1. Shared Services for Supporting New Teachers Dr. Thomas G. ReedDr. Thomas G. Reed, Executive Director, Center for Achievement and Leadership Dr. Teresa DempseyDr. Teresa Dempsey, Director of Professional Development, Center for Achievement and Leadership

2. ESC of Central Ohio Shared Services and Supports for New Teachers  ODE Mentor Teacher Certification Training Site  Resident Educator Consortium Grant  Mentor Teacher Network  Mentor Teacher Pool  Advanced Mentor Teacher Modules (F2F/Online)  Mentor Teacher/Resident Educator Support Website

3. Why do teachers need a mentor? 10 Things You Didn’t Learn about Teaching in College10 Things You Didn’t Learn about Teaching in College

4. Ohio’s Answer In 2009, Ohio House Bill 1 mandated a new licensure system for teachers, including an initial four-year Resident Educator license. Resident Educator licenses were first issued in January 2011.

5. What is Residency? 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. Page | 5

7. District Leaders Program Coordinator Principal Mentor Teacher Resident Educator Resident Educator System of Support

8. What makes a Great Mentor? What Not to do when Mentoring

9. Ohio Resident Educator Program Resident Educator Program: Foundation  Ohio Standards for the Teaching Profession  Ohio Continuum of Teacher Development Page | 9

12. “How can I be a better educator tomorrow than I am today?” A good teacher always reflects upon…

13. Transformative Journey Year 1 Resident Educators are introduced to the life of teaching. The Resident Educator Program provides instructionally intensive one-to-one mentoring, as well as the emotional support needed to accelerate the professional growth of Resident Educators. Year 2 As Resident Educators begin to identify with the life of teaching, differentiated support is provided in the form of flexible mentor models including: one-to-one mentoring, co-teaching, and collaborative cohorts. These models create an environment of inquiry which provides avenues to shift their thinking from routine processes of examination to the in- depth concepts of analysis. Year 3 Resident Educators are now inducted into the full life of teaching. Through reflective practice they more fully realize the complexities of the profession. Resident Educators have a deeper understanding of teaching and learning and are preparing to demonstrate their professional growth through the performance-based summative assessment. Year 4 Resident Educators now have a deepened understanding of teaching and learning as a reciprocal, collaborative, and ongoing journey. There is a transformation as they now embrace and accept the challenges and responsibilities of teacher leadership within and beyond the Resident Educator Program.

14. Resident Educator Program Year 1 Timeline

16. Resident Educator: Years 3-4 During Years 3-4 of the Resident Educator Program, the RE will Year 3 Prepare for summative assessment Year 3 and 4 –Successfully complete summative assessment Year 4 –Participate in professional development and leadership activities –Re-take deficient portions of the summative assessment –Complete Resident Educator requirements, secure signatures of mentor and superintendent or designee and apply for the five-year professional license

17. District Leaders Program Coordinator Principal Mentor Teacher Resident Educator Resident Educator System of Support

18. ODE Mentor Certification Training Must participate in 2-day face-to-face training to be on ODE certified mentor list.  Instructional Mentoring (IM)  Resident Educator- Year 1 (RE-1) Ohio Resident Educator Program

19. Ohio Resident Educator Mentor Consortium Grant offered through Ohio Department of Education (ODE) to 5 regional Ohio ESCs Purpose: develop, implement and sustain a regional support and networking system to support the Ohio Resident Educator program

20. Central Ohio Resident Educator Mentor Consortium Purpose: Leverage collaborative expertise from local districts, community schools, ESCs and higher education to share needs in supporting the Ohio Resident Educator program and develop possible solutions Results:  Mentor Teacher Pool  Mentor Teacher Network  Professional Development Modules Co-Teaching Data Beyond the Numbers Principals Matter: Effective Engagement in the Ohio Resident Educator Program

21. ESC of Central Ohio Mentor Teacher Pool Pilot 2010-2011 High quality, ODE-certified mentors Provide Year 1 and Year 2 support Efficient, highly effective way to support and retain REs Knowledgeable and dependable point-of-contact (Mentor Teacher Pool Coordinator) Alignment to ODE Mentor Teacher Standards

22. Mentor Teacher Pool Tools Mentor Questionnaire Mentor Selection Questions Mentor Self-Assessment Mentor Goal-Setting

23. ESC of Central Ohio Mentor Teacher Network 2010-2011 Pilot Purpose: Provide a forum to network and learn from each other; receive the most current ODE updates relevant to supporting Resident Educators Who: Designed to support mentor teachers, mentor teacher leaders, curriculum directors, HR Directors, higher education – anyone working/supporting Resident Educators!

24. Top 10 Reasons to Attend MTN 10. Engage in professional learning relevant to “How can I be a better educator tomorrow than I am today?” 9. Celebrate professional growth! 8. Learn proven strategies/solutions for challenges related to the RE program. 7. A chance to focus just on REs/mentors for 90 minutes. 6. Realize you are not in this alone. 5. Affirm your RE progress after sharing with and hearing from others. 4. Earn contact hours/graduate credit for your dedication to professional growth. 3. Be the first to hear the latest RE updates from ODE. 2. Get “nourished” with food for the belly and food for the soul. 1. Become a CSI – Credible Source of Info about the RE Program.

25. Mentor Teacher Network How does it work? Six sessions (September – May) 4:30-6:30 p.m. Semi-structured agenda based on RE Cycle and/or other relevant ODE issues impacting the RE program. Participants receive contact hours Ashland University graduate credit option Mentor Teacher Network Website page on the ESC of Central Ohio’s website served as repository of meeting handouts for future reference or for those unable to attend

26. Mentor Network Meeting Topics 2011-2012 ODE Mentor Standards Attitudinal Phases of New Teachers and the Year 1 timeline Habits of Mind; mentoring tidbits Using the Year 1 Formative Progress Review Roll out of Resident Educator Year 2 New Teacher Center and ASCD’s Educational Leadership articles and research-base.

27. Mentor Teacher Network Topics for 2012-13 How can I be a better educator today than I was yesterday? Shifting Perspectives: A New Kind of Mentor Responsive Coaching Matters of Trust School Culture & Mentoring Counting the Ways Mentors are Leaders The art and practice of REFLECTION

28. ESC of Central Ohio Professional Learning Networks (PLNs) Go to www.escco.orgwww.escco.org Click box: ESC Professional Learning Networks  Mentor Teacher/Resident Educator

29. Co-Teaching Module Co-teaching model can serve as a component of differentiated support system for REs in Year 2 Co-teaching represents a service delivery model that seeks to improve teachers’ instructional practices through professional collaboration. Pilot - June 29. Additional sessions scheduled for Fall 2012.

30. Data Beyond the Numbers - Module Designed for mentors to learn to use the Cycle of Collaborative Inquiry to critically analyze their instruction and learning tasks so all students can learn Available Fall, 2012 On-line Moodle version Winter, 2013 – available at www.escco.org for $65Moodlewww.escco.org

31. Principals Matter - Module The principal role in the RE program is critical for the growth and retention of our beginning teachers. Developed to intentionally align to OPES and Mentor Teacher standards Principals reflect on the current climate/culture in their buildings and identify conditions that help REs and mentors thrive. Available Fall 2012

32. What do teachers want in a mentor? How do we support mentors for successful mentoring? Teaching Induction in Action: A Model for Success – accelerating development and improved student learningTeaching Induction in Action: A Model for Success New Teachers Talk about Induction – New Teacher CenterNew Teachers Talk about Induction

33. “How can I be a better educator tomorrow than I am today?” A good teacher always reflects upon…

34. Resident Educator: Year 2 During Year 2 of the Resident Educator Program, the RE will Continue processes, protocols and tools from Year 1 Utilize differentiated support and resources to more toward meeting Year 2 goals Complete Year 2 Formative Progress Review