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APPLES Mentors. Outcomes & Agenda Legislative requirements impacting the Beginning Teacher Programs Varied programs and program requirements Roles and.

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Presentation on theme: "APPLES Mentors. Outcomes & Agenda Legislative requirements impacting the Beginning Teacher Programs Varied programs and program requirements Roles and."— Presentation transcript:

1 APPLES Mentors

2 Outcomes & Agenda Legislative requirements impacting the Beginning Teacher Programs Varied programs and program requirements Roles and responsibilities of support team members Effective school-based new teacher program Documents and timelines Good of the Order

3 History of BTPs in Florida and Lee County :P.O.P. (Professional Orientation Program) :APPLES Accomplished Professional Practices for Accomplished Professional Practices for Lee Educational System Lee Educational System : Alternative Certification (DCP) and APPLES

4 Goals of APPLES  Retain the most promising teachers  Foster self- assessment and reflection  Improve instructional practice  Model professionalism  Offer professional growth opportunities  Familiarize new teachers with district and state initiatives

5 Purpose of Programs APPLESACP  Lee County Program  Designed to support new teachers  Components: 6 Educator Accomplished Practices 6 Educator Accomplished Practices Training Training Peer Teacher Support Peer Teacher Support Formative Observations Formative Observations and Summative Evaluations  FLDOE Program  Designed to certify teachers with degrees other than education  Components: 6 Educator Accomplished Practices 6 Educator Accomplished Practices Online Online Required Assessment Tasks Required Assessment Tasks Peer Teacher and Teacher Assessor Peer Teacher and Teacher Assessor

6 Target Teacher  Teacher holding a Temporary Certificate  First Year Teacher (Recent Graduate of the College of Education)  Teacher new to Lee County

7 Program Targeted Audience Professional Certified Teachers Temporary Certified Teachers Demonstrated Professional Educator Competencies Demonstrated Professional Educator Competencies  Need to demonstrate Professional Educator Competencies Passed exams Passed exams  Need to pass state exams (Professional, Subject Area, General Knowledge) Completed college coursework Completed college coursework  Need to complete College Coursework

8 1. APPLES for Teachers with Professional Certification (1-2 year) 2. APPLES for Teachers with Temporary Certification    BTP

9 Program Components  Required Training District and/or State District and/or State  Formative Observations  Summative Evaluations  Teacher Support  Administrative Support

10 APPLES for Teachers with Professional Certification This program is for teachers who Hold a State of Florida Professional Educator’s Certificate Hold a State of Florida Professional Educator’s Certificate Are new to Lee County in Are new to Lee County in One year program with possible extension for following year

11 APPLES for Teachers with Temporary Certification This program is for teachers who Hold a State of Florida Temporary Educator’s Certificate Hold a State of Florida Temporary Educator’s Certificate Must be completed by the end of the validity year of the Temporary Certificate!

12 APPLES for Teachers with Temporary Certification Certification Routes 1. 1.District Certification Program 2. 2.Non-District Alternative Certification Program 3. 3.Other Alternative Certification Program 4. 4.Traditional Certification Program

13 District Certification Program Program Overview Overview State approved State approved Purpose Purpose Eligibility Eligibility Components Components Tasks & Requirements Tasks & Requirements

14 District Certification Program  DCP Support APPLES Administrator APPLES Administrator Peer Teacher Peer Teacher DCP Trainer DCP Trainer District DCP District DCP administrator administrator - Beth Bolger

15 District Certification Program  DCP Task 20 Products 20 Products 3 Observations 3 Observations  DCP Expectation Actions taken Actions taken  DCP Completion Portfolio Portfolio Documents Documents Administrative approval Administrative approval

16 Support Team Roles & Responsibility ● APPLES District Coordinator ● School Level ● APPLES Administrator ● Peer Teacher ● Beginning Teacher

17 APPLES Administrator ► Identify new teachers ► Recognize the types of certificates ► Determine eligible Peer Teachers ► Assignment of Peer Teacher ► Participate in Team support meetings ► Conduct 2 Summative observations ► Verification of program requirements ► Complete and submit Program Completion documents

18 APPLES Teacher Complete all required courses Complete all required courses Complete an Alternate Certification Program (if applicable) Complete an Alternate Certification Program (if applicable) Check with Personnel Specialist Check with Personnel Specialist Attend Support Team meetings Attend Support Team meetings Complete the Professional Development Plan Complete the Professional Development Plan Receive overall rating of Effective and Highly Effective on the Final Performance Evaluation Receive overall rating of Effective and Highly Effective on the Final Performance Evaluation

19 APPLES Peer Teacher Orient the new teacher with school based functions Orient the new teacher with school based functions Conduct 3 Formative Observations Conduct 3 Formative Observations Meet frequently with teacher to mentor, discuss challenges and celebrate successes Meet frequently with teacher to mentor, discuss challenges and celebrate successes Participate in Support Team meetings Participate in Support Team meetings

20 School-Based Beginning Teacher Support To ensure success for your new teachers, your school should provide training and support in the following areas: Survival Skills – School Tour, Key Personnel etc. Survival Skills – School Tour, Key Personnel etc. School Handbook – Policies, Procedures, Vision School Handbook – Policies, Procedures, Vision Special Programs - Curriculum Special Programs - Curriculum Technology – Pinnacle, Progress Reports etc. Technology – Pinnacle, Progress Reports etc. Observations – Summative/Formative Observations – Summative/Formative Teacher Assessments - IPDP Teacher Assessments - IPDP

21 Formative Observations  Are non-judgmental  Are individual-oriented  Foster professional growth  Have criteria defining desired professional performance  Are diagnostic and identify areas for improvement  Utilize feedback for support and corrective changes  Use reflection to determine whether purposes have been met  Are driven by the Individual Professional Development Plan

22 Goldhammer’s Model The five stages of the clinical supervisor model: 1. The pre-observation conference (set the contract) 2. The observation & Analysis (capture and review the data) 3. The strategy session (make the data intelligible with logical relationships) 4. The post-conference (operational plan for supervision) 5. The post-conference analysis (mentor reflection- our conscience)

23 Pre-observation Conference Procedures  Identify session objectives and relevant situational information  Identify and review areas of focus to be given special attention: behaviors to maintain / increase, behaviors to reduce / eliminate, strategies / activities to explore and try  Select observational method  Agree on observation time and logistics

24 The STEP Process STEP is designed to remind the CE of the steps needed to analyze and synthesize the data gathered from an observation. Select the data Think about likely DP reactions Enumerate acceptable solutions Plan the conference

25 Data Analysis and Strategy Procedures  Construct a data display Does not have to be anything drastic Does not have to be anything drastic Could be something as simple as a tally chart, graph, or table of notes Could be something as simple as a tally chart, graph, or table of notes  Identify related patterns of behavior  Make comparisons with previous observations  Determine if criteria for success were satisfied  Make summary statements  Plan conference strategies

26 Post Observation Conference Procedures  Review the pre-observation conference agreements  Discuss data and identifiable patterns with the DP  Guide the DP to identify behaviors to maintain / increase and reduce / eliminate  Discuss strategies or activities to explore and try  Specify and document everyone’s responsibilities  Schedule next observation or conference

27 Interpersonal Communication  Convey empathy, sincerity and positive regard for the DP (three core conditions for quality IC)  Actively listen, respond and facilitate communication (Burke’s Model)  Utilize questioning strategies Clarification Clarification Perception checking Perception checking Empathy Empathy Concrete examples Concrete examples

28 Ongoing Support  Meet frequently with beginning teacher  Respect confidentiality  Anticipate needs  Assist with IPDP development and implementation  Everyday school-based needs  Technical support  School and District resources

29 Individual Professional Development Plan

30 Developing SMART Goals Write a SMART Goal S – Student-Focused M – Measurable A – Attainable R – Results-Oriented T – Time-bound

31 Creating a Goal Statement(s) ________% or ______# of ______students will __________ as measured on _______ by _________. _______ by _________.

32 Creating Goal Statements Relates to my students’ learning Measurable Evaluation Method 95% of my 9th grade students will score a 3.5 or higher as measured on the School Mock Writing Assessment in March.

33 School-Based Induction  “Research indicates a School-Based Induction Program is important and has a positive impact on all aspects of a school.”

34 Support  “The Districts’ APPLES program provides broad support to teachers new to teaching… the school-based program will meet the needs of ALL teachers new to the school.” the school-based program will meet the needs of ALL teachers new to the school.”

35 Beginning Teacher Program Website

36

37 New Teacher Programs

38 Website  New%20Teacher/apples.htm New%20Teacher/apples.htm New%20Teacher/apples.htm

39 Good of the Order

40 If you need assistance, please do not hesitate to contact us. Diane Sherman Polly Kiely


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