Welcome to Teaching & Learning - Toronto District …schools.tdsb.on.ca/asit/standards/btstart/BTBooklet10.pdfWELCOME Congratulations! You have chosen a career full of challenges,

Welcome to Teaching & Learning 2010 / 2011 Information & Resources for Beginning Teachers & MentorsToronto District School Board

WELCOME

Congratulations! You have chosen a career full of challenges, wonder and joy!

As a beginning teacher, you bring so many gifts to our classrooms. Your enthusiasm for learning and commitment to meeting the diverse needs of the students you work with are tremendous assets to our schools.

In alignment with the New Teacher Induction Program (NTIP), our goal is to provide a continuum of professional learning and growth opportunities for the first 5 years of your teaching career. By enhancing your instructional excellence in the classroom, we are making an investment in the future of the teaching profession and impacting directly on our goal of success for all students.

Thank you for the difference you will be making in the lives of our students!

All the best,

JimJim Strachan Program Coordinator / Beginning Teachers416, 394-7261 (phone) / [email protected] (email)http://web.me.com/btintdsb / http://schools.tdsb.on.ca/asit/standards/btstart (web)http://tdsbweb/program/beginningteachers (TDSB web)

What’s InsideWhat’s Inside Will you Teach Me?

Effective Teaching is.... 2 Will you teach me how to sail through space upon a comet’s tail?

Will you teach me how to fly, to sail the skies on wings untried?

Will you teach me how to soar, to see things never seen before?

But most important of all, will you teach me how to fall?

Will you teach me how to cry, to release feelings deep inside?

Will you teach me how to laugh and travel off the beaten path?

Will you teach me how to dream, to face the future sight unseen?

Will you teach me how to be, the only thing I can be.....me?

By: Anonymous Middle School Student

Timeline & Layers of Support 3

Will you teach me how to sail through space upon a comet’s tail?









Mentoring at Your School 4










JELI & JAM At A Glance 6










Demonstration Classroom Learning 7










Family of Schools Mentoring 8










Central & Online Mentoring 9










Continuum of Learning & Growth 10










Alignment of Supports with NTIP 12









By: Anonymous Middle School StudentThemes of Success 13




























mailto:[email protected]


http://web.me.com/btintdsb


http://schools.tdsb.on.ca/asit/standards/btstart


http://tdsbweb/program/beginningteachers


EFFECTIVE TEACHING IS.... inclusive, instructionally precise, attributes - based, and learning focused.

Below are the key areas that you will observe first hand in our TDSB Demonstration Classrooms. (see page 7)

Big IdeaWhat the

Teacher DoesWhat it Looks Like

Inclusive

Fosters authenticconnections with

all students

Welcoming, safe, and caring environment where students feel free to take risksA sense of joy in the classroomStudents feel cared for and valuedStrong relationships are evident between teachers, students, community, colleagues, parents and caregiversMutual respect is a defining characteristic of the teacher – student relationship, and also student – student relationships

Instructionally Precise

Differentiatesinstructional

practices

Relentless, intentional, high yield strategies are used to reach all studentsEffective assessment practices for learning (ongoing teacher reflection, frequent monitoring of student progress, adjusting teaching and learning structures and content based on student input and data)Open ended learning tasks which require critical thinking are evidentFlexibility of instructional strategies and structures based on student needsStudents self-reflect about their own abilities and learning and set goals for improvementTeachers collaborate and engage in on-going job embedded professional learning to refine instructional practice

Attributes - Based

Purposefully seeks out of

the strengths andattributes of all

students

Culturally relevant and responsive pedagogy using practices that reflect the social realities of our studentsFocus is on the learner and understanding the learning strengths and needs of each studentHigh expectations for all studentsPurposeful student collaborationStudents make choices about their learningLearning is meaningful – connected to the students’ “real world”

Learning - Focused

Environment

Uses Classroomenvironment as a“Second Teacher”

Anchor charts, student work samples, and other cuing and reinforcing strategies to scaffold and support student learningResponsibility for classroom environment and learning is shared between the teacher and studentsStudents actively engaged in constructing knowledge and learning from and with each other in addition to the teacherStudents use each other as resources to support their learningInformation Communications Technologies (ICT) are used as a learning tool to engage, support, extend and deepen learning

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2010/2011 TIMELINE OF PROFESSIONAL LEARNING

Family of Schools Mentoring • Professional Learning, Networking

and Support in key areas of need

School - Based Mentoring• Job Embedded Learning Initiative (JELI)

• Job Associated Mentoring (JAM)

Central System Mentoring • System wide Professional Learning

• Ongoing Online Collaboration

Summer Institute

Demonstration Classroom Learning - Focused Observation / Debriefing / Action Planning

FOS Welcome Events

FOS PL - Classroom Management / Diversity of Learners / Assessment & Evaluation

JuneAug Sept Oct Nov Dec Jan Feb Mar Apr May

FOS End of YearCelebrations

Professional Learning for Mentors

In - School Professional Learning with Mentor(s)

Fall Orientation for 1st Year Hires

Daily Online Support, Online Conferencing, Weekly e-mails, BTinTDSB Blog & Podcasts

Curriculum Based Professional Learning

Layers of Support At A Glance

School Based Mentoring (pages 4 - 7)

Multiple models of mentorship and support are available at your school or siteJob Embedded Learning Initiative (JELI) for 1st, 2nd Year and New LTO’sJob Associated Mentoring (JAM) for 3rd, 4th, 5th year Beginning TeachersDemonstration Classroom Learning - intentional, guided and focused observation of teaching and learning in actual classrooms, followed by de-briefing, action planning, and support for implementation from a program team member

Family of Schools Mentoring (page 8)

Orientation / Welcome Events / CelebrationsProfessional learning opportunities in key areas of need - Classroom Management / Diversity of Learners / Assessment & Evaluation / FOS Initiatives / Networking Work Smart Groups

Central & Online Mentoring (page 9)

Summer Institute / Board level orientation for New Hires / Curriculum Based Professional LearningIntroductory & Advanced Professional Learning for Mentors / Coaching SupportWeekly “Happy Thursday” email updates (email [email protected] to subscribe)http://web.me.com/btintdsb / http://schools.tdsb.on.ca/asit/standards/btstart (web) / http://tdsbweb/program/beginningteachers (TDSB web)

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MENTORING AT YOUR SCHOOL

Site-based mentoring is a key component of the Beginning Teachers program and our vision of supporting you along a continuum of learning and professional growth for your first 5 years in TDSB. As a Beginning Teacher, you are an active participant in the Mentoring process and are encouraged to approach your administration and your colleagues about mentoring support that best meets your needs.

OrientationBeginning Practice

Examination of Practice

Experimentation & Application

Embedded Practice

Intentional Sharing of Knowledge & Practice

0 1 2 3 4 5

Models of Mentoring

Broker Mentor Broker Mentor

ROLEMentor provides orientation to school logistics and cultureMentor brokers involvement of colleagues as needs arise from Beginning Teacher

CONSIDERATIONSConsultant type relationship, fewer opportunities for collaboration and coachingMay be initial support until other mentoring relationships are established or ongoing throughout the year

One to One Mentor MatchingOne to One Mentor Matching

ROLEMentor is site-based and is matched on an individual basis with a Beginning TeacherMentor adopts consultant, collaboration and coaching stances based on the needs of the Beginning Teacher

CONSIDERATIONSMentoring relationships that flourish are reciprocal, both parties learn and growGreater “ownership” if the Mentor has volunteered and if Beginning Teacher has been involved in the determination of which person will be their Mentor

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MENTORING AT YOUR SCHOOL

Models of Mentoring (cont.)

Group MentoringGroup Mentoring

ROLEMentor supports multiple Beginning Teachers and/or Beginning Teacher has many mentorsSchool Mentoring Committee plans formal support and professional learning opportunities for both Mentors and Beginning Teachers

CONSIDERATIONSProvides flexibility if school has large number of Beginning Teachers (or Mentors)This model is often embedded in a school-wide “mentoring culture” where all staff are Mentors or Protégés (or both)

Informal MentoringInformal Mentoring

ROLEBeginning Teacher informally connects with a variety of staff members as needs ariseMentor/Protégé roles are fluid -- often referred to as Peer Mentoring as in many cases the informal mentors are Beginning Teachers themselves

CONSIDERATIONSSpontaneous, informal nature of relationship can lend itself to collaborationBeginning Teacher may feel isolated / disconnected if not part of any informal relationships

Online MentoringOnline Mentoring

ROLEUsing online conferencing, a Beginning Teacher can participate in online sharing and discussion with both experienced teachers and other Beginning Teachers

CONSIDERATIONSEnables access to a variety of resources and perspectives beyond the school siteNot all Beginning Teacher feel comfortable sharing issues and concerns in this “public” forum

Multiple models of Mentoring can co-exist in the same site (often to the benefit of the Beginning Teacher)

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JOB EMBEDDED LEARNING INITIATIVE (JELI) & JOB ASSOCIATED MENTORING (JAM)

JELI & JAM promote professional learning and growth for Beginning Teachers by providing embedded time for:

School-based professional learning with Mentors

Demonstration Classroom Learning

Example Classroom Visits

Central TDSB professional learning sessions

JELI & JAM over 5 Years

Please note Family of Schools professional learning sessions are in addition to the JELI & JAM program

JELI JAM

Who? 1st & 2nd Year & Newly Hired LTO’s 3rd, 4th, 5th Year Teachers

# of Days 4 (3 for new LTO’s) - can be shared with Mentors (e.g. 3 + 1, 2 + 2 etc)

2 - can be shared with Mentors (e.g. 1+ 1, 1.5 + 0.5 etc)

Essential Form http://www.tdsb.on.ca/survey/jeli http://www.tdsb.on.ca/survey/jam

Code 149 247 (note different code than JELI)

Flavour tangy citrus, vague suggestion of dandelion smooth raspberry, with hint of sauciness

Examples of Powerful Designs in the use of JELI & JAMExamples of Powerful Designs in the use of JELI & JAM

Demonstration Classroom Learning Intentional, guided and focused observation of teaching and learning in actual classrooms, followed by de-briefing, action planning, and support for implementation from a program team member and/or your mentor (see page 7 for more details)

Co-Planning / Co-Teaching (Lesson Study)You and your mentor(s) collaboratively plan and teach a lesson (or a series of lessons) together followed by debriefing, reflection and a continued cycle of collaboration

Collaboratively Assessing Student Work (e.g. Moderated Marking)You and your mentor(s) assess student work together in order to help develop consistent understanding of the standards of achievement and inform your instructional practices

These ideas are meant to be starting points in your collaborative planning with your mentor(s) and Principal / Vice Principal re: using your JELI / JAM to support your professional learning and the learning of your students

http://www.tdsb.on.ca/survey/jeli

http://www.tdsb.on.ca/survey/jam

DEMONSTRATION CLASSROOM LEARNING AT A GLANCE

What happens during a Demonstration Classroom visit?

Each Demonstration Classroom learning experience includes:

ORIENTATION - an opportunity to connect with the program team staff member guiding the visit and share your specific learning goals for the day

OBSERVATION - focused observation and authentic professional learning in the actual classroom, guided by the program team staff member

DEBRIEFING - an opportunity to reflect upon the classroom experience, ask questions, and share ideas with your colleagues, the Demonstration Classroom teacher, and the guide

ACTION PLANNING - structured so what / now what action planning for applying the learning to your specific teaching context

FOLLOW UP - direct assistance from a program team member implementing the ideas and strategies in your classroom

How do I Register?

All Demonstration Classroom Learning opportunities will posted on Key to Learn and are open to all TDSB teaching staff

Pathway after logging in is Professional Growth > PRG - Demonstration Classrooms

Beginning Teachers may use their JELI or JAM days to attend

Experienced Teachers should access School or Family of Schools funds for release time

How do I find a classroom that matches my assignment?

The Demonstration Classrooms will all be posted by October 12 / 2010 and will be listed alphabetically by assignment on Key to Learn

Some dates for visits may still in the process of being coordinated, so as additional classrooms are added they will be flagged as “NEW” on Key to Learn

Please visit the Demonstration Classroom page on http://tdsbweb/program for online video clips, podcasts, and resources to support Demonstration Classroom learning

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http://tdsbweb/program


FAMILY OF SCHOOLS MENTORING

Ongoing support and professional learning opportunities are provided in each of the 24 Families of Schools by a Family of School (FOS) Beginning Teachers Team. Principals and Vice Principals, Mentor Cadre members, and FOS support personnel work closely with each Family of Schools Superintendent and the Beginning Teachers Program Coordinator to ensure alignment of support and responsiveness to local needs.

Possible FOS Professional Learning opportunities include:

Orientation / Welcome Events / CelebrationsClassroom ManagementDiversity of Learners Assessment & Evaluation FOS Initiatives & Priorities

Networking Work Smart Groups & Idea Shares with teachers of similar assignments and Mentors

The toolbox above is meant to be a metaphor for adding “teaching tools” to your repertoire of instructional strategies and approaches. Many FOS professional learning opportunities focus on the intentional sharing of knowledge and practice in order to support you along your personal continuum of professional learning and growth.

Supply teacher coverage is provided by the Beginning Teachers program for all FOS sessions in addition to the JELI & JAM program.

Your school principal is a key source of information about FOS professional learning opportunities for Beginning Teachers and Mentors.

Beginning Teacher CoachesThe goal Beginning Teacher Coach program is to augment school-based mentoring by providing a “second layer” of support for 1st year hires. Coaching support is available in FSL, Special Education, as well as generalist support for new Secondary Teachers. Sangeeta McAuley (Instructional Leader Beginning Teachers) will be providing Elementary Coaching support.

WHO ARE THE BEGINNING TEACHER COACHES?The Coaches are recently retired educators who are able to work directly in the classroom with you and provide support in key areas of need (e.g., Classroom Management, Assessment & Evaluation, Diversity of Learners)

WHAT DO THEY DO?Observe lessons and provide concrete (non-evaluative) feedback and ideas for next stepsCo-plan, co-teach, and model lessons in your classroomGuide Demonstration Classroom visits and provide follow up support in your classroom

Conference in order to share ideas, resources, and teaching strategies

Directory of Coaches with contacts will be posted in August on http://tdsbweb/program/beginningteachers For more information about the coaching program, please contact Jim Strachan <[email protected]>

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CENTRAL & ONLINE MENTORING

Summer Institute

Elementary Teachers are led for 3 days in Grade/Home Groups by experienced teachers who currently teach their actual teaching assignment

Secondary Teachers collaborate with a team of experienced Secondary colleagues with a focus on practical instructional strategies for the first days of school and resources that will apply to all curricular areas

All participants will be able to continue their learning via Demonstration Classroom visits to the classrooms of the Summer Institute facilitators during the school year

Central Professional Learning

Board Level Orientation for New HiresIntroductory & Advanced Professional Learning for Mentors Curriculum Based Professional Learning Sessions from Program & Special Education Teams (If supply coverage is not provided then you can use your JELI or JAM days to attend)

Online Conferencing

Academic Workspace will be our new conferencing platform this fall for Beginning TeachersSpecific information for accessing the Beginning Teachers conference in AW will be sent to you directly this fall

New Teachers.TEL, will remain available for downloading previously posted resources via this pathway: TDSB Conferences > School Services--Program > New Teachers.TEL

Beginning Teachers Listserv / Blog / Podcasts / Resources URL’s

Weekly “Happy Thursday” email updates (email [email protected] to subscribe)BT in TDSB Blog & Podcasts - http://web.me.com/btintdsbResources - http://schools.tdsb.on.ca/asit/standards/btstart (web) / http://tdsbweb/program/beginningteachers (TDSB web)

Key to Learn

Use Key to Learn to register for all central professional learningYou’ll need your employee # and TDSB network password to register for the first time To find courses for Beginning Teachers, select Professional Growth after you log in

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CONTINUUM OF PROFESSIONAL LEARNING & GROWTH

OrientationBeginning Practice



Embedded Practice


0 1 2 3 4 5

Orientation

Well before assuming a teaching position, a Beginning Teacher has begun to form a personal conception of what teaching means to them. Often this conception is based upon prior personal experiences as a learner in the school system. Modeling at the Faculty of Education by both host teachers and faculty instructors may refine, reinforce, or even alter this idea of what being a teacher is all about. After assuming a teachingposition in a school, multiple models of mentorship can aid in the personal and professional orientation of a Beginning Teacher by providing a valuable introduction to school culture, logistics, and curriculum.

Beginning Practice

No matter how thorough the preparation for teaching is at the Faculty, the experience of inheriting an established classroom culture as a student teacher is very different than the experience of creating a caring, inclusive, and learning-focused classroom environment for the very first time. Put another way, these initial classroom experiences represent quite a leap for a Beginning Teacher in both the context and practice of teaching and learning. Issues may often appear magnified in scale when they are being encountered for the first time. Ongoing job-embedded support of principals, mentors, other teachers, and school staff can play a defining role for in how these initial experiences of beginning practice are perceived by a Beginning Teacher.


Specific teaching challenges (e.g., Classroom Management, Assessment & Evaluation and Diversity of Learners) may provide the impetus for reflection on practice and a purposeful seeking out of both formal and informal supports for professional learning. Often the focus of examination of practice is around what isn’t working. A challenge to also reflect upon and acknowledge the practices that are contributing to the success of students. While skillful de-briefing and coaching can assist in self-refection and the identification of areas for professional growth, it is critical that ownership of this process resides with the Beginning Teacher. Opportunities for both formal and informal observation of colleagues can assist in this personal examination of practice.

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Both formal and informal learning experiences may provide motivation for a Beginning Teacher to experiment with a variety of approaches to classroom practice. Classroom strategies are adapted and adopted (and in some cases discarded) in order to suit the diverse learning needs of students. Classroom application is also based upon whether these practices align with a Beginning Teacher’s emerging beliefs about teaching and learning. Continued job-embedded opportunities to share and refine professional practice can assist a Beginning Teacher in their development of personal values about what effective practice looks like, sounds like, and feels like in their classroom.

Embedded Practice

At its core embedded practice reflects the unique answer of each educator to the question “who am I as a teacher?” This personal voice reflects deep beliefs about teaching and learning and is embedded in all aspects of the classroom environment. Classroom practice reflects identity as a teacher and a personal vision for the human development and learning of students. Opportunities for continued professional learning in a variety of contexts and settings may deepen understandings or even alter classroom application of embedded beliefs.


Classroom practice is de-privatized and opportunities for intentional sharing of knowledge and practice with colleagues are provided through job-embedded learning structures. These teacher leadership experiences broaden perspective beyond the classroom and provide informal and formal mentorship opportunities, not just for Beginning Teachers, but also for all members of a school community. Ongoing consulting, collaborating and coaching opportunities model examples of effective learning-focused environments for both teachers and students and stimulate a desire for continued personal and professional growth.

Interactions along the Continuum

Beginning Practice

Orientation



Embedded Practice


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NEW TEACHER INDUCTION PROGRAM

The New Teacher Induction Program (NTIP) is funded by the Ministry of Education and is a province-wide initiative designed to assist school boards in providing Orientation, Mentoring and Ongoing Professional Learning for Beginning Teachers. In addition to these supports, a streamlined NTIP Teacher Performance Appraisal has been introduced for first year teachers. More information about all aspects of NTIP is available at: http://www.edu.gov.on.ca/eng/teacher/induction.html

The chart below outlines how the key supports available to you in TDSB align with the NTIP program. Note that in TDSB these supports are available to all Beginning Teachers in their first 5 years of teaching.

Alignment of Supports to Complete NTIP

Orientation Mentoring Professional Learning

School

School Orientation by Principal/Vice Principal and/or Site-based Mentors

Site-based planning and professional learning with Mentors and Example Classroom Visits

Job Embedded Learning Initiative (JELI) for 1st & 2nd Year Teachers & New LTO’s

Job Associated Mentoring (JAM) for 3rd, 4th, 5th Year Teachers

Demonstration Classroom Learning Opportunities - focused observation / debriefing / action planning / and follow up support in all grades and subjects

Family of Schools

FOS Orientation and Welcome Events

Networking Work Smart Groups & Idea Shares with teachers of similar assignments / Mentor Cadre members / other FOS support staff

Professional learning opportunities in key areas of need - Classroom Management / Diversity of Learners / Assessment & Evaluation / FOS Initiatives

Central & Online

BT Resources SiteSummer InstituteBoard Orientation for New Hires

Beginning Teacher Coaches (FSL, Sp Ed, Secondary)

Introductory & Advanced Professional Learning for Mentors

Curriculum Based Professional Learning

Online Conferencing / Beginning Teachers Blog & Listserv

Please feel free to contact us regarding any aspect of the Beginning Teachers Program Please feel free to contact us regarding any aspect of the Beginning Teachers Program

Sangeeta McAuley Instructional Leader - Beginning Teachers 394-7450 or [email protected]

Jim Strachan Program Coordinator - Beginning Teachers 394-7261 or [email protected]

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http://www.edu.gov.on.ca/eng/teacher/induction.html

http://www.edu.gov.on.ca/eng/teacher/induction.html

THEMES OF SUCCESS

As you begin your teaching career, I'm excited to share with you the "voices" of over 2500 Beginning Teachers & Mentors who were asked this question:

As you think about your commitment to making a difference for students, tell a story about the best experience you have had so far this year.

Below you'll find the powerful themes that have emerged as your colleagues have reflected upon what contributes to our success as teachers and what is impactful upon the lives of our students. To me these voices reflect the "heart and the art" of teaching and learning.

Connecting with Students

Establishing an authentic personal connection with students (currency)Modeling caring, patience and humourBuilding inclusion promotes acceptance of and for studentsDeveloping a classroom community

Passion for Teaching

Harnessing personal experiences/passions and connecting these with teaching Trying something “new” (risk taking)Drawing upon internal resources and applying them to the classroomBringing personal excitement/passion to work

Attributes Based Approach

Empowering students by seeing attributes they possess (instead of deficits)Using students as a resource by accessing their strengthsListening and responding to student needs Seeing progress with a challenging student is so rewarding

Importance of School Culture

Collaborating at school with administration, colleagues, parents and studentsSharing/celebrating success is so powerfulDeveloping positive relationships with colleagues benefits both students and adultsCreating a supportive environment increases willingness to take a risk/experiment

Thank you to the over 2500 Beginning Teachers & Mentors who have shared their stories of success in their classrooms

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Please visit the TDSB Program Web Site for additional information, resources, and support in all areas of the curriculum: http://tdsbweb/program



Documents

Welcome to Teaching & Learning - Toronto District …schools.tdsb.on.ca/asit/standards/btstart/BTBooklet10.pdfWELCOME Congratulations! You have chosen a career full of challenges,