If you know anyone who uses or wants to use Content Enhancement Routines, I found an excellent site that provides comprehensive resources including blank Word and Smartboard templates, detailed implementation instructions, examples, and even a checklist for coaches to use when observing teachers using these tools in the classroom. Yes, I'm really excited, since the FRAME is the only authorized graphic organizer used at Jackson it was nice to find these resources, but I think it would be great to use as one tool in the toolbox also :)
Let me know if you find it as relevant as I do!
Wednesday, October 26, 2011
Wednesday, October 12, 2011
Book Study Anyone?
Hello all,
We have been discussing doing a book study with our cohort on and off for a few years now and I thought this might be a good time to think about a title we might choose that would be relevant to all of us, so when you have a minute, please give this some thought and post links to books that might be suited for a mentor book study.
I was thinking choosing a book we could then use for a professional development session either at our individual sites or for the district pd would be a good angle to consider.
Sandra said there are funds to purchase the books for us, so at least we wouldn't have to pay for them ourselves.
Maybe we can choose two titles and do two smaller groups, and then swap, just an idea.
Here are two suggestions from me, the first is focused on assessment and instruction and seems like it promises a fresh perspective and relevant tools; the second is focused on comprehension and comes highly recommended for PLC PD!
So What Do They Really Know? (Aug. 28, 2011)
Comprehension Going Forward: Where We Are and What's Next (January 25, 2011)
We have been discussing doing a book study with our cohort on and off for a few years now and I thought this might be a good time to think about a title we might choose that would be relevant to all of us, so when you have a minute, please give this some thought and post links to books that might be suited for a mentor book study.
I was thinking choosing a book we could then use for a professional development session either at our individual sites or for the district pd would be a good angle to consider.
Sandra said there are funds to purchase the books for us, so at least we wouldn't have to pay for them ourselves.
Maybe we can choose two titles and do two smaller groups, and then swap, just an idea.
Here are two suggestions from me, the first is focused on assessment and instruction and seems like it promises a fresh perspective and relevant tools; the second is focused on comprehension and comes highly recommended for PLC PD!
So What Do They Really Know? (Aug. 28, 2011)
Comprehension Going Forward: Where We Are and What's Next (January 25, 2011)
Scholastic Mentor Site
I found this site while searching Scholastic for leveled readers. It might be something you would like to share with your new teachers. It looked like it had some good resources.
http://www.scholastic.com/teachers/teaching-strategies/new-teacher
http://www.scholastic.com/teachers/teaching-strategies/new-teacher
Friday, October 7, 2011
Teaching Residency Program to Produce 100 New Teachers for Newark Schools
Teaching Residency Program to Produce 100 New Teachers for Newark Schools
This is the really taking it to the next level!
This is the really taking it to the next level!
Wednesday, October 5, 2011
VDOE Online Writing Practice Tool
I wanted to share the VDOE online practice writing tool using TestNav technology which is exactly what will be used on the Writing SOL (to be field tested this year). I discovered it when I was downloading the 2010 Reading and Writing Test Blueprints which were recently added to the site. I played around with it a little bit and I like it, a lot!~
VDOE Online Writing Practice Tool
VDOE Online Writing Practice Tool
Tuesday, October 4, 2011
"Growth Quotes"
Westside does something neat with lesson plan feedback that I'd like to share with the group. As adiministrators are giving lesson plan feedback they give "Wow"s and "I wonder..."s. The I wonders are focused on stimulating growth andhe feedback is often followed by a quote or research reference designed to get the teachers thinking and provide models for the area of growth. So... I'd like to share a "Growth Quote" about mentoring with our group and I'd love to hear your thoughts on it. I found the following selection on a website ( http://www.neafoundation.org/downloads/NEA-Using_Data_Teacher_Induction.pdf ) by the NEA about teacher induction programs. If you have the chance you may want to read more. The article starts off with a startling statistic about teacher turnover. The "growth quote" that I wanted to share deals with types of teacher induction programs. My questions for each of us are
1. With which induction model do you feel that our roles as mentors and coaches most closely align? Why?
2. What can we do to move our roles closer to the School Transformation Model?
3. What else needs to take place within RCPS for us to reflect the School Transformation Model?
THE NEA FOUNDATION FOR THE IMPROVEMENT of EDUCATION
Induction Models
Basic Orientation Model
Most school districts maintain a simple version of the basic orientation model. This approach helps new
teachers learn school procedures and district policies. It also helps new teachers understand their responsibilities and address classroom management issues. Basic orientation programs are usually structured around a series of workshops. New teachers may be assigned a mentor. When mentors are assigned, they typically serve in an informal capacity, with little attention given to modeling effective instructional practice.
Instructional Practice Model
The instructional practice model likewise covers policies, procedures, and classroom management
issues. More importantly, it links induction efforts to existing state or local standards for accomplished
teaching. Skilled, well-trained mentors help new teachers bridge theory and practice by using research based classroom strategies. Such programs ideally last two or more years and offer new teachers sustained, content-rich learning.
School Transformation Model
The school transformation model is rare. It incorporates attributes of the other two models, while connecting induction programs to systemic, school-wide renewal efforts that promote continuous improvement. In this case, the school uses research and data to assess and change its teacher evaluation system, professional development practices, and curriculum. This model helps new teachers to engage in school reform and connect their professional growth to challenging goals for student learning. It focuses on the development of teachers as a “community of learners” and enables faculty to work together on all aspects of their job. The school transformation model best represents The NEA Foundation’s definition of high-quality professional development (Figure 2).5
1. With which induction model do you feel that our roles as mentors and coaches most closely align? Why?
2. What can we do to move our roles closer to the School Transformation Model?
3. What else needs to take place within RCPS for us to reflect the School Transformation Model?
THE NEA FOUNDATION FOR THE IMPROVEMENT of EDUCATION
Induction Models
Basic Orientation Model
Most school districts maintain a simple version of the basic orientation model. This approach helps new
teachers learn school procedures and district policies. It also helps new teachers understand their responsibilities and address classroom management issues. Basic orientation programs are usually structured around a series of workshops. New teachers may be assigned a mentor. When mentors are assigned, they typically serve in an informal capacity, with little attention given to modeling effective instructional practice.
Instructional Practice Model
The instructional practice model likewise covers policies, procedures, and classroom management
issues. More importantly, it links induction efforts to existing state or local standards for accomplished
teaching. Skilled, well-trained mentors help new teachers bridge theory and practice by using research based classroom strategies. Such programs ideally last two or more years and offer new teachers sustained, content-rich learning.
School Transformation Model
The school transformation model is rare. It incorporates attributes of the other two models, while connecting induction programs to systemic, school-wide renewal efforts that promote continuous improvement. In this case, the school uses research and data to assess and change its teacher evaluation system, professional development practices, and curriculum. This model helps new teachers to engage in school reform and connect their professional growth to challenging goals for student learning. It focuses on the development of teachers as a “community of learners” and enables faculty to work together on all aspects of their job. The school transformation model best represents The NEA Foundation’s definition of high-quality professional development (Figure 2).5
Teacher Evaluation Rubric
Have they created this yeat for the new evaluation? I had a new teacher asking me because she was given an old one from another teacher. I don't see it on the website but I thought I might have missed something.
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