1. Enhanced Learning, Enhanced Teaching: How ESAs can Support and Lead the Change Teresa Dempsey, Ph.D. Director of Professional Development Center for Achievement 2014 AESA Conference San Diego, California

2. Chicken or the Egg? Enhanced Teaching: Enhanced Learning? Enhanced Learning: Enhanced Teaching?

6. Were you ever a first-year teacher? Did you have a mentor teacher? Were they helpful? What difference, if really any, can a mentor make to a new teacher? Should every new teacher be guaranteed a mentor – and if so, should that mentor meet certain standards? How long should a new teacher have “extra” support?

7. Patricia/Kindergarten teacher Having a mentor is a great experience for a beginning teacher. When I started teaching, my mentor did her best to provide support and help with the curriculum. I am very grateful to her for the help and time she gave me. After that, I became a mentor myself. Sometimes, I just provided help even though I was not the mentor of so and so, just to be friendly and welcoming. I believe that experienced teachers should help less experienced ones and actually it can be a very enriching experience from both of them- experienced and new teachers alike. I have learned from both my student teachers and my mentees. We shared and exchanged ideas.

8. Robert/ESL It's great to read that there are caring professional educators who are more than happy to help future and in-service teachers. But its also quite scary to read some of the posts from teachers who've not been blessed with a good mentor. I think I'm one of the lucky ones. My administrator and Resource teacher have been outstanding. They've loaded me down with various resources to draw my lessons from. They've also entered my class a few times and offered constructive criticism on ways I can improve student engagement, but they continually reassure me and the other new teachers that we are doing a great job. I have to admit it was and still is quite scary, since I had never taught before. I want to be successful in helping my students learn English. Even now after 6 months of teaching I worry that my lesson plans aren't effective, or that they're too easy or too hard. New teachers emphatically need mentors because even with their guidance the new teacher still feels like they're walking on shaky ground. A good mentor can not only help build confidence in the new teacher but can also give guidance with concrete issues, such as disruptive students or differentiation methods.

9. Heather I started teaching in 1987. I don't know if mentors were available back then, but I certainly could have used one. I was lost in many different areas and was constantly going to one of the other second grade teachers. Though she was helpful in some areas she was also "put out" by my constant questions. If I would have had a designated mentor I know I would have learned so much more. In addition, I would have been a lot more relaxed and I would have been able to be a better teacher.

10. Teachers are not ‘finished products’ when they complete a teacher preparation program. Induction programs must enhance the capabilities of beginning teachers in order to increase student learning. (National Commission on Teaching and America’s Future, 2003)

11. 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. What is Residency? 4

12. “ How can I be a better educator tomorrow than I am today?” The one question to never stop asking… 28

13. The Ohio Resident Educator Program Reflects the Teaching and Learning Cycle 8 Enhancing Teacher Effectiveness to enhance Student Learning

14. What will my Program Coordinator Mentor Teacher P RINCIPAL do to support my residency? System of Support 19

15. District Program Coordinator Classroom: Mentor Years 1 & 2 Facilitator Year 3 Colleague Year 4 Building Principal Resident Educator Support Resident Educators

16. RE Program Standards Standard 1: Program Administration and Leadership Standard 2: Principal Role and Engagement Standard 3: Systems Alignment and Linkages Standard 4: Mentor Quality Standard 5: Resident Educator Professional Development and Learning Communities Standard 6: Resident Educator Performance Assessment

17. Mentor Standards 1.Mentors demonstrate commitment to advance the professional learning and practice of Resident Educator. 2.Mentors design and facilitate professional development for Resident Educators. 3.Mentors create and foster positive learning environments for Resident Educators. 4.Mentors support Resident Educators’ instructional and assessment practices. 5.Mentors develop as leaders and learners through professional growth.

18. Resident Educator DistrictBuildingClassroom ESC (Optional) Ohio ESCs function as optional support structures

19. ESC of Central Ohio Support ODE Compliance managed by ESCs Optional Support developed by ODE but managed by ESCs ESC of Central Ohio Enrichment and Support ODE Mentor Certification Courses Instructional Mentoring Resident Educator-1 Five-year Professional License or two year Provisional License that has been renewed two or more times Five years of teaching experience; and Recent classroom experience within the last five years. Advanced Mentor Teacher Modules Analysis of Student Work Providing Effective Feedback for Professional Growth Data Beyond the Numbers Principals Matter Mentor Teacher Pool Networks: Mentor Teacher/Program Coordinator RE Year-1/Year-2 RE Year-3 Career Tech Center Resident Educator Retreat

20. RE Program at a Glance Practice Development

21. Year 1 Journey 21

22. Years 1-4 Formative Assessment Processes and Tools 1.Resident Educator Self-Assessment 2.Assessment of Student Learning 3.Instructional Planning 4.Observation 5.Professional Goal Setting Process Ohio Resident Educator Program 22

25. Year-1 Resident Educator ESC Support High Quality Teaching and Learning Resident Educator Year-1 & Year-2 RE Network Resident Educator Retreat ESC Teaching/Learning Classroom Management Classroom Year-1 & Year-2 RE Network Mentor Teacher Networks Resident Educator Retreat *Advanced Mentor Teacher Modules (3) Building Mentor Teacher Pool Principals Matter Course District Program Coordinator Mentor Teacher Pool Resident Educator Retreat Mentor Networks *Advanced Mentor Teacher Modules *Analysis of Student Work Providing Effective Feedback for Professional Growth Data Beyond the Numbers

26. Year 2 Journey 26

27. Year-2 Resident Educator ESC Support High Quality Teaching and Learning Resident Educator Year-1 & Year-2 RE Network Resident Educator Retreat ESC Teaching/Learning Classroom Mentor Teacher Network RE Year-1/Year-2 Network Resident Educator Retreat *Advanced Mentor Teacher Modules (3) Building Mentor Teacher Pool Principals Matter Course District Program Coordinator Mentor Teacher Pool Mentor Teacher Network(s) Resident Educator Retreat *Advanced Mentor Teacher Modules *Analysis of Student Work Providing Effective Feedback for Professional Growth Data Beyond the Numbers

28. Year-3 Journey 28 *Dates of the submission windows are subject to change and specific window content will be forthcoming.

29. Year-3 ODE Compliance – RESA Facilitator

30. Year-3 Resident Educator ESC Support High Quality Teaching and Learning Resident Educator Year-3 RESA Network RESA Writing Strategies Resident Educator Retreat Classroom RESA Facilitator Network RESA Writing Strategies Resident Educator Retreat Building Principals Matter Course District Program Coordinator RESA Network RESA Writing Strategies

31. Suggested Year 4 Teacher Leadership Activities Upon completing all Year 4 teacher leadership requirements, Resident Educators will apply for the 5-year professional license. Year-4 Journey

33. Year-4 Resident Educator ESC Support High Quality Teaching and Learning Resident Educator Leadership Exploration Opportunity - TBD Classroom Colleague Opportunity TBD Building Leadership Opportunity -TBD District Program Coordinator Leadership Opportunity - TBD

34. High quality induction programs provide a positive ROI A cost-benefit analysis conducted by the New Teacher Center … “high-quality induction programs provide a positive ROI because: beginning teachers stay in greater numbers AND those who stay are more effective... When costs and benefits are summed up for society the program secures a return after five years of $1.66 for every dollar invested” (Villar & Strong, 2007).

35. Teacher quality is the most important school- based factor affecting student learning. Numerous studies illustrate this impact (Fulton, Yoon and Lee, 2005; Moir and Gless, 2001; Darling-Hammond and McLaughlin 1995; Fallon,2003). Haycock and Huang (2001) found that the best teachers in a school have six times as much impact on student achievement as the bottom third of teachers.

36. High quality induction yields academic gains Comprehensive, multiyear programs that include: rigorous mentor selection; high-quality intensive, ongoing mentoring; school protected release time for mentoring; ongoing, research-based professional development for mentors, principals and administrators; the use of research-based teaching standards, formative assessments and teacher portfolio processes … strengthen beginning teacher effectiveness so much that their students demonstrate learning gains similar to those students of their more veteran colleagues (S. 1979--110th Congress, 2007).

37. Induction – a reflection of high quality instruction Induction programs must aspire to more than retention; they must promote high quality instruction. They must envision a new image of the successful teacher whose leadership capacity is developed from the moment the teacher enters the classroom. The professional development offered to beginning teachers must be differentiated and guided by a growth model that is standards-based and builds collaboration and communities of practice - Program on Education and Society, 2007

38. Opportunities for ESC Support Year-4 RE Support Educating central office leaders to view Induction as high-quality professional learning ROI – the gem of your district – not a nuisance to check off. Building district capacity to sustain resident educator programming

39. Enhanced Teaching: Enhanced Learning - Chicken or the Egg? Enhanced teaching results in enhanced student learning. Enhanced teacher learning results in enhanced teaching. Enhanced mentor learning results in enhanced mentor teaching. Enhanced principal learning results in enhanced teaching.

40. How Can We Be A Better Educator Tomorrow Than We Are Today, and Lead Others to do the Same?

41. Enhanced Learning, Enhanced Teaching: How ESAs can Support and Lead the Change Teresa Dempsey, Ph.D. Teresa.Dempsey@escco.org Director of Professional Development Center for Achievement 2014 AESA Conference San Diego, California

42. Optional Addendum References Teachers Matter (Now More than Ever) ODE Resident Educator Landing Page http://education.ohio.gov/Topics/Teaching/ Resident-Educator-Program http://education.ohio.gov/Topics/Teaching/ Resident-Educator-Program

43. Resident Educator Program: Foundation  Ohio Standards for the Teaching Profession  Ohio Continuum of Teacher Development Ohio Resident Educator Program

44. The Ohio Continuum for Teacher Development delineates five levels of teacher development. LevelDescribes EmergingPre-Licensure; the teacher education candidate DevelopingResidency; the teacher whose skills are developing ProficientThe teacher who is applying knowledge and skills independently AccomplishedThe teacher who is fully skilled and able to integrate knowledge and experience - in instruction, curriculum and professional development - into practice DistinguishedA teacher leader, consistently innovative, contributing to the professional learning community Continuum of Teacher Development