new standards for mentoring teacher candidates for career success melanie bickley clinical...
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New Standards for Mentoring Teacher Candidates for Career Success
Melanie BickleyClinical Placements, CLAS
Tom McCannDepartment of English
WELCOMEIntroductions
PurposeWhy are we
meeting this week?
Goals for Workshop(iii)
Functionality Assessment Mentorship
Guidance and Support for edTPA Partnership
Standards-BearerProblem Solving
What is quality teaching?Why are we “reinventing the wheel”?
Individual reflection (post-its):What does good teaching look like, sound like, and feel like?Where do standards fit into the vision?
Partners:Combine and distill observationsOrganize into a patternCommunicate
Sharing Your Vision
Graphic display on chart paper
Gallery
Explain: What do you expect of a good teacher?
Dr. Michelle FitzgeraldAssistant Superintendent for Curriculum and Instruction, Elmhurst CUSD 205
What is good teaching?
What do you expect of a good teacher?
Pattern of Experience for Beginners
Review of the Research(Supporting Beginning English Teachers, NCTE, 2005)
Identified ConcernsRelationshipsWorkload/Time ManagementKnowledge of Subject/Curriculum
Evaluation/GradingAutonomy/Control
HOW ARE NEW TEACHERS DIFFERENT FROM EXPERIENCED TEACHERS?
HOW CAN WE HELP NEW TEACHERS TO BE MORE LIKE THE EXPERIENCED TEACHERS THEY
ADMIRE?
OR,
Summary of Differences: StudentsNew Veteran
Controls behavior using rules and punishments
Emphasizes result of many assignments
Places faith in numerical grades
Forms positive relationships with students
Emphasizes process of few assignments
Uses multiple factors in making judgments
Summary of Differences: School/Dept.
New VeteranWorries about
judgments of supervisor; hesitant to admit difficulties
Unsure of what to do with curriculum
Does not make contributions that impact program
Confident of working relationship with supervisor; confident of his/her own strengths
Knows connections with the larger program
Can identify contributions to program
Summary of Differences: Other
New VeteranIs very
conscious of his/her physical characteristics
Relies on establishing an environment of shared mission
Why Instructional Coaching?Promotes professional growthFacilitates reflectionBuilds confidence
Moving Into a Coaching ModeBehavior that builds trust
What behaviors and attitudes are likely to cultivate a trusting relationship?
What behaviors and attitudes are likely to compromise trust?
Describe a Plan of Action
Instructional Coaching Basic Beliefs
Mentor Language Directive/InstructionalCollaborative
Instructional Coaching (cont.)Basic Steps/Tools/Skills
Positive PresuppositionsRapport/Active ListeningPositive Inquiry FrameParaphrasingAccuracyChoices/OptionsOwnershipReflection/Plan of Action
Modeling a Coaching SessionTypes of Conversations
ExploratoryGoalsReview
Questions, Attitudes and StemsDemonstrationRole Play Practice
Three observation protocols
Script-takingFollowing an instructional frameworkTracking discourseCoding
Practicing an observationNote takingReflective conversation
Review Workshop Materials
Co-op ResponsibilitiesKey Elements and Purposes
AssessmentsCalendar
Self-HelpWhat can new teachers do to helpthemselves?
Your Ideas
Suggestions in the Handbook
Coaching Practice• Work in Triads• Share notes• Prompt
reflection from a partner
• Set goals
DiscussionCalendar of ActivitiesWritten Assessments/FeedbackCoaching and EvaluationAssessments