1. Journey to EXCELLENCE Iowa Mentoring and Induction Model Session 3 Iowa State Education Association in partnership with the Iowa Department of Education July 2008

2. Session 3 Goals…  Welcome, Agenda, Update, Concerns, Parking Lot  Ethics  Homework: What did you learn about your school  Learning Project: ITS 6 Classroom Management  Jeff Sypersma, Electronic Portfolios  APL and Classroom Management Techniques  Parent Teacher Conferences  Why I Didn’t Learn This in College?  Iowa Teaching Standard 3  Closing and Next Steps JtE Session 2 Slide 3

4. Evaluations Colors – When are classes taught Classroom Management Tips Learning Projects in the morning Portfolios – Artifacts Electronic vs Folder

5. Ethics Standards Standard I: Conviction of crimes, sexual or other immoral conduct with or toward a student, and child and dependent adult abuse Standard II: Alcohol or drug abuse

6. Ethics Standards Standard III: Misrepresentation, falsification of information Standard IV: Misuse of public funds and property Standard V: Violations of contractual obligations

7. Ethics Standards Standard VI: Unethical practice toward other members of the profession, parents, students, and the community Standard VII: Compliance with state law governing student loan obligations Standard VIII: Incompetence

8. Ethics Working alone with students Teacher – Student Relationships Driving students home Testing for accountability Using Technology Professional Dress

9. You need to have a discussion about ethics with your mentor The mentor will pick a topic that they will start the discussion Why: You are receiving guidance and knowledge from your mentor You are also receiving key advice and knowledge on your districts/community norms Document Fill out a form to document your conversation

10. Who is going to see this work? Mentor Mentor Anyone else the beginning educator chooses Anyone else the beginning educator chooses JtE Session 2 Slide 15

11. JtE Session 2 Slide 16

12. Journey to Excellence Learning Projects… JtE Session 2 Slide 19

13. Aug.Sept.Oct.Nov.Dec.Jan.Feb.Mar.Apr.May Year 1 LP Set Goals & Identify Hopes LP Classroom Management LP Planning & Preparation LP Instruction LP Professional Growth & Year One Celebration Year 2 LP# 1 & 2 LP Content Knowledge LP Monitoring Student Learning LP Student Achievement LP Professional Growth & Year Two Celebration Pacing of Learning Projects JtE Session 2 Slide 21

14. First Year First Year  ITS # 6: Demonstrates competence in classroom management  ITS # 3: Demonstrates competence in planning and preparing for instruction by researching student and school demographics  ITS # 4: Uses strategies to deliver instruction that meets the multiple learning needs of students  ITS # 8: Professional Responsibilities Learning Projects for Beginning Educators Each project is primarily based on one Iowa Teaching Standard JtE Session 2 Slide 22

15. Improving Student Achievement By Connecting Initiatives INDUCTION Focus Study Plan Apply Reflect JtE Session 2 Slide 23

16.  Assessing Needs Focus: Determine area to learn more about & current level of performanceFocus: Determine area to learn more about & current level of performance Study: Determine alternative actions available – observing, research, etc.Study: Determine alternative actions available – observing, research, etc.  Planning: Decide how to apply alternative actions  Implementing: Use alternative actions in class  Evaluating: Think about how things went when compared to intent Learning Projects Process purpose of learning projects is to build a good foundation for future practice by examining performance, understanding the Iowa Teaching Standards and Criteria, and continuing professional learning.Learning Projects are organized around a process adapted from Dr. W. Edwards Deming and include the following steps. The purpose of learning projects is to build a good foundation for future practice by examining performance, understanding the Iowa Teaching Standards and Criteria, and continuing professional learning. Learning Projects are organized around a process adapted from Dr. W. Edwards Deming and include the following steps. JtE Session 2 Slide 24

17. ITS 6: Classroom Management Learning Project JtE Session 2 Slide 28

18. ITS 6 LEA a.Creates a learning community that encourages positive social interaction, active engagement, and self- regulation for every student. b.Establishes, communicates, models, and maintains standards of responsible student behavior. c.Develops and implements classroom procedures and routines that support high expectations for student learning. d.Uses instructional time effectively to maximize student achievement. e.Creates a safe and purposeful learning environment. JtE Session 2 Slide 29

19. A Framework for Understanding the ITSC (p. 39) Standard 6—Criterion A Elements (from Danielson book)  Creating an Environment of Respect & Rapport: Teacher Interaction with Students 2a(1) see p. 59  Creating an Environment of Respect and Rapport: Student Interaction 2a(2)  Establishing a Culture for Learning: Importance of Content 2b(1)  Using Questions and Discussion Techniques: Student Participation 3b(3) JtE Session 2 Slide 31

20. LP Classroom Management Who?Mentor & Beginning Educator What?Design and implement a plan based on a selected criterion When?Fall 2009 How?Assess Needs—Plan—Implement— Evaluate Why?To increase the skills of the beginning educator in classroom management … (student achievement) JtE Session 2 Slide 33

21. LP Classroom Management JtE Session 2 Slide 34

22. Learning Project 6 Step One – Assessing Needs The beginning educator will discuss with the mentor school and district discipline policies and procedures. With the help of the mentor, the beginning educator will review A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of your study. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights his/her current levels of performance for that criterion in the Framework book. (Activity) Step Two - Planning The beginning educator will develop a Learning-Focused Growth Plan to address the criterion using a learning-focused planning conversation. The mentor will work with the beginning educator to develop the plan. A plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options. The plan may include observing the mentor or other educators to learn how they practice the criterion that was selected. If needed, the mentor will identify articles on classroom management to read. Arrange for your mentor to later observe the class and take notes related to the selected criterion.

23. Activity Objective: Participants need to understand the components of each of the criterion Table Groups Look at your assigned Criterion (A – E) On chart paper – bullet points the important components of that criterion that all should know about. Pick a spokesperson

24. Learning Project 6 Step Three - Implementing The beginning educator will carry-out the plan. The beginning educator will use the Learning-Focused Growth Plan: Tracking Progress sheet to capture new learning's and questions as the plan is implemented. Please consult with your mentor as needs arise. The mentor will observe classroom of the beginning educator for about 20 minutes, taking notes focusing on the criterion. This should not be on the first day you are executing the plan. Hold a brief pre-observation conference with your mentor prior to the visit to inform your mentor of plans and related issues.

25. Learning Project 6 Step Four - Evaluating Following the observation, the beginning teacher completes the ITS # 6 Self-Reflection. Then the beginning educator and mentor meet for a reflective conference. The mentor shares with the beginning educator notes from the observation. The beginning educator shares with the mentor the actions, results, the new learning's and new questions from implementing the plan. The conversation will include determining the degree to which the goal was achieved. Using the ITS Framework page of the criterion you have selected as the focus, take a different-colored highlighter, and identify the words that capture the nature of the beginning educator’s current practice by highlighting the appropriate descriptors under levels of performance for each of the elements. You may find the appropriate words in more than one column. Be as accurate as you can. (This is only for use by the beginning educator and mentor) In order to keep a running history, place the date of the self-assessment on the page and then highlight it with the same color.

26. Content & Process Using the Learning Project sheets 1.Read and discuss the content and process 2.Report out Key components of the projectKey components of the project Possible strategies to assist learningPossible strategies to assist learning Possible pitfallsPossible pitfalls Links to your district/building PDLinks to your district/building PD JtE Session 2 Slide 37

27. Jeff Sypersma Electronic Portfolios

28. Classroom Management Techniques Classroom Management Resources APL I Can Do It Champs Real Colors New PowerPoint Slides

29. Differentiated Instruction Lesson Objective: Students will learn about details. Group 1 – Gold, Blue, Green and Orange Group 2 - Details in a picture

30. Classroom Management Bring a Classroom Management Idea/activity/strategy to share

31. Why I Didn’t Learn This in College Signals Transitions Teach, Model and Practice Organization Paperwork and Keeping Ahead of It Classroom Arrangement Barriers between the students and teacher Systems for students that need assistance Accommodations

32. Parent Teacher Conferences Resources Things to think about Activity Dealing with Difficult Behaviors

33. Iowa Teaching Standard 3 Planning for Instruction a. Uses student achievement data, local standards, and the district curriculum in planning for instruction. b. Sets and communicates high expectations for social, behavioral, and academic success of all students. c. Uses student developmental needs, background, and interests in planning for instruction. d. Selects strategies to engage all students in learning. e. Uses resources, including technologies, in the development and sequencing of instruction JtE Session 5 Slide 15

34. Assignments Conversation / Documentation about Ethics Iowa Teaching Standard 6 / Learning Project

35. Closing, Evaluation Thanks!! JtE Session 2 Slide 41