NWAEA 2011 Iowa Training Model for Mentors of Beginning Educators Northwest Area Education Agency...
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Transcript of NWAEA 2011 Iowa Training Model for Mentors of Beginning Educators Northwest Area Education Agency...
NWAEA 2011
Iowa Training Model for Mentors of Beginning Educators
Northwest Area Education Agency Mentoring Team
Welcome Housekeeping, Requirements, College Credit/Renewal Options, Mentor/Mentee Expectations, School
Expectations
Getting to know you and your mentor Experience Activity, Generations Activity
Learning Goals and Hopes, Classroom Management, Iowa Teaching Standard 6, and Classroom Profile
Collaboration Time
Ethics
Closing and Evaluation
9:00-9:15 Welcome 9:15-10:15 Learning Projects, Iowa Teaching
Standards 10:15-10:30 Break 10:30-11:30 AEA Learning Piece 11:30-12:30 Lunch 12:30-1:45 Collaboration Time 1:45-2:00 Break 2:00 -2:20 Ethics Discussion 2:20 -2:30 Wrap Up and Evaluation
We’re all here to learn Listen … dialogue from YOUR perspective
Treat everyone with Respect! Questions… “Ask” or use a post-it on the Parking Lot
Please ---cell phones on vibrate Take care of your needs as needed
Folder Books Teacher Standards Update – 2 additions to
the ISEA Book
Materials – ISB, ISEA,SAI, Dept of Ed
On a sticky note write something unique about yourself that most people do not know about and place it over the on the poster paper.
We will take a few off each time to read. If your note is read please stand up and:
Introduce yourself You may have to explain your uniqueness Where you teach, What you teach, and Something positive this school year
1st and 2nd year teachers: ONLY COLLEGE CREDIT 2 hours of credit
Mentors: Choice of College Credit or License Renewal 1 or 2 credits
Renewal cannot be used until May
Attendance of the sessions (4 sessions) Learning Projects based on the teaching
standards from each session Participation in activities Observations ( 4 per year) Collaboration documentation (1 hour per
month) Ethics Requirements (included in each
session)
ItIt’’s the Law in Iowas the Law in IowaEnhance Student AchievementEnhance Student Achievement
◦ Build RelationshipsBuild Relationships◦ Gain Knowledge and SkillsGain Knowledge and Skills
MentorMentor MenteeMentee
To have the Best Educators in IowaTo have the Best Educators in Iowa
Provide Time and transportations to the trainings and times to meet back in your district
Providing time for the beginning educator to observe four times throughout the year
Setting up the portfolio requirements Comprehensive Evaluation Provide feedback throughout the year to
beginning educator Paying the mentor Selection process for mentoring Communication with the AEA Mentoring Team
Provide training and guidance on the following: Iowa Teaching Standards Guidance on the Learning Projects Providing time for collaboration Strategies to assist mentoring and beginning
educators Assist beginning educators through
observations and feedback Assist administrators in helping their mentor
and beginning educator
Must Complete the Learning Projects Beginning educator must observe four
different teachers throughout the year One hour per month that you are meeting
(Collaboration Log) Attend the four sessions throughout the
year Knowledge of the 8 Teaching Standards Participate in the activities during the
trainings
Hopes &Goals
6Classroom
Management
2Content
Knowledge
5Monitoring
StudentAchievement
7Professiona
lGrowth
1
AcademicPerforman
ce
Step One – Assessing Needs The beginning educator completes the Beginning Teacher
Self-Assessment Inventory and Initial Self-Assessment Profile/Stem Completion.
Step Two – Planning The beginning educator meets with the mentor and shares the
Beginning Teacher Self-Assessment Inventory and Initial Self-Assessment Profile/Stem Completion. The mentor conducts a Goal-Setting Conversation reviewing the inventory and profile. The conversation includes a Goals and Hopes Interview in which the mentor interviews the beginning educator. The mentor may take notes on the Goals and Hopes Interview form. At the conclusion of the interview, the mentor returns the Goals and Hopes Interview form to the beginning educator.
Step Three – Implementation The beginning educator will keep the
interview form for future reference. They will identify future meetings dates and times and discuss other needed issues.
Step Four - Evaluating The beginning educator reviews these
documents with the mentor mid-year and/or near the close of the school year.
a.a. Creates a learning community that encourages Creates a learning community that encourages positive social interaction, active engagement, and positive social interaction, active engagement, and self-regulation for every student.self-regulation for every student.
b.b. Establishes, communicates, models, and maintains Establishes, communicates, models, and maintains standards of responsible student behavior.standards of responsible student behavior.
c.c. Develops and implements classroom procedures Develops and implements classroom procedures and routines that support high expectations for and routines that support high expectations for student learning.student learning.
d.d. Uses instructional time effectively to maximize Uses instructional time effectively to maximize student achievement.student achievement.
e.e. Creates a safe and purposeful learning Creates a safe and purposeful learning environment.environment.
JtE Session 2Slide 29
Step One – Assessing Needs The beginning educator will discuss with the
mentor school and district discipline policies and procedures. With the help of the mentor, the beginning educator will review A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of your study. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights his/her current levels of performance for that criterion in the Framework book.
Step Two – Planning
The beginning educator will develop a Learning-Focused Growth Plan to address the criterion using a learning-focused planning conversation. The mentor will work with the beginning educator to develop the plan. A plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options.
The plan may include observing the mentor or other educators to learn how they practice the criterion that was selected. If needed, the mentor will identify articles on classroom management to read. Arrange for your mentor to later observe the class and take notes related to the selected criterion.
Step Three - Implementing The beginning educator will carry-out the plan. The
beginning educator will use the Learning-Focused Growth Plan: Tracking Progress sheet to capture new learning's and questions as the plan is implemented. Please consult with your mentor as needs arise.
The mentor will observe classroom of the beginning educator for about 20 minutes, taking notes focusing on the criterion. This should not be on the first day you are executing the plan. Hold a brief pre-observation conference with your mentor prior to the visit to inform your mentor of plans and related issues.
Step Four - Evaluating Following the observation, the beginning teacher completes the
ITS # 6 Self-Reflection. Then the beginning educator and mentor meet for a reflective
conference. The mentor shares with the beginning educator notes from the observation. The beginning educator shares with the mentor the actions, results, the new learning's and new questions from implementing the plan.
The conversation will include determining the degree to which the goal was achieved. Using the ITS Framework page of the criterion you have selected as the focus, take a different-colored highlighter, and identify the words that capture the nature of the beginning educator’s current practice by highlighting the appropriate descriptors under levels of performance for each of the elements. You may find the appropriate words in more than one column. Be as accurate as you can. (This is only for use by the beginning educator and mentor) In order to keep a running history, place the date of the self-assessment on the page and then highlight it with the same color.
Learning Project 1 Next Session
Classroom Management Project 6 Next Session
2 Observations - completed by Next session
4 hours documenting collaborating Next session
Brenda Langstraat-Janisch School/Family/Community Mental Health
Liaison [email protected] 712-722-4378
Jan Turbes Challenging Behvaiors (TAC) [email protected] 712-222-6041
Work on issues in your district Work on the Learning Project 1 and 6 Look at Checklist of Topics School Based Issues
Learning Project 1 Next Session
Classroom Management Project 6 Next Session
2 Observations - completed by Next session
4 hours documenting collaborating Next session
Ethics in Iowa EducationEthics in Iowa Education
The Board of Educational Examiners provides leadership in practitioner licensure, and oversight of practitioner rights, responsibilities, practices, and
ethics.
Standard I: Conviction of crimes, sexual or Standard I: Conviction of crimes, sexual or other immoral conduct with or toward a other immoral conduct with or toward a student, and child and dependent adult student, and child and dependent adult abuseabuse
Standard II: Alcohol or drug abuseStandard II: Alcohol or drug abuse
Standard III: Misrepresentation, falsification Standard III: Misrepresentation, falsification of informationof information
Standard IV: Misuse of public funds and Standard IV: Misuse of public funds and propertyproperty
Standard V: Violations of contractual Standard V: Violations of contractual obligationsobligations
Standard VI: Unethical practice toward Standard VI: Unethical practice toward other members of the profession, parents, other members of the profession, parents, students, and the communitystudents, and the community
Standard VII: Compliance with state law Standard VII: Compliance with state law governing student loan obligations and child governing student loan obligations and child supportsupport
Standard VIII: IncompetenceStandard VIII: Incompetence
What standards did these practitioners What standards did these practitioners violate?violate?How could these situations have been How could these situations have been avoided?avoided?
Please read the remaining case Please read the remaining case studies and consider your responses studies and consider your responses to the questions above as you view the to the questions above as you view the remaining case studies.remaining case studies.
A teacherA teacher’’s request for personal leave was s request for personal leave was denied based on the districtdenied based on the district’’s policy of no s policy of no personal days before or after Winter/Spring personal days before or after Winter/Spring Break. The teacher called in ill. An Break. The teacher called in ill. An investigation by the principal revealed that investigation by the principal revealed that the teacher took a planned trip during the the teacher took a planned trip during the time he requested sick leave. time he requested sick leave.
An elementary teacher locked money from An elementary teacher locked money from student lunches, library books, field trips, student lunches, library books, field trips, and school fundraisers in her desk drawer. and school fundraisers in her desk drawer. School policy required teachers to turn School policy required teachers to turn money into the office daily. An audit money into the office daily. An audit indicated that she turned in 60-70% less indicated that she turned in 60-70% less money than other teachers. She admitted money than other teachers. She admitted to borrowing and not paying back the full to borrowing and not paying back the full amount.amount.
A middle school teacher purchased A middle school teacher purchased single copies of several software programs single copies of several software programs to use in class. Because of the limited to use in class. Because of the limited number of copies, students could not number of copies, students could not easily work on their projects. A student easily work on their projects. A student was allowed to make additional copies to was allowed to make additional copies to load on the remaining computers.load on the remaining computers.
Learning Project 1 Today
Classroom Management Project 6 Dec. 15
2 Observations completed by December 15
4 hours documenting collaborating December 15
Learning Project 1 Next Session
Classroom Management Project 6 Next Session
2 Observations - completed by Next session
4 hours documenting collaborating Next session