Docstoc

Tearing Down the Silos

Document Sample
Tearing Down the Silos Powered By Docstoc
					             Tearing Down the Silos




              2006 OSPI Summer Institutes
Sue Anderson, TAP Coordinator OSPI
Mary Jo Larsen, Professional Certification Program Specialist, OSPI
            Entry Task

What professional needs might the
following groups have in common? Share
ideas with neighbor.
•Student teachers/Interns
•First and second-year teachers
•ProCert candidates
•Experienced teachers
•National Board candidates
Meeting Those Needs: The Silos

                 District    School-
TAP    ProCert
                  Prof.       based
                 Devel.     initiatives
TAP – provides money to districts that
      have new teachers/ESAs:
        • Mentor/new teacher stipends
TAP
        • Release time for mentors and new
          teachers to observe each other
          and other exemplary teachers
        • Training/orientation for mentors
          and new teachers
        • Confidential relationship
        • Professional Growth Plan (PGP)
 Effective New Teacher Induction
        Program Elements:

TAP
       • Hiring
       • Orientation
       • Mentoring
       • Professional Learning
       • Formative Assessment of
         Instruction
    Professional Certification
          • Demonstration of competency in 3 areas:
ProCert      – effective teaching
             – professional development
             – professional contributions

          • Certain evidence required as part of
            professional portfolio

          • Candidates work with a professional growth
            team in designing their “professional growth
            plan” or PGP, which outlines their pathway to
            the Professional Certificate
    Professional Certification
          • Teachers take ownership of their professional
ProCert     development
          • Direct relevance to classroom and real
            teaching situations
          • Opportunity for teachers to demonstrate they
            are effective and have positive impact
          • Focused on student learning
          • Less “seat time”
          • Performance-based alignment with K-12
            assessment system
    Professional Certification
          • Pre-Assessment Seminar
ProCert
            – Self analysis and reflection
            – Professional Growth Plan (PGP)
          • Core
            – Implement PGP
          • Culminating Seminar
            – Develop Portfolio of Evidence and
              next steps
    Other School and District
   Initiatives and Professional
            Development
Other
       Common Components
                                District     School-
TAP         ProCert
                                 Prof.        based
                                Devel.      initiatives
      Professional Activities
      •Professional Growth Plans
      •School Improvement Planning
      Professional Needs:
      •Positively impact student learning
      •Remain invested in profession and in WA
      public schools
  Tearing Down the Silos: The
     Mentor Cadre Model
                 District     Other
TAP    ProCert   Prof. Dev.   Initiatives
                              i.e. IN
                              ACTION
  Mentor Cadre: An Example

          Experienced/                  University
          Cooperating                   Representative
          Teacher



Student
                                                  Mentor/Coach
Teacher




                                                  1st Year
            PGT Member +                          Teacher
                            ProCert
            NBPTS candid.   Candidate
            An interesting bit of research to
                      consider…
      Veteran-oriented
           Experienced, well-established practice
           Isolated
           Undifferentiated roles
      Novice-oriented
           Start-up or low performing school
           High energy, limited experience

      Integrated – Principal establishes norms/procedures
                 Sustained support/exchange across experience levels
                 New teachers recognized as novices
                 Differentiated roles
Susan Kardos, Susan Moore Johnson et al, Harvard Project on the Next Generation of Teachers
Other Benefits?
          Think and discuss:
 What structures does your school or
  district already have in place to support
  this kind of collaboration?

 What (else) might it take for this to
  happen?
What might be some next steps
 you could take to further this
 kind of work in your school or
 district?

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:45
posted:4/4/2011
language:English
pages:16