Connect and Collaborate: A Career Continuum Approach Utah Mentor Academy Sydnee Dickson Director,...
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Transcript of Connect and Collaborate: A Career Continuum Approach Utah Mentor Academy Sydnee Dickson Director,...
Connect and Collaborate:Connect and Collaborate:A Career Continuum A Career Continuum
ApproachApproach
Utah Mentor Academy
Sydnee DicksonDirector, Teaching and Learning
USOE
Multi-State ConsortiumMulti-State Consortium
Our HypothesisOur Hypothesis
Defining career pathways of educators as a continuum of educator development and opportunity will help to resolve the issues of :
Educators exiting at both the beginning and experienced ends of continuum, often for similar reasons
Difficulty in attracting and keeping Millennial educators in classrooms
Inconsistent opportunities for educators to grow and develop in practice, which results in good educators leaving the profession
Negative impact on student learning as a result of educator turnover.
Consortium’s ChargeConsortium’s Charge
Define a working model of a continuum of practice
Redefine how we prepare 21st century teachers to work with 21st century students
Clearly identify characteristics of practice at each level
Envision how each level of practice might be changed with innovative, 21st century thinking
Create and implement such a model across the states
Learning Task 1:
Think about 21st Century learners (today’s students). • What unique circumstances do they bring to the classroom that teachers need to understand and attend to?
• How should we be preparing teachers to meet these needs?
Take 5 minutes at your table to discuss these issues and be prepared to share out one idea for each question with the group.
Preparatory PractitionerPreparatory Practitioner
Early field experiences in a variety of settings
Performance assessments tied to program completion and initial licensure
Build individual growth plans based on assessments
Novice PractitionerNovice Practitioner
Release time to meet with mentor
Release time to observe experienced teachers practicing
Serve as co-teacher with experienced teachers
Teacher as researcher model
Developing PractitionerDeveloping Practitioner
• Release time for career advancement including shadowing, observation, etc.
• Distributed leadership opportunities (i.e. learning teams)
• Authentic & reflective participation in teacher evaluation
• Meaningful observations of practice conducted with constructive feedback provided to move to next level
Experienced PractitionersExperienced Practitioners
• Differentiated staffing options and compensation
• Release time for mentors/experienced & novice teachers to work together
• Distributed leadership opportunities (i.e. leading learning teams, community liaison, pre-service instructor)
• Partners with individuals/organizations to expand content knowledge and improve instructional skills
Learning Task 2:
Think about 21st Century teachers (today’s adult learners). • What do mentors and administrators need to know in order to help teachers succeed?
• How do the stages of a person’s career impact adult learning?
Take 5 minutes at your table to discuss these issues and be prepared to share out one idea for each question with the group.
USOE InitiativesUSOE Initiatives
Update Utah Professional Teaching Standards (using Model Core Teaching Standards)
Develop Teacher and Administrator Preparation Program Standards
Support LEAs with a framework for Teacher and Administrator Effectiveness
Develop Teacher Leader License
Provide tools and technical assistance for instructional excellence
Approaches to CollaborationApproaches to Collaboration
Personal Improvement
Program Improvement
School Improvement