An effective mentoring and induction program provides crucial guidance and support to help new teachers succeed. Scaffolded Solutions® is your answer to creating a comprehensive support system for beginning teachers as they navigate through the first three years in the classroom, while also protecting your investment and ensuring their success. Based on 15 years of experience in developing, implementing, and evaluating beginning teacher induction programs, Scaffolded Solutions incorporates the following key components.

Online Tool facilitates quality interactions between mentorsand beginning teachers and helps districts manage sound induction programs.

• Guided Dialogues provide structured learningopportunities between mentors and beginning teachers.

• Progress evaluation and reporting tools help illuminateareas for individual and program growth, based on self-assessments, shared-observation feedback, and siteusage.

• Webinars offer relevant, developmental training andstrategies for mentors and mentees to build on theirknowledge in working collaboratively and with students.

• Newsletters provide continued support throughout theschool-year, with up-to-date resources and classroom tips.

To learn more visit www.scaffoldedsolutions.net.

Program Development/Implementation supports the customization of an induction program to meet specific district and beginning teacher needs.

Professional Learning builds the knowledge base formentors, mentor program coordinators, principals, and new teachers.

• Research-based training for mentor teachers focuses onthat critical three-year period when beginning teachersoften leave.

• Guidance for mentor program coordinators and principalshelps schools and districts build systemic inductionprograms.

• Professional development helps beginning teachersmaster the competencies required for student success.

7035 Bee Cave Road, #101 • Austin, TX 78746 • (512) 327-8576 • www.resourcesforlearning.net • © 2016 Resources for Learning. All Rights Reserved.

Scaffolded Solutions provides an integrated, focused approach to mentoring and induction support for beginning teachers, leading the way to a bright future in the classroom.

For more information, contact Jayme Presley at (210) 370 - 5429, or email Jayme.presley@esc20.net. .

SUPPORTING EDUCATORS FROM THE GROUND UPwww.scaffoldedsolutions.net

®

7035 Bee Cave Road, #101 • Austin, TX 78746 • (512) 327-8576 • www.resourcesforlearning.net • © 2016 Resources for Learning. All Rights Reserved.

For more information, contact Jayme Presley at (210) 370- 5429, or email Jayme.presley@esc20.net.

SUPPORTING EDUCATORS FROM THE GROUND UP

An online tool designed to support all those who impact beginning teacher success

• Activity log

• Guided Dialogues

• Weekly planners

• Self-assessments

• Journal/progress tracker

• Portfolio

• Bookstore

• Webinars

• Observation tool

• District and educationpreparationprogram reports(site usage, activity logging,progress monitoring)

Application components include:

The success of beginning teachers is highly dependent on the conditions created by others—their mentors, principals, district leaders, and educator preparation personnel. Providing beginning teachers with a smoothly functioning and coordinated support team from day one substantially increases their chances for success with students. Scaffolded Solutions® provides targeted learning opportunities, along with communication and reporting tools, as part of a robust web application that unites all team members who are dedicated to beginning teacher success.

®

To learn more about these components visit www.scaffoldedsolutions.net.

SUPPORTING EDUC ATO RS FROM THE GRO UND UP.

OVERVIEW

What is it?

A research-driven, district-based model for mentoring and induction support of beginning teachers

What are the key components? • Three-day mentor training • Webinar and email support for all system users • A complex online application that supports each of the following stakeholders in support of

beginning teachers • Mentors • Principals • District coordinators • Educator preparation program field supervisors • Beginning teachers themselves

• Survey to assess effectiveness of program implementation

Why should a district invest in Scaffolded Solutions? • A quality induction system that includes Scaffolded Solutions may cost a district up to $2,800 a

year (with central office staff dedicated to the induction program) to support a beginning teacher versus $8,000 to $15,000 per lost teacher, resulting in a cost savings of at least $5,200 per beginning teacher retained.

• With Scaffolded Solutions, beginning teachers who stay in the classroom become effective more quickly at aspects of teaching that have been deemed to be critical to student learning, such as writing engaging lesson plans, using effective questioning strategies, and maintaining a positive classroom atmosphere.

• A medium-sized sample district with a high population of economically disadvantaged students that is implementing Scaffolded Solutions with high fidelity has produced the following findings.

o When principals compare beginning teachers who are supported by Scaffolded Solutions system with other beginning teachers they have worked with, they state that Scaffolded Solutions beginning teachers are doing better in integration into faculty (67%), student discipline (92%), classroom management (92%), and student achievement (67%).

o Annual retention rates of beginning teachers have climbed from 82% a year to 95% a year since beginning using Scaffolded Solutions in 2010-11.

o The most frequently noted activities between mentors and beginning teachers were, in the following order: 1) Planning together 2) Training together 3) Observations 4) Consulting on problems 5) Coaching sessions 6) Guided Dialogues 7) Sharing a meal/professional discourse

S U P P O R T I N G E D U C A T O R S F R O M T H E G R O U N D U P .

RecentWebinars&Newsletters

MonthlyNewsletter&VideoFocus

OnYourMark,GetSet,GO!CreatingStudentProfilestoPersonalizeTeachingandLearning

LinkingScaffoldedSolutionsandT-TESS

ResponsetoIntervention:TheRoleofNeuroscienceinAssistingStudentswithDiversifiedNeeds

MakingtheMostofProfessionalDevelopment

TurnaroundTechniques:NavigatingaTurnaroundSetting

Twinkle,TwinkleLittleSTAAR:HowtoHelpYourStudentsShineontheStateofTexasAssessmentsofAcademicReadiness

HomeworkHelper:FlippedLearning

ThePowerofProject-BasedLearning

EnhanceClassroomInstructionwiththeIntegrationofTechnology

CreativityAboundswithFineArtsIntegration

ExtendedLearning:SummerEnrichment

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SUPPORTING EDUC ATO RS FROM THE GRO UND UP.

NEWSLETTER # 6: MAKING THE MOST OF PEER OBSERVATIONS

The following newsletter has been shared with your beginning teachers. Please see the REFLECTION QUESTIONS below which are designed to help guide your conversations with beginning teachers.

Making the Most of Peer Observations

There are numerous benefits to viewing colleagues’ lessons. There is so much more to glean from observing a fellow teacher than just strategy implementation. It enables the observer to focus on behavior management skills, classroom environment ideas, teacher-student interactions, student-student interactions, lesson structure and pacing, questioning and discussion techniques, and student engagement, to name a few.

In order to fully maximize your experience, there are several things you might want to think about prior to, during, and after the observation.

1) CONSULT WITH YOUR MENTOR – Talk about your self-assessment results. Collaboratively select one or two competencies to focus on. Your mentor may be then able to help coordinate an observation or even make a recommendation about who to observe.

2) IDENTIFY AN AREA OF FOCUS- Two rules apply here that also apply to working with students: a)

in order to improve upon anything, it is best to focus on 1-2 targeted areas at one given time (e.g., student writing) and b) always give a focus for viewing, listening, or reading. It would be best to follow the same guidelines when viewing another teacher’s lesson. It is unrealistic to go into a lesson with the expectation that you will watch EVERYTHING. With your mentor, decide beforehand exactly what you’ll be looking for. For example, if you are focusing on Competency 3b: Using Questioning and Discussion Techniques, you’ll want to gather data on the teacher’s questions, students’ questions and responses, and the teacher’s strategies for engaging students. You may see a lot of other things going on in the classroom related to other competencies, but you’ll get more out of the observation if you maintain your focus.

3) OBSERVE AND TAKE NOTES- If possible, before the observation talk briefly with the teacher. Find

out what the goals are for the lesson you will observe, the learning that has preceded the lesson, and any particular concerns the teacher has about the lesson. You might also take the opportunity to share with the teacher your purpose for the observation. Record specific examples of the aspects of the competency that you discussed with your mentor.

4) DEBRIEF WITH TEACHER- Set up a time to meet with the teacher you observed. Feel free to ask

many questions. Some questions you might ask include, “What aspects of the lesson went as you planned?” “What aspects of the lesson were unanticipated?” “What was the thinking behind how you handled that?” Teachers do not generally discriminate against adult learners!! There is a good chance that if this teacher agreed to let you observe them, you can be fairly sure of the following:

a) He or she is confident about his or her craft, and b) He or she has a vested interest in your professional growth.

SUPPORTING EDUC ATO RS FROM THE GRO UND UP.

5) REFLECT- Arrange to meet with your mentor to talk about your experience (Please note: to really maximize the experience, it would be most beneficial if your mentor was available to view the lesson with you).

6) PLAN FOR IMPROVEMENT- Develop an action plan for implementing a new technique or strategy in your classroom.

7) SCHEDULE FREQUENT OBSERVATIONS- Watching your peer teachers in action may be one of the most effective and convenient forms of professional development that is available to you. Take advantage!! View different subject areas, different teachers, and different groups of students to gain a variety of tips for your toolbox, but remember to always have a focus and stick to it.

Mentors and beginning teachers should refer to the Peer Teacher Observation Guided Questions to engage in conversations about specific focus areas.

Guided Dialogue 11

© 2012. Resources for Learning. All Rights Reserved.

Making the Most of Peer Teacher

Observations

Making the Most of Peer Observations is an approach to professional development that is specifically designed

to maximize the process, and subsequently the effect, of observing a peer teacher. For a beginning teacher, there

is much to be gained from observing an experienced colleague “in action”. By engaging in this model, beginning

teachers can gather information about classroom management techniques, classroom environment, questioning

and discussion techniques, lesson structure and pacing, and implementation of research-based strategies, just to

name a few.

There are five steps:

1. Identify a Focus Area

2. Schedule an Observation of a Colleague’s Lesson

3. View Lesson and Take Notes (Gathering Data)

4. Debrief With Colleague

5. Conducting a Reflecting Conversation with Mentor

Competency Focus: Any

Step 1

Identify a Focus Area

Carefully review the self-assessment profile with the beginning teacher. Collaboratively identify an area in need of improvement. For example, if the beginning teacher needs to learn more about using questioning and discussion techniques, this should be considered the focus area.

Mentor

Based on your self-assessment profile, in which competencies do you feel most

comfortable?

Based on your self-assessment profile, in which competencies would you like more

support?

What do you perceive as some of the biggest challenges in your classroom?

Given the results of the self-assessment and the challenges you’ve identified, what are

some of the things you’d like to focus on when observing a colleague?

As you observe this lesson, what do you hope to learn?

How might you focus your attention on this specific area during the observation?

Guided Dialogue 11

© 2012. Resources for Learning. All Rights Reserved.

Mentor

Date Completed:

Step 2

Schedule an Observation of a Colleague’s Lesson

Based on the identified focus area, the mentor should help the beginning teacher select an appropriate lesson and teacher to observe. Logistically, it might be easier to set up an observation within the beginning teacher’s school; however, at times, it may be necessary to coordinate an observation of a model teacher in another location. It is very important that the selected model teacher shows a level of expertise in the specific area that the beginning teacher has identified as an area of focus. Follow school procedures to arrange for substitute coverage for the beginning teacher’s class for the time they will need to observe the lesson. If a substitute is not available, the beginning teacher has the option of using their preparation periods for peer teacher observation at the school. Ideally, the mentor and beginning teacher should plan to observe the peer teacher’s lesson together in order to compare noticings and facilitate collaborative dialogue post-observation.

Mentor

Date Completed:

Which colleagues in particular might you like to observe? What are some things you

would like to learn from them?

How might you record your observations?

What type of information do you think might be important to gather and

record for future reference?

What questions do you have for the teacher you are going to observe?

What might you ask them before the lesson starts?

Guided Dialogue 11

© 2012. Resources for Learning. All Rights Reserved.

Step 3

View Lesson and Take Notes (Gathering Data)

Beginning teachers should go into the scheduled peer observation with a system for documenting what they observe and a plan to focus on the targeted area. Prior to the observation, the mentor can work with the teacher on ways to identify specific examples for the focus area. For example, if the target competency is …, the beginning teacher will want to take notes about specific strategies the teacher used to… It is extremely important that this purpose for viewing is established prior to the observation. The beginning teacher should be encouraged to generate questions during the observation to ask the teacher during a later debriefing.

Date Completed:

Step 4

Debrief with Colleague

After you have observed the lesson, set up a time to meet with your colleague to debrief the lesson observation. This would be an ideal time to discuss what you noticed or to ask any questions that you have relative to the lesson you observed.

Beginning Teacher

Date Completed:

Describe the lesson you observed. What were some of the things the teacher

did? The students?

What questions do you have about the lesson you observed?

What are some things that you might like to know about the planning of the

lesson?

Guided Dialogue 11

© 2012. Resources for Learning. All Rights Reserved.

Step 5

Conducting a Reflecting Conversation with Mentor

Hopefully, your mentor was able to view the lesson with you and the reflecting conversation would serve as a way to summarize what you discovered and what the next steps might be. Even if your mentor wasn’t able to observe the lesson with you, use this time to reflect on the observation. Talk about what you observed as it relates to your focus area. Develop an action plan for implementation of a new technique or strategy that you’d like to use in your classroom .

Mentor

Date Completed:

Additional Resource

Peer Teacher Observation Guided Questions

Mentors, please refer to the Peer Teacher Observation Guided Questions document for questions that are specific to individual focus areas and/or competencies. Based on the targeted area that you identified with your beginning teacher, these questions may help to provide a more precise lens for observing a lesson .

As a result of your new understandings, in what ways might your instruction

change?

What are some of the other observations that you made that might be helpful to

you?

In what ways has the lesson you’ve observed impacted your thinking and/or future

classroom practices?

How might you incorporate some of the new practices that you’ve observed?

What are your hunches about what might happen in your classroom if you used a

different instructional strategy?

SUPPORTI NG EDUC ATO RS FROM THE GRO UND UP

PEER TEACHER OBSERVATION

GUIDED QUESTIONS

These guided questions are designed to facilitate reflective conversations between the mentor and the beginning teacher following the peer teacher observation. The mentor should use the questions that are specifically aligned with the targeted area(s) observed.

Planning and Instruction What do you know about the teacher’s plans for the lesson? What do you know about any

changes the teacher might have made during the course of the lesson?

What was your understanding of the learning objective?

How evident do you think the learning objective was to students?

What did the students learn? How do you know? What differences might you have seen among students or groups of students?

What did you notice about instructional grouping?

Which instructional materials might you consider using in your own classroom?

What did you notice about the way topics, content, and ideas were linked to broader learning?

Classroom Environment What did you notice about teacher-student interactions?

What did you notice about student-student interactions in general? What differences might you have seen?

What are some of the things you noticed as you looked at the classroom environment?

What are some aspects of the environment that influenced the lesson?

What did you notice about transitions during the lesson?

What did you notice about student work?

What did you notice about the way the teacher managed student behavior?

Instruction How might you describe the level of student engagement during the lesson?

What are some of your observations about the instructional strategies that were used?

What are some of the ways the teacher facilitated questioning, discussion techniques, and student participation?

In what ways was feedback provided to students?

As you reflect on the lesson, to what extent were students productively engaged?

What are your thoughts on the structure, sequence, and pacing of the lesson?

What did you notice about the way expectations were communicated?

What evidence did you see that different learning styles and needs were accommodated?

What are some of the methods of instruction that you noticed?

General Reflection As a result of your new understandings, in what ways might your instruction change?

What are your hunches about what might happen in your classroom if you used a different instructional strategy?

What are some of the other observations that you made that might be helpful to you?

In what ways has observing this teacher been helpful to you?

What are some of the questions that you might ask the teacher about the lesson?

In what ways has the lesson you’ve observed impacted your thinking and/or future classroom practices?

How might you incorporate some of the new practices that you’ve observed?

Talk about your discoveries.

SAMPLEACTIVITYLOG

Activity StartTime EndTime Hours NotesPD:15pedagogy/instructionalstrategies 9:00AM 1:00PM 4 SchoolOrganizationTrainingPD:15pedagogy/instructionalstrategies 9:00AM 3:30PM 6.5 ClassroommanagementtrainingPD:15pedagogy/instructionalstrategies 9:00AM 3:30PM 6.5 classroommanagementtrainingPD:15pedagogy/instructionalstrategies 9:00AM 3:30PM 6.5 ClassroommanagementtrainingPlanning 1:00AM 4:00PM 15 LessonPlansOther 1:00PM 5:00PM 4 Roomset-upPlanning 1:00PM 2:00PM 1 LessonplansAttendedProfessionalDevelopmentTogether 8:30AM 3:30PM 7 Mentor/BTTrainingAttendedProfessionalDevelopmentTogether 8:30AM 3:30PM 7 Mentor/BTTrainingPlanning 2:00PM 4:00PM 2 FirstdayofSchoolAttendedProfessionalDevelopmentTogether 8:30AM 3:30PM 7 CurriculumtrainingOther 5:00PM 6:00PM 1 BT/MentorgatheringAttendedProfessionalDevelopmentTogether 8:00AM 3:30PM 7.5 ProfessionalDevelopmentAttendedProfessionalDevelopmentTogether 8:00AM 3:30PM 7.5 InservicesAttendedProfessionalDevelopmentTogether 8:30AM 3:30PM 7 InserviceAttendedProfessionalDevelopmentTogether 8:30AM 3:30PM 7 InserviceAttendedProfessionalDevelopmentTogether 8:30AM 3:30PM 7 InservicePlanning 4:00PM 5:00PM 1 ParentConferenceInformalDiscussion 4:00PM 5:00PM 1 LessonAttendedProfessionalDevelopmentTogether 4:00PM 5:00PM 1 DepartmentmeetingPlanning 2:00PM 3:00PM 1 labsetupPlanning 4:00PM 5:00PM 1 PlanningGuidedDialogues 4:00PM 5:00PM 1 GuidedDialogue8AttendedProfessionalDevelopmentTogether 8:30AM 3:30PM 7 InservicePlanning 2:30PM 3:00PM 0.5 PlanningAttendedProfessionalDevelopmentTogether 1:30PM 4:00PM 2.5 2ndsixweeksplanning-inservicePlanning 4:00PM 5:00PM 1 PlannedfortheendofthesixweeksPlanning 7:40AM 8:05AM 0.42 LabConferencePlanning 2:00PM 3:00PM 1 ReviewActionPlanwithPrincipalOther 3:30PM 3:50PM 0.33 WalkthroughPlanning 2:05PM 2:35PM 0.5 Chapter3WeekPlanningPlanning 4:00PM 5:00PM 1 SetupLabPD:13parentconferences/communicationskills 6:00PM 8:15PM 2.25 OpenHousePlanning 4:00PM 4:30PM 0.5 PlanningAttendedProfessionalDevelopmentTogether 4:00PM 5:00PM 1 DepatmentMeetingPlanning 1:55PM 2:55PM 1 LabsetupGuidedDialogues 4:00PM 5:00PM 1 guideddialoguesConversedoveraMeal 11:30AM 12:00PM 0.5 LabSetUpAttendedProfessionalDevelopmentTogether 8:30AM 3:30PM 7 InservicePlanning 12:30PM 3:30PM 3 PlanningDayPD:17certificationtestpreparation 3:00PM 5:00PM 2 StudySessionPlanning 4:00PM 5:00PM 1 PlanningInformalDiscussion 4:00PM 4:30PM 0.5 reviewedBTselfAssesment

Planning 1:00PM 2:00PM 1 LabsetupandcleanupOther 2:00PM 3:00PM 1 CleaningupLabPD:4motivation 8:00AM 4:00PM 8 RedRibbonWeekInformalDiscussion 4:00PM 5:00PM 1 ActionPlandiscussionClassroomObservation 1:06PM 1:50PM 0.73 ClassroomObservationPlanning 2:00PM 2:50PM 0.83 LabpreparationConversedoveraMeal 11:30AM 12:00PM 0.5 discussionaboutformalevaluationGuidedDialogues 2:00PM 3:00PM 1 Chapter7LessonPlanningAttendedProfessionalDevelopmentTogether 12:30PM 4:00PM 3.5 SixWeeksPlanningCoachingSession 2:00PM 3:00PM 1 OnlineCommunityPD:9curriculumdevelopmentandlessonplanning 2:10PM 2:50PM 0.67 LabsetupandplanningInformalDiscussion 2:00PM 3:00PM 1 InformalDiscussionAttendedProfessionalDevelopmentTogether 4:00PM 4:30PM 0.5 Dyslexia/504trainingPlanning 4:30PM 5:00PM 0.5 LabSetupPD:9curriculumdevelopmentandlessonplanning 4:00PM 5:00PM 1 DepartmentmeetingOther 4:00PM 5:00PM 1 DepartmentMeetingGuidedDialogues 4:00PM 5:00PM 1 GuidedDialoguesPlanning 8:00PM 8:15PM 0.25 PlanningAttendedProfessionalDevelopmentTogether 1:00PM 3:50PM 2.83 HalfdaystaffdevelopmentAttendedProfessionalDevelopmentTogether 1:00PM 2:00PM 1 TAKStrainingPlanning 2:00PM 2:35PM 0.58 Planningfor5thsixweeksClassroomObservation 9:20AM 10:50AM 1.5 classroomobservationAttendedProfessionalDevelopmentTogether 8:00AM 3:00PM 7 TELPAStrainingAttendedProfessionalDevelopmentTogether 4:00PM 4:30PM 0.5 TELPASreviewandtrainingsessionAttendedProfessionalDevelopmentTogether 4:00PM 5:00PM 1 TAKStraininingPlanning 2:00PM 3:00PM 1 LabSet-upInformalDiscussion 7:45AM 8:15AM 0.5 QuestionsaboutTAKSprocedureInformalDiscussion 2:05PM 2:50PM 0.75 LessonPlanningPlanning 3:50PM 4:30PM 0.67 TELPAScollectionreviewPlanning 4:00PM 5:00PM 1 DepartmentMeetingOther 4:00PM 5:15PM 1.25 DepartmentMeetingPlanning 4:00PM 4:30PM 0.5 PlanningClassroomObservation 1:10PM 1:50PM 0.67 ClassroomObservationClassroomObservation 1:06PM 1:56PM 0.83 FormalEvaluationInformalDiscussion 4:00PM 4:45PM 0.75 ParentConferenceAttendedProfessionalDevelopmentTogether 4:00PM 5:00PM 1 TAKStrainingClassroomObservation 12:15PM 12:45PM 0.5 ObservationPlanning 2:30PM 3:00PM 0.5 PlanningPlanning 2:00PM 2:30PM 0.5 LabSetupPD:13parentconferences/communicationskills 2:00PM 2:50PM 0.83 ARDmeetingOther 4:00PM 5:00PM 1 DepartmentMeetingPlanning 2:00PM 2:30PM 0.5 PlanningCoachingSession 2:40PM 3:00PM 0.33 coachingsessionInformalDiscussion 4:30PM 5:30PM 1 DistrictmentoringmeetingOther 4:30PM 5:30PM 1 MandatoryMentorMeetingOther 7:00PM 11:00PM 4 TeacherappreciationendoftheyeardinnerTOTALHOURS 201.5