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									eMSS Advanced Mentors


  Course Information

            &

Learning Results Portfolio
 Information & Handouts
                                                       eMSS Mentor
                                          SY 10-11 Course Schedule



June-July 2010                          Participate in eMSS Advanced Mentor Institute

October 2, 2010                         Science Face to Face Meeting
                                        HaSTA Conference
                                        Punahou School – Science Bldg
                                        7:30 am – 3:00 pm

February 19, 2011                       Math Face to Face Meeting
(Tentative)                             HCTM Conference
                                        Sacred Hearts Academy
                                        7:30 am – 3:00 pm


Inquiry Schedule

Fall 2010                           Winter 2010                              Spring 2011
    Classroom Procedures               Analyzing Student Work                 Diversity
    Managing Student Behavior          Looking at Student Understanding       Using Scientific Articles
    Effective Labs                     Using Data                             Uncovering Students Ideas in Science
    Parent Communication               Using Technology in the Classroom      Accommodations – Modifications in Curriculum
    Using Curikki                      Lesson Design
    Texas Instruments Technology       Multiple Representations in Math




OHR-PDB
SY 10-11
                                                                2
                                                                      Credit - date:_______________
                                                                      No Credit - why? ___________
                                                                      Drop - why?_______________
                                                                      Incomplete: _______________
PD - Credit Form
                                     eMSS Advanced Mentors

Credits: 3 PD Credits                      Course #:                            Sec #:
Please Print Legibly:

Name:______________________________________________________________________________
       First              Middle Initial            Last

Mailing Address:______________________________________________________________________
City:______________________________________________________ Zip:______________________
Home Phone: ______________ Cell Phone: _____________ Work Phone: ______________ ext ______
Email_______________________________________________________________________________
District: ______________ School: _________________________ Grade: ____ Subject: ___________
DOE Position: ____SpEd Teacher ____RegEd Teacher
Years Teaching: _____ SpEd _____ RegEd     _____Other
                 (number of years)
Certification:   ___ Special Ed      ___ RegEd          Tenured:   ___ Yes       ___ No

Requirements for Earning PD-Credit: 3 credits
           Failure to meet any of these requirements will result in NO PD credits.

    Completion of course portfolio assignments (Refer to course portfolio assignments
     checklist).
    Submission of portfolio by due date, May 20, 2011, 4:00 pm.
    Submission of portfolio revisions within 7 calendar days of notification.
    Fulfillment of eMSS mentor requirements, participation in 3 inquiries, weekly posted
     messages.
    Attendance at scheduled face-to-face meeting.



My signature below indicates understanding and agreement with the requirements needed to
earn 3 PD-Credits.



________________________             _____________________________              _________
     (Printed Name)                           (Signature)                         (Date)




OHR-PDB
SY 10-11
                                                 3
What is a portfolio?
    Provides opportunities to explore, extend, showcase, and reflect on learning.
    Promotes collegial sharing, coaching, mentoring, and collaboration.
    Brings about integration of theory & practice.
    Gives participants a forum to explore ideas in a supportive environment.
                     Illustrates progress and leads to a strong sense of personal accomplishment.
                     Is owned and authored by the participants.
                     Shifts the ownership of learning onto the participants.
                     Extends over time so that changes in teaching and learning are evident.
                                     The application of the participant’s professional learning with
                                        students.
                                     The results of the participant’s application efforts with students.
                                     The usefulness & effectiveness of the strategy, process, program,
                                        approach, technique or material to improve student learning for
                                        the future.




                                                                 Refer to Portfolio Checklist.
What does a portfolio contain?
    Lesson Plan Activity sheets
    Journals
    Captions/Reflections
    Student Exhibits
    Additional Course Activity Sheets (handouts attached)




                               Important reminders!!!
                                      Assignments sequenced in the order of the portfolio checklist
                                      Typed or computer generated
                                      Appropriate sentence/paragraph construction and grammar;
                                       Minimal convention errors
                                      Coherent and logical; Addresses each question, prompt or part
                                       of the assignment
                                      Meets the proficient or exemplary elements of the PDSC portfolio
                                       assessment rubric




Due:


OHR-PDB
SY 10-11
                                                     4
                                       Writing a Reflection
Reflection is thinking and wondering either individually or with colleagues of moments that touch us, of
decisions made, and of the realization when something needs to change. The following guide may
help participants refine their process of reflection.

    1. What happened?
     Begin by simply writing down what happened without jumping to analysis or judgment. Create a
     brief narrative of the portfolio documents and of the training activity. Only then can you move to
     the second step.

    2. Why did it happen?
     Attempting to understand why an event happened the way it did is the beginning of reflection.
     One searches the context within which the event occurred for explanations. One needs to
     consider underlying structures within the school that may be part of the event and examine
     deeply held values. One may find more questions than answers. Answer the questions in a way
     that makes sense to you. Reflection often stops here, but one needs to look more deeply. The
     search for meaning is step three.

    3. What might it mean?
     Reflection is a way to find meaning. It is only through reflection that we recognize we had
     choices, that we could have done something differently. Recognizing that there is no one answer
     is an important step. Explore possible meanings rather than determine the meaning.
     Understanding by itself does not create changes in classroom practice. The last step involves
     holding our practices to the light of those new understandings.

    4. What are the implications of my practice?
     Consider how your practice might change given any new understandings that have emerged
     from the earlier steps. What new insights have occurred? This is an entry into rethinking, changing
     practice and what we do with our students.


                 What is a Caption?                             What are Student Exhibits?

A caption is a statement attached to each document         Provides evidence of growth and
that:                                                      change and information on student
 Describes what the document is                           progress related to the new practices
 Why it is evidence                                       and techniques being learned.
 What it is evident of
                                                           Unless specifically noted, DO NOT
Captions transform documents into evidence. This           submit the student work assigned.
evidence helps participants test if their efforts are      SUBMIT the students' response to the
consistent with their beliefs and intentions, and trace    lesson.
how their understanding and beliefs may have
changed over time. It also provides the opportunity to
describe the context of a teaching event - why this        Student responses should be in
activity was appropriate in these circumstances at this    student’s own handwriting. If students
time.                                                      are unable to write, please contact
                                                           course facilitator to discuss other
Captions need not be long or elaborate but must be         options.
explicitly defined.

OHR-PDB
SY 10-11
                                                    5
                                                               PDSC Portfolio Assessment Rubric

     ELEMENTS                                  1 – No Credit            2 – Revision Needed                3 – Proficient                 4 - Exemplary
Portfolio                                 Portfolio requirements are    Portfolio requirements are    Portfolio requirements          Portfolio requirements
                                          not complete and are          complete. Selected            have been completed.            have been completed
Requirements                              limited in scope              artifacts relate to goals,    Steps included in the           utilizing the process of:
                                                                        however, they do not          actions are logical and         1.      What happened?
                                                                        clearly identify the growth   reasonable for goal             2.      Why did it happen?
                                                                        and or learning from the      achievement and                 3.      What might it mean?
                                                                        experience                    demonstrate attention to        4.      What are the
                                                                                                      local or national                       implications for my
                                                                                                      standards of practice                   practice?
                                                                                                                                     The portfolio becomes an
                                                                                                                                     episode of learning
Quality                                   The portfolio has limited     The portfolio reflects the    The portfolio captures the      The portfolio clearly
                                          evidence that a change        development of effective      wisdom of practice that         captures and portrays the
                                          in teaching behaviors has     teaching practice but         impacts student learning        growth, integration, and
                                          occurred as a result of the   may or may not cause          and the larger                  learning of the teacher to
                                          PD activity                   change in the teacher's       school/community                be able to cause student
                                          The portfolio is an           behavior                      environment                     learning through the
                                          irrelevant collection of                                                                    acquisition of:
                                          evidence that tells the                                                                            Knowledge
                                          reader nothing as to the                                                                           Skills
                                          impact of the PD activity                                                                          Disposition
                                                                                                                                      To increase the
                                                                                                                                      effectiveness of the
                                                                                                                                      teacher
Student/Learning                          No evidence provided to       Limited artifacts to          Changes in teaching             There is a clear focus on
                                          show the impact of the        indicate growth and the       practices and                   interpreting student results
Results                                   professional development      identification of learning    examination of student          and making connections
                                          activity on student           standards                     work offer greater insights     to teacher actions,
                                          learning                                                    into student learning           instructional strategies,
                                                                                                                                      curriculum materials, etc.
Reflections                               No reflections or analysis    Reflections reveal insights   Reflections reveal              Reflections provide the
Awareness: Becoming aware of their        to show the impact of the     about student learning        examination of multiple         participant an opportunity
feelings and thoughts, of their           professional development      and teacher learning but      variables for outcomes          to summarize the
teaching decisions, of the impact on
student learning.
                                          activity on teacher growth    may not always make           Structured reflections          documents in the portfolio
Focus: Reviewing several teaching         and student learning          clear connections             reveal insights regarding       and trace how the
transactions in the classroom and                                       between actions and           student and teacher             documents and the
finding meaning.
Making sense through writing:                                           results                       learning that are used to       training activity have
Thinking is connected to writing.                                                                     inform future practice          captured and portrayed
While the occurrences may be
described in detail, the writing should
                                                                                                                                      growth, integration, and
also promote the meaning of that                                                                                                      learning
occurrence (looking below the
surface, discerning patterns, finding
significance for improvement in
future decisions and actions.)
Change in teacher behavior:
Reflection leads to an insightful
change in behavior

Captions                                  No captions to show           Contains captions but it      Captions provide                Statements for each
                                          evidence of student and       does not explain how this     opportunity to describe         document in the portfolio
                                          teacher learning              documentation is              the context of teaching         describe what the
                                                                        evidence of learning          and provide evidence of         document is, why it is
                                                                        (Sponsor does not have to     the impact of the               evidence, and what is it
                                                                        make inferences about         professional development        evidence of
                                                                        what this document in the     activity to increasing          Captions transform
                                                                        portfolio is evidence of)     student achievement.            documents into evidence
                                                                                                                                      and assist teacher in
                                                                                                                                      articulating their thoughts
                                                                                                                                      regarding improvements
                                                                                                                                      in standards-based
                                                                                                                                      instruction
Professional                              Goal and objectives are       Professional development      Professional development        Professional goals and
                                          stated but it is not clear    goals and objectives are      goals and objectives are        objectives are based on a
Objectives or Goals                       how the professional          stated but evidence of        aligned to the professional     school-wide professional
as Stated in the                          development impacted          accomplishing the goals       development activities that     development plan that
Professional                              student learning              and objectives are weak.      will impact the professional    meets the professional
Development                                                                                           growth of the teacher and       development needs of all
                                                                                                      impact student learning         teachers (beginning and
Activity Application                                                                                                                  tenured) and develops
                                                                                                                                      teacher capacity to lead
                                                                                                                                      school initiatives




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11/09
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                                      Portfolio Checklist
√                                         Assignments
      Mentor Continuum Template for Element including facilitator’s comments (include
      captions and reflection)
      Evidence from posted discussions of sharing ideas with other mentors working on the
      same element (include caption and reflection)
      Evidence, such as reflection and/or survey, from the beginning teacher to describe the
      impact of the mentor in their teaching and student learning.
      Inquiry 1 – Plan/Prepare forum (Print out Plan/Prepare post)
      Inquiry 1 – Teach/Assess forum (Print out Teach/Assess post)
      Inquiry 1 – Reflect/Analyze forum (Print out Reflect/Analyze post)
      Inquiry 1 – Self-Assessment describing the impact of the Inquiry 1 process and including
      the Inquiry 1 facilitator’s comments
      Inquiry 1 – Self Reflection describing the impact of the Inquiry 1 process in the course
      participant’s class and student learning
      Inquiry 2 – Plan/Prepare forum (Print out Plan/Prepare post)
      Inquiry 2 – Teach/Assess forum (Print out Teach/Assess post)
      Inquiry 2 – Reflect/Analyze forum (Print out Reflect/Analyze post)
      Inquiry 2 – Self-Assessment describing the impact of the Inquiry 2 process and including
      the Inquiry 2 facilitator’s comments
      Inquiry 2 – Self Reflection describing the impact of the Inquiry 2 process in the course
      participant’s class and student learning
      Inquiry 3 – Plan/Prepare forum (Print out Plan/Prepare post)
      Inquiry 3 – Teach/Assess forum (Print out Teach/Assess post)
      Inquiry 3 – Reflect/Analyze forum (Print out Reflect/Analyze post)
      Inquiry 3 – Self-Assessment describing the impact of the Inquiry 3 process and including
      the Inquiry 2 facilitator’s comments
      Inquiry 3 – Self Reflection describing the impact of the Inquiry 3 process in the course
      participant’s class and student learning
      5 threaded topics to demonstrate the sharing of science and/or math content
      knowledge and instructional strategies with accompanying captions and reflections.
      Face-to-Face reflection describing content and instructional strategies gained from
      experience
      Culminating reflection describing what was learned and how the experience positively
      impacted instruction and student achievement in their classroom
      Aloha Survey



Portfolio due date: May 20, 2011




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11/09
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                             Insert




    Exhibit: Completed Mentor Continuum Template for Element




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                               8
      Caption & Reflection - Key Learnings from Advanced Mentor Continuum
Element #:
Caption: Briefly describe some of your key learnings from Advanced Mentor Continuum.




Reflection: Reflect on the key learnings described above.
What insights have you gotten from your key learnings?




How can these insights inform your mentoring practices?




What implications do these insights hold for you?




OHR-IPDB
11/09
                                                    9
                                     Insert




                  Exhibit: Evidence of Mentor Sharing
 (Threaded discussions with other mentors working on the same Element to exchange
                    ideas, collect feedback, and share excerpts)




OHR-IPDB
11/09
                                       10
             Caption & Reflection - Key Learnings from collegial interchange

Caption: Briefly describe some of your key learnings from other mentors working on the same Element.




Reflection: Reflect on the key learnings described above.
What insights have you gotten from your key learnings?




How can these insights inform your mentoring practices?




What implications do these insights hold for you?




OHR-IPDB
11/09
                                                    11
                                 Insert




           Exhibit: Evidence from the Beginning Teacher
                        (Survey, reflection, etc.)




OHR-IPDB
11/09
                                   12
            Caption & Reflection - Key Learnings from the Evidence from Beginning Teacher

Caption: Briefly describe some of your key learnings from the evidence from the beginning teacher.




Reflection: Reflect on the key learnings described above.
What insights have you gotten from the evidence from your beginning teacher?




How can these insights inform your practices as a mentor?




What implications do these insights hold for you?




OHR-IPDB
11/09
                                                    13
                  Insert



                Inquiry 1
           (Threaded discussions)




OHR-IPDB
11/09
                     14
                            Caption and Reflection on Inquiry 1
                                                 Topic:
Caption:
1. Describe the components in this Inquiry (Plan/Prepare, Teach/Assess, Reflect/Analyze, and Self-
Assessment).




2. Explain how this Inquiry is evidence of improving Standards-based instruction.




Reflection: Reflect on the Inquiry.
1. What insights have you gained from your participation in the Inquiry?




2. How can these insights inform your practices as a teacher and mentor?




3. What implications do these insights hold for you?




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11/09
                                                   15
                  Insert



                Inquiry 2
           (Threaded discussions)




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                           Caption and Reflection on Inquiry 2
                                                 Topic:

Caption:
1. Describe the components in this Inquiry (Plan/Prepare, Teach/Assess, Reflect/Analyze, and Self-
Assessment).




2. Explain how this Inquiry is evidence of improving Standards-based instruction.




Reflection: Reflect on the Inquiry.
1. What insights have you gained from your participation in the Inquiry?




2. How can these insights inform your practices as a teacher and mentor?




3. What implications do these insights hold for you?




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                  Insert



                Inquiry 3
           (Threaded discussions)




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                           Caption and Reflection on Inquiry 3
                                                 Topic:

Caption:
1. Describe the components in this Inquiry (Plan/Prepare, Teach/Assess, Reflect/Analyze, and Self-
Assessment).




2. Explain how this Inquiry is evidence of improving Standards-based instruction.




Reflection: Reflect on the Inquiry.
1. What insights have you gained from your participation in the Inquiry?




2. How can these insights inform your practices as a teacher and mentor?




3. What implications do these insights hold for you?




OHR-IPDB
11/09
                                                   19
                                 Insert



                   Threaded Discussion #1
           (Sharing of Content and/or Instructional Strategies)




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                               Caption & Reflection: Threaded Discussion #1
                                                    Topic:
Caption: Briefly describe the topic for this Threaded Discussion. Indicate how this is evidence of
             increasing student achievement in your classroom.




Reflection: Reflect on the key learnings described above.
In what ways has this discussion influenced how you plan instruction and teach?




What new insights did you gain from the group sharing?




What aspects of the discussion have been most helpful to you? Why?




What are the implications on your instructional/teaching practice(s); what are you next steps?




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                                 Insert



                   Threaded Discussion #2
           (Sharing of Content and/or Instructional Strategies)




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                               Caption & Reflection: Threaded Discussion #2
                                                    Topic:
Caption: Briefly describe the topic for this Threaded Discussion. Indicate how this is evidence of
             increasing student achievement in your classroom.




Reflection: Reflect on the key learnings described above.
In what ways has this discussion influenced how you plan instruction and teach?




What new insights did you gain from the group sharing?




What aspects of the discussion have been most helpful to you? Why?




What are the implications on your instructional/teaching practice(s); what are you next steps?




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                                                    23
                                 Insert



                   Threaded Discussion #3
           (Sharing of Content and/or Instructional Strategies)




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                                    24
                               Caption & Reflection: Threaded Discussion #3
                                                    Topic:
Caption: Briefly describe the topic for this Threaded Discussion. Indicate how this is evidence of
             increasing student achievement in your classroom.




Reflection: Reflect on the key learnings described above.
In what ways has this discussion influenced how you plan instruction and teach?




What new insights did you gain from the group sharing?




What aspects of the discussion have been most helpful to you? Why?




What are the implications on your instructional/teaching practice(s); what are you next steps?




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                                 Insert



                   Threaded Discussion #4
           (Sharing of Content and/or Instructional Strategies)




OHR-IPDB
11/09
                                    26
                               Caption & Reflection: Threaded Discussion #4
                                                    Topic:
Caption: Briefly describe the topic for this Threaded Discussion. Indicate how this is evidence of
             increasing student achievement in your classroom.




Reflection: Reflect on the key learnings described above.
In what ways has this discussion influenced how you plan instruction and teach?




What new insights did you gain from the group sharing?




What aspects of the discussion have been most helpful to you? Why?




What are the implications on your instructional/teaching practice(s); what are you next steps?




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                                                    27
                                 Insert



                   Threaded Discussion #5
           (Sharing of Content and/or Instructional Strategies)




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                               Caption & Reflection: Threaded Discussion #5
                                                    Topic:
Caption: Briefly describe the topic for this Threaded Discussion. Indicate how this is evidence of
             increasing student achievement in your classroom.




Reflection: Reflect on the key learnings described above.
In what ways has this discussion influenced how you plan instruction and teach?




What new insights did you gain from the group sharing?




What aspects of the discussion have been most helpful to you? Why?




What are the implications on your instructional/teaching practice(s); what are you next steps?




OHR-IPDB
11/09
                                                    29
                             Face to Face Opportunity Reflection

Reflect on the activities involved in this professional learning community opportunity.
     Explain what happened.
     What might it mean?
     What are the implications on your professional growth, instructional practices, and student
        achievement?




OHR-IPDB
11/09
                                                  30
                                     Culminating Reflection

Reflect on your experience taking this course.
         How have you applied/used what you learned?
         What aspects of this course have been the most helpful to you? Why?
         What did you gain from participating in an online mentoring program?
         How is this course relevant to your district’s/complex’s SID?




OHR-IPDB
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                                                31
                                                         Aloha Survey

Purpose. This survey collects information regarding your participation in the Professional Development Program. It asks questions that
will help us plan and improve services to teachers and school staff personnel. The information you provide will be kept confidential and
used for program evaluation purposes.


Course Title:                                                                   Site:      ______________________
       School Year:                                1st Sem            2nd Sem           Summer

1. What aspect of the course was most valuable to you?




2. What aspect of course was least valuable to you?




____________________________________________________________________________________
3. In what specific way(s) can the course improve?




____________________________________________________________________________________
4. To what degree did the course help you to be a more effective teacher?
                            1                  2                  3                     4              5
                     Not at all                         Moderate Degree                      Very High Degree

5. How did this course impact student learning?




    Would you be interested in registering for on-going coursework in a specific subject?
                                      ___    Yes             No ___      Undecided
If yes, what subject or topic would you suggest?


7. Please share comments that you feel would help either the Professional Development Program or
teachers like yourself who are seeking professional development opportunities.    _____




           ______________________________________________________________________________




OHR-IPDB
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