Mentor Update 1 Bridging the Journey from Preparation through Professional Practice

Setting the Stage Status of Profession Teacher Attrition Teacher Preparation 21 st century workplace readiness school.wikispaces.com/TEAM school.wikispaces.com/TEAM 2

Agenda Program Information Revised Common Core of Teaching Overview of Mentoring Module Guidelines Exploration of 4 Step Module Process and Documents Web Based Module Documentation Closure 3

TEAM Program Information 1. TEAM Program Questions and Answers 2. TEAM Participation Categories by Certification Codes 3. Team Participation Timeline 4. Role of the District’s TEAM Coordination Committee (TCC) 5. District Roles and Responsibilities for the TEAM Program TEAM Program Contacts TEAM VIDEO 4

Teacher Education and Mentoring Program True or False 5 1. Mentors will be given a stipend of $400 for supporting a beginning teacher. 2. Reflection papers must be reviewed in district. 3. The CSDE is responsible for recommending a Beginning Teacher for Provisional Certification after the successful completion of all required modules. 4. All Beginning Teachers must complete five Mentoring Modules. 5. Districts must develop a three year Support Plan.

8 6

Common Core of Teaching Format Domains Code of Professional Responsibility 7

Connecticut Common Core of Teaching Modules Domain 1. Content and Essential SkillsEMBEDDED Domain 2. Classroom Environment, Student Engagement and Commitment to Learning MODULE 1 Domain 3. Planning for Active LearningMODULE 2 Domain 4. Instruction for Active LearningMODULE 3 Domain 5. Assessment for LearningMODULE 4 Domain 6. Professional Responsibilities and Teacher Leadership MODULE 5 8

Differentiation for all students Collaboration with colleagues and families High student achievement for all students The CCT Emphasizes: 9

CCT Domains Read the six Domains in the CCT Choose one indicator in each Domain that is most critical for a Beginning Teacher to master in the first two to three months of school. Come to consensus as a table group. Record choice on chart paper. 10

Mentoring Module Guidelines Read the Mentoring Module Guidelines Note documents that will be used in each step Be prepared to share observations/questions 11

Mentoring Module Process Step One Explore CCT and Performance Profile Select one indicator for professional growth Identify specific examples/evidence of practice Create an Initial Summary Develop a goal 12

CCT Performance Profile 13 Read the Performance Profile going across from left to right. Highlight language changes as you move across the continuum. Note the difference

Exploring a Selected Indicator Read and compare Draft Notes and Revised Notes In table groups, create several questions that might lead a beginning teacher to create the Revised Notes. Be prepared to share questions and how they will prompt the beginning teacher to provide more specific evidence about teaching and learning. 14

Mentoring Module Goals Describes anticipated learning for the teacher Describes anticipated impact on teaching and learning Connects to CCT Performance Profile indicator 15

Creating a Goal Using the Initial Summary on Anatomy of an Initial Summary handout, create a goal that meets the criteria Write the goal on chart paper Exchange charted goal with another table Provide feedback as related to criteria (including questions) 16

Create and record a schedule for future meetings ( weeks) Record potential Professional Growth Activities Complete The Teacher Learning Activities and Resources section on PGAP Meet with the building administrator to share plan and requested resources. Mentoring Module Process Step Two 17

Beginning Teacher and Mentor Meeting Log Meeting Dates are determined at the start of the Module process and modified as needed. (Part of MM Guidelines Step 2) Time, Focus and Summary are completed by the BT after each meeting and confirmed by the Mentor. (Part of MM Guidelines Step 3) 18

Mentoring Module Process Step Three: Participate in professional growth activities Try new learning in the classroom Record examples/evidence of new learning, classroom applications and outcomes 19

Beginning Teacher Journal The ongoing documentation, analysis, and reflection on: - What - How - What happened as a result What the Beginning Teacher did to develop new learning How the Beginning Teacher tried out/applied new learning in the classroom and what happened 20

Mentoring Module Process Step Four Create a three/four page reflection paper that includes: Initial Summary and Module Goal Professional growth activities and new learning Description of how new learning was applied in the classroom Description and analysis of the impact on student performance (supported by specific examples/evidence) Plans for continued professional growth 21

Reflection Papers Read Sample One and then Sample Two Note similarities and differences between the papers Identify several instances where specific evidence is lacking in Sample One and provided in Sample Two Discuss at table groups Report to the whole group 22

What might a Beginning Teacher do if a Reflection Paper does not meet the standard for successful completion? Include more data Do additional activities Add missing component 23

A Web-Based Program

Access to Documentation Private Only the creator of the document has access Confidential Only beginning teachers and mentors have access Shared In addition to beginning teachers and mentors, principals, district facilitators and their designees have access BT Journal Mentor Journal CCT Profile Module Reflection Paper Note: When completed, the reflection paper will be shared with the district or regional review coordinator and the reviewer. Professional Growth Action Plan - Goal -Professional Growth Activites/Resources - Anticipated Timeline - Proposed Meeting Dates - Beginning Teacher/ Mentor Meeting Log

Workspace Login

Sign Up for User Account

Select Primary Role

Beginning Teacher Dashboard Contact Center District Facilitator: Lois Tess -Gore School Administrator: Isabelle Ringing Mentor: Sarah Bellum Welcome Horatio Algebra Today is October 4, Meeting Log Open

Beginning Teacher Module

CCT Performance Profile 32

Initial Summary 33

Professional Growth Goal 34

Learning Activities and Resources 35

PGAP 36

BT/Mentor Meeting Log 37

Personal Journal 38

Personal Journal 39

Reflection Paper 40

Reflection Paper 41

Otis S. Hard

43 PARKING LOT

From BEST to TEAM Form small groups Place cards in one of three categories: “BEST” “BOTH” “TEAM” Discuss meanings of terms F 44

45

46

47

48

49

50

51 State Department of Education and RESC contact information for the TEAM Program is available on: