPE)

Standards of Quality and Standards of Quality and Effectiveness for Effectiveness for Professional Teacher Professional Teacher PreparationPreparation Programs Programs

• Teacher Induction

California Standards for California Standards for the Teaching Profession the Teaching Profession (CSTP)(CSTP)

Standards of Quality and Standards of Quality and Effectiveness for Effectiveness for Professional Teacher Professional Teacher InductionInduction Programs Programs

Academic Content Standards

Descriptions of Professional Practice for California Teachers

Comparing Teaching Criteria

• Pre-service Teacher Preparation: Teaching Performance Expectations

(TPEs)

• Post Pre-service Teacher Preparation: California Standards for the Teaching

Profession

(CSTP)

Comparing Teaching CriteriaTPE Domain A:

Making Subject Matter Comprehensible To Students

TPE 1 Specific Pedagogical Skills for Subject Matter Instructiona) Subject-Specific

Pedagogical Skills for Multiple Subject Teaching Assignments

b) Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments

CSTP 3: Understanding and Organizing Subject Matter For Student Learning3.1 Demonstrating knowledge

of subject matter and student development

3.2 Organizing curriculum to support student understanding of subject matter

3.3 Interrelating ideas and information within and across subject matter areas

and . . .and . . .

Comparing Teaching CriteriaComparing Teaching Criteria

TPE Domain B: Assessing Student Learning

TPE 2

Monitoring Student Learning During Instruction

TPE 3

Interpretation and Use of Assessments

CSTP 5: Assessing Student Learning5.1 Establishing and

communicating learning goals for all students

5.2 Collecting and using multiple sources of information to assess student learning

5.3 Involving and guiding all students in assessing their own learning

and . . .

A Closer Look at the California Standards for the

Teaching Profession

(CSTP)

California Standards for the Teaching Profession (CSTP)

Definition:

Standards of wStandards of what teachers should know and be able to do

CSTP Booklet Walkthrough

• Page 5 narrative description

• key elementsquestions

• Page 23 Same information but different format

• Appendix A Teaching Performance Expectations

The Six CSTP

1. Engaging and supporting all students in learning (TPE Domain C)

2. Creating and maintaining effective environments for student learning

(TPE Domain E)

3. Understanding and organizing subject matter for student learning (TPE Domain A)

The Six CSTP4. Planning instruction and designing learning

experiences for all students (TPE Domain D)

5. Assessing student learning (TPE Domain B)

6. Developing as a professional educator (TPE Domain F)

Four Ways to Use CSTP

• To provide a common language to talk about To provide a common language to talk about classroom practiceclassroom practice

• To help identify areas of strength and areas for To help identify areas of strength and areas for professional growthprofessional growth

• To guide the design and implementation of To guide the design and implementation of professional development experiencesprofessional development experiences

• To link teacher preparation with induction and To link teacher preparation with induction and ongoing professional developmentongoing professional development

Standards of Quality and Effectiveness for Professional

Teacher Preparation Programs

Standards of Quality and Effectiveness for Professional Teacher Induction Programs

A Tale of Two Program Standards

• Standard 8 Teacher Preparation:

Pedagogical Preparation for Subject-Specific Content Instruction

• Standard 5 Teacher Induction:

Pedagogy



Equity, Diversity and Access to the Core Curriculum for All Children


Universal Access:

Equity for All Students



Preparation to Teach English Learners


Universal Access:

Teaching English Learners



Preparation to Teach Special Populations in the General Education Classroom


Universal Access:

Teaching Special Populations

Comparing the Standards

How does Induction BUILD UPON what teachers learn through their Teacher Preparation Programs?

Reflect….

Write….

Share….

Guiding Standards for Induction Programs

• Academic Content Standards

• California Standards for the Teaching Profession (CSTP)

• Standards of Quality and Effectiveness for Professional Teacher Induction Programs

Implications for Support

Academic Content Standards

• Support Providers need to be aware of Participating Teacher’s Content Standards (Grade Level/Content Area)


California Standards for the Teaching Profession (CSTP)

Support Providers assist and observe teachers using the CSTP as the measure of their practice.


Standards of Quality and Effectiveness for Professional Teacher Induction Programs

• Support Providers assist and support Participating Teachers in understanding and demonstrating Induction Standards.

FACT Overview

Skill Building Five

Purpose

• To provide an overview of the foundational concepts in the design of the FACT System

• To provide a preview of the major tools and reflective conversation structures within the Modules of the FACT System

Outcomes

• Support Providers begin to create a scaffold for the FACT System that can be articulated with Participating Teachers including rationale for the induction experience

• Support Providers will understand and be able to articulate the relationship between the foundations, processes and structures of the FACT System

FACT System

Formative Assessment for California Teachers (FACT) System

is a reflective assessment and support process designed to help participants

continue their development as teachers.

Around the Room and Back Again

As a new teacher, what are some of the considerations and desires you recall or would have had in your first two years?

Brainstorm as many as possible as a table group and write each one on a separate post-it

Walk around the room and collect as many additional ideas as you can from your colleagues while sharing one from your table

Back at tables - generate additional post-its

Sort and Categorize

Take your post its and sort the information into like piles of post its

As a group create category titles for each of your piles

Be prepared to share out categories

in the room

The FACT is….

• The FACT System is offered by the State (Commission on Teacher Credentialing and California Department of Education) as an option for formative assessment with program responsibility to meet the Induction Standards.

• The FACT System will be accessible to all programs through an online format.

• Induction Standards are embedded within the tools and reflective conversation structures.

The FACT system is….

• designed with a focus towards Action Research

• focused on the participating teacher identifying areas of strength and areas of study or a focus directly related to his/her classroom.

• data/research centered work with a support provider as a guide and agent for growth

• reliant on the use of results to provide ongoing focus for the induction experience

• The purpose of formative assessment during Induction is to improve teaching as measured through standards. California Standards for the Teaching

Profession (CSTP) State adopted academic content standards

and performance levels for students Standards of Quality and Effectiveness for

Professional Teacher Induction Programs

Formative Assessment

FACT is an ongoing learning process that follows the plan, teach, reflect and apply cycle.

FACT is ……

FACT is designed to assist in meeting the learning needs of participating teachers while growing as a professional educator.

FACT promotes teacher confidence and efficacy, and increases teacher retention.

Teacher Inquiry Defined

“Teacher research enables me to investigate one of my wonderings in a deliberate fashion. I used the tools of a researcher to investigate my own environment. Teacher research provides the impetus for teachers to find various solutions to their own questions. By definition then it is relevant inquiry.” (Borst, 1999)

Focused Reading Activity

The Reflective Educator’s Guide to Classroom Research:

Learning to Teach and Teaching to Learn Through Practitioner Inquiry

By Nancy Fichtman Dana and Diane Yendol-Silva

Read Teacher Inquiry Defined individually. Mark the text based on your reactions to the information.

! Wow, this is interesting/important

This I knew or thought I knew intuitively

? I am wondering about this or would like toknow more about this information

Conceptual Framework

of FACT

FACT System

Link to FACT Website

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Program Level Decision FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS

(FACT)

CONTEXT FOR TEACHING

Class, School, District and Community

Conversation Guides

INITIAL ASSESSMENT OF TEACHING PRACTICE

Teacher Pr eparation Infor mation

CA Standards for the Teach ing Profession and Induct ion Standards Based

Informal Class room Obs ervation

SUMMARY OF TEACHING PRACTICE

Refl ection on Teach ing, Students and P ersonal G rowth

Future Consid erations for Study

INQUIRY

Inquiry Focus Action Plan Essential Components for

Instruction Analysis of Student Work Observation Summative Assessment Reflection

Assessment Toolbox / Reflective Conversation

Assessment Toolbox / Reflective Conversation

I IP

www.btsa.ca.gov/fact

Context for Teaching

Context for Teaching

• Overview the teaching environment and the resources and challenges it offers to the teacher and the students

• Collect information and discuss prompts focused on their class, school, district, and community

• Graduated depth and complexity of information gathering

Initial

Assessment

of

Teaching

Practice

See Toolkit for Self-Assessment and Reflective Conversation

Record

Post Observation Reflection

The Initial Assessment of Practice is designed for participating teachers to compare and contrast the outcomes and processes of the teacher preparation program with those of the induction program.

Initial Assessment of Teaching Practice

Informal Classroom Observation

Initial Assessment

of Teaching Practice

Flowchart

Informal Classroom Observation

Choice Points for Directors

1. Teacher Preparation & Induction Alignment Chart (B-1.1) Alignment Chart Discussion Guide (B-1.2)

2. K-W-O Chart (B-2) 3. Informal Classroom Observation (B-3.1) 4. Post-Observation Reflection (B-4)) 5. Descriptions of Practice document (E-1) 6. Self-Assessment document (E-2) 7. Self-Assessment Reflective Conversation Record (E-3)

Teacher Prep and Induction Alignment Chart

What I Know

What I Want to Know

What I Want the SP to Observe

K - W - O Chart


Conversation Guide


• The outcomes and processes of the teacher preparation program with introduction to those of induction programs

• Use evidence gathered in a classroom observation of the participating teacher by a trained support provider

• Information guides participating teachers to self assess their current practice

Inquiry

Inquiry

An inquiry-based system guides and informs participating teachers about their own professional growth. The purpose of formative assessment is to improve teaching, as measured by each standard of the California Standards for the Teaching Profession . .

Inquiry Steps

AsAssss

1. Individual Induction Plan (C-1) 2. Essential Components for Instruction (C-2) 3. Entry Level Assessment Resource (C-3) 4. Focus Student Selection (C-4) 5. Lesson Plan Template for Observation (C-5) 6. Observation Record (C-6) 7. Analysis of Student Work (C-7) 8. Summative Assessment (C-8) 9. Self-Assessment (E-2.1)

Entry Level

Essential Components for Instruction

I n q u i r y F l o w c h a r t


Focus Student Selection

Observation Record

Analysis of Student Work


Summative Assessment

CELLS 9-10 Only

Choice Points for Directors

Inquiry Cycles are repeated as determined by the program

leadership

Lesson Plan Template for Observation

See Toolkit for Self-Assessment and Reflective Conversation

Record


CELLS 5-8 Only

Essential Components for

CELLS 1 4 Only

Inquiry

• Guides and informs participating teachers about their own professional growth

• Measured by each standard of the California Standards for the Teaching Profession (CSTP) and in relation to the state-adopted academic content standards and performance levels for students

• Collaboration between a (SP) and Participating Teachers (PT) to assess their practice against a set of specific criteria within the research cycle

Inquiry

• Participating teachers gather information, collaborate and/or observe a colleague, develop an action plan, implement that action plan, reflect on collected evidence and apply new learning to future practice

• Results are used to guide professional development

• On-going opportunities for participating teachers and support providers to explore the impact of instruction on student achievement

Summary of Teaching Practice• A holistic reflection on teaching year• Review the processes that PTs engaged in

throughout the year Assessment of Teaching Practice Context for Teaching Inquiry

• Captures the progress made related to the California Standards for the Teaching Profession, the State-Adopted Academic Content Standards, and the Induction Standards, explored during action research.

Around the FACT System and Back Again

• Look over the ‘categories’ and piles that you have on your table

• In what ways does the current thinking of your table group align with the FACT System design for participating teachers?

Around the FACT System and Back Again

• Consider ways to make connections for participating teachers as they enter into the Induction period.

• Choose 2 ideas to share in the room.

Skill Building

PLAN-TEACH-REFLECT-APPLY

• Support Providers will know and understand the cyclical nature of the Plan-Teach-Reflect-Apply developmental cycle.

Purpose

• Support Providers will internalize the differences between each component to smoothly transition participating teachers from one component to another

• Support Providers will know and understand the different support needed at each point in the cycle

Outcomes


WHAT DO SKILLS OF GOOD TEACHING HAVE IN COMMON

WITH THE ARCHITECT?

• Select a concept

• Explain how your selected concept follows the Plan-Teach-Reflect-Apply cycle

Partner Metaphors

Partner Metaphors

• With a partner, select one of the following activities:

• Cooking• Automobile Design• Gardening• Medical Research• Sewing• Training regime for a sport• Having a birthday party• Building or remodeling a house

• Using your designed metaphor, explain the correlation to teaching by expanding upon each stage of your metaphor

• Use one index card for each stage of the cycle

• An example: Using the architect metaphor, the “Plan” card states : The architect designs plans which take into account the context of the property, codes, and owner’s needs.

Application

Flash Cards

• As each card is read, identify the stage of the cycle it represents Plan Teach Reflect Apply

Standing Partners

• Select a partner across the room whom you have not worked with today!

• Discuss: How your chosen analogy correlates to the teaching world?


• What challenges might participating teachers have at each stage?

• List appropriate support at this stage

• Share in table groups

• How have I used the Plan, Teach, Reflect and Apply cycle in my teaching?

• How will I use the Plan, Teach, Reflect and Apply cycle in my role as a support provider?

Reflection

Teaching as a Learning JourneyFunctions of Support, Challenge and Vision

Skill Building Eleven

Purpose

• To consider the Support Provider role in working with a Participating Teacher to promote growth

• To define a learning-focused relationship as the balance of three functions: offering support, creating challenge and facilitating vision

Outcomes

• Support Providers will engage in dialogue regarding the three functions of the role between a Support Provider and a Participating Teacher

• Support Providers will understand how to establish a frame for their work as one that builds capacity while decreasing dependency

Stem Completion

A mentor assisted in my growth by …

Read and Example

• Read the paragraph on Support

• Summarize paragraph on Support

• Brainstorm a list of examples with your partner

• Repeat for Challenge and Vision

Consider in your examples the application of the

tools and skills present in the experiences

embedded in formative assessment

Three Functions of Learning Focused Relationships

Mentoring Matters - Copyright 2005 – MiraVia LLC – All rights reserved

Offering Support

• Emotional

• Physical

• Instructional

• Institutional

Creating Challenge

• Goal-driven

• Data-focused

• Thought-provoking

Facilitating Professional Vision

• High expectations for self

• High expectations for students

• Lifelong learning

• Professional identity

Balancing Elements of the Relationship

• Support alone will provide comfort but may encourage complacency

• Challenge without Support may increase anxiety and fear of failure

• Support and Challenge without Vision may leave us wandering on a journey looking only at the ground beneath us but not the road ahead

Lipton and WellmanMentoring Matters, 2003

“New teachers quickly, but with no small amount of surprise, come to recognize that teaching is psychologically, intellectually and physically arduous.”

“Another characteristic of new teachers is the sense that there are easily developed, immediately available strategies that can be used to transform their classes into some ideal condition.”

“New teachers also believe that they already ought to know how to do things which they have never done before. These beliefs and perceptions reflect an underdeveloped conceptualization of the inherent complexities of teaching.”

Murphy, Covin & Morey, 1990

Reflect . . . Write . . .

• As you consider the role of Support Provider how might you know when to offer support, create challenge, or facilitate professional vision?

• Given your present practice as a Support Provider, what are some patterns you are aware of regarding these three functions?

We don’t learn

to teach;

We learn from

our teaching.

Adult Learning TheoryAdult Learning Theory

Skill Building Eight

PurposePurpose

• To raise our awareness of the variety of new teachers that we support

• To examine assumptions about adult learners

• To understand the ways in which adult learners engage in learning

• To more effectively support participating teachers, based on Adult Learning Theory

OutcomeOutcome

• Participants will have insight into assumptions about adult learners

• Participants will increase their skills in supporting participating teachers as adult learners

• Participating teachers will have a greater degree

of engagement and learning through the

Induction process

“Adults carry with them a different

time perspective and set of experiences

from that of children,

which in turn produces a difference in

the way adults approach learning.”

Hal Porter Mentoring New Teachers (2003)

Adult Learner AssumptionsAdult Learner Assumptions

• Read each assumption about adult learners and determine if it is true or false.

• Share your responses with a partner.

• Be prepared to discuss whole group.

Ten Variables of Ten Variables of Adult Learning TheoryAdult Learning Theory

• Table groups will “jigsaw” the article

“New Teachers as Adult Learners”.

• Using the note-taking pages, group members will share the key ideas from each of the ten variables, at their table.

Adult Learning Theory Adult Learning Theory

• Adults need to be validated for what

they already know and do.


• Adults experience a dip in their sense of self-efficacy when new skills, with new language, are introduced.


• Adults are social beings and need opportunities to make personal adult connections and have congenial interactions with colleagues.


• Adults value choice, freedom, and power.


• Adults internalize and use strategies

which they experience far better

than they internalize strategies that

they only hear about or read about.


• Adults engage when they are asked what they would like to know about a topic.


• Adults need to see and hear examples

from classrooms similar to the ones

in which they work.


• Adults want to know why and how

the mentor is qualified to lead their

learning, and whether or not the

leader has “walked the walk.”


• Adults respond to humor!


• Adults expect feedback on the work

that they do.

The Matching Game The Matching Game DirectionsDirections

In table groups:In table groups:

• Distribute the “Matching Game” strips

• Groups take turns reading each strip

• Match the adult learner descriptor with appropriate support

Matching GameMatching Game

• Provide answer keys to participants

• Compare responses to answer key

• Discuss in table groups

ReflectionReflection

As a result of your learning in this

module, record personal implications, connections, insights, etc.

Adult Learning Theory:Adult Learning Theory:Information Processing StylesInformation Processing Styles

Skill Building Nine

Purpose and Outcomes

To understand and identify the ways that adults process information

To enable participants to identify their own learning style

To have a tool to discover the learning style of the participating teacher

To enable participants to tailor activities and interactions in the Induction process to the learning style of the participating teacher

Information Processing Information Processing StylesStyles

We should never underestimate the power of understanding how others view the world and the lens through which they process events and information.

(The 21st Century Mentor’s Handbook)

Information Processing Styles Survey

On your own:

• Read each statement

• For each statement, identify which of the processing styles best describes you

• Circle the bolded word/words that describe your style

Styles “Mixer”

• Participants stand

• The room will be divided into two sides

• Those who marked “introverted” stand on one side of the room

• Those who marked “extroverted” stand on the opposite side of the room

Mentoring in “Style”

• Find a partner with the opposite learning style, from across the room

• Simulate the conversation you would have with your partner if they were your PT (considering their processing style) if you had to introduce them to the new grading system at your school site

• Switch roles and have the same conversation, considering the opposite processing style

Repeat the Process

• Refer back to the survey

• Regroup and move to one side of the room if you identified yourself as an “observer”

• Move to the opposite side of the room if you identified yourself as a “hands-on active learner”

Find a new partner

• Find a new “opposite” partner

• Repeat the simulation conversations with the following scenario: The SP wants the PT to learn and implement a

new classroom management strategy. Discuss how you would approach this with your partner.

Switch roles, considering your partners processing style needs

Share your style

• Return to your seat

• Turn to your elbow partner

• Share the remainder of your survey results with one another, noting similarities and differences

Implications for Mentoring

The mentoring dilemma is the need to

step out of our own comfort zones in

order to establish cognitive empathy, to

think like the other person is thinking.

(The 21st Century Mentor’s Handbook)

Table Talk

With your table group discuss:

• How might understanding information processing styles impact the SP-PT relationship?

Reflection

Reflect and write…

• What have I learned about myself through this process?

• How might this new information impact my work with new teachers and others?

Closing

• Questions or comments?

• Thank you for coming

Documents

Skill Building Welcome/Introduction. Purpose and Outcome Purpose: To have participants feel comfortable in the learning environment To acquaint participants