Initial Support Teacher Training

July 2011

• On-Going Support

• Formative Process

• Professional Growth

Why is TEAM so Important?

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• Start on time and end on time

• Be an active participant

• Refrain from side conversations

• Agree to disagree

• Put cell phones on etiquette mode

• Use computer for note taking only

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Ground Rules

STUDENTS

MSW

Curriculum

Standards

ADIUBD

AssessmentDesign

AssessmentsPre/post CFA

InstructionalStrategies R&

R

Interventions

AcademicBehavioral

RTISRBIPBS

Data TeamsROIDDD

M

Teachers working in teams with focus on student achievement

CFA

Innate Needs

Competence Freedom

Choice

PassionFun

CapacityPower

ValuesRespect

Relationships Belonging

Adaptive ResilienceSurvival

Recursive nature of adult innate needs

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Some videos

Stress of Teaching

To prepare teachers to perform the roles of mentor and/or cooperating teacher by:

• Communicating the high standards for teaching and learning established for Connecticut Public Schools

• Developing the skills of reflection, analysis, and communication about teaching and learning

• Building a repertoire of strategies to use when establishing a collaborative relationship and providing instructional support for novice teachers

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Goal of Support Teacher Training

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• TEAM Overview/Program Information

• Support Teacher Roles

• CCT

• Module Process

• Performance Profiles

• Needs of the Novice

Day One Agenda

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1. TEAM Program Questions and Answers

2. TEAM Participation Categories by Certification Codes

3. Team Participation Timeline

4. Role of the District TEAM Coordinating Committee (TCC)

5. District Roles and Responsibilities for the TEAM Program

6. TEAM Program Contacts

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TEAM Program Information

1. Mentors will be given a stipend of $400 for supporting a beginning teacher.

2. Reflection papers must be reviewed in districts.

3. The CSDE is responsible for recommending a beginning teacher for Provisional Certification after the successful completion of all required modules.

4. All beginning teachers must complete five modules.

5. Districts must develop a three year Support Plan.

 

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Teacher Education and Mentoring Program True or False

Mission of TEAM Program

“To promote excellence, equity and high achievement for Connecticut students by engaging teachers in purposeful exploration of professional practice through guided support and personal reflection.”

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Support Teacher

Novice Teacher

Cooperating Teacher

Mentor

Student Teacher

Beginning Teacher

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Maintains Assistance

Throughout the YearCoordinates

Support for Novice

Provides Instructional

Feedback

Assists with Preparation for District Assessment

and/or TEAM Requirements

Models Reflection andEffective Teaching

Coaches To Further Professional Growth

Guides with Materials, Policies, and “School

Culture”

Facilitates Reflective

Conversation

Mentor Role

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Provides IntensiveShort-Term Assistance

Models Reflection & Effective Teaching

Coaches to Develop Competence

Evaluates Student Teacher’s Competence

ProvidesInstructionalFeedback

Works withUniversitySupervisor

FacilitatesReflective

Conversation

Guides with Materials, Policies, and “School

Culture”

Cooperating Teacher Role

• Commitment of 2 years of mentoring

• Complete approximately 10 contact hours per TEAM module

• Provide instructional support

• Assist in securing resources needed by beginning teacher for Module completion

• Participate in TEAM Mentor Update every three years

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Mentor Expectations

• Take out “Nuts and Bolts of Hosting a Student Teacher”.

• Take a few minutes to read the document.

• Discuss new learning and insights with table group.

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Nuts and Bolts of Hosting a Student Teacher

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Role of University Supervisor

• Serving as a liaison between student teacher, cooperating teacher, and the teacher preparation program

• Clarifying university performance expectations

• Observing/documenting student teacher progress

• Participating in coaching process

• Evaluating student teacher’s performance

• Ensuring student teacher demonstrates expected knowledge, skills and dispositions to earn certification

The primary role of the Support Teacher

is to promote effective teaching and learning.

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Teacher Education And Mentoring Program Modules

1. Classroom Environment

2. Planning

3. Instruction

4. Assessment

5. Professional Responsibilities16

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Is used to:

• ensure student teachers are knowledgeable about effective teaching practice,

• support the professional growth of new teachers in the TEAM Program, and

• guide local districts in establishing teacher evaluation plans in supporting the ongoing professional development of their teachers.

Connecticut’sCommon Core of Teaching

• 21st Century Skills

• Six Domains

• Code of Professional Responsibility

Common Core of Teaching

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Common Core of Teaching Modules

Domain 1. Content and Essential Skills EMBEDDED

Domain 2. Classroom Environment, Student Engagement and Commitment to Learning

MODULE 1

Domain 3. Planning for Active Learning MODULE 2

Domain 4. Instruction for Active Learning MODULE 3

Domain 5. Assessment for Learning MODULE 4

Domain 6. Professional Responsibilities and Teacher Leadership

MODULE 5

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• Browse through the Domains (Pages 5 – 10)

• Identify trends/ideas that are emphasized/repeated throughout the Domains.

• Share insights in table groups.

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Exploring the CCT

• Student Centered/Teacher as Guide

• Differentiation/Diversity

• Collaboration

• Technology/Digital Resources

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Focus of Common Core of Teaching

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CCT Performance Profile

• Read the Performance Profile going across from left to right.

• Highlight language changes as you move across the continuum.

• Note the differences.

CCT Performance Profile Domain Two

11/20/09

Indicator

2.1 Creating a class climate that is responsive to and respectful of the needs of students with diverse backgrounds, interests and performance levels

o Little or no evidence that the students’ cultural backgrounds, interests and abilities are considered in establishing and communicating expectations and learning opportunities.

o Makes some effort to determine how students’ backgrounds, interests and abilities may be used in making connections to the content, the learning community and classroom norms.

o Recognizes that the cultural background of each student may differ dramatically within the classroom and school and impact engagement and learning.

o Academic, behavioral connections are being made with individual students leading to increased engagement and progress.

o Teachers treat students as individuals respecting their diverse needs.

o Empower students, including those with traditionally marginalized backgrounds, or at risk of failing, to become positive role models and successful learners.

o Uses the diversity within the class to enrich the learning community.

Conversation Notes:

2.2 Promoting engagement in and shared responsibility for the learning process including encouraging opportunities for students to initiate their own questions and inquiry

o Teacher directs most tasks and students have few opportunities to develop independence.

o Certain students are consistently not engaged in the learning tasks and teacher only verbally attempts to re-engage.

o Students are asked to take responsibility for non-instructional tasks but are given limited responsibilities during instructional tasks.

o The teacher attempts to re-engage students who are off-task.

o Students are provided some strategies and opportunities to monitor their own learning or behavior.

o Teacher uses a variety of strategies and supports to consistently engage or re-engages students in instructional activities.

o Students make choices, set own goals, and are involved in classroom decision making.

o Students monitor or evaluate their own process and progress.

o Students support one another’s engagement in the learning process.

Conversation Notes:

2.3 Providing explicit instruction about social skills to develop students’ social competence and responsible and ethical behavior by using a continuum of

o Teacher holds students accountable for social skills but does not introduce expectations, model, teach and/or facilitate their acquisition.

o Teacher interactions with students and other adults include models of socially competent behavior in most situations.

o The teacher articulates classroom expectations for social skills and introduces some strategies to help students develop socially

o Teacher provides direct instruction and support of student mastery of appropriate social skills, ethical and responsible behavior.

o Teacher structures opportunities (planned and “teachable moments) for students to learn,

o Teacher models and incorporates explicit instruction and reinforcement of social skills into daily practice.

o Social competence is evident in teacher-student and student-student interactions.

Performance Continuum

In small groups, use the CCT Performance Profile for Module One to answer the following questions.

1. What are the differences between the left end and right side of the continuum? Record one example of a low and high end performance for each indicator on chart paper.

2. Which indicator is most likely to be more challenging for novice teachers? Why?

3. How would you assist a novice teacher with this indicator?

CCT Profile One Activity

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Individually:

• Think about a unit or a series of lessons that you have recently taught or will teach in the near future.

• Jot down the things that you consider when you plan.

With your table group:

• Share your list and discuss why these elements are so

important to the planning process.

• Be prepared to report out.25

CCT Profile Two Activity

• Individually, read the performance profile with the new teacher in mind.

• Choose two indicators that you think are the most challenging for a brand new teacher during the first few months of teaching.

• Discuss your choices at your table groups and reach consensus on the two most challenging indicators.

• Write the number of each chosen indicator on a separate post it.

• Place post its on the appropriate place on the chart.

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CCT Profile Three Activity

As a table group:

• Read indicators for the CCT Performance Profile for Module Four.

• Read the Initial Summaries in the envelope provided.

• Discuss the Initial Summaries and determine which indicator best matches each Summary.

• Place the matches next to one another.

• Choose a spokesperson to report out on the table’s choice.

CCT Profile Four Activity

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Needs of the Novice Teacher

• What do you remember about how it felt to be a novice teacher?

• Think, Pair, Share at your table.• With your group, graphically

represent on chart paper what it is like to be a novice teacher.

• Be prepared to explain the drawing to the larger group.

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SURVIVALSeptember-October

DISILLUSIONMENTNovember-December

REJUVENATIONJanuary-March

REFLECTIONApril-May

ANTICIPATIONAugust-September ANTICIPATION

June

Ellen MoirNew Teacher CenterUCSC

Phases of First Year Teaching

• Read the Statement of Understanding.

• Sign one copy of the document, and give it to the trainer.

• Keep one copy of the document.

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TEAM Training and Participation

Statement of Understanding

• Four Step Module Process

• Adult Learning Styles

• Building Trust

• Active Listening

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Day Two Agenda

Please hand in yourcompleted feedback form.

Thank you !

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• Four Step Module Process

• Adult Learning Styles

• Building Trust

• Active Listening

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Day Two Agenda

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Beginning Teacher Dashboard

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Mentor Dashboard

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Beginning Teacher and Mentor Dashboards

• Explore the CCT Performance Profile.

• Select one indicator for professional growth.

• Identify specific examples/evidence of practice.

• Create an Initial Summary.

• Develop a Goal.

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TEAM Module Process Step One

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Help Buttons

= Technical Directions

= Additional Information and Beginning Teacher Advice

= Link to Sample Documents

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CCT Performance ProfileBeginning Teacher

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CCT Performance Profile Selected Indicator

• Read and compare Conversation Notes and Initial Summary.

• Identify which questions focus on clarifying current practice and which attempt to lead the beginning teacher to a solution.

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Drafting an Initial Summary

The Initial Summary should include specific examples/evidence of:

• What the teacher is doing at the start of the module.

• What the students are doing at the start of the module.

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Initial Summary

The Professional Growth Goal should :

• Connect to the selected CCT Performance Profile Indicator.

• Describe what the teacher wants to learn.

• Explain what impact the teacher expects the application of new learning to have on the students.

• Be achievable in 8 – 10 weeks.

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TEAM Module Goal

• Using the information on the Creating a Goal handout, create a goal that addresses teacher learning and student outcomes.

• Write the goal on an index card.

• Exchange the card with another table.

• Provide feedback and/or questions about the goal and return it to the table that wrote it.

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Creating a Goal

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• Select specific new learning activities.

• Select resources to support new learning activities.

• Complete the Teacher Learning Activities and Resources section on PGAP.

• Create and record a schedule for future meetings.

• Schedule BT/Mentor meetings (8 – 10 weeks).

• Notify the building administrator of plan and requested resources.

TEAM Module Process Step Two

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Learning Activities and Resources Online

• Read the Sample PGAP.

• Work with a partner to review the activities and identify which ones will support teacher learning and which ones will not.

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Professional Growth Action Plan(PGAP)Activity

• What will the challenges be in this step?

• How will you support your teacher with resources?

Helping Novice Teachers Develop Professional Growth Action Plans (PGAP)

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TEAM Module ProcessStep Three

• Develop new learning.

• Try out new learning in the classroom.

• Document changes in practice and impact on students.

• Compare examples/evidence to the Initial Summary

• Record reflections, evidence and decisions.

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BT/Mentor Meeting Log

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My Personal Journal

• Read the Beginning Teacher Journal.

• Turn to a partner and discuss: 1. What the teacher did to develop new learning? 2. How the teacher tried out/applied new learning in

the classroom and what happened as a result?

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Implement PGAP and Apply New Learning

Create a short reflection paper that includes:

• A description of what the teacher did to develop new learning;• An explanation of what the teacher learned from the learning

activities and resources;• Specific examples/evidence of how the teacher used new

learning to improve teaching practice;• Specific examples/evidence of what impact the changes in

teaching practice had on students;• A comparison of the changes in teaching practice and positive

outcomes for students to what was described in the Initial Summary; and

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TEAM Module Process Step Four

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Reflection Paper Tracker

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Reflection Paper

Read the reflection paper and ask yourself these questions:

1. How did the teacher develop new learning?

2. What did the teacher learn?

3. How did the teacher apply new learning in the classroom?

4. What was the impact on students?

Work with a partner to develop any questions/comments you may have for the beginning teacher.

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Reflection Paper # 1

Development of New Learning

Impact on Practice Impact on Students

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Three Criteria for Success

• Describes how the teacher developed new learning and

• Explains what the teacher learned from the selected activities and resources and/or thinking more deeply about her/his practice.

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Development of New Learning

Explains, using specific examples/evidence how the teacher’s practice is different.

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Impact on Practice

Explains, using specific examples/evidence, how student performance/learning has improved as a result of changes in the teacher’s practice.

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Impact on Students

• Read the reflection paper.

• Highlight, underline and/or code the paper as you look for evidence of the three criteria: NL-New Learning IP-Impact on Practice IS-Impact on Students

• Post evidence for the three criteria on chart paper.

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Final Reflection Paper #2

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Development of New Learning

Impact on Practice Impact on Students

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Three Criteria for Success

What might a Beginning Teacher do if a Reflection Paper does not meet

the standard for successful completion?

• Include more data

• Do additional activities

• Add missing component

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Criteria: What the beginning Teacher needs to include in the paper to be successful

Feedback: Suggestions to improve performance 

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2011–2012 Criteria and Feedback Statements

When beginning teachers receive the results of their reflection papers, they may also receive the following feedback.

“Multiple spelling, grammar and/or punctuation errors were noted in your reflection paper. Although this did not impact the final outcome of the reflection paper, please be aware that your work should reflect the professionalism expected by the educational community.”

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Teachers’ Written Work Reflects Their Professionalism

Individually:• Read the 11 items on Adult Learners.• Think about the characteristics of an adult or adults with

whom you have worked.• Choose three statements that are most important when dealing

with this (these) individual(s).

In Table Groups:• Discuss why you chose the three statements.• Which three statements came up the most.• Record these three on the grid provided.• Be ready to explain your thinking.

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Coaching TechniquesAdult Learning Activity

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When I trust someone, I…(List the behaviors and attitudes that you

experience when you trust someone.)

When I want someone to trust me, I…

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Building a Trusting Relationship

Practice Listening

Productive Listening

• Purposeful questions• Less talk• Positive body language

Non-ProductiveListening

• Too many questions• Tangential remarks• Non- attentive or

passive

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Listening with Intention to Understand and Support Learning

When your mentee is clear, reinforce with:• Non-verbal cues• Paraphrasing

When your mentee is not clear:• Inquire• Probe• Check for understanding

• Behavior vs. Judgement

• Principles of Coaching/ Acquiring Craft Knowledge

• Cognitive Coaching Strategies

• Mentoring Continuum

• Coaching for Instruction

• Coaching for Assessment

• Coaching for Planning72

Day Three Agenda

Please hand in yourcompleted feedback form.

Thank you !

• Behavior vs. Judgment

• Principles of Coaching/ Acquiring Craft Knowledge

• Cognitive Coaching Strategies

• Mentoring Continuum

• Coaching for Instruction

• Coaching for Assessment

• Coaching for Planning73

Day Three Agenda

Behavior vs. Judgment

• Opinion

• Subjective

• Evaluative

• What you saw/heard

• Objective data

• Non-evaluative

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• Share concrete evidence• Eliminate: absolutes, opinions,

evaluation• Refer to the Common Core of Teaching• Communicate in positive ways• Clarify your assumptions by asking

questions that lead the novice to draw own conclusions

• Avoid “why did you” questions• Keep the focus on student learning

How to Avoid Judgmental Statements

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• Verbatim• Observations• Sweeps• Time Notations

Scripting 101“VOST”

9:05 Teacher talk XXXXXX XXXXXXXXX Student talk xxxxxxxxx xxxxxxxxxxxxxx9:15 XXXXXXXXX1 OT (observational comments – ex. wrote on board)

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Scripting continues to be the most effective way to gather specific data:

• Allows observer to record language, behavior/ actions

• Reduces reliance on short-term memory

• Includes time/date notations, tallies, or charting

• Can verify ratings with specific data

• Makes the process more objective77

Data Collection for Classroom Observations

IS NOTto change the novice teacher’s beliefs and related behaviors

BUT ISto help enable the novice teacher to modify his/her beliefs and behaviors through reflection

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Principles of Coaching

Common Language

Focus

Hard Evidence

Interaction

Predictability

1. Novice Stage 2. Advanced Beginner 3. Competence 4. Proficiency 5. Expert

Mentoring Matters: A Practical Guide to Learning-Focused Relationships

Laura Lipton & Bruce Wellman

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Acquiring Craft KnowledgeStages of Teacher Development

• Accepting Responsibility

• Generating Alternatives

• Becoming More Precise

• Positive Presuppositions

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Coaching TechniquesQuestioning Strategies

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What Happens to Advice?

25% - heeded advice

18% - did the opposite

57% - did nothing

Carl Glickman

Consulting Collaborating Coaching

To inform regarding processes and protocols, advise based on well-developed expertise, or advocate for particular choices and actions.

To participate as equals in planning, reflecting, and problem solving.

To engage in non-judgmental mediation of thinking and decision making.

Strategies• Providing resources including model lessons• Offering directions and information on content, pedagogy, school policy

Strategies • Brain storming• Co-planning/ co-teaching• Exchanging resources• Action research

Strategies• Learning focused

conversations which include inquiry, reflection, generation of insights into professional practice

Language• Pay attention to…• You should…..• It is important that you…• Always keep in mind…

Language• We might…• Let’s examine…• How might this affect…?

Language• What might be a way to…?• What are some possibilities?• What are some connections between…?

Source: Mentoring Matters: A Practical Guide to Learning Focused Relationships, Lipton,Wellman & Humbard

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Text Rendering Protocol:

• Individually, read the text on the three mentoring stances.

• As you read about each stance, choose one sentence, phrase and word that stands out as significant/important for that stance.

• In Table Groups, share your choices and why you chose them.

• Report out to whole group.

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Mentoring Continuum

• Review your notes, focusing on Indicator 4.

• What questions do you want to ask Carl?

• What evidence do you want to share?

Module Three : Instruction Video Reflection

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• Read the excerpts from two different reflection papers that have been returned as unsuccessful.

• Using what you have learned about effective coaching, develop questions to begin a conversation with your beginning teacher that focuses on the criteria and feedback.

• At your table groups, discuss your thinking and share your questions.

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Coaching with a Focus on Assessment

• Individually, read the successful planning paper.

• Record/highlight evidence of the three criteria.

• Discuss with table group some examples of evidence for each criteria.

• Share strategies that you will use to coach a beginning teacher in the planning module.

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Coaching for Planning

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The Reflective Practitioner

“The reflective practitioner consistently approaches the problems of teaching in a

thoughtful, curious manner and believes that one of teaching’s main outcomes is a greater understanding of the

teaching-learning act.”

John Dewey (1933)

Please complete the Final Evaluationbefore you leave.

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Thank You