New Teacher Development Program Part-time New Teacher Developer Forum January 14, 2010

New Teacher Development Program

Part-time New Teacher Developer Forum

January 14, 2010

2New Teacher Support System

CONNECTINGAssessing on the Continuum of Teacher Learning

• Individually:

– Read the article “How Teachers Learn”

– Reflecting on a new initiative or teaching methodology that your beginning teacher is working on adopting, place your teacher on the continuum of teacher learning (on the next page)

• Partner Share:

– What are some steps you might take to help your teacher move along the continuum?

– Which Formative Assessment System (FAS) tools and approaches could support you in your work?


CONNECTINGAssessing on the Continuum of Teacher Learning

Teacher’s Name

Initiative or teaching methodology teacher is working on adopting

Check the box that best represents where your teacher stands along the learning continuum

Steps you might take to help teacher move along the continuum

*Consider FAS tools and approaches you can use*

Rejection Decoupling/Symbolic Response

Parallel Structures

Assimilation

Accommodation


Agenda

• Connector: Assessing on the Continuum of Teacher Learning

Purpose: To learn about the continuum of teacher learning and discuss applications to our mentoring practice

• Agenda & Feedback: Review

• Learning: Analysis of Student Work

Purpose: To gain a better understanding of the importance of analyzing student work to guide instruction, identify mentoring skills and tools that support a beginning teacher’s analysis of student performance data and lesson planning, and explore ways to help beginning teachers differentiate instruction

• Managing/Business/Announcements

• Closure: Reflections, Plusses and Deltas


Norms for Collaborative Work

Equity of Voice

Active Listening

Respect for All Perspectives

Safety and Confidentiality


Analysis of Student Work Table Group Discussion

What have been your experiences with respect to the analysis of student work?

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What have you found to be key factors that contribute to the successful analysis of student work?

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Analysis of Student Work

The Basic Process

Name: ____________________________________ Mentor: _________________________Grade Level/Subject Area: ____________________________________ Date: ___________Student Work Selected for Analysis: __________________ Content Standard: ___________

1. Expectations for Student Work/Performance

2. Students’ Names

3. Description of Student Performance (one student from each category)

far below standard approaching standard meeting standard exceeding standard

__% of class __% of class __% of class __% of class


__% of class __% of class __% of class __% of class

Adapted from New Teacher Center Mentor ASW Module

Sorting & Analyzing

Preparing



The Basic Process

4. Learning Needs

5. Differentiated Strategies

Note any patterns and trends. Consider resources and/or personnel to support you.



Identifying Learning

Needs

Differentiating Instruction


Analysis of Student Work Activity Instructions

• Role Play: Prepare

– Listen for mentor language that effectively guides the teacher in starting this process

• Explore the Writing Sample Part I: Sort & Analyze– Individually read the sample of student work assigned to your table

– As a team:

• Use the questions from the ASW Conversation Protocol 2 (on page 12 of this packet) to guide your discussion

• Focus on what the students can do

• Record your thinking on the ASW tool included in the work packet

• Explore the Writing Sample Part II: Identify Learning Needs – With your table teammates:

• Do the process in as collaborative a manner as possible

• Feel free to “invent” additional information to make the process as realistic as possible

• Record your information on the ASW tool in the work packet, as appropriate


What are some new insights that you gained about the analysis of student work?

What are some next steps you plan to take with regard to this process?

Adapted from New Teacher Center Mentor Academy 2

Analysis of Student WorkReflective Prompts



Tips

• Review teacher’s content area focus from their goals

• Become familiar with district requirements, timelines and rubrics

• Look over grade level or appropriate content standards

Preparing

• Identify an appropriate assessment related to teacher’s goals & student standards

• Describe expectations

• Determine criteria for assessment




Tips


Conversation Protocol 1 • Select the Assessment

– How might you assess what students are learning?

– What content standard or performance objectives does this assessment address?

– How does this assignment support students in meeting the specific content standards or performance objectives?

• Describe Expectations for Student Work– What do you want your students to know or be able to do?

– How will you know if a student is meeting the specific standard or their performance objectives?

– What sort of work or performances would you like to see?

– How do you expect your students to perform on this assessment?

– What factors may contribute to student success or lead to challenges with the assignment?

• Identify Criteria for Assessing the Work– What are the key qualities you are looking for in this work?

– How would you describe the criteria for meeting this standard or objective?

– Let’s refer to the content standard or an existing rubric for descriptors…

– What specific elements must be contained in the work or performance to meet the standard or objective?

Although this protocol provides sample mentor language for use with the Analyzing Student Work tool, it is not intended to serve as a rigid script. Use the language naturally and in response to your beginning teacher’s comments, context, and developmental level.

Preparing



Tips


Conversation Protocol 2 • Analyze Student Work Samples

– What would you say about this student’s work in relation to the criteria or the performance goal?

– What qualities are present?

– Let’s look again at the expectations we listed…

– Specifically, what can this student do (or not do) based on the criteria?

– Let’s list what you notice about this piece of work.

– In what way does this piece of work or performance differ from one in the _______ category? What are the differences between these two samples?

– To what extent is this student’s work representative of a particular group of students?

• Clarifying Learning Needs– What do you know about this student’s learning needs?

– What have you noticed works best for this student?

– What are the crucial knowledge, skill, or content gaps we need to address?

– What practices might support increased understanding of the concepts or performance?

– What experiences does the student need to further learning?

– Are there any other factors to consider as we begin to explore instructional strategies?

Although this protocol provides sample mentor language for use with the Analyzing Student Work tool, it is not intended to serve as a rigid script. Use the language naturally and in response to your beginning teacher’s comments, context, and developmental level.

Sorting & Analyzing

Identifying Learning

Needs



Words of Wisdom


Teach me my most difficult concepts in my preferred style. Let

me explore my easiest concepts in a different style. Just don’t

teach me all the time in your preferred style and then think

I am not capable of learning.

- Virleen Carlson

Cornell

Differentiating Instruction


Managing/Business/Announcements

• Updates:

– Exemplary Teacher Cross-Site Visits

– Part-time New Teacher Developer Stipend

• Next Forum:

– Revisiting our Mentoring Work and use of the Formative Assessment System (FAS) Tools

– 2/11/2010 4:00-6:00PM at BTU


Reflection / Evaluation

+ What Worked? Δ What Didn’t? Questions? Next Steps?

New Teacher Development Program Part-time New Teacher Developer Forum January 14, 2010

Documents

Transcript of New Teacher Development Program Part-time New Teacher Developer Forum January 14, 2010