1. Please set up the dividers in your blue RE binder!
While You’re Waiting…
Please set up the dividers in your blue RE binder!
Tab #1 – Goal Setting
Tab #2 – Instructional Cycle
Tab #3 – Observations
Tab #4 – Lesson Study
Tab #5 – Misc. RE

2. Resident Educator Cohort Meeting – Year 1
Program Overview & Year 1 Timeline
Self-Assessment & Goal Setting
Teaching & Learning Cycle
Observations
Lesson Study
Questions

3. Welcome Resident Educators!
Tonight’s Agenda
Materials:
Binder & Shaker.org
Educators.aspx
Our first prize of goes to…

4. Meet Lauren Rollins Resident Educator Lead Mentor
11th year of teaching
(8th year teaching first grade at Boulevard)
Master’s Degree in Educational Psychology from John Carroll University
Bachelor’s Degree in Early Childhood Education from Miami University
Reading Endorsement
Other responsibilities outside of the classroom
Resident Educator Program - Lead Instructional Mentor & Instructional Mentor
New Teacher Program - Mentor Teacher
BLT (Building Leadership Team) – 1st Grade Representative
OTES (Ohio Teacher Evaluation System) - Peer Evaluator
Math Curriculum Mapping Committee – Boulevard Representative
enVisionMATH Trainer
PTO Representative
Now that you know about me… Tell me about you!

5. RE Mentors vs. Shaker New Teacher Mentors
All/Most of you are a part of Shaker’s New Teacher program. The RE program is different – and so are the mentors (in most cases)!
Mentors are assigned based on school and discipline.
Your RE mentor will contact you in
mid-November!

6. Program Overview & Timeline
Ohio’s Resident Educator (RE) Program
Ohio’s RE Program is the only one like it in the US.
Created to combat teacher turnover within the first 5 years of their career.
Why do teachers leave? There are 4 major trends.
What is Residency?
Residency is a time to practice, refine and gain a deeper understanding of the art and science of teaching under the guidance of a certified mentor and the support of a professional learning community.
Shaker’s RE Program
We created our program based on the requirements of Ohio’s RE Program.
We created our program with Shaker’s expectations for teaching & learning in mind.

7. Program Overview & Timeline Continued
Major Components of RE Program:
Self-Assessment & Goal Setting
Self-Assessment and Summary
2 SMART goals per year
(1 can be Goal #2 from your APG & the other should be based on your Self-Assessment)
Teaching & Learning Cycle
Assessment for Student Learning
Instructional Cycle
Observations
1 observation of you by your RE mentor
1 reciprocal observation (with your RE mentor) OR observation of an exemplary teacher*
Lesson Study
Session 1 - Lesson Planning (We will complete this tonight.)
Session 2 – Lesson Delivery (We will complete this next year.)
Formative Progress Review

8. Program Overview & Timeline Continued

9. Expectations, Suggestions & Requests
YOU are responsible for completing all of the components of the RE program – completely and before the end of the school year.
How do you feel about a cohort “check-in” meeting/ work session in February?
Pace yourself! Don’t try to cram everything in to the beginning, middle, or the end of the school year.
Please contact your RE Instructional Mentor or me if you have questions or if you need help.

10. Self-Assessment and Goal Setting

11. Self-Assessment
One way to consider your strengths & areas of growth as a teacher
Based on the Ohio Continuum for Teacher Development
Use the information from your
self-assessment to set your 2 SMART goals

12. Goal Setting Create 2 SMART goals for this school year: Specific
Measureable
Attainable
Relevant
Time-bound
1 of these goals can be the same as your teacher performance goal on your Annual Professional Growth Plan
Use your Self-Assessment & Summary
Tonight, we will work on writing your 2 SMART goals for this school year.
Please your Goal Setting Template (complete with 2 SMART goals, strategies, and Beginning of the Year action steps, timeline, evidence indicators/outcomes, & resources needed) by November 30th!

13. Questions?

14. Use this time to write your 2 SMART goals.

15. Time For
Dinner!

16. Teaching and Learning Cycle

17. Teaching and Learning Cycle
“Design and deliver instruction that measures up…plan instruction that engages students in challenging applications of key content knowledge.” - James Popham

18. Assessment of Student Learning Tools
Data Measures Inventory*
Class Profile Tool*
Intentional Instruction Grouping*
Monitoring Student Learning*
Other Assessments and Data Measures
* ODE Form

19. Instructional Planning Guide: Cycle 3
(to be completed before teaching)
Assessment of student learning
Identify the learning need
Establish the learning objective
Gathering appropriate resources
Instructional strategies (how the teacher conveys the content)
Instructional activities (what students do to engage with and learn the content)
Differentiation
Resources of materials

20. Instructional Planning Guide: Cycle 3
Reflection on Instruction and Revision:
(to be completed after teaching)
Identify the learning need
Establishing the learning objectives
Instructional strategies
Instructional activities
Differentiation
Assessment of student learning

21. Examining Individual Student Work
Complete Reflection and Revision: Analyzing Individual Student Work which analyzes two students that demonstrate two different levels of performance.
Possible Questions to Answer:
Does the work meet expectations for high quality work?
What do students’ responses/work indicate about the effectiveness of the lesson prompts, activities, and assignments for topic understanding?
How might the assignment be improved to support high- quality student performance?
How does the range of work from a student demonstrate growth in (__) over time?
To what extent is the student challenging him/herself, and in what ways?
Are there patterns or trends that relate to the class profile information or other data measure?
How will this information be used in future lesson and assessment design?

22. Questions?

23. Observations

24. One Can’t Do It Alone! Flower One ingredient Tire Snowflake Garden
Cookies
Car
Storm

25. Our profession is THE BEST, but…
We’re isolated from other adults.
It’s draining (yet there’s always non-stop excitement)!
We’re wondering, “What now…?”
We’re asking, “How should I handle this…?”
Turn and talk about a struggle you are having in your classroom.
Don’t worry - You’re not alone! 

26. Observations Non-evaluative! Not an OTES observation!
Observation of YOU:
Conducted by your RE Mentor
1 per year
Pre-Observation & Post-Observation can be completed via /phone call
Forms
Reciprocal Observation or Observation of an Exemplary teacher:
RE and mentor observe another teacher together OR RE observes exemplary teacher*

27. Questions?

28. Lesson Study

29. Lesson Study Objectives
I can identify the elements of a quality lesson plan.
I can explain the purpose of posting learning objectives.
I can explain why pre-assessments, formative assessments and summative assessments should be included in my planning and teaching.

30. Lesson Study - Part 1 Elements of a Lesson Plan

31. Elements of a GOOD Lesson Plan
Think
On your own - Brainstorm a list of the elements of a good lesson plan
Pair
Partner up - Discuss your lists
Share
As a group - Let’s come to a consensus…
What are the elements of a GOOD lesson plan?

32. Lesson Study - Part 2 Learning Objectives

33. Think About It…
“When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.”
– Dr. Robert J. Marzano

34. Identifying & Posting Learning Objectives…
... is a best practice!
… is good for students, teachers, & parents!
… is a part of Shaker’s Strategic Plan!
… is a component of the Ohio Teacher Performance Evaluation Rubric.

35. Learning Objectives
What the learners should know or what skills learners should be able to exhibit following instruction NOT what the teacher is going to do or what activity will take place in the lesson
Purpose of objectives:
Guide the teacher - know where you want the lesson to go
Guide the students – know the purpose of the lesson & what you want them to be able to do as a result of it

36. Some Examples…

37. Lesson Study - Part 3 Assessments: Pre-Assessments, Formative Assessments & Summative Assessments
From Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools by Mary Cay Ricci.

38. Pre - Assessments
Pre-Assessments are used to figure out what students know about a particular skill, concept, or topic BEFORE planning for instruction.
Pre-Assessments should…
measure understanding only in the areas specifically being assessed.
include application of the skill, topic, or concept and at least 1 above-level, or accelerated, indicator.
use different formats.
use effective questions.
be read to students (unless they are being used to assess reading).
not be given on the same day as the instruction. (You need time to analyze & plan.)

39. Formative Assessments
Formative Assessments are used to check for understanding during the learning process in order to modify instruction to improve understanding.
Formative Assessments should…
take place during instruction rather than at the end of a unit or course of study.
provide students with feedback.
be a quick check.
help teachers find out who needs to be re-taught, who is on track, and who needs enrichment and/or acceleration. (You can group students accordingly.)
not be graded!
be shared with the students.
Formative Assessments can be informal!

40. Fist to Five, Assess Yourself, & Consensograms
"When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves." - Black and Wiliam

41. Exit Slips & Tickets Out The Door
A way to collect student responses to a prompt
Used to help students process new concepts, reflect on information learned, and express their thoughts about new information

42. Exit Slips & Tickets Out The Door

43. Think-Pair-Share & Appointment Clocks
Teachers pose a question (or questions). Students think about the answer and discuss their thoughts with a partner (or partners).
Students report out about their conversations allowing teachers.

44. 2 Minute Assessment Grid
Students place post it notes in each quadrant.

45. Summative Assessments
Summative Assessments are used to assess understanding or mastery of a concept.
Summative Assessments should…
be given at the end of a unit of study.
be differentiated to match the learning that has taken place for each group of students or, in some cases, individual students.
be graded to reflect mastery of the content taught to each student. Otherwise, some students could potentially receive an A after the pre-assessment without receiving any instruction from you.

46. Lesson Study - Part 4 Quality Lesson Plans

47. Would you claim this lesson plan?
Our second prize of goes to…
Take a few minutes and read through The Oregon Trail.
Discuss: Would you claim this lesson plan? Why or why not?
Now, read through Cells.
Compare and contrast The Oregon Trail and Cells. What are the strengths and weaknesses of each?
How might The Oregon Trail be improved?
* Keep in mind our discussion about the elements of a good lesson plan.*

48. Reflect & Challenge Yourself
The one question to never stop asking…
How can I be a better educator tomorrow than I am today?
Challenge Yourself:
What will you take away from tonight’s lesson study?

49. Questions?

50. Wrap Up & Reflection