Terry Talley, Ed.D UTMB SRT-STEM Center Program Director

STEM-ifying Your New Teacher ProgramMentoring Novice STEM Teachers withProfessional Learning Communities

Terry Talley, Ed.DUTMB SRT-STEM CenterProgram Director

SRT-STEM Center, Dr. Terry Talley

Give support and provide expertise to beginning and second-year science teachers.

To increase science teacher retention

To decrease attrition and migration from teaching profession

Provide high-quality PD to STEM Academies

To decrease the impact of teacher turn-over on student achievement

BTIM’s Purpose

Coaching Model for Mentoring

Observe student engagement to collect data that will translate into an a conversation about student achievement.

Coaching addresses the gaps in craft knowledge a novice has not yet recognized.


Based on instructional current literature by

• Robert Marzano – Classroom Instruction that Works• Mike Schmoker – Results Now• Tony Wagner – Change Leadership• Thomas Guskey – Evaluating Professional Development

Using Research Based Practices


• Classroom Walk Through Protocol

• Coaching based on Observation Data

• Professional Learning via discussions

• Professional Learning Communities

BTIM Format

1. Observe2. Coach3. Assist4. PD and PLCs5. Online Resources


● Fulfills a novice teacher’s need for peer support

● Allows for processing new information among a safe group

● Does not discount prior knowledge or prior learning

● Takes advantage of an immediate “need-to-know” scenerio

● An opportunity to try out new ideas among those in the same situation

Selecting PLC over PD for BTIM

• Project Based Learning• Lab Investigations• Force and Motion• Earth Systems• Living Systems• Space Systems• Matter and Chemistry• Problem Solving• Technology Integration

PLC Content Topics

• Graphic Organizers• Journaling• Questions and Cues, Wait Time• Engaging Questions• Using the Walls• Lesson Planning• Unit Planning in 5E• Thinking Maps• Inquiry• Behavior Management

PLC Context (Pedagogy)

Organizing a journal is one aspect of the PLC. Teachers will use these as a portfolio of ideas, reflections and new ways of looking at instruction.

Sherrie Matula with Middle School Sherrie Matula with Middle School TeachersTeachers

The focus is on teacher conversations based on a common reading of “what the research says” about the strategy, technique, or way of engaging students.

Terry Talley facilitating a Terry Talley facilitating a discussion discussion

Research-based models are shared with teachers. In this photo Nancy is creating the graph which allows teachers to identify where on the professional teaching continuum

they find themselves.

Nancy Schultz modeling teacher made Nancy Schultz modeling teacher made postersposters

Looking for Engagement with the Planned Lesson

Window on the Classroom

The Observation Form

Focus on the Curriculum

Focus on Instruction

Focus on the Learner

Focus on the Classroom Environment

First Observation

Front and Back of Form

Inviting a Conversation about Student Engagement

Next Observation

Front and Back of Form

Closing the Gap in Teacher Craft Knowledge through the Relationship with a Trusted Coach.

Comparisons for Change

Comparison for Reflection


Changes in Instructional Strategies


Changes in Instructional Format


Changes in Student Actions


Changes in Grouping


Changes in Cognition


Changes in Engagement

Learning to Customize for the Instructional Learner


Begin working on relationships on day 1

A welcoming gift goes a long way

If someone does not want to participate – don’t make them

Honor wisdom and experiences of everyone

Allow for as much collaborative and cooperative work as possible

Things We Learned


As We Continue to Mentor

Conversations about data are important.

Help and model teaching.

Drop in visits for support

Principals care and need to be informed

Conversations about implementation were most frequently heard among teachers.

Terry Talley, Ed.D.

SRT-STEM Center, UTMB

[email protected]

Documents

Terry Talley, Ed.D UTMB SRT-STEM Center Program Director