Teachers for a New Era Teachers for a New Era PresentationPresentation

Ryan JonesRyan Jones

Manchester High SchoolManchester High School

Disclaimer Disclaimer This is not official State Department of This is not official State Department of

Education information. Different Education information. Different subject areas may have different subject areas may have different expectations and requirements for expectations and requirements for the portfolio. Please consult your the portfolio. Please consult your mentor and the teacher-in-residence mentor and the teacher-in-residence for your particular subject area with for your particular subject area with specific questions or for assistance.specific questions or for assistance.

We are really adults now?

Transformation – Before and after the BEST Portfolio

BESTBESTBBeginning eginning EEducator ducator SSupport and upport and

TTraining Program – it is a program of raining Program – it is a program of acclimating new teachers to the acclimating new teachers to the profession.profession.

Submission of a Portfolio is required Submission of a Portfolio is required for most subject areas. for most subject areas.

Changes?!?!? –Changes?!?!? –In 2008-2009, Year 2 Teachers are still In 2008-2009, Year 2 Teachers are still

required and will be scored. required and will be scored. Year 1 Teachers may not submit a Year 1 Teachers may not submit a

portfolio for scoring in 2008-2009.portfolio for scoring in 2008-2009.

BESTBESTBEST scorers review your portfolio BEST scorers review your portfolio

and rate you on…and rate you on…Presenting concepts and skills through Presenting concepts and skills through

the medium of content.the medium of content.Planning of rigorous and challenging Planning of rigorous and challenging

activities for activities for youryour students. students.Adjusting instruction daily for the needs Adjusting instruction daily for the needs

of all learners.of all learners.Adjusting instruction daily for the needs Adjusting instruction daily for the needs

of specific learners.of specific learners.Reflection, reflection, reflection.Reflection, reflection, reflection.

PlanningPlanning Activities, strategies and methods used in Activities, strategies and methods used in

your unit should be both challenging and your unit should be both challenging and appropriate for your class.appropriate for your class.

Differentiation for multiple groups and Differentiation for multiple groups and individual learners.individual learners.

Your portfolio is scored by teachers within Your portfolio is scored by teachers within your subject area. They will be familiar your subject area. They will be familiar with what is “good planning” and with with what is “good planning” and with specific terminology used in your content specific terminology used in your content area.area.

Investigation/inquiryInvestigation/inquiry You will describe your unit design within You will describe your unit design within

your portfolio.your portfolio.

ImplementationImplementation

You will complete lesson logs – descriptions You will complete lesson logs – descriptions of each daily lessons – that include…of each daily lessons – that include…The concepts, activities and materials The concepts, activities and materials

used for that day.used for that day.A description of what occurred during the A description of what occurred during the

lessons.lessons.ADJUSTMENTS ADJUSTMENTS – You should be adjusting – You should be adjusting

instruction throughout each class and instruction throughout each class and subsequent based upon student learning subsequent based upon student learning needs. These adjustments can be for the needs. These adjustments can be for the entire class, groups of students or entire class, groups of students or individual students.individual students.

AssessmentsAssessmentsAssessments are pieces of student Assessments are pieces of student

work that demonstrate learning.work that demonstrate learning.You should be assessing students You should be assessing students

using multiple formats that account using multiple formats that account for individual student learning for individual student learning preferences, needs and styles. It is preferences, needs and styles. It is more than appropriate to give more than appropriate to give students a choice when implementing students a choice when implementing assessments. You will have certain assessments. You will have certain assessments that you will be required assessments that you will be required to include.to include.

Clear expectations, directions and Clear expectations, directions and rubrics.rubrics.

ReflectionReflectionThere is a reflection component to There is a reflection component to

each lesson and to the unit as a each lesson and to the unit as a whole.whole.Reflections should be an honest account Reflections should be an honest account

of your teachingof your teachingYou should use and cite student work as You should use and cite student work as

evidence in all written reflectionsevidence in all written reflectionsIt is easier to complete these reflections It is easier to complete these reflections

as you go along and teach your unit – as you go along and teach your unit – connection to adjustments – by reflecting connection to adjustments – by reflecting and evaluating the lesson, you can make and evaluating the lesson, you can make relevant adjustments. relevant adjustments.

Sample LessonSample LessonConceptual Focus for Quarter 1:Conceptual Focus for Quarter 1:

How should a society meet its needs?How should a society meet its needs?Essential Questions for Unit and Essential Questions for Unit and

Lesson: Lesson: Is there such a thing as economic Is there such a thing as economic

fairness? (Economics Unit Question)fairness? (Economics Unit Question)Does OPEC work to promote fairness? Does OPEC work to promote fairness?

(Lesson Question)(Lesson Question)Inquiry ActivityInquiry Activity – OPEC Simulation – OPEC SimulationAssessmentsAssessments – Game Board, – Game Board,

Written Reflection, Exit SlipsWritten Reflection, Exit Slips

Sample LessonSample Lesson Think about a lesson that you currently Think about a lesson that you currently

teach or have taught and ask yourself the teach or have taught and ask yourself the following questions…following questions… What type of learning is taking place? Are kids What type of learning is taking place? Are kids

learning concepts and skills, or just content learning concepts and skills, or just content and facts?and facts?

How did you assess learning? What do those How did you assess learning? What do those assessments tell you about your students? assessments tell you about your students? What should they tell you about your students?What should they tell you about your students?

What kind of differentiations and strategies What kind of differentiations and strategies could be made during the course of your lesson could be made during the course of your lesson to make it appropriate for special education to make it appropriate for special education and gifted students?and gifted students?

How would you judge and determine the How would you judge and determine the success of your lesson?success of your lesson?

Brainstorm some strategies of adjustments Brainstorm some strategies of adjustments that may be made in the course of the lesson, that may be made in the course of the lesson, the following lesson and for the unit to help the following lesson and for the unit to help specific and groups of kids to find success.specific and groups of kids to find success.

Questions?Questions?