PowerPoint for RE Meeting - Year 1

While You’re Waiting…
Please set up the dividers in
your blue RE binder!
 Tab #1 – Goal Setting
 Tab #2 – Instructional Cycle
 Tab #3 – Observations
 Tab #4 – Lesson Study
 Tab #5 – Misc.
Resident Educator
Cohort Meeting – Year 1
Program Overview & Year 1 Timeline
Self-Assessment & Goal Setting
Teaching & Learning Cycle
Lesson Study
Resident Educators!
 Tonight’s Agenda
 Materials:
Binder & Shaker.org
 Our first prize of goes to…
Meet Lauren Rollins
Resident Educator Lead Mentor
 11th year of teaching
(8th year teaching first grade at Boulevard)
Master’s Degree in Educational Psychology from
John Carroll University
Bachelor’s Degree in Early Childhood Education from
Miami University
Reading Endorsement
Other responsibilities outside of the classroom
 Resident Educator Program - Lead Instructional Mentor & Instructional Mentor
 New Teacher Program - Mentor Teacher
 BLT (Building Leadership Team) – 1st Grade Representative
 OTES (Ohio Teacher Evaluation System) - Peer Evaluator
 Math Curriculum Mapping Committee – Boulevard Representative
 enVisionMATH Trainer
 PTO Representative
Now that you know about me… Tell me about you!
RE Mentors vs.
Shaker New Teacher Mentors
 All/Most of you are a part of Shaker’s
New Teacher program. The RE program
is different – and so are the mentors (in
most cases)!
 Mentors are assigned based on school
and discipline.
 Your RE mentor will contact you in
Program Overview &
 Ohio’s Resident Educator (RE) Program
 Ohio’s RE Program is the only one like it in the US.
 Created to combat teacher turnover within the first 5
years of their career.
 Why do teachers leave? There are 4 major trends.
 What is Residency?
 Residency is a time to practice, refine and gain a deeper
understanding of the art and science of teaching under the
guidance of a certified mentor and the support of a professional
learning community.
 Shaker’s RE Program
 We created our program based on the requirements of
Ohio’s RE Program.
 We created our program with Shaker’s expectations
for teaching & learning in mind.
Program Overview &
Timeline Continued
 Major Components of RE Program:
 Self-Assessment & Goal Setting
Self-Assessment and Summary
2 SMART goals per year
(1 can be Goal #2 from your APG & the other should
be based on your Self-Assessment)
 Teaching & Learning Cycle
Assessment for Student Learning
Instructional Cycle
1 observation of you by your RE mentor
1 reciprocal observation (with your RE mentor) OR
observation of an exemplary teacher*
 Observations
 Lesson Study
Session 1 - Lesson Planning (We will complete this tonight.)
Session 2 – Lesson Delivery (We will complete this next year.)
 Formative Progress Review
Program Overview &
Timeline Continued
Suggestions & Requests
 YOU are responsible for completing all of the
components of the RE program – completely
and before the end of the school year.
 How do you feel about a cohort “check-in” meeting/
work session in February?
 Pace yourself! Don’t try to cram everything in
to the beginning, middle, or the end of the
school year.
 Please contact your RE Instructional Mentor
or me if you have questions or if you need
Self-Assessment and
Goal Setting
 One way to consider your strengths
& areas of growth as a teacher
Ohio Continuum for
Teacher Development
 Based on the
 Use the information from your
self-assessment to set your 2
SMART goals
Goal Setting
 Create 2 SMART goals for this school year:
 1 of these goals can be the same as your teacher performance
goal on your Annual Professional Growth Plan
 Use your Self-Assessment & Summary
 Tonight, we will work on writing your 2 SMART goals for this
school year.
 Please e-mail your Goal Setting Template (complete with 2 SMART
goals, strategies, and Beginning of the Year action steps, timeline,
evidence indicators/outcomes, & resources needed) by November
Use this time to
write your 2
SMART goals.
Time For
Teaching and Learning
Teaching and Learning
“Design and deliver instruction that measures up…plan
instruction that engages students in challenging
applications of key content knowledge.”
- James Popham
Assessment of
Student Learning Tools
 Data Measures Inventory*
 Class Profile Tool*
 Intentional Instruction Grouping*
 Monitoring Student Learning*
 Other Assessments and Data Measures
* ODE Form
Instructional Planning
Guide: Cycle 3
Instructional Plan:
(to be completed before teaching)
Assessment of student learning
Identify the learning need
Establish the learning objective
Gathering appropriate resources
Instructional strategies (how the teacher
conveys the content)
Instructional activities (what students do
to engage with and learn the content)
Resources of materials
Instructional Planning
Guide: Cycle 3
Reflection on Instruction and Revision:
(to be completed after teaching)
Identify the learning need
Establishing the learning objectives
Instructional strategies
Instructional activities
Assessment of student learning
Examining Individual
Student Work
 Complete Reflection and Revision: Analyzing Individual
Student Work which analyzes two students that demonstrate
two different levels of performance.
Possible Questions to Answer:
Does the work meet expectations for high quality work?
What do students’ responses/work indicate about the
effectiveness of the lesson prompts, activities, and
assignments for topic understanding?
How might the assignment be improved to support highquality student performance?
How does the range of work from a student demonstrate
growth in (__) over time?
To what extent is the student challenging him/herself, and in
what ways?
Are there patterns or trends that relate to the class profile
information or other data measure?
How will this information be used in future lesson and
assessment design?
One Can’t Do It Alone!
 Flower
 Garden
 One ingredient
 Cookies
 Tire
 Car
 Snowflake
 Storm
Our profession is THE BEST,
 We’re isolated from other adults.
 It’s draining (yet there’s always non-stop
 We’re wondering, “What now…?”
 We’re asking, “How should I handle this…?”
 Turn and talk about a struggle you are having in
your classroom.
 Don’t worry - You’re not alone! 
 Non-evaluative! Not an OTES observation!
 Observation of YOU:
 Conducted by your RE Mentor
 1 per year
 Pre-Observation & Post-Observation can be
completed via e-mail/phone call
 Forms
 Reciprocal Observation or Observation of an
Exemplary teacher:
 RE and mentor observe another teacher
together OR RE observes exemplary teacher*
 1 per year
 Forms
Lesson Study
Lesson Study Objectives
 I can identify the elements of a
quality lesson plan.
 I can explain the purpose of posting
learning objectives.
 I can explain why pre-assessments,
formative assessments and
summative assessments should be
included in my planning and
Lesson Study - Part 1
Elements of a Lesson Plan
Elements of a GOOD
Lesson Plan
 Think
 On your own - Brainstorm a list of the
elements of a good lesson plan
 Pair
 Partner up - Discuss your lists
 Share
 As a group - Let’s come to a
What are the elements of a GOOD lesson
Lesson Study - Part 2
Learning Objectives
Think About It…
“When students know what they
are learning, their performance,
on average, has been shown to be
27 percentile points higher than
students who do not know what
they are learning.”
– Dr. Robert J. Marzano
Identifying & Posting
Learning Objectives…
 ... is a best practice!
 … is good for students, teachers, &
 … is a part of Shaker’s Strategic Plan!
 … is a component of the Ohio Teacher
Performance Evaluation Rubric.
Learning Objectives
 What the learners should know or what
skills learners should be able to exhibit
following instruction NOT what the
teacher is going to do or what activity will
take place in the lesson
 Purpose of objectives:
 Guide the teacher - know where you
want the lesson to go
 Guide the students – know the purpose
of the lesson & what you want them to
be able to do as a result of it
Some Examples…
Lesson Study - Part 3
Assessments: Pre-Assessments, Formative
Assessments & Summative Assessments
From Mindsets in the
Classroom: Building a
Culture of Success and
Student Achievement in
Schools by Mary Cay
Pre - Assessments
 Pre-Assessments are used to figure out what students
know about a particular skill, concept, or topic BEFORE
planning for instruction.
 Pre-Assessments should…
 measure understanding only in the areas specifically
being assessed.
include application of the skill, topic, or concept and at
least 1 above-level, or accelerated, indicator.
use different formats.
use effective questions.
be read to students (unless they are being used to
assess reading).
not be given on the same day as the instruction. (You
need time to analyze & plan.)
 Formative Assessments are used to check for
understanding during the learning process in order to
modify instruction to improve understanding.
 Formative Assessments should…
 take place during instruction rather than at the end of a unit or
course of study.
provide students with feedback.
be a quick check.
help teachers find out who needs to be re-taught, who is on
track, and who needs enrichment and/or acceleration. (You
can group students accordingly.)
not be graded!
be shared with the students.
 Formative Assessments can be informal!
Fist to Five, Assess Yourself,
& Consensograms
"When students are required to think about
their own learning, articulate what they
understand, and what they still need to
learn, achievement improves." - Black and Wiliam
Exit Slips &
Tickets Out The Door
 A way to collect student
responses to a prompt
 Used to help students process new
concepts, reflect on information
learned, and express their
thoughts about new information
Exit Slips &
Tickets Out The Door
Think-Pair-Share &
Appointment Clocks
 Teachers pose a question (or questions).
Students think about the answer and
discuss their thoughts with a partner (or
 Students report out about their
conversations allowing teachers.
2 Minute Assessment
Students place post it
notes in each quadrant.
Summative Assessments
 Summative Assessments are used to assess
understanding or mastery of a concept.
 Summative Assessments should…
 be given at the end of a unit of study.
 be differentiated to match the learning that has taken place for
each group of students or, in some cases, individual students.
 be graded to reflect mastery of the content taught to each
student. Otherwise, some students could potentially receive
an A after the pre-assessment without receiving any
instruction from you.
Lesson Study - Part 4
Quality Lesson Plans
Would you claim this
lesson plan?
 Our second prize of goes to…
 Take a few minutes and read through
The Oregon Trail.
 Discuss: Would you claim this lesson plan? Why or why
 Now, read through
 Compare and contrast
The Oregon Trail and Cells. What
are the strengths and weaknesses of each?
How might The Oregon Trail be improved?
* Keep in mind our discussion about the elements of a good lesson plan.*
Reflect &
Challenge Yourself
The one question to never stop
How can I be a better educator
tomorrow than I am today?
Challenge Yourself:
What will you take away from
tonight’s lesson study?
Wrap Up & Reflection

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