plcmets professional learning community model for entry into teaching science mentor teacher...

plcmets

Professional Learning Community Model for Entry into Teaching Science

Mentor Teacher WorkshopJuly 14 – 16, 2008

plcmets

A Professional Learning Community

• Professional: We’re each members of a profession

• Learning: Trying to learn something• Community: Together

plcmets

Members of Our Community

• Novice science teachers• Mentor science teachers• Special experts• Coordinators• Researchers

plcmets

Members of Our Community

Everyone in our community is trying to learn something:• Novice science teachers: How to engage students in inquiry• Mentor science teachers: How to help novice science

teachers overcome hurdles so they can engage their students in inquiry

• Special experts: How to use their areas of expertise to provide science teachers access to useful strategies, resources, and lesson ideas

• Coordinators: How to set up a professional development program that supports novice teachers in using inquiry in their classes

• Researchers: Whether a program like this is effective in helping everyone to learn

plcmets

Community Activities

• Team Meetings• Jump Start Workshop and Seminars• Observations and Classroom Visits• Electronic Interactions (webinars, portal,

listservs, podcasts)• Mentor workshop and meeting

plcmets

Goals of Our Community

• Goal 1: Improve novice teachers’ understanding of scientific inquiry.

• Goal 2: Improve novice teachers’ ability to engage their students in scientific inquiry.

• Goal 3. Improve novice teachers’ classroom management in inquiry lessons.

• Goal 4. Reduce attrition of novice teachers involved in PLC-METS relative to their non-participating peers.

plcmets

Scientific InquiryInquiry is a Inquiry is a question-driven process that scientists use to explain the world. Practices that scientists commonly engage in include

• Identifying questions and concepts that guide scientific investigations

• Designing and conducting scientific investigations

• Using mathematics to improve investigations and communications

• Formulating and revising scientific explanations and models using logic and evidence

• Recognizing and analyzing alternative explanations and models

• Communicating and defending a scientific argument

This concept has become embedded in almost all This concept has become embedded in almost all national and state science standards of class national and state science standards of class

environment & standards-based teaching practices.environment & standards-based teaching practices.

plcmets

An Example of Scientists’ Practices: Laguna Atascosa National Wildlife Refuge

In this area agricultural, residential In this area agricultural, residential and commercial activities and commercial activities compete with the natural compete with the natural

ecosystem for water resources. ecosystem for water resources.

This competition has initiated This competition has initiated changes in the natural ecosystem changes in the natural ecosystem

(Zarikian 2000)(Zarikian 2000)

Developing questions and initial hypotheses

plcmets

An Example of Scientists’ Practices: LANMR

Field Explorations

plcmets

An Example of Scientists’ Practices: LANMR

Digital Elevation Maps and Initial modelsDigital Elevation Maps and Initial models

plcmets

An Example of Scientists’ Practices: LANWR

Testing initial hypotheses

plcmets

Varied Nature of Inquiry in Schools

plcmets

Does Inquiry Work?

Inquiry leads to active Inquiry leads to active engagement of students.engagement of students.

Percent learning gains on Percent learning gains on standardized pre- and post-standardized pre- and post-

tests in physics for 62 courses tests in physics for 62 courses enrolling N=6542 students in enrolling N=6542 students in

high school, colleges and high school, colleges and universitiesuniversities

Hake, 1998, Am. Assoc. Physics

Teachers, 66(1):64

plcmets

Inquiry Versus Active Learning

To what extent does Pat’s Apple activity get students to • Identify questions and concepts that guide their

investigation ?• Design and conduct a scientific investigations?• Use mathematics in their investigation?• Formulate a scientific explanation using evidence ?• Analyze alternative models?• Communicate and defend a scientific argument?

plcmets


To what extent does Pat’s Chicken Wing activity get students to • Identify questions and concepts that guide their


plcmets


To what extent does Pat’s Lung Tissue activity get students to • Identify questions and concepts that guide their


plcmets


After examining over 800 published papers on “inquiry,” the multi-year NSF Inquiry Synthesis Project came up with a “bare-bones” description of the classroom climate or student activities that are present if inquiry is occurring:• Student Active THINKING• Student Responsibility for Learning• Student Motivation

plcmets


Student Active THINKING

• (e.g. generate ideas, take risks, use logic, make deductions, brainstorm, crystallize ideas, engage in active questioning, link ideas, use prior knowledge, evaluate alternative explanations)

plcmets


Student Responsibility for Learning

• (e.g. make decisions, identify when they need help, keep self and others on task, assist with others’ learning, contribute to advancing group knowledge)

plcmets


Student Motivation

• (e.g. display/express interest, involvement,curiosity, enthusiasm, perseverance, eagerness, focus, concentration, pride)

plcmets

Two Approaches to Inquiry

• In PLC-METS, we’ll help novice teachers figure out how to engage their students in inquiry through two approaches:• Modifying existing lessons to engage students in inquiry• Using five types of Simulated Research Activities (the Chinn

and Malhotra framework) to guide the design of new lessons

plcmets

Modifying Existing Lessons

• We will ask participants to examine existing lessons and make modifications so that students do one or more of the following• Identify questions and concepts that guide scientific

investigations • Design and conduct scientific investigations • Formulate and/or revise scientific explanations and models

using logic and evidence • Recognize and analyze alternative explanations and models• Communicate and defend a scientific argument

plcmets

Creating Original Lessons

• Simulated Research Activities (The Chinn and Malhotra framework)• Hands-on inquiry activities• Simulations• Data Sets• Evidence Evaluation• Verbal Design of Studies

plcmets

Models in Authentic Inquiry

• Systems are incredibly complex• models help simplify the system

• Models are a set of ideas that describe a process• They represent selected parts of a whole• They are used to explain & predict natural

phenomena• Are used to guide future research

plcmets

Models & the Standards

• http://www.project2061.org/publications/bsl/online/ch11/ch11.htm#B

• By the end of the 8th grade, students should know that:• Models are often used to think about processes that happen too slowly, too

quickly, or on too small a scale to observe directly, or that are too vast to be changed deliberately, or that are potentially dangerous.

• Mathematical models can be displayed on a computer and then modified to see what happens.

• Different models can be used to represent the same thing. What kind of a model to use and how complex it should be depends on its purpose. The usefulness of a model may be limited if it is too simple or if it is needlessly complicated. Choosing a useful model is one of the instances in which intuition and creativity come into play in science, mathematics, and engineering.

plcmets

Different Kinds of Models

Conceptual Models

Physical models

Mathematical models

Computer simulations

plcmets

Different Kinds of Models Conceptual Models Physical models Mathematical

models Symbolic

representations Graphical

representations Computer

simulations

plcmets

Different Kinds of Models Conceptual

Models Physical models Mathematical

models Symbolic

representations Graphical

representations Computer

simulations

plcmets

Different Kinds of Models

Conceptual Models

Physical models

Mathematical models

Computer simulations

Ecosystem in a Bottle Simulation

plcmets

Black Box Activity

• Ground Rules:• Cannot pick up the box• Cannot open the box

• Tools:• Graduated cylinders• Containers• Water• Graph paper• Observations sheets

plcmets

Black Box Activity

• Objectives: • Explain the model inside the box that produces

the data patters you collect

• Final products:• Written data & observations• Diagram of your model • Predictions/future experiments to confirm your

model

plcmets

Critique Black Box Activity

• To what extent does this activity get students to • Identify questions and concepts that guide their


plcmets

Critique Black Box Activity

• Where does this activity fit on this chart?

plcmets

Wrapping Up Day 1

• What do you see as your role in PLC-METS?• What are your concerns about helping novice

teachers learn to implement inquiry in their classes?

• Do you have any concerns about the program in general?

• What went well today? What could be better?

plcmets

Day 2

• Tour of Electronic Resources for our community

• Critiquing lessons for inquiry• Modifying lessons to include greater

opportunity for inquiry• Reflecting on our own practices

plcmets

Electronic Resources in PLC-METS

• Wiki• iGoogle• Listservs• Ning: Social network• Blogs:• E-meeting software (centra)

plcmets

Data Sets

• Population & Water Demands Projections for Texas– http://www.twdb.state.tx.us/wrpi/data/popproj.htm

• In Texas what do we use the most water for? What county in your region uses the most water for irrigation? How will this trend change over the years to come?

• How will water usage change as the population of the area you chose changes in the future? What do the data trends show for each area of water usage?

• What are some ways that water can be conserved to make sure this resource is available for all uses in the future?

plcmets

Simulations

• Make a Quake: http://tlc.discovery.com/convergence/quakes/interactives/makeaquake.html

• What buildings are most likely to remain standing if a superquake hit a city?

• City A is located along a fault line. What building codes should the city adopt in order to minimize damage from a quake?

plcmets

Wrapping Up Day 2

• Has your conception of inquiry changed based on what we’ve discussed so far in this workshop?

• How would you explain the difference between hands-on, active learning activities and an inquiry activity?

• Tomorrow we’ll discuss mentoring techniques, but before we do, what concerns do you have about being able to mentor early career teachers in the use of inquiry?

plcmets

Day 3

• Mentoring early career teachers• Using probes to engage students in inquiry

plcmets

Objectives

• Focus our thinking on the growth of the novice teacher.

• Consider common mentoring practices. • Adapt common mentoring practices to the

unique needs of new science teachers implementing inquiry-based practice.

plcmets

Remember when…

• Think about a time that you learned something. • Tie your shoe• Ride a bicycle• How to check your email…

• What do you remember about the experience? • What do you remember about the person or people

who were around you when you were learning? • Can you list 5 defining characteristics of those who

mentored you through this experience?

plcmets

What is a Mentor?

• A mentor teacher is a professional educator who assists, models, and guides the new teacher to improve classroom instruction and management techniques. The mentor is able to communicate a variety of instructional techniques, to model effective teaching practices and serve as a resource for general operational proceedings for the campus and the district. The mentor teacher has knowledge of adult development, effective communication skills and a repertoire of instructional techniques.

-Nora Hutto

Texas Education Agency

plcmets

National Standards for MentoringRole of the Mentor - 2000

• School-based teacher educator• Facilitator and model of self-reflection, problem solving, and

instructional improvement• Recognizer of trustworthiness• Promoter of professional growth• Maintainer of professional relationship with novice• Collaborator with novice for professional growth, lesson

planning through formal and informal interactions• Observer of classroom practice• Provider of feedback to novice

Odell & Huling, eds., 2000 44

plcmets

Why Mentor?

• New teachers are leaving the profession at an alarming rate.

• Schools are facing growing enrollment and many veteran teachers are approaching retirement.

• The revolving door of professional teaching staff in schools has been shown to negatively impact

• Relationships• Student achievement• Innovation implementation and maintenance

plcmets

Why Mentor?

The presence of a mentor has been found to be the single most cost-effective component of new teacher induction.

The NEA Foundation, 2001; Odell & Huling, eds., 2000 46

plcmets

What Are All These Big Numbers?

plcmets

Retention Dilemma

• By 2008-2009, the U.S. will need 2.4 million new teachers

• By 2013 – 3.5 million new teachers will be needed

• In the next 10 years, over 700,000 teachers will be needed in high poverty urban and rural areas

• 240,000 teaching positions will need to filled each year

Center for Education Statistics, 1999; Jalongo & Heider, 2006 48

plcmets

Retention Dilemma

• In 2002 the State Board of Educator Certification indicated that Texas alone could be short up to 40,000 teachers

• Teaching has one of the highest attrition rates 13.2% when compared to other professions at 11%

• Science and Math teacher attrition rates top the chart estimated at as much as 16%

Combs, 2003; Heller, 2004; Ingersoll, 2000; Watkins, 2005 49

plcmets

Retention Dilemma

• 30% of new teachers leave during their first three years

• 50% leave by their fifth year of service• These rates could be up to 50% greater in

urban settings• 9.3% of first year teachers do not even

complete their first year

Boyd et al., 2007; Brooks-Young, 2005; Odell, 2006; Rebenstein, 2007; Watkins,

2005; Zeek & Walker; 200650

plcmets

Retention Dilemma

Costs of Attrition • Monetary Cost

• Over 2 billion dollars per year nationwide• In Texas the cost could be as much as 329 million per year• Replacing one teacher costs $4,366 - $17,872

• Human Cost• Fewer quality teachers in classrooms• Mentors stretched thin• Slows reform measures• Broken relationships – staff, the community, families and

CHILDREN!

Brooks & Young, 2007; Carter & Foster, 2007; Darling-Hammond, 2003; Hardy &

Lingard, 2008; 51

plcmets

Retention Dilemma

• Reasons for Attrition• Looking for better working conditions• Lack of support from colleagues, a mentor or administration• Significant feelings of isolation• Inadequate preparation• Lack of appropriate and much needed resources

• Reasons for Attrition Specific to Science Teachers• Multiple preps for multiple courses• Lack of needed materials for required laboratory experiences• Teaching outside field of preparation

Brooks-Young, 2007; Fluckiger, McGlammery & Edick, 2006; Jalongo &

Heider, 2006; Smithey & Evertson, 2003; Wheeler, Eschberger, & McClane, 2007

52

plcmets

How Can Mentoring Help Alleviate These Negative Feelings Associated with Attrition?

• Ask questions• Allow novice to talk• Acknowledge needs and assist when appropriate• Avoid judgments• Accept growth of the individual

…by understanding novice teacher concerns, meeting them where they are, and planning growth according to their individual needs.

plcmets

Change

• “Here we go again. You know how change is. It is like a pendulum, swinging back and forth.”

• “We know from past experience that it is important to stay on course. It takes time to institutionalize new practices.”

• “Change has to hurt, it is never easy.”

Hall & Hord, 2006 54

What comes to mind when you hear the word “CHANGE?”

plcmets

Change and Concerns

-diagram from http://scholar.lib.vt.edu/theses/available/etd-0319200105806/unrestricted/finalED.pdf

plcmets

Popular Theories of Adult Growth and Development

• Conceptual Systems Theory – David Hunt• Moral / Ethical Reasoning Development – Lawrence Kohlberg• Ego (Personal) Development – Jane Loevinger

• All stage theories- built upon the work of Jean Piaget• People progress through a series of stages as change occurs however

this is not a lockstep process• People have all kinds of concerns at any one time, but usually certain

stages dominate• Each step is progressively more complex• People at higher stages are able to perform at higher levels in complex

tasks

plcmets

Teacher Change Through the Stages of Concern

Concern- Something that is thought about frequently and creates a desire in the thinker to do something about it

Feelings related to an issue or task Different kinds of concern Questioning, analyzing, re-analyzing Considering alternative actions and reactions Anticipating consequences Being mentally alert Intensity of the arousal depends upon past experience

Reiman & Thies-Sprinthall, 1998 57

plcmets

Phases of Concern

Phases of Concern is the work of Frances Fuller who studied the changes occurring in student teachers.

Phase 0 – Unrelated ConcernsPhase 1 – Survival or Self ConcernsPhase 2 – Task ConcernsPhase 3 – Impact Concerns

Fuller, 1969 58

plcmets

Phases of Concern

Further work indicated that anyone going through any learning process or innovation goes through these same phases.

What resulted was the Concerns-Based Adoption Model (CBAM) Written statements Informal discussions SoC Questionnaire

Hall & Hord, 2006; Hall & Loucks, 1978; Hall, Wallace & Dossett, 1973 59

plcmets

Concerns-Based Adoption Model (CBAM)

Stage Concern Expression of Concern6 Refocusing I have some ideas about something that would

work even better.

5 Collaboration I am concerned about relating what I am doing with what others are doing.

4 Consequence How is what I am doing affecting the students?

3 Management I seem to be spending all of my time getting materials ready.

2 Personal How will this affect me?

1 Informational I would like to know more about ________.

0 Awareness I am not concerned about ______ at all.

plcmets

How the Mentor Can Use the Stages of Concern

• Through conversations, observations and reflection – data gathering tool

• Understanding stages of concerns help us predict future behaviors and respond accordingly

• Way to growth in novice• Helps us see growth in ourselves

plcmets

Practice Makes Perfect OR At Least More Clear

• I tried some small group work this morning and I found I could learn a lot about the students.• Stage 4: Consequence

• The principal is making a “surprise” visit to my classroom for an evaluation today. • Stage 2: Personal

• It was terrific to work with my grade-level team last week. I felt that I learned a lot and contributed too!• Stage 5: Collaboration

plcmets

Levels Matching Statements

Stage 1: Information; some Stage 3: Management10

Stage 3: Management9

Stage 2: Personal8

Stage 1: Information; some Stage 3: Management7

Stage 5: Collaboration6

Stage 6: Refocusing5

Stage 0: Awareness4

Stage 2: Personal3

Stage 4: Consequence2

Stage 3: Management1

Stage of ConcernStatement #

plcmets

How Can I Promote an Environment of Conversation?

• Build trust• Use open ended questions• Make conversation a frequent and expected

part of your routine• Encourage reflective practice

plcmets

Reflection and the Novice Teacher

If you don’t have time to reflect, you don’t have time to improve!

plcmets

Why Reflect?

• Reflection increases learning by ensuring more accurate and relevant understanding

• Reflection improves practice• Student learning is directly related to staff

learning.

York-Barr, Sommers, Ghere, & Montie, 2006 66

plcmets

Benefits of Reflection

• Guidance for new career teachers or educators in new roles• Structured reflective activities for novices

• Continuous learning through integration of teaching dimensions• “If you always do what you’ve always done, you’ll always get what

you’ve always gotten.”• Bridges between theory and practice

• Bridge between what we say and what we do• Consideration of multiple perspectives

• Collaborative reflection opens windows to others thinking

York-Barr et al., 2006 67

plcmets

Benefits of Reflection

• More productive engagement of conflict• Offers ways to understand differences

• Embedded means of formative assessment• Read the concerns of the novice

• Individual and collective sense of efficacy• Efficacy increases as teachers see positive difference

• Strengthened relationships and connections among staff• Groundwork for collegial dialogue

• Greater professionalism and voice• Greater understanding = increased efficacy = greater

professionalism = increased participation


plcmets

Multiple Approaches to Reflection

• Individual• Partners• Small Groups• Teams• School-wide ColleaguesNovice Teacher and Mentor

Mentoring Research Collaborative for Learning and Develoment 69

plcmets

Multiple Approaches to Reflection

• Conferencing• Portfolios• Discussions• Learning Logs• Mindmaps• Field Notes• Sketches


• Intermittent Journaling• Dictaphone• Video• Structured Questions• EmailSTRUCTURED, GUIDED

& REGULAR JOURNALING

plcmets

Problems with Journaling

• People have a hard time recalling specific events

• People experience writer’s block• People haven’t built writing into a regular

habit• People experience a disconnect in writing• People’s writing is either all superfluous or

disconnected to the learning process in the classroom


plcmets

What Can You Do About It?

• Provide reflective stems• Ask questions that spark thought• Use email to begin interactive thinking and

sharing• Involve another colleague so that there is a

trio involved… more heads…


plcmets

Four Step Reflection Process

1. What happened? (Description)

2. Why? (Analysis and Interpretation)

3. So what? (Overall meaning and application)

4. Now what? (Implications for action, predictions)


plcmets

Alternative Ways to Encourage Reflection

York-Barr et al., 2006, p. 169 74

Learned?

Affi rmed?

?

Challenged?

I am FEELING…

Things I might THINK about differently…

Things I might SAY differently…

Things I might DO differently…

Mentor handout 8

Key Ideas Specific In sights

?Questions Raised Implications for Action

? A question running around in my head is…

A point of particular interest was… because…

This squares with my beliefs about…

I feel challenged by…

An idea I have for next time is…

plcmets

Open Ended Journal Stems

• Elaborate on one particularly significant event that occurred this week:• The main learnings I got from teaching this week were: • When I think about being a teacher I am concerned

about…• I feel…• I agree/ disagree with: • Questions I have after working this week are: • I rate my experiences this week as: ____ inadequate ____ marginal ____satisfactory ____ excellent

modified from Reiman & Thies-Sprinthall, 1998 75

plcmets

Reflection Unique to Inquiry-based Teaching and Learning

• Based on your experiences and the last two days of training are there particular stems appropriate for novice teachers and mentors who are focused on inquiry-based teaching and learning?

• Think about this question, then respond by bulleting your ideas in the Handbook page 37.

plcmets

Benefits of Guided Reflection

• Reflection is a critical element in any new complex new helping role situation like teaching, as they help generate disequilibrium

• Sharing reflections requires trust and acceptance• Sharing reflections build collegial relationships• Amount of structure can be adjusted depending on the

novice• Reflective entries provide a window into the novice

teacher’s thinking• Provides a “place” for the mentor to begin

plcmets

The Mentor May…

• Accept Feelings• Praise or Encourage• Acknowledge and Clarify• Prompt Inquiry• Provide Information• Give Directions• Collaborate with Novice to Solve Problems


plcmets

Measuring Growth in Reflection of the Novice

Level1

Description Only(DO)

Able to recall events, describe events or activities, but limits the description to “what” happened. (A) level is limited to recall about what happened to the novice- a focus on self. (B) level includes what has happened to others.

Level2

DescriptionReaction

and Interpretation

(DRI)

Describes activities, events, interactions and is able to describe individual reactions to the event(s) such as an awareness of feelings and also begin to explore “why” something happened as it did.

Foster, 2005 79

plcmets


Level3

Application and

Consequence

(A & C)

Activities and events are described with understanding of why things occurred, how occurrence impacts the classroom or learning of students or novice teacher – how to make use of that understanding to do something differently today or tomorrow. Level 3 deals with consequences to the learner.

Level4

Prediction and Analysis

(P & A)

Through description and analysis the novice begins to look at how the experience will impact not only today, but also the long term. This impact could relate to students, colleagues or the team. At this level the novice is able to construct ways to evaluate the effectiveness of the different strategies and practices.

Foster, 2005 80

plcmets


Level5

Development ,

Refinement and Testing

(DRT)

This level is exhibited through new directions, new changes, new creations, improvements, ways to refine thought and practice and test it out to check authenticity, effectiveness, wholesale usage.

Foster, 2005 81

plcmets

How Can Reflection Help?

• Reflection provides a window for others to know what the novice is feeling and thinking. • Needs• Concerns• Celebrations

plcmets

What Can a Mentor Do?

• Go back now and consider those major reasons for attrition.

• Work with a partner and reflect on what we can do to help alleviate these possible reasons for leaving.

• Record your responses on handout 14 & 15. • Will it matter?

plcmets


Reasons for Attrition Looking for better working conditions

Lack of support from colleagues, a mentor or administration

Significant feelings of isolation

Inadequate preparation

Lack of appropriate and much needed resources

Mentor Response

plcmets


Reasons for Attrition Multiple preps for multiple courses

Lack of needed materials for required laboratory experiences

Teaching outside field of preparation

Mentor Response

Wheeler, Eschberger, & McClane, 2007 85

plcmets

Pulling it All Together

• Mentoring is a complex task involving promoting the growth of another individual.

• While mentoring includes a variety of activities, the ultimate goal is to increase the professional and personal capacity of a novice teacher who will chose to stay in the profession.

• Understanding the retention dilemma and concerns of novice teachers will allow the mentor to better meet the novice where they are.

• Reflection is one means of better understanding the novice teacher.

plcmets

Is This Important?

• Research documents a clear link between the importance of teacher induction programs and mentoring programs to the retention and quality of beginning teachers

• 70% of beginning teachers who were mentored once a week reported a significant improvement in their teaching.

plcmets

Because Mentoring…

• Builds best practice in teaching• Propels teacher effectiveness• Creates a collaborative community• Provides a guide on the side to fellow

educators• Creates a process of continual self-reflection

plcmets

Because Mentoring…

• Inspires life-long learning• Positively affects student success• Develops a renewed professional perspective

for the mentor• Validates the mentor’s knowledge and skills• Moves mentor to a new role of teacher

educator

Mentoring is Good For the Mentor Too!

plcmets

References

Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2007). Who leaves? Teacher attrition and student achievement. Teacher Policy Research: New York, NY. Retrieved from http://www.teacherpolicyresearch.org/ResearchPapers/tabid/103/Default.aspx

Brooks-Young, S. (2007). Help wanted. T H E Journal, 34(10), 44-50. Retrieved from Academic Search Complete database.

Carter, N. P., & Foster, E. (2007). Developmental mentoring in urban settings: A model of theory and practice to support retention of novice educators. Journal of the Alliance of Black School Educators, 6(1), 37-51.

Combs, S. (2003). Alleviate the Texas teacher shortage. Window on State Government: e-Texas. Retrieved from http://www.window.state.tx.us/etexas2003/ed04.html

Darling-Hammond, L. (2003). Keeping good teachers why it matters, what leaders can do. Educational Leadership, 60(8), 6-13.

Fluckiger, J., McGlammery, S., & Edick, N. (2006). Mentoring teachers’ stories: Caring mentors help novice teachers stick with teaching and develop expertise. The Delta Kappa Gamma Bulletin, 72(3), 8-13.

plcmets

References

Foster, E. (2005). Class notes. Mentoring the Novice Educator: College Station, TX: Texas A&M Unviersity.

Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207-226.

Hall, G. E., & Hord, S. M. (2006). Implementing change patterns, principles, and potholes. Boston, MA: Pearson Education, Inc.

Hall, G. E., & Loucks, S. (1978, September). Teacher concerns as a basis for facilitating and personalizing staff development. Teachers College Record, 80, 36-53.

Hall, G. E., Wallace, R. C., Jr., & Dossett, W. A. (1973). A developmental conceptualization of the adoption process within educational institutions. Austin, TX: Research and Development Center for Teacher Education, University of Texas.

Hardy, I., & Lingard, B. (2008). Teacher professional development as an effect of policy and practice: A Bourdieuian analysis. Journal of Education Policy, 23(1), 63-80.

Heller, D. A. (2004). Teachers wanted: Attracting and retaining good teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

plcmets

References

Ingersoll, R. M. (2000). Turnover among mathematics and science teachers in the U.S. Philadelphia, PA: National Commission on Mathematics and Science Teaching for the 21st Century.

Jalongo, M. R., & Heider, K. (2006). Editorial teacher attrition: An issue of national concern. Early Childhood Education Journal, 33(6), 379-380.

Mentoring Research Collaborative for Learning and Development. (2008)The National Center for Education Statistics. (1999). Retrieved from http://nces.ed.gov/

The NEA Foundation. (2001). Creating a teacher mentoring program. Retrieved from http://www.neafoundation.org/publications/mentoring.htm

Odell, S. J. (2006). Overview and framework. In J. R. Dangel (Ed.), Research on teacher induction: Teacher education yearbook XIV (pp. 203-211). Lanham, MD: Rowman & Littlefield Education.

Odell, S. J., & Huling, L. (Eds.). (2000). Quality mentoring for novice teachers. Indianapolis, IN: Kappa Delta Pi International Honor Society in Education.

Reiman, A. J., & Thies-Sprinthall, L. (1998). Mentoring and supervision for teacher development. New York, NY: Addison Wesley Longman, Inc.

plcmets

References

Rubenstein, G. (2007). Building a better teacher: Confronting the crisis in teacher training. Edutopia: The George Lucas Education Foundation. Retrieved from http://www.edutopia.org/node/4992/print

Smithey, M. W., & Evertson, C. M. (2003). System-wide mentoring for new teachers: A school system and university partnership. Teacher Education and Practice, 16(3), 212-231.

Watkins, P. (2005). The principal’s role in attracting, retaining, and developing new teachers: Three strategies for collaboration and support. The Clearing House, 83-87.

Wheeler, J. A., Eschberger, D., & McClane, A. (2007). 50 Texas mathematices and science teachers. Center for Research, Evaluation, and Advancement of Teacher Education (CREATE). Houston, TX: Region IV Service Center.

York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks: CA: Corwin Press.

Zeek, C. K., & Walker, C. (2006). There’s nothing easy about mentoring. In J. R. Dangel (Ed.), Research on teacher induction: Teacher education yearbook XIV (pp. 279-293). Lanham, MD: Rowman & Littlefield Education.

plcmets

A Probing WorldWhich are you

Chili Pepper Happy Face Ice cube

plcmets

Overcoming the Fear of Probes

• http://www.vernier.com/getstarted/

plcmets

Assembly time

• Follow instructions to assemble basic temperature probes with calculator

plcmets

Discussion – Reactions to Assembly – How would we do it with a class of students?

plcmets

Collect Data - A Hot Hand

• What questions could you pose from looking at this data?

plcmets

The World of Probes

plcmets

Assessment of Inquiry Activities Using Probes

• How? When?

plcmets

Wrapping Up Mentor Workshop

• How has your definition of inquiry changed?• What do you think of the PLC-METS approach?

What are your suggestions or concerns? What do you see as its strengths?

plcmets

Homework

• For the JumpStart workshop, please prepare the following:• Find and make enough copies for your team of two lesson plans in your

subject area that are active learning but not inquiry – we will have a session where your team revises these to include more inquiry components

• Bring enough copies of TEKS for your curriculum for your team• Look for Probe activities that might be appropriate for you curriculum. Most

of these are cookbook type activities. Revise or design a Probe Activity appropriate to your curriculum that your team can complete in 45 minutes

• Find Data sets that might be useful in your curriculum; you should not design a lesson using a data set; rather, teams will design a lesson to teach in first 6 weeks of school year (We’ll work on simulations at the first seminar)

• Read Chapter 5 in Inquiry and the National Science Education Standards. Available at http://books.nap.edu/openbook.php?record_id=9596&page=87

plcmets professional learning community model for entry into teaching science mentor teacher...

Documents

scientific investigations

science teachers access

inquirymentor science

physics teachers

novice teachers ability

attrition of novice

scientific explanations

inquiry lessons