1. Mentor Teacher Program 2013-14 Collegial Support through Learning-Focused Relationships September 18, 2013

2. Goals for Today’s Workshop Explore Design Question #1 & apply it to reflect on your instructional practice Understand the components of the Mentor Teacher Program and your respective roles and responsibilities

3. Essential Questions What strategies or behaviors associated with DQ1 will I focus on to refine my instructional practice? How can the mentor/mentee relationship help me to focus on my goals for professional growth? What are the roles and responsibilities of the mentor and mentee in this learning-focused relationship?

4. Design Question #1 What will I do to establish and communication learning goals, track student progress, and celebrate success? Providing clear learning goals and scales (rubrics) for each learning goal Tracking student progress using both formative and summative assessments Celebrating success How are these strategies and behaviors an explicit, deliberate, and regular part of my classroom practice?

5. Dr. Marzano on Design Question #1 In his own words…

6. Handbook for the Art & Science of Teaching: Exploring Design Question #1 Read page 9 & choose one of the four questions on page 10 to discuss at your table

7. Learning Goals vs. Lesson Activities 1)Students compare and contrast the use of technology in World Wars I and II. 2)Students will understand the key aspects contributing to the outcomes of World War I and II. 3)Students will be able to factor and simplify quadratic equations. 4)Students will complete the word problems at the back of chapter 4. 5)Students read about the experiment for tomorrow’s class and create a hypothesis as to its outcome. 6)Student will be able to create a reasonable hypothesis for a simple experiment and compare their hypothesis to the experiment’s outcome.

8. Handbook for the Art & Science of Teaching: Exploring Design Question #1 Read pages 11-14 on learning goals vs. lesson activities & assignments Define learning goals, lesson activities & assignments in your own words Discuss the activity box on page 14 Why is this distinction between learning goals and lesson activities/assignments important?

9. Design Question #1 What will I do to establish and communication learning goals, track student progress, and celebrate success? Providing clear learning goals and scales (rubrics) for each learning goal Tracking student progress using both formative and summative assessments Celebrating success How could I make these strategies and behaviors a more explicit, deliberate, and regular part of my classroom practice?

10. Roles & Responsibilities Review the “Roles & Responsibilities” of mentors and mentees and discuss with each other or in your table groups.