MENTORSHIP

September 2010

Welcome Please find your mentor/protégé – ask us for help

with this if you haven’t met yet! Choose a cue card on your table…think about how

you might respond to that question! We’ll start at 9:00 am sharp

The C&I Team Lissa Steele- Director of Curriculum and Instruction Margo Nygard- Curriculum and Instruction

Coordinator for Math, Science, and French. Kory Sholdice- Curriculum and Instruction

Coordinator for Social Studies, English Language Arts and PE/ Health and Wellness.

Iris Loewen- First Nations, Metis and Inuit (FNMI) / Library Coordinator.

Barb Mulholland- CTS (HRH), Dual Credit

Our goals:

IMC

GLA

TPGPIPP

Team building

Team Building

Agenda

Determining Your Needs– Time to Talk

Understanding Mentorship

BREAK

Hot Topics– IMC, GLA, TPGPs

Planning Time

9:00-9:30

9:30-9:45

10:30-12:00

9:45-10:15

10:15-10:30

12:00-3:00

School Grade(s); Subjects Cue Card question

Meet your table group!Introduce yourselves:

Team BuildingBlind Drawing

UNDERSTANDING MENTORSHIPUse the electronic binders provided to answer the questions about the mentorship program.

What is mentoring?

An intentional pairing of individuals with the goal of providing the inexperienced person with an experienced partner to guide and nurture his or her development.

The Role of The Mentor

Definition:A mentor is an experienced role model who

supports the professional development of individuals new to the Board. Both the new teacher and the mentor: learn more about themselves improve their skills gain professional recognition

The goal of mentoring is not for the mentor to create clones of themselves, but rather to help their mentees develop into the best teachers they can be.

Mentorship Goals: Protégés

To help you develop or enhance: Teaching competency Self confidence Self direction Professionalism A learning community

Stages of Concern

Effective Mentoring Practices

Relationship Relationship

Relationship

Knowledge Foster Independence

Life Cycle

Trust Building

Teaching of Risk Taking, Communication & Professional Skills

Transfer of Professional Standards

Dissolution Introduction

Mentorship Processes

Guideline – 5 days Supper Sub forms Division meetings – touch base Logistics – work out with mentor/protege

Questions

Focused Conversation . . . Mentor/Protégé partnering Time to talk

Questions are a guideline only Think about the details (follow up after this meeting) Take the conversation where it needs to go

IMC

Break – 15 minutes

Communication To Parents

Grade Level of Achievement

Goals What have you heard?

What do you know?

What questions do you have?

Checking our prior knowledge…

What do you already know about GLA?

Questions? Rumors? Worries?

What is GLA?

A government initiative Focuses on student

achievement Is based on teachers’

existing work in classroom assessment

Guide to Education

GLA is… The teacher(s) judgment of the grade level a child has

achieved in the core subjects Focused on ELA and Math A statement indicating ABOVE, BELOW or AT A judgment made in June with assessment information

collected throughout the year Based on teacher developed assessments (i.e.

observations, conversations, products)

GLA is NOT… Based on a standardized assessment instrument (i.e.

CTBS, Stanford Diagnostic…) Communicated at each reporting period A number (i.e. grade 4)

What does GLA mean for students? Differentiation of programming within the classroom

appears to be a better alternative to both retention or promotion

The critical issue is knowing where the student is relative to a graded program of study, and programming for that student so that he/she can be successful (p. 11)

What does GLA mean for teachers? Know the learner outcomes at the grade level that you

teach Be familiar with the outcomes below and above grade

level Work with your special education support at your school

to assist with differentiation or specialized programming Align assessment with outcomes in the programs of

study

What does GLA mean for parents? Will be informed of the grade level their child has

achieved as well as the grade level of the learner outcomes that their child is currently working on

Are communicated with early in the learning cycle

Determining GLA

Most students will be AT grade level Even with assistance!

For those who you think might not be… Students above grade level? Students below grade level?

Reporting GLA In June only Must be shared with parents ELA and Math…for now…

What will be accepted as evidence of learning?

How do you know they’ve got it!! How good is “good enough?”

Edmonton Catholic example

The Special Ed. Perspective What about students on IPPs?

May be working on a program of studies that differs from enrolled grade based on identified needs

The program of studies being worked on should be recorded on the IPP under - Current Level of Performance

On a graded program – adapted programming Not on a graded program – modified programming

On a graded program Adapted programming retains the learner outcomes of a

program of study, and is where adjustments to the instructional process are provided( if needed) to address the special education needs of the student

Adapted programming examples:

Alternative resource formats – Braille, books-on-tape, etc. Additional instructional strategies – visual aids, interpreters, etc. Alternative assessment formats – oral exams, scribes, etc. Different skill sequencing, pacing and timelines Fewer Key Concepts/Outcomes (Rocks, Sand, Water) Alternate learning activities based on the specific learning needs of

the student

Not on a graded program Modified Programming Programming that in which the learner outcomes are

significantly different from the programs of study and are specifically selected to meet students’ special education needs:

Learning how to use the telephone Recognizing common functional environmental signs Planning for motor tasks of printing, movement Learning how to use a communication device

Non-graded curriculum (no program of studies)

Look at IPP goals: Foundational skills (communication, classroom behavior, gross and fine

motor) Academic readiness skills (skills to prepare students for learner outcomes) Life skills (skills to develop independence in home, school and community)

Reporting Categories A - all M - most S - some N - none NA – not applicable

pp. 86-87

IPP

___ Adapted Programming ( graded curriculum) ___ Modified Programming ( not graded curriculum)

If students is on a modified program, indicate category of each goal and achievement level relative to each goal category:

Foundation skills (e.g. communications, classroom behavior, gross and fin motor skills) Goals achieved: __All __Most __Some __None __Not Applicable

Academic readiness skills (e.g., readiness skills to prepare student for learning outcomes in the programs of study of Grade 1 and subsequent grade levels)

Goals achieved: __All __Most __Some __None __Not Applicable

Life Skills (e.g., skills that will assist the student in developing independence in the home, school, community)

Goals achieved: __All __Most __Some __None __Not Applicable

GLA Resources For additional information on GLA Reporting/Beyond

MIRS, visit the Alberta Education website @ http://www.education.gov.ab.ca/ipr/GLA/

“Guide to GLA Reporting” (contracted to the Alberta Assessment Consortium)

Questions?

Growth Plan

Teacher Professional Growth Plans

Why must I do this? Helps provide direction for your year Helps identify professional improvement and

growth areas

Where should I start?

Key documents:1. Program of Studies2. Teaching Quality Standard Document3. Teacher Effectiveness Framework4. Your school’s AISI plan and other school

initiatives5. Your school’s mission/vision statement

SMART Goals

Specific Meaningful and measurable Achievable Realistic Time Targeted

3-5 goals is reasonable

Establish 3-5 professional goals

Meet with your administrator before the end of October to share your plan

Make your TPGP a living document

Select a TPGP PD day!

Year end review – Reflect What have you

learned? An area of strength? Share artifacts What would you like

to do next year?

The TPGP Process

What style do you prefer? Talk with your mentor/protégé and map

out some of the ideas you are thinking about Or review with you mentor/protégé

what you have already completed

Teacher Professional Growth Plan

Explore the ATA site: http://tiny.cc/x9ut3

Exit Slip: Wall Wisher

1. An area we should address

2. Thoughts about the day:• Start doing• Stop doing

Lunch