Mentor/Intern On-line Training Fall 2007 Purpose of the training • Explanation of the program • Relationship Building • Getting to know one another • Starting a “Teacher Improvement Plan” Staff (our contact info can be found on page 4 of the Induction Handbook) Ben Alley, Specialist Sharon Duncan, Director Letty Gomez, Administrative Assistant Melaina Wilkin, Coordinator Mentors, if you have not already, please… fill-out and turn-in: – W-9 – Contract – Payment of Provider – Student Data Change Form (If you ever attended ACC, enrolled in a professional development course, etc. and have since moved or changed your name. We will also need proof of the change, a copy of your driver’s license, utility bill) In addition… Your schedule and contact information. (can be found on our website) The classes your intern has already taken or is currently enrolled in • EDTC 3000 (January-May)- Approximately 286 hours • Summer Institute (June)- Approximately 76 hours of methodology training • EDTC 3004 (July-November)- Approximately 19 hours of supporting the first-year teacher • A minimum of two TExES (February- August)- too many hours to count! EDTC 3000 PPR Pedagogy and Professional Responsibilities Pedagogy: The act of planning, implementing, and evaluating teaching and learning Learning Objectives of EDTC 3000 Curriculum- academic content and knowledge construction Equity- advocating for all students Environments- Construct learning environments that affirm and celebrate diverse learners and cultures Communication- effective professional and interpersonal exchanges that promote student learning Professional Development- commitment to professional growth Comparing the TxBESS Frameworks to the PDAS What is The TxBESS? The TxBESS or The Texas Beginning Educator Support System was developed by the State Board for Educator Certification to focus support to the new teacher through a systematic mentoring process. It is used as a scaffold in which a dialogue can occur between the new teacher and the mentor. What is PDAS? The PDAS or the Professional Development and Appraisal System was developed as a professional development framework that assesses the conceptual, technical and interaction competencies necessary to design, introduce, carryout, evaluate, and analyze instructional practices of both the teacher and the student. TxBESS Framework Teacher Focused 4 Clusters for Performance 1. Planning for learning centered instruction 2. Environment promotes equity, excellence, and learning 3. Instruction and communication 4. Professionalism PDAS Framework Student Focused Eight Domains for Performance 1. Active student participation in the learning process 2. Learner-centered instruction 3. Evaluation and feedback on student progress 4. Management of student discipline, instructional strategies, time and materials 5. Professional communication 6. Professional development 7. Compliance with policies, operating procedures, and requirements 8. Improvement of academic performance of all students on campus Relating the Two Inventories TxBESS PDAS Cluster 3. Instruction and Domain I. Active, Successful, Student Communication Participation in the Learning Process Standard 3b. The teacher Competency I.1. Students are engaged in uses questioning and learning discussion techniques. Competency I.3. Students demonstrate critical thinking and problem solving • Quality of questions/discussion Domain II. Learner-centered Instruction techniques • Student participation Competency II.8. Appropriate questioning and inquiry Working with your intern… • Walk-through (in the fall by Oct. 1 and in the spring by Jan. 30)- pg. 23 • Teaching Improvement Plan (created in the fall with the intern and supervisor and revised in the spring)- pg. 24 • Data Summary (in February or March)- pg. 26 • Teacher recommendation Form (In April)- pg. 27 The forms can be found… 1. http://www.austincc.edu/teacher 2. Click on “Current Students” on the left-hand side of the page 3. Click on “Training and Resources” http://www.austincc.edu/teacher/training.php 4. Scroll down to the Teacher Induction Information and Training link. 5. At the prompt type in: • username is “teacher” • password is “teacher: (have your computer remember password) In addition… • Arrange for your intern to observe you by Oct 24th (assignment due Oct 25). If that is not convenient, please arrange for them to observe someone else • Please communicate with them on a regular basis, even if it’s just for five minutes or a quick e-mail. • Be sure to review the paperwork with them • Let someone from ACC know if you see any “red flags” Supervisor…who are they and what do they do??? Mentors are… • Additional support for the intern • Liaison between ACC and the school • They will be visiting the intern a minimum of two times a semester • Will try to meet with you and the administration What type of crew member are you? Orange? Gold? Blue ? Green? Task: What type of crew member are you? Imagine yourself in the following 4. My idea of a great vacation is: situations. Circle the letter of A. A white-water rafting adventure response that is most like you B. A traditional family vacation C. A spiritual retreat or romantic getaway 1. If I won the lottery, the first thing I’d do with D. A scientific expedition the money would be to: 5. I tend to seek relationships based on: A. Throw a big party A. Excitement and adventure B. Put it in the bank for family and heirs B. Comfort and security C. Share it with friends and relatives C. Romance and love D. Create a new venture or fulfill an ambition D. Shared intellectual interests 2. When disaster strikes 6. My ideal workspace tends to be: A. Laugh it off and move on A. Free-form and fun B. Am emotionally distraught B. Organized and neat C. Make the best of it C. Friendly and cozy D. Figure out why it struck D. High-tech and efficient 3. I tend to be more interested in: 7. What I value most in a coworker is: A. Arts and crafts A. Action B. Literature and Humanities B. Loyalty C. Business and Law C. Friendship D. Science and Engineering D. Intelligence Crew Member Survey (cont’d) 8. I tend to make decisions based on: 11. I tend to work best when I am A. Impulses and whims A. The leader of the team B. Past precedents and procedures B. In a structured environment C. Feelings and emotions C. With people I like D. Logic and research D. When I am left alone 9. If an extra-terrestrial appeared at my front-door, I’d 12. The words that best describes the real me are: likely: A. Bold and adventurous A. Grab and capture it B. Practical and dependable B. Close the door and call 911 C. Warm and compassionate C. Try to befriend it and invite it in D. Competent and knowledgeable D. Ask from where it was from and how it got there 10. If I could be anything I wanted, I’d likely be: A. An actor or artisan Add your number of answers for A, B, C, and D B. A chief executive C. A spiritual guru D. An inventor The highest number is your most predominant color; the second highest number is your secondary color The purpose is to determine your personality type and that of your co- workers and students Crew member specifics ORANGE A GOLD B Strengths Strengths •Strong resistance to too much structure •Getting things done •Relaxed tone in the office •Like to feel responsible •Confrontation does not intimidate them •Very loyal to the company •Follow rules Weaknesses •Meets deadlines •Poor follow through an Implementation Weaknesses •Can be overly loyal and disregard individual needs •Tendency to be perfectionists Blue C Green D Strengths Strengths •People Skills •Intellect •People Oriented management •Confidence •Encourage others to reach their potential-act as coaches and •Vision oriented to make improvements mentors •Cooperates with people Weaknesses •Create a harmonious environment where people can act in a •Must be careful to lead so others will follow collaborative manner •Tent to be autocratic in decision-making Weaknesses •Cannot deal with conflict and disharmony •Avoid unpleasant situations Assessment (please turn in your answers via email to firstname.lastname@example.org by Oct 15) 1. Using what you know about your personality type and learning/teaching style, what are your perceived weaknesses in becoming an effective intern/mentor? 2. What skills do you already have that you can further develop in order to be seen as an effective intern/mentor 3. Give three ways that someone can support your goals in becoming an effective intern/mentor *Used with permission by Stephanie Blanck What is your Communication Characteristic? The Achiever? The Persuader? The Supporter? The Analyst? Task: What are your communication characteristics? Circle the letter of response that is most like you 1. 3. A. You are a high risk-taker, less people oriented A. You like to be in control of situations (both people and places B. You are a high risk-taker and more people-oriented B. You are high-spirited and social C. You have high ideals and standards. You love calm C. You are a low risk-taker and more people-oriented environments and hate conflicts and confrontations D. You love to reason and need time to think things through before D. You are a low risk-taker and less people-oriented moving into projects 2. 4. A. You appear confident and decisive A. You are generally forceful and direct when working with colleagues B. You love to be an inspiration to others B. You generally are articulate and intense when working with colleagues C. You generally need security and appreciation of C. You generally follow others that seem more confident than yourself others D. You are more orderly and accurate D. You are highly disciplined and persistent Add your number of answers for answers A, B, C, and D A. The Achiever B. The Persuader C. The supporter D. The Analyst The highest number is your communication characteristics (the way you communicate your needs and want others to. The second highest number is your secondary communication characteristic. Task: Communicating with others Understanding your communication characteristics and those with whom you work will facilitate a clearer and ultimately more effective interaction. Your delivery of information will differ depending on the characteristics of those you are speaking to. Look at the different characteristics below and decide if they are describing: The Achiever The Persuader The supporter The analyst 1. • Information is delivered in a calm, casual, friendly, and informal manner • You actively listen and reflect their feelings and concerns • You show appreciation for their efforts • You present ideas that are consistent with their values and high standards. You acknowledge and value their ideas 2. • You present ideas that are business-like and direct. You tell it like it is • You use factual her-and-now questions that imply clear goals specific objectives • You propose logical and efficient action plans, but let this person have (or at least share) control over the final solution • You anticipate possible objections that they may have and be prepared to address them. Communicating with others (cont’d) 3. • You present information in a logical, step-by-step manner • You must pay close attention to details; if you don’t they will • You appeal to their logic, reason, order, and a systematic approach to solving problems • Expect to be challenged on your assumptions, intuitions, ideas, and procedures 4. • You acknowledge their strengths, importance, competence, humor, and friendliness • You present ideas in an enthusiastic, optimistic, and persuasive manner • You encourage and present ideas that are innovative and adaptable. Validate their love of change • Always document plans in writing. It helps them stay focused. Answers: 1. The supporter 2. The Achiever 3. The Analyst 4. The Persuader Adapted from: DeHaven, Jan and Sherry Marsh. Collaborative Teaching: Working together to Promote Learning! Region 20 ESC. Used with permissions Mentor/Intern Conversations With your interns, mentors please answer the following questions and turn in the answers to the program via e-mail, email@example.com by Oct 15… Question #1 What was your biggest challenge your first- year teaching and how did you deal with it? Question #2 What is your favorite memory from your first-year teaching? Question #3 What is one piece of advice you can offer your intern about surviving and succeeding during his/her first-year of teaching? Question #4 How do you handle differentiation? Question #5 How do you use the IPG’s/scope and sequence (or what your district is currently using) as a guide as you plan your curriculum? Question #6 What is your administration looking for when they stop by classrooms? Any tips for your mentor on dealing with administration? Teaching Improvement Plan Ideally, the intern, supervisor, and mentor should sit down and work on this together. It is based on TxBESS’s Action Plan and gives intern a focus for needed improvements and changes. Most first-year teachers struggle with classroom management. They learn procedures and needed paperwork, and they create a “Behavior Plan” for their classrooms, paying particular attention to behavior modification. On the TIP, focus on red flags – behaviors that keep students from learning effectively, procedures and organization not in place, or problems concerning clarity of assignments. Be sure to specify how the intern will know when the problem is fixed and document the date completed. As you work with interns, feel free to add goals to the TIP so that the intern knows how teaching can be improved throughout the year and in subsequent years. Teaching Improvement Plan Mentors- Please arrange a time to work on a TIP with your intern and his/her supervisor by Oct. 15. Have your intern turn in the hard copy to class on Oct 25. When you are done, please make sure everyone has the following: • White copy with us (ACC) • Yellow copy with the supervisor • Pink copy with the mentor • Gold copy with the intern Please turn in by Oct 15… • “Crew Member” assessment questions • Mentor questions Also… Meet with your intern and his/her supervisor to create a Teaching Improvement Plan (TIP) by Oct 15. Your intern will turn in the white copy on class, October 25. Success! Teachers stay when they feel competent and make a difference. Thank you so much for your time, patience, and caring to work with teachers who have made a conscious decision to teach and to serve.