Download - Mentor September Forum #1 Targeted Support for BTs “ It’s all about student achievement.” CIC:
Mentor September Forum #1Targeted Support for BTs
“It’s all about student achievement.”
CIC:
ConnectingForum Structure Part A
Agenda• Outcomes and Norms• Connecting Activity• Targeted Support for BTs
- Using Attitudinal Phases of First Year Teaching- Addressing BTs’ Needs Identified by CIC
• Reminding BTs of Dates and Available Training• Closing
Outcomes• Mentors will know how the phases chart helps
anticipate and understand BTs’ needs• Mentors will be prepared to give specific
targeted support needed by BTs as identified by CIC.
• Mentors will be aware that BTs need reminding of important dates.
Norms
• Active Listening• Appropriate use of electronics• Equity of voice• Respect for all perspectives• Confidentiality
Introductions
Going around each table (room, if you have a very small group) and state:
• Your name• What you teach• Something that will make us all smile
LearningForum Structure Part B
Targeted Support for BTs
PHASES OF FIRST YEAR TEACHING: ATTITUDES PHASES OF FIRST YEAR TEACHING: ATTITUDES TOWARD TEACHINGTOWARD TEACHING
Moir, Ellen (1990) New Teacher Center, Santa Cruz, California
Anticipation Phasehas likely come and gone
BTs were excited about:• Having a job/getting a paycheck• Committing to changing the world• Getting/decorating their room• Making teacher friends• Preparing to greet students• Planning exciting and engaging lessons
Focus on Survival and Disillusionment• Participants will be assigned to either a
“Survival” group or a “Disillusionment” group.• Each participant will read Ellen Moir’s
narrative of their assigned phase.• The recorder for each group will write ideas
from the group about what a BT needs if in their assigned phase and ideas about how the BT’s mentor can support the BT to address each need.
• Make a poster using the t-chart template.
Assigned Phase Icon
BT Needs Mentor Support
T-Chart Template
•Draw a chart on poster paper using this template.
•Design an icon that represents your phase.
•Specify three BT needs.
•For each need, identify a way to support the BT.
Share Charts• Each group will display their chart and chose a
reporter.• Each reporter will share out one BT need and
one way to support the BT that addresses that need.
• After each group has shared, determine if there are significant common BT needs that should be addressed with campus training.
Common Concern:Classroom Management
Since classroom management is an easily predictable common concern for BTs, the BT Forum #1 focused on addressing and preventing behavior issues. Mentors can reinforce the training by encouraging their BTs to prepare and practice responses to minor behavior infractions. Mentors should help BTs master responses that are in a brief, calm, immediate, and consistent manner.
Assertive Approach to Intervention Be sure your message is clear• Use proximity• Stay calm and lower your voice• Keep the focus of your message on the
behavior• Be direct and specific• Be firm and matter of fact• Specify any consequencesFollow through with accountability• Be consistent• Be fair
Effective Intervention Practice• Form groups of three and assign roles:
- Student - Teacher - Observer• Student chooses a scenario from the stack of five
and reads it aloud• Teacher role-plays a response directed to student• Observer gives positive feedback to teacher• Teacher incorporates feedback from observer and
responds to the same scenario• Teacher asks observer for specific advice and
gives a polished response to the scenario• Repeat the above activity 2 more times until each
participant has played all 3 roles
Discovery of BT Needs by CIC
Examples of what might be listed by CIC:• Lack of mentor entries in MAS• Lack of grades in Gradespeed by BTs• BTs not showing up for teacher duty
Reminding BTs: What, When, and Where
Instructional/Testing Dates
Examples of what might be included:• BOY Math and Reading District
Assessments• District Bench Mark Assessments• (Continue to generate campus
specific dates/topics)
Available Training for BTsLog on to http://houstonisdpsd.org. Follow this pathway:
• Click on PD Departments• Click on STEP (which stands for Supporting
Teachers through Exemplary Practice)• Click on New Teacher.
ManagingForum Structure Part C
Dates/Deadlines for MentorsTraining requirement is differentiated. Explanation is found in DOCUMENTS on mentor website page. Log on to http://houstonisdpsd.org/pd/step/mentors.
• Click on Documents • Open September 4, Mentor Training,
Stipends, and MAS Activity.
Registering for On-Line Courses
• Enroll in the course via eTRAIN. • Note the start-date of the course.• Log on to the HUB.• Look for your course in the GO TO fdrop down
menu.• All online courses, except for EL0111 will close
in seven (7) days from start date indicated in eTRAIN.
ClosingForum Structure Part D
Reflecting on the TrainingComplete the CAL Survey:• What’s working? (What is going well so far this
year in your role as a mentor?) • What are your challenges/concerns? (Have
there been any challenges or concerns that have not been easy to address or to solve?)
• What might be your next steps? (What might you do to address any pending concerns? How will you use what has been addressed in this training?)
• What can I do for you? (What can I do to help you, your BT, and the mentoring program on our campus?)
Training Survey• Indicate on the CAL Survey if you have registered
for the Rick Smith Classroom Management training?
• Indicate the applicable courses you have completed?- Check the boxes for the completed courses.- To the right of the courses that you have not completed, write the date that you anticipate you will have it completed.