1. Carole Einhorn, NBCT CCSD15 carolee1920@gmail.com

2. Participants will:  Review key characteristics of millennials and implications for professional development  Enhance understanding of essential elements of a developmentally appropriate new teacher learning community  Explore structures and strategies to facilitate new teacher learning communities  Apply session information to their own programs

3. “The easiest and fastest way to learn is from other people. Without other people, the old wheel must be reinvented again and again and again.” — Anonymous — Anonymous

4. This generation has had so many positive messages about their life and what they can do….When they come into the workplace, it might be the first time they have had the opportunity to hear that they need to improve…With some Millennials it can be a challenge to hear direct and honest feedback. “This generation has had so many positive messages about their life and what they can do….When they come into the workplace, it might be the first time they have had the opportunity to hear that they need to improve…With some Millennials it can be a challenge to hear direct and honest feedback.

5. Collaboration/Teamwork Flexibility Informality Appreciation for their efforts and accomplishments Opportunities for professional development Clear goals and purposes Support and structure within limits Honest, real-time, constructive feedback Opportunities for networking Mentoring/Coaching Adapted from Maximizing Millennials in the Workplace, UNC Kenan-Flagler Business School, 2012

6. Comfortable, safe learning environment which inspires them to contribute and take risks without fear of being criticized Opportunities to collaborate and network with peers Training in how to work with team members assertively and diplomatically Training in how to process feedback and work with a mentor/coach Discussion and reflection on key issues about which they may be totally unaware. Time to reflect on current practice and experiences Clear learning targets Structured tasks that allow for flexibility and freedom of expression Adapted from Maximizing Millennials in the Workplace, UNC Kenan-Flagler Business School, 2012

7. Meet Them Where They Are At… Many first year teachers are “unconsciously unskilled”. They don’t know what they don’t know.

9. School/District/Region Context Other already-existing professional development opportunities # of novice teachers Desirable frequency and duration of meetings Availability of release time Available facilitators/teacher leaders Possibility of partnerships Other available resources

10. Groups of novice teachers working collaboratively to: reflect on current practice address needs/concerns engage in structured inquiry processes to explore best practices improve their effectiveness as educators Key features: ongoing Embedded within context-specific needs of a particular setting Grounded in a collaborative, inquiry-based approach to learning PLCNTLC Focus on student learning and results Includes teachers at all levels of practice Addresses systematic and school- wide needs Focus on beginning teacher practice Developmentally appropriate for novice teachers Addresses needs of a specific cohort

11. A purposeful conversation has an underlying goal related to teaching and learning. In the new teacher learning community, conversations become the lifeblood of professional learning, and the nature of those conversations can be very different than those typically found in “business as usual” programs.

12. Essential Learning Community Behaviors… Be fully present. (bracket other thoughts and turn off cell phones) Be self-responsible and self-challenging. Use “I” language. Listen, listen, listen. Take risks, be raggedy, make some mistakes--then let go. Accept conflict and its resolution as a necessary catalyst for learning. Be open-minded. Treat the candidness of others as a gift: Honor Confidentiality.

13. Reflection on the Mentor/Protégé relationship Effective Communication (with staff, parents, students) Professionalism Reflection on specific aspects of classroom practice Building background knowledge on key school/district/region initiatives

14.  Consultancy Protocol  Success Analysis Protocol  Triad Protocol  The Four A’s Protocol

16. 16 Session Evaluation…