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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.

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Presentation on theme: "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."— Presentation transcript:

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

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 11 th year of teaching (8 th 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) – 1 st 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 30 th !

13 Questions?

14 Use this time to write your 2 SMART goals.

15 Time For Dinner!

16 Teaching and Learning Cycle

17 “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 Instructional Plan: (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* 1 per year Forms

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

49 Questions?

50 Wrap Up & Reflection


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