Preferred Future

Report
Induction and Mentoring @ HCC
The greatest good you
can do for another is
not just to share your
riches but to reveal to
him his own.”
"
Benjamin Disraeli
DJ Corson, Director
Center of
Teaching for Learning
Hawkeye Community College
Waterloo, IA
Strategies We Used
Preferred
Future
Current
Reality
 Targeted specific outcomes for
our induction program (created a
Preferred Future)
 Used mentors to help with
specific aspects of the work.
 Paired mentor/mentees from
different disciplines to help focus
on instruction and to increase
structure to the mentoring
process
Purpose: Enhancing knowledge
and skills necessary to meet the
HCC Standards for a College
Course, a Classroom, and for
Teaching
Induction Design Specifications:
 Include a supporting research
base
 Model “best practice”
 Utilize a variety of strategies that
can be replicated in any content
area
 Provide feedback and coaching
 Engage participants in
completing authentic work
Frameworks
• ALR
• Evaluating Student Work
• Collaborative Log
Induction and Mentoring
Research-Base
Brain Research (Wolfe,
Jensen, Sousa, et.al)
Instructional Strategies
(Marzano, Jenkins, et.al)
Framework
ALR --created by DJ
Training/Support
Induction Course:
Designing LearningCentered Instruction
Assessment (Wiggins,
Stiggins, McTighe, et.al)
Collaborative Analysis of
Student Work Protocol-adapted from book by
Langer, Colton, and Goff
ASCD 2003)
Induction Course:
Evidencing Student
Learning
Instructional Coaching
(Knight, Garmston,
Wellman, New Teacher
Center @ UCSC et. al)
Collaborative Log
(adapted from New
Teacher Center)
Monthly training for
mentors
Analysis of Student Work Protocol
The protocol:
1.
2.
3.
4.
5.
6.
7.
8.
Determine the assessment purpose
Match the most appropriate type of assessment to the purpose
Clearly articulate student work/performance that “Meets Expectations”
Collect data relative to student work/performance
Choose one student from each of 4 levels.
Analyze and describe their work: + and –
Determine how to move each student closer to the learning target.
Identify how to support learning needs within the learning system.
Assessing Implementation and Results
Implementation data:
 feedback from mentors
 feedback from mentees
 coaching/observation feedback (using ALR)
 Results data:
 Classroom student learning data (student work
protocol)
Induction and Mentoring Assessment
At your college…
1. Mentors are clear about their role and are
provided specific training and support for
fulfilling their role.
2. Mentors are responsible for supporting
mentees on specific outcomes—mostly
around improving instruction.
3. Induction for new full-time faculty uses clear
outcomes to focus consistent and effective
instructional support throughout their
probationary period.
1-Have
little to
none
2
3. At a
good
place
4
5. We
excel
Around the Room and Back Again
Think/write your response to one or both of the questions below:
 What might you include in a description of the Preferred Future regarding
induction and mentoring at your college?
 What is a take-away from today that, if you did it consistently and superbly
well, it would elevate teaching for learning at your college?
Ideas Collected from Partners:
About Your Learning Facilitator
DJ Corson has worked in higher education for the past 35 years as a teacher,
Director of Teaching and Learning, an Organizational Development Specialist,
consultant, and presenter.
Since retiring in June 2012, DJ continues to support college faculty and
administrators in keeping the main thing the main thing—improving teaching
for learning. Specifically her roles include:
 Implementing Learning-Centered Teaching
 Providing Instructional Coaching
 Removing Barriers to Learning
 Designing Effective Mentoring and Induction Programs
 Planning Desired Change
 Using Data to Inform Instructional Decisions
You are invited to contact DJ with questions about today’s session or further
information:
[email protected]
319-230-2169

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