1. KSU Faculty Retreat 2013 1

2. Resident Educator 16 “What do I need to know and do?” http://www.youtube.com/watch?v=etxyRiTupxo

3. 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

4. Resident Educator Program: Foundation  Ohio Standards for the Teaching Profession  Ohio Continuum of Teacher Development Ohio Resident Educator Program 5

5.  Work with a state trained mentor  Participate in required meetings  Complete formative assessment tools  Maintain documentation  Create/submit Summative, performance- based assessment – Year 3 or 4 of program Resident Educator Program Components required by ODE: Ohio Resident Educator Program 9

6. Mentor will Monitor and Document Resident Educator Progress  Mid-Year Goal Review  End-of-Year Formative Progress Review Ohio Resident Educator Program 14

7. Years 1-2 Formative Assessment Processes and Tools 1.Resident Educator Self-Assessment 2.Assessment of Student Learning 3.Instructional Planning 4.Mentor Observation of Resident Educators 5.Professional Goal Setting Process Ohio Resident Educator Program 15

8. Resident Educator: Year 2 During Y EAR 2 of the Resident Educator Program, the Resident Educator will  Continue processes, protocols and tools from Year 1  Utilize differentiated support and resources to move toward meeting goals  Complete Year 2 Formative Progress Review 18

9. Resident Educator: Years 3-4 During Y EARS 3-4 of the Resident Educator Program, the Resident Educator will Y EAR 3  Prepare for summative assessment Year 3/4  Successfully complete summative assessment  Supported by a trained “facilitator” Year 4  Participate in professional development and leadership activities  Re-take deficient portions of summative assessment  Complete Resident Educator Program requirements then apply for the 5-year professional license and secure signatures of mentor and superintendent or designee 19

10. Resident Educator: Year 3 During Y EARS 3 – R ESIDENT E DUCATOR S UMMATIVE A SSESSMENT (RESA) D EVELOPED THROUGH COLLABORATION WITH S TANFORD U NIVERSITY, T EACHSCAPE, AND THE O HIO D EPARTMENT OF E DUCATION WITH INPUT FROM RESA A DVISORY D ESIGN G ROUP D OCUMENTATION WILL BE STORED, UPLOADED AND SUBMITTED VIA T EACHSCAPE D OCUMENTATION WILL INCLUDE LESSON PLANS, INSTRUCTIONAL MATERIALS, ANALYSIS OF STUDENT LEARNING, S TUDENT WORK SAMPLES, V IDEO CLIPS OF LESSONS AND TEACHER REFLECTIONS F OUR COMPONENTS TO COMPLETE ; MUST BE COMPLETED IN ORDER ; ONCE SUBMITTED WILL BE SCORED BY A TRAINED ASSESSOR AND RETURNED WITHIN TWO WEEKS 19

11. Resident Educator Summative Assessment Component 1: “Lesson Cycle Package” Documentation is submitted between November -January Teaching and learning context Demonstrate ability to select or modify a lesson Will be required to download 2-4 (15-20 minute) videos of their teaching Submit lesson plans, context for learning document, and complete a reflective paper 19

12. Resident Educator Summative Assessment Component 2: Assessment Documentation is submitted between January - March 2 formative and 1 summative (from a unit) Student work samples Complete an assessment “commentary” Component 3: Parent Communication and Professional Growth Documentation is submitted between March-May Submit (3) documents of practice for each category Complete a “commentary” as to why this is evidence for each of these two components PD – need to demonstrate that they are not “just attending” (being compliant) but are intentionally developing as educators 19

13. Resident Educator Summative Assessment Component 4: Student Perception Survey Completed for any K-12 Resident Educator Focus on the “seven C’s” some of which are, CARE, CONTROL, CLARIFY and CHALLENGE Trying to learn if this teacher can create the environment where students know that it is necessary and important to learn Survey one class (if they teach multiple sections) Complete a reflective commentary of the survey results Survey results are only shared with Resident Educator Within four weeks of submitting all evidence for a component, the assessment will be scored and they will know if they have “passed” or are “proficient” or not. 19

14. Resident Educator Program Year 4 More information about professional learning opportunities for Year 4 REs will be provided in Fall 2013. Upon successful completion of RESA and all Year 4 requirements, REs may apply for the 5-year professional license. Questions: REprogram@education.ohio.govREprogram@education.ohio.gov

15. What will the DISTRICT/SCHOOL do to support my residency? System of Support 20

16. District/School: Year 1 During Y EAR 1 of the Resident Educator Program, the District/School will  Provide an orientation  Determine eligibility and register Resident Educators  Select, assign and support mentors  Provide time and support for mentor training  Provide support and professional development for Resident Educators and mentors 21

17. System of Support What will the MENTOR do to support my residency? 25

18. Mentor: Year 1/2 During Year 1/2 of the Resident Educator Program, the mentor will  Attend all required training to obtain certification  Communicate with the Resident Educator and building administrator  Respect the confidential relationship with the Resident Educator and principal  Support the Resident Educator through the use of formative assessment processes, protocols and tools  Collaborate with the program coordinator to complete end-of-year Formative Progress Review 26

19. Resident Educator Program Year 1/2 Timeline 28

20. Year 3 RESA Timeline of Best Practices for REs Taking RESA

21.  Improve Teacher Effectiveness Analyze their teaching practice using ongoing formative assessment feedback and suggestions for professional growth from a trained mentor Receive job-embedded professional development focused on helping them to get better at their practice Reduce the stress  Improve Student Learning  Learn effective teaching strategies for improved student achievement  Reflect and analyze student data to make decisions about appropriate interventions So that….. What are the benefits? 29

22. ….the compass does not get “stuck”…. And just as Mr. Holland, grow as a teacher and become a compass for their students: www.youtube.com/watch?v=mbXt_8O_iKU RESIDENT EDUCATOR PROGRAM 29

23. “ How can I be a better educator tomorrow than I am today?” The one question to never stop asking… 30