1. Pathwise Mentoring UA Fort Smith College of Education Laura Witherington Spring 2009

2. Western Arkansas Education Renewal Zone Director, Laura Witherington Assistant, Penny Casey Partnering universities and schools for comprehensive reform and improvement

3. Expectations On handout 2, respond to the questions about expectations for Pathwise, teaching, and mentoring. We will share responses later. You will turn in this information.

4. Goals for these sessions You will know the four domains. You will know the nineteen criteria. You will be able to articulate how each of the nineteen criteria impact student learning. You will be able to articulate how each criterion should be integrated and implemented in your teaching.

5. What is Pathwise? Arkansas Pathwise Mentoring Model

6. What can new teachers expect? The school milieu: The shock of the familiar Administrators: A mixed bag Peers: A mixed blessing Students: Friends or fiends? Instruction: So much more to learn! Parents: Allies with different agendas

7. With the new Arkansas Mentoring Model, beginning teachers can also expect…... Support and guidance Professional growth and development Collaborative problem-solving Focused feedback $2,000 to support the growth of each new teacher, each school year during induction year(s)

8. Expectations Revealed

9. The Domains What is “good teaching?” What are some elements? How do we know it when we see it? In groups, brainstorm for the elements of good teaching and how we can recognize it.

10. The Domains APlanning B Environment CInstruction DProfessionalism

11. Domain A: Planning A1: Becoming familiar with relevant aspects of students’ background knowledge and experiences A2: Articulating clear learning goals for the lesson that are appropriate to the students A3: Demonstrating an understanding of the connections between the content that was previously learned, the current content, and the content that remains to be learned in the future A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate to the students and aligned with the goals of the lesson A5: Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson

12. A1: Background Knowledge How do we define background knowledge and experiences? Why is knowledge of student backgrounds important? How does a teacher collect information on student backgrounds? To what degree do we need to know about students’ backgrounds?

13. A2: Learning Goals What is the difference between goals and activities? How do you know your goals are appropriate for your students? How can you differentiate goals for individual students or groups of students?

14. A3: Connections How does your lesson relate to past instruction? How does your lesson relate to future instruction? How does your fit within the discipline?

15. A4: Methods, Activities, and Materials How can you justify your methods, activities and materials as appropriate for The lesson goals? The content? The students? How can you justify using the same methods, activities, and materials for all students? Or, how can you use methods, activities, and materials to differentiate instruction?

16. A5: Evaluation How can you show your evaluation is aligned with your learning goals? How can I show my evaluation strategies are appropriate for individual students or groups of students? How can I ensure the evaluation is systematic? How can I use the evaluation for planning in the future?

17. Describe your most memorable teacher. We will share responses with the group.

18. Domain B: Environment B1: Creating a climate that promotes fairness. B2: Establishing and maintaining rapport with students. B3: Communicating challenging learning expectations to each student. B4: Establishing and maintaining consistent standards of classroom behavior. B5: Making the physical environment as safe and conducive to learning as possible.

19. B1: Fairness What does “fair” mean? How can you avoid unfair treatment of students? How can you keep students from treating each other unfairly? How can you promote fairness among students?

20. B2: Rapport What does it mean to establish rapport? How does a teacher establish rapport? How can a teacher establish rapport with individuals and with the entire class?

21. B3: Challenging Expectations What are some ways that we unconsciously communicate to students that we don’t believe they are capable of success? How can we communicate our confidence in students’ success to the entire class? How can we communicate our confidence in students’ success to individuals?

22. B4: Classroom Behavior How can teachers prevent disruptive behavior? How should teachers respond to disruptive behavior? How can teachers be consistent in their responses to disruptive behavior? How can teachers’ responses to disruptive behavior demonstrate respect for students?

23. B5: Physical Environment What are potential unsafe classroom circumstances, and how can we avoid them? How can the physical environment be altered to accommodate all students? How can the teacher alter the physical environment to facilitate learning?

24. Homework Review Kowalski data collection and sort the data by the criteria in Domains A and B. For two of the sorted pieces of data, write a paragraph that describes how Mr. Kowalski did or did not meet the standard. Note any questions you have about the Pathwise Overview, Domain A, or Domain B.