1. Year 2 Formative Progress Review
Welcome to the Resident Educator Program Year 2 Formative Progress Review informational PowerPoint.
This PowerPoint was prepared to provide encouragement, support, and insight to REs and mentors as they reflect on their Year 2 journey together.

2. Important Roles in the FPR Process
Resident Educator: submits detailed written responses to Prompts 1, 2, 3, and 4.
Mentor: develops questions for the RE that engage the RE into deeper analysis of FPR Prompts and guide the collaborative conversation following FPR completion.
Program Coordinator: oversees the FPR process to insure that it is completed and enters the completion data in CORE by June 30, 2013.
This PowerPoint will be useful for all stakeholders who support Ohio’s Resident Educator Program: administrators, program coordinators, mentors, and Resident Educators.
The Resident Educator, Mentor, and Program Coordinator each have an important role in the FPR process:
Resident Educator: submits detailed written responses to Prompts 1, 2, 3, and 4.
Mentor: develops questions for the RE that engage the RE into deeper analysis of FPR Prompts and guide the collaborative conversation following FPR completion.
Program Coordinator: oversees the FPR process to insure that it is completed and enters the completion data in CORE by June 30, 2013.

3. Prepare for viewing this PPT
Plan to devote at least 30 minutes to this informational PowerPoint.
Before beginning, it is recommended that you locate the following materials and have them readily accessible:
Year 2 Formative Progress Review Template
Year 2 Formative Progress Review Guidance Document
Year 2 Areas of Focus
Year 2 Timeline of Best Practices
Year 2 FPR Glossary
Year 2 FPR FAQs
Preparing for thinking and viewing:
Plan to devote at least 30 minutes to this informational PowerPoint.
Before beginning, it is recommended that you locate the following materials and have them readily accessible while you are learning this information:
Year 2 Formative Progress Review Template
Year 2 Formative Progress Review Guidance Document
Year 2 Areas of Focus
Year 2 Timeline of Best Practices
Year 2 FPR Glossary
Year 2 FPR FAQs

4. Resident Educator Program Year 2 Timeline
The Ohio Resident Educator Program (REP) is grounded in research, is evidence based, and grounded in formative assessment processes outlined in the timeline of best practices for educators.
Although the Formative Progress Review (FPR) appears at the end of the timeline, the processes may begin as early as February, as Resident Educators and mentors are working through the red line on the timeline: assessment of student learning, instructional planning and lesson study, and the instructional cycles. The FPR process invites REs and mentors to engage in a collaborative experience which models an assessment for learning and of learning.

5. Careful attention to detail in the FPR helps prepare REs for the RESA.
Purposes of Year 2 FPR
Synthesize evidence of practice
Reflect on communication and professional growth in year 2
Engage in tasks that simulate the Resident Educator Summative Assessment (RESA)
Tip
Careful attention to detail in the FPR helps prepare REs for the RESA.
The purposes of the Year 2 Formative Progress Review are twofold:
First, it provides opportunities for Resident Educators, mentors, and program coordinators to synthesize evidence of practice and reflect on communication and professional growth in Year 2.
Second, it helps assess the Resident Educator’s readiness to prepare for and take the Resident Educator Summative Assessment in Year 3.

6. The Year 2 FPR experiences will help prepare REs for the RESA.
Purposes of Year 2 FPR
Synthesize evidence of practice
Reflect on communication and professional growth in year 2
Engage in tasks that simulate the Resident Educator Summative Assessment (RESA)
Tip
The Year 2 FPR experiences will help prepare REs for the RESA.
The purposes of the Year 2 Formative Progress Review are twofold:
First, it provides opportunities for Resident Educators, mentors, and program coordinators to synthesize evidence of practice and reflect on communication and professional growth in Year 2.
Second, it helps assess the Resident Educator’s readiness to prepare for and take the Resident Educator Summative Assessment in Year 3.

7. Purpose of this Presentation
This presentation provides insights into understanding the depth of the Prompts, the importance of evidence based responses, and the expectations of what Resident Educators will know and be able to do by the end of Year 2.
This presentation provides insights into understanding the depth of the Prompts, the importance of evidence based responses, and the expectations of what Resident Educators will know and be able to do by the end of Year 2.
As you view this presentation, use two lenses: one lens for the what of the FPR and the other for the how.
The what is the content discussed, the pieces of evidence used, the connections made and the conclusions drawn.
The how is the process implemented in completing the FPR.

8. Purpose of this Presentation
Take time to read and study the Prompts, identify key concepts, organize your thoughts, and begin to think about the information REs should include in their responses.
In order to successfully complete the Year 2 FPR, take time to read and study the Prompts, identify key concepts, organize your thoughts, and begin to think about the information REs should include in their responses.
Let’s follow this process as we look at the FPR Prompts together.

9. Year 2 FPR Part 1
Part 1 (p. 1-4)
Includes four Prompts to be completed by the Resident Educator:
#1: Instructional Cycle (Required)
#2: Lesson Analysis (Optional)
#3: Communication (Required)
#4: Professional Growth & Collaboration (Required)
The Year 2 FPR includes two distinct but integrated parts.
Part 1 is located in pages 1-4 and includes four Prompts for the RE:
#1: Instructional Cycle (Required)
#2: Lesson Analysis (Optional)
#3: Communication (Required)
#4: Professional Growth & Collaboration (Required)

10. Year 2 FPR Part 2
Part 2 (p. 5)
Invites the mentor to facilitate the FPR process through inquiry
This inquiry process engages the RE in deeper analysis of FPR responses
Facilitator
Mentor
Problem- Solver
Resource
Coach
Advocate
Learner
Trusted Listener
Assessor
Teacher
Part 2 (p. 5)
Invites the mentor to facilitate the FPR process through inquiry.
This inquiry process engages the RE in deeper analysis of FPR responses.

11. Year 2 FPR: Part 1
The first part of the FPR addresses what the Resident Educator will do. Part I includes Prompts #1, 2, 3, and 4. Briefly look over these four Prompts. As you read, consider possible connections among the Prompts.
Now let’s take a closer look at Part 1 of the FPR.
Part 1 of the FPR addresses what the Resident Educator will do.
Part 1 includes Prompts #1, 2, 3, and 4.
Take a few minutes to read Prompt #1 and Prompt #2.
As you read, consider possible connections between the two Prompts.

12. The overarching concept of Prompt #1 is connections.
As we read Prompt #1, we discover that the overarching concept of the Prompt is connections. The Resident Educator is asked to demonstrate an understanding of the connections among processes in the instructional cycle. With this in mind, let’s carefully re-read elements a-f thinking about connections.
The Resident Educator is asked to demonstrate an understanding of the connections among processes in the instructional cycle.

13. Guiding considerations for Prompt #1
Some questions REs might ask themselves are:
-What are some connections that have emerged?
-What is the importance of the sequence of these elements?
-How does one element relate to the next?
Some questions REs might ask themselves are:
-What are some connections that have emerged?
-What is the importance of the sequence of these elements?
-How does one element relate to the next?
*Inquiry is the skill necessary to unpack the Prompts.
*Inquiry is the skill necessary to unpack the Prompts.

14. Preparing for Prompt #1
Preparation for addressing this Prompt begins with REs reviewing their repertoire of practice documents, using the documents to help them recall particular details of lessons and instructional cycles.
Notice that the Prompts asks REs to identify an instructional cycle and a lesson that they have either already taught or one that they are now working through.
Therefore, preparation for addressing this Prompt begins with REs reviewing their repertoire of practice documents, using the documents to help them recall particular details of lessons and instructional cycles.

15. Preparing for Prompt #1
Remember, this FPR can also be done with an instructional cycle and lesson that are now in progress.
Notice that the Prompts asks REs to identify an instructional cycle and a lesson that they have either already taught or one that they are now working through.
Therefore, preparation for addressing this Prompt begins with REs reviewing their repertoire of practice documents, using the documents to help them recall particular details of lessons and instructional cycles.

16. Choosing a Cycle and Lesson
Questions that may help REs choose a cycle and lesson include:
-Is there a lesson that was more challenging for students than you anticipated?
-Is there a lesson that demonstrates your passion for a particular subject area?
-Is there a lesson that you co-taught that provided new insights into teaching?
-Is there a lesson that was carefully designed with the class profile in mind?
Questions that may help REs choose a cycle and lesson include:
-Is there a lesson that was more challenging for students than you anticipated?
-Is there a lesson that demonstrates your passion for a particular subject area?
-Is there a lesson that you co-taught that provided new insights into teaching?
-Is there a lesson that was carefully designed with the class profile in mind?

17. Responding to Prompt #1
Once REs have selected a possible instructional cycle and lesson for consideration, they gather sufficient and appropriate evidence to support responses to elements a-f in Prompt #1.
The written responses need to include examples and evidence of practice.
Notice that in Prompt #1, REs are asked to respond by typing 3-5 pages of narrative (not including the actual student work or artifacts).
Responding to Prompt #1
Once REs have selected a possible instructional cycle and lesson for consideration, they gather sufficient and appropriate evidence to support responses to elements a-f in Prompt #1.
Pay close attention to the verb that drives each element of the Prompt.
The written responses need to include examples and evidence of practice.
Notice that in Prompt #1, REs are asked to respond by typing 3-5 pages of narrative (not including the actual student work or artifacts).

18. Completing Prompt #1
At the completion of Prompt #1, REs should review their written responses and check for understandings of the connections among the processes in the instructional cycle.
At the completion of Prompt #1, REs should review their written responses and check for discussion of:
Lesson Sequence
Connections
Adequate analysis and synthesis of the provided evidence
*Element f serves as a conclusion for this lesson analysis as well as a preview of the learning that will follow.
*Element f serves as a conclusion for this lesson analysis as well as a preview of the learning that will follow.

19. Guiding connections and considerations for Prompts # 1 and #2
Prompt #1 provides opportunities for REs to demonstrate their understanding of the connections among the processes in the instructional cycle. Prompt #2 provides opportunities for REs to demonstrate their understanding of the connections between lesson design and teacher/student performance.
Prompt #1 provides opportunities for REs to demonstrate their understanding of the connections among the processes in the instructional cycle.
Prompt #2 provides opportunities for REs to demonstrate their understanding of the connections between lesson design and teacher/student performance.
Now let’s take a look at Prompt #2.

20. Prompt #2 (optional)
Carefully re-read Prompt #2 and its elements. The thinking behind this Prompt is a natural continuation of Prompt #1 and continues to focus on the process of analysis.
Prompt #2 is optional for Resident Educators. REs have an optional opportunity to videotape and analyze a lesson from the instructional cycle. This Prompt is meant to simulate a task in the Resident Educator Summative Assessment (RESA).
Carefully re-read Prompt #2 and its elements.
The thinking behind this Prompt is a natural continuation of Prompt #1.
Continue to focus on the process of analysis: analysis is the primary lens for Year 2 Best Practices.

21. Guiding Considerations for Prompt #2
Think about video-taped lessons as mirrors, reflecting the connections between the work of the teacher and the work of the students.
Before you begin, think about video-taped lessons as mirrors, reflecting the connections between the work of the teacher and the work of the students.

22. Preparing for Prompt #2 Video tape the lesson described in Prompt #1.
This Prompt provides REs with the opportunity to engage in further analysis of their teaching by arranging to videotape and analyze a lesson from the instructional cycle.
Before videotaping, REs must obtain appropriate permission (per their district or school policy) from students’ parents or guardians and from any adults who appear in the video. REs may adjust the camera angle to exclude individuals who did not grant videotaping permission.
Videotape the lesson from your instructional cycle described in Prompt # 1.

23. View the Video Recording
Consider the following for what REs may think about while viewing a recording of their teaching:
What is happening during the lesson?
What do you see?
Why did this happen?
How was the teaching you observed in the recording different from the plan?
Before responding to Prompt #2, REs should view the video recording. REs may jot down notes as they view, and they should view the video as many times as necessary to capture the details.
Some questions REs may consider for general note taking include:
What is happening during the lesson?
What do you see?
Why did this happen?
How was the teaching you observed in the recording different from the plan?
Taking notes while watching the recording will guide the RE when responding in more depth to the Prompt. Specific information gleaned from the notes and a further analysis of the videotaped lesson should provide evidence that helps REs respond to elements a-f in Prompt #2.

24. Summary of Prompts #1 and #2
Prompts #1 and #2 address teaching and learning
Because Prompts #1 and 2 address teaching and learning, as REs work through the questions for Prompt #2, they should keep in mind the connections between lesson planning in Prompt #1, and the teaching experience in Prompt #2. They should think about where each of these fits in the Teaching Learning Cycle.

25. Communication Strategies
Prompt #3
Communication Strategies
Now let’s move to Prompt #3, which addresses communication strategies.

26. Guiding Considerations for Prompt #3
REs describe their use of communication to form partnerships with families and caregivers to support student learning.
REs are encouraged to think broadly about the communication strategies used over time including those that they created beyond what was required by all teachers in a building or district.

27. Responding to Prompt #3
REs should write about communication strategies or communication opportunities they used in Years 1 and 2 to form partnerships with families and caregivers to support student learning.
In addressing Prompt #3, REs should write about communication strategies or communication opportunities they used in Years 1 and 2 to form partnerships with families and caregivers to support student learning. REs may wish to include how feedback received from families and caregivers informed the strategies used.

28. Professional Growth and Collaboration
Prompt #4
Professional Growth and Collaboration
Now let’s discuss Prompt #4, which addresses Professional Growth and Collaboration.

29. Guiding Consideration for Prompt #4
Collaboration connects professionals and invites them to share intellectual experiences.
Collaboration is an intellectual endeavor where two or more educators share with each other and gain professional knowledge from each other.
Prompt #4 invites REs to think about their participation in job-embedded professional development and stresses the importance of collegial collaboration for professional growth.

30. Responding to Prompt #4
Think beyond the mentor relationship and discuss other professional development opportunities that have enhanced teaching and learning.
REs may discuss the instructional mentoring they have received from mentors, but the question also invites REs to think beyond the mentor relationship and discuss other professional development opportunities that have enhanced their teaching and learning.

31. Concluding the FPR
Now that the RE has completed the FPR and has carefully reviewed his/her responses, send a copy to the mentor.
This concludes the overview for Part 1 of the FPR and what is expected of REs.
Once REs have completed the FPR and have carefully reviewed their responses, they send a copy to the mentor.
The next part we will discuss is the mentor’s role as facilitator through the FPR process.

32. Part 2: Mentors’ Prompt
Instructional Mentoring is at the heart of the Resident Educator Program. Mentors serve as catalysts, as change agents, and as navigators. Mentors carry out much of their work by perfecting the art of inquiry.

33. ICF
Through instruction, collaboration and facilitation (think of the ICF from mentor training), mentors model and share the art and science of teaching for REs.
For the Year 2 FPR, mentors are asked to do what they do best, mentor. They walk along side of REs through the FPR process.
Based on the work of Carl Glickman

34. Collaborative Conversations
Mentors offer valuable feedback and engage REs in a deep analysis of their FPR work,
by asking just the right questions.
 Suggested Question Stems
Tell me what you mean when you...? To what extent…?
What’s another way you might…? What would it look like if…?
How was…different from…? How did you decide…?
What criteria did you use to…? What impact do you think…?
What might you see happening in your classroom if…?
Part 2 is a Prompt for mentors which asks them to provide valuable feedback to REs based on the evidence provided and the written narrative in Part 1.
Mentors offer valuable feedback and engage REs in a deep analysis of their FPR work, by asking just the right questions.
Please refer to page 5 of the FPR.
This Prompt requires mentors to develop questions for the RE that engage him/her into deeper analysis of his/her responses to the FPR Prompts. Mentors may create questions of their own or use the suggested question stems provided.

35. Guidance Document
The Guidance Document provides a timeline for the multiple steps in the FPR. Resident Educators, mentors, and program coordinators should review the guidance document carefully to understand how each step in the FPR process is carried out.
It is suggested that each person “check off” each action as he or she accomplishes it. REs and mentors may begin the Year 2 FPR process as early as February and should complete it by June 1.
No later than June 1, mentors should provide the completed FPR form to RE program coordinators. No later than June 30, program coordinators should confirm in CORE that the Year 2 FPR as well as other program requirements have or have not been completed. Program coordinators then provide the original completed Year 2 FPR to the RE and a copy to the mentor for his/her records by the end of the school year. Copies of the FPR are not to be kept by the district unless agreed upon by the RE.

36. Please Note
It is important to note the Resident Educator Year 2 Formative Progress Review is not to be used for evaluation purposes. It is the property of the Resident Educator and will not be submitted to ODE.

37. Completion of the FPR
The Formative Progress Review is a formative benchmark of the Resident Educators’ Progress.
An RE cannot “fail” the Formative Progress Review. It is meant to serve as a formative benchmark of the Resident Educators Progress, which can help inform the RE’s professional development for Year 3.
Through this experience, REs have opportunities to demonstrate their understanding of lesson design, to demonstrate their teaching skills in real time, to compose professional reflections, to formatively assess their professional development and gain insight into the Resident Educator Summative Assessment.

38. Questions?
Resident Educator Webpage:
Program Questions:
Please watch for regular updates, which will be sent to all program coordinators as well as posted on the Resident Educator webpage.

39. Year 2 FPR Conclusion
The Year 2 FPR is the vehicle by which REs, mentors, program coordinators and administrators celebrate the challenges and triumphs of years 1 and 2 in the Resident Educator program. The experiences completing the FPR process should provide Resident Educators the confidence to move forward in their professional development.

40. “How can I be a better educator tomorrow than I am today?”
The one question to never stop asking…
Thank you.
“How can I be a better educator tomorrow than I am today?”
Resident Educator Orientation Slide 30