Fall PC Network Meeting 2014 - Ohio Department of Education

Report
RE Program PC Network Meeting
“The Wisdom of Practice”
September 25 & 30, 2014
And How Are the Children?
How Can We Be A Better
Educator Tomorrow Than We
Were Today, and Lead Others to
do the Same?
Any effort at school reform will ultimately fail if
it does not ask itself: “ As I design the grand
plan for improving the quality of learning in
students, have I designed with equal care
and concern a plan for teacher learning in this
setting?” The effective school must be
educative for its teachers.”
(Shulman, 1997)
PC Network Outcomes
• To understand how the Resident Educator
Program provides professional learning
opportunities for educators.
• To uncover the complexities of implementing a
multiple year induction program.
• To make connections and understand how the RE
program is a component of the larger state-wide
goal of teacher effectiveness and student
learning.
• Provide opportunities to PCs across the state to
network with one another.
Conditions for Learning
• Activity
• Reflection
• Collaboration
• Passion
• Community or Culture
Professional Learning
Mentoring
Induction
• Component of
• Component of
Professional
Development
Wong, 2004
Ohio’s 4 Tiered Licensure Structure
Resident Educator License
Professional Educator License
Senior Professional Educator License
Lead Professional Educator License
Resident Educator Program
Agenda
8:00-9:00
9:00-9:25
9:25 – 9:55
10:05 – 10:55
11:05 – 11:55
Sign-In
Welcome/Introductions
Panel Discussion
Local Program Planning and Implementation Protocols and
Practices
Breakout Sessions
Networking with PCs
Supporting Mentor Learning
Program Panning 101
Collective Wisdom: Tailoring Support
11:55-12:50
Lunch on Your Own
1:00 – 1:55
Breakout Sessions
Networking with PCs
Supporting Mentor Learning
Teacher Leadership
2:00-2:30
Putting the Pieces Together – Developing Effective
Educators
2:30-3:00
Teachscape
The Ohio Department of Education – RE
Program Team
Diane Gearhart, Akron City Schools
Tiffany Disalvio, Knox County ESC
Maureen Tarulli, Orange City Schools
Heather Singer, Summit Academies
Mary Olesky, Warren City
Panelist and Adele McCarthy- Beauvais
Kim Adams and Jackie Miller,
Elizabeth Jennings, ODE
The Ohio Department of Education RE
Program Team
Brinda Price, ODE
Kim Adams and Jackie Miller,
The Ohio Department of Education RE
Program Team
Adele McCarthy Beauvais
Panel Discussion
Local Program Planning and Implementation
Protocols and Practices
Panel Participants 9/25/14
Panel Participants 9/30/14
Diane Gearhart, Akron City Schools
Erin Miguel Keith, Upper Arlington City
Tiffany DiSalvio, Knox County ESC
Melissa Solazzo, Butler Technology & Career
Development Schools
Maureen Tarulli, Orange City Schools
Richard Steiner, Findlay City
Heather Singer, Summit Academies
Kim Adams, Southern Ohio ESC
Mary Olesky, Warren City Schools
Jackie Miller, Brown ESC
Breakout Sessions
• Networking Session
• RE Program 101
• Supporting Mentor Learning
Collective Wisdom: Tailoring Support
Presented by: The RE Program Team
Elizabeth Jennings
Brinda Price
Jennifer Ross
The Challenge for Resident
Educator Program Coordinators
“Organizing professional development that
increases the learning of educators and their
students requires thoughtful data gathering
and analysis, realistic planning, rigorous
implementation, conscientious follow-up, and
serious evaluation.”
Hayes Mizell, 2011
Teaching Complexities
1. What makes teaching so difficult?
2. How can teachers learn to
manage, cope with, and
eventually master those
difficulties?
3. What forms of school reform can
contribute to creating the
conditions for teacher learning?
“Classroom teaching- particularly at the elementary
and secondary levels – is perhaps the most complex,
most challenging, and most subtle, nuanced, and
frightening activity that our species has ever invented.
In fact, when I compared the complexity of teaching
with that much more highly rewarded profession,
“doing medicine”, I concluded that the only time
medicine even approaches the complexity of an
average day of classroom teaching is in an
emergency room during a natural disaster. When 30
patients want your attention as the same time, only
then do you approach the complexity of the average
classroom on an average day.”
(Shulman, 1987, p.369-397)
Session Outcomes
• Understand the RE Program is built on the foundation of
the Ohio Standards for the Teaching Profession and The
Ohio Continuum of Teacher Development.
• Understand the importance of tailoring support for REs and
mentors.
• think about tools and resources that may be used or
developed for program planning and to monitor growth of
REs and mentors in the program.
Professional Learning
Mentoring
Induction
• Component of
• Component of
Professional
Development
Wong, 2004
Resident Educator Program
Ohio Continuum of Teacher Development
Pre-Licensure
Residency
Teaching
Emerging
Developing
Proficient
This level describes the
expected knowledge
and skills of teacher
education candidates
who are completing
student teaching
requirement and clinical
experiences.
These candidates are
gaining the content
knowledge and skills to
become professional
educators. They rely on
other teachers for
assistance and are
learning to apply the
knowledge form their
coursework to
classroom situations.
Ohio License
Alignment:
This level describes
educators at the prelicensure stage.
This level describes
teachers whose skills
are emerging.
These skills and levels
of knowledge likely
describe resident
educators at the
beginning of their
residency and their first
years of teaching. These
teachers rely on more
experienced colleagues
for support but are
moving towards
independence and selfdirection.
Ohio License
Alignment:
This level aligns with
Ohio’s Resident
Educator License
(previously called the
provisional license).
This level describes
expectations for teachers who
are applying their knowledge
and skills independently in the
classroom.
These teachers are able to teach
independently and consistently
apply what they know about
teaching to daily practice as
their learning continues to
evolve.
Ohio License
Alignment:
Licensed teachers are expected
to meet or exceed this level by
the end of their residency
program. This level aligns with
Ohio’s Five-Year Professional
License (Note that even though
a teacher may maintain this
license throughout his or her
career, all teachers are expected
to grow across the continuum.)
Teaching/Leading
Accomplished
Distinguished
This level describes
teachers who are fully
skilled and able to
integrate knowledge
and experience in
instruction, curriculum,
and professional
development into
practice.
This levels describes
teachers who are
leaders. They
consistently innovate in
teaching and
professional
development. They
contribute to their
school, district, and
local communities
through staff
development, mentoring
and classroom-based
research. They may be
National Board
certified.
Ohio License
Agreement:
Teachers at this level
may choose to pursue
Ohio’s Senior
Professional Educator
License.
Ohio License
Agreement:
Teachers at this level
may choose to pursue
Ohio’s Lead
Professional Educator
License.
Ohio Continuum of Teacher Development
• Standards 1: Students
• Standards 2: Content
• Standards 3:Assessment
• Standards 4: Instruction
• Standards 5: Learning Environment
• Standards 6: Collaboration and Communication
• Standards 7: Professional Responsibility and Growth
Residency
Performance
Intensive Mentoring
Resident Educator Program
First two years of residency, Resident Educators:
• Understand that teaching is complex
• Complete rigorous learning required in these beginning years of residency by teaching in their areas of
license, by developing sound habits of teaching, thinking, writing, practicing, conversing, planning,
assessing, video-recording, collaborating and reflecting on their teaching impact on P-12 student learning
• Work toward developing artful teaching, skilled teaching that develops from hours of practice supported by
deliberate feedback, collaborative observations, conversations, and intentional teaching adjustments
• Connect their teaching practices to The Ohio Standards for the Teaching Profession, The Ohio Continuum
of Teacher Development, and The Teaching Learning Cycle
• Implement the teaching learning cycle both automatically and formally as the assess, plan, teach, reflect
and revise lessons and units of study
• Collect evidence/artifacts of their teaching journey (repertoire of practice)
Resident Educator Program
Last two years of Residency, Resident Educators:
• recognize that The Resident Educator Summative Assessment, one component of
residency, asks them to showcase their teaching progress and demonstrate how they
daily implement the teaching learning cycle and assess their teaching impact through
self-reflection
• explore teacher leadership opportunities by taking the Learn to Lead module and
designing teacher leadership explorations in their buildings or districts
• understand that when they have successfully completed the required years of
residency and successfully completed The Resident Educator Summative Assessment,
they can apply for their professional license.
Resident Educator Program
Before Program Coordinators can tailor
support for Resident Educators and
mentors they must first formatively assess
the Resident Educators and mentors.
Program Assessment
• What are some of the tools and processes within the RE
Program mentors may use to formatively assess REs
understanding of teaching and learning?
• What are some of the tools and processes outside of the
program that may be used by the mentor to formatively
assess REs understanding of teaching learning?
Tailoring Support
Year 1
RE w/1
year of
credit
Year 1 RE
Veteran
New to
school
district
Year 1 RE
w/2
years of
credit
Year 2, 3, or 4 RE
New to
school
district
Professional Development
Planning
Sample Professional Development Planning Template
Resident
Educator
Mentor
Program
Year
Identified need(s) from
FPR
Mentoring
Model
Continuum
Level
Notes
Todd Mitchell
John Son
Year 1
Classroom Data Analysis
One-to-One
Developing
Taught in Connecticut
for 1 – scaffold
program tools and
processes.
Lizzy Beth
Cary Hall
Year 2
Knowledge of Students
Co-teaching
Proficient
Co-teaching with Mary
Rose
Taylor Ross
Jane Dough
Year 3
Differentiated instruction
for ELL students
RE cohort
Developing
Teacher-based team;
Support of ELL
coordinator
Brenda Rice
Lenny Kravitz
Year 3
Incorporation of formative
assessments
RE Cohort and
Co-teaching
Proficient
Teacher-based team;
Support from school
data manager
Tailoring Support
Identify or develop a
Program Planning Tool that
will work for you and your
organization
Use the tool to organize the
RE Program in your district.
Tailoring Support
Tailor support for the
Resident Educators and
mentors in the Program
The Continuum for Teacher
Development should be the
foundation to guide your
support.
Tailoring Support
Monitor and measure the
effectiveness of the support
and development provided.
Modify and adjust support as
needed to ensure growth and
development of the Resident
Educator and mentor.
Questions
Putting the Pieces Together
Presented By: ODE RE Program Team
Support for teacher learning and evaluation need
to be a part of an integrated whole that promotes
effectiveness during every stage of a teacher’s
career. Such a system must ensure that teacher
evaluation is connected to-not isolated frompreparation and induction programs, daily
professional practice, and a productive
instructional context.
Hammond, 2012
Comprehensive Education System
Resident Educator Induction Program
Ohio Teacher Evaluation System
Ohio New Learning Standards
Ohio Four Tiered Licensure Structure
Creating a Robust Education System
Ohio Resident Educator Program
Educator
Effectiveness
Ohio Teacher Evaluation System
Ohio’s 4 Tiered Licensure Structure
Resident Educator License
Professional Educator License
Senior Professional Educator License
Lead Professional Educator License
Policies that create increasingly valid
measures of teaching effectiveness- and that
create innovative systems for recognizing,
developing, and utilizing expert teachers-can
ultimately help to create a more effective
teaching profession
Questions and Answers
education.ohio.gov
Social Media
Ohio Families and Education
Ohio Teachers’ Homeroom
ohio-department-of-education
storify.com/ohioEdDept
@OHEducation
OhioEdDept

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