Orientation 1

1.A New System for Ohio 2.What is Residency? 3.Why Residency? 4.Ohio Resident Educator Program 5.Ohio’s Resident Educator: “What do I need to know and do?” 6.System of Support for the Resident Educator  What will the Principal do to support my residency?  What will the Program Coordinator do to support my residency?  What will the Mentor do to support my residency? 7.Resources to Ensure a Successful “Journey to Excellence” 8. The one question to never stop asking… Orientation Agenda 2

Resident Educator License  2009: New licensure system  2011: First Resident Educator licenses issued Resident Educator Program  and : Transition Resident Educator Program  : Resident Educator Program begins A New System for Ohio 3

HB 1 created a new 4-tier licensure structure which took effect in January The first tier that replaces the previous 2-year provisional license is the Resident Educator License. Praxis 3 and the state-supported entry year program have been discontinued, and beginning Fall 2011, all newly licensed teachers must participate in the Resident Educator Program in order to advance to professional licensure Mentor Information Local districts are responsible for supporting the four-year Resident Educator Program by providing instructional mentors and time for mentors and mentees to work together. All instructional mentors in the Resident Educator Program must be trained and certified by ODE’s state trainers, regardless of previous mentoring experience or training. The ODE training will focus on the use of the required formative assessment tools and the use of the Ohio Standards for the Teaching Profession in the mentoring process. Local districts are responsible for arranging for instructional mentors to attend a 1- or 2-day state-sponsored regional training session. Instructional mentors will be required to sign the license application form, along with the beginning teacher and the superintendent.

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

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

Ohio Standards for the Teaching Profession The Ohio Standards for the Teaching Profession were developed for use as a guide for teachers as they continually reflect upon and improve their effectiveness as educators through all stages of their careers. The Ohio Standards for the Teaching Profession are available on ODE’s website at education.ohio.gov, search key words “educator standards board” 6

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 Ohio Resident Educator Program 7

9 IneffectiveDevelopingProficientAccomplished Instructional Planning FOCUS FOR LEARNING (Standard 4: Instruction) Sources of Evidence: Pre-Conference The teacher does not have a clear focus for student learning or the objective is too general to guide lesson planning or the objective is inappropriate for the students. The teacher states a focus for student learning that is appropriate for students. The teacher develops a measurable objective for student learning that aligns with the Ohio standards. The teacher can explain the importance of the objective and its appropriateness for students. The teacher develops an ambitious and measurable objective for student learning that aligns with the Ohio standards. Teacher can explain how the objective fits into the broader unit and course goals for content learning and skills. StandardAreas OTES Rubric Structure Indicators Ratings Organizational Area

How Can I Remember the Levels? Ineffective = Developing= Proficient = Accomplished =

The Ohio Resident Educator Program Reflects the Teaching and Learning Cycle 8

State Mentor Training  Instructional Mentoring (IM)  Resident Educator-1 (RE-1) Ohio Resident Educator Program 9

 Formative Assessment is an important component of Ohio’s Resident Educator Program  Formative Assessment includes an ongoing cycle of data collection and feedback Ohio Resident Educator Program 10

Formative Assessment  Mentor and principal communication  Resident Educator program processes, protocols and tools  Collection of evidence and artifacts Ohio Resident Educator Program 11

Monitor and Document Resident Educator Progress  Mid-Year Goal Review  End-of-Year Formative Progress Review Ohio Resident Educator Program 12

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 13

Resident Educator Program Year 1-2 Timeline See Monthly Checklist on RE Webpage

Resident Educator 15 “What do I need to know and do?”

Resident Educator : Year 1 During Y EAR 1, the Resident Educator will  Communicate with mentor and principal  Use formative assessment activities to collect evidence and advance practice  Use the state-designed formative assessment tools (e.g., goal setting, self-assessment)  Document instructional meetings with mentor using the Collaborative Log  Complete the Year 1 Formative Progress Review  Maintain a collection of evidence and documents, a repertoire of practices, to inform summative assessment 16

Resident Educator: Year 2 During Y EAR 2, the Resident Educator will  Continue to improve their practice through study and performance of the teaching learning cycle as it relates to the Year 2 Timeline of Best Practices.  Complete the curriculum outlined on the Year 2 Best Practices Timeline  Utilize differentiated support and resources to move toward meeting goals and understanding the complexity of teaching at a deeper level  Complete Year 2 Formative Progress Review 17

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 Year 4  Participate in professional development and leadership roles  Re-take any deficient portions of summative assessment  Complete Resident Educator program requirements then apply for the 5-year professional license which includes securing the signatures of the mentor and superintendent or designee 18

What will the PRINCIPAL do to support my residency? System of Support 19

Principal To provide support for the RE program, the Principal will  Understand the philosophy, curriculum and requirements of the Resident Educator Program  Continue to create a learning environment in which Resident educations can thrive  Work with program coordinators to plan the program and select and assign mentors  Ensure mentors attend state required training  Provide time for mentor-Resident Educator collaboration  Provide opportunities for observations, including reciprocal observations and observations of exemplary teachers 20

Communication: RE-Mentor-Principal 21

What will the P ROGRAM C OORDINATOR do to support my residency? System of Support 22

Program Coordinator To provide support for the RE program, the program coordinator will  Administer the Ohio Resident Educator Program  Communicate Resident Educator information to any teacher(s) in their district/school who may be eligible to participate  Register Resident Educators in the state’s CORE system  Work with principals to select and assign mentors  Ensure mentors attend state training 23

System of Support What will the MENTOR do to support my residency? 24

Mentor To provide support for the RE program, the mentor will  Attend all required training to obtain certification  Communicate with the Resident Educator, program coordinator and principal  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 25

Mentor: Years 2-4 Y EAR 2:  Provide in-depth instructional mentoring of Year 2 timeline Best Practices through one-to-one mentoring, co-teaching and/or cohort collaboration Y EAR 3:  Facilitate and support the Resident Educator in preparing for summative assessment Y EAR 4:  Facilitate and support the Resident Educator to “re-take“ deficient portions of summative assessment  Facilitate Resident Educator participation in professional development and leadership activities 26

SOESC Resident Educator Webpage & Self-Assessment ay.v/SEC/Professional%20Learning%3E%3ERes ident%20Educator ay.v/SEC/Professional%20Learning%3E%3ERes ident%20Educator ges/ODE/ODEDetail.aspx?page=3&TopicRelati onID=515&ContentID= ges/ODE/ODEDetail.aspx?page=3&TopicRelati onID=515&ContentID=129821

Tools for Conversation The time line represents the curriculum of best practices that Resident Educators will work to demonstrate at least at a proficient level over their four years of residency. These are the best practices of effective teachers… each year the mentor will lead the REs to understand these best practices at a deeper and deeper level. The Resident Educator is obligated to compile a repertoire of practice for each year of the RE program. This repertoire will be used by the RE to study their data and reflect on their own progress, overtime on the summative assessment. So the more focused data the RE can collect on their practice, the better. The forms provide a means for the RE to accomplish and record these practices, and for the mentor to know what to study, and how to prepare to lead the conversations and record them on the collaborative log. Since these are best practices, it is great professional modeling for the mentor to also be doing these best practices. So, yes, the RE must demonstrate that they have experienced and completed all of these best practices.. the form that is provided should be used… if the RE and mentor create other forms that take the practice deeper than the ones provided, those may also be used. To merely fill out the form provides little learning or impact. But to thoughtfully practice, reflect on, receive feedback on the practice that the form represents, provides deep learning and understanding overtime. It is important for the mentor to always explain the purpose behind the forms and to share some of the research gained in mentor training in order for the REs to understand how they will chart their progress in Residency through their accomplishments of best practices on the timeline.

 District/School Program Coordinator:  Kim Adams  ODE website: education.ohio.gov  search key words, Resident Educator  Program Questions:   Licensure Questions:  Resources to Ensure A Successful “Journey to Excellence” 27

Education is not the piling on of learning, information, data, facts, skills, or abilities - that's training or instruction - but is rather making visible what is hidden as a seed. Thomas Moore Thomas Moore

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