Elementary Math and Literacy Connections

I know a lot of this is already happening, but I thought it might be useful for something or someone.  Hope all is going well.  See you soon!

Elementary Math and Literacy Connections

Collaboration Project

Not sure if this is what we were going for when it was requested that we all post about our project on the blog.  The Westside group is working on promoting collaboration within grade level teams through the use of protocols.  Each of us is working on meeting the specific needs of their grade level.  We assessed needs through a pre-survey and then talked as a group about protocols that we could put in place to address those needs.   We are still adjusting and trying to improve collaboration within the grade levels.  We are also working on creating a time line of collaboration needs and then correlate protocols that could be used to address the needs.  We'd love input about collaboration needs that arise throughout the year or protocols that you think would be easily used and useful in grade level teams. 

Great APP Resource for Educators

Thought I would pass this along!  Miss you guys already :)
http://www.appitic.com/index.php

Ten Ways to Teach Innovation - San Rafael, CA, United States, ASCD EDge Blog post

Ten Ways to Teach Innovation - San Rafael, CA, United States, ASCD EDge Blog post

PD Opportunity

Scholastic is offering free webinars for PD.  They have one on December 15 at 4:00 on Professional Learning Communities.  Here's the site to register if anyone is interested:  scholastic.com/yourpurpose.  There is also one in January on Test Prep.

Empowering Teachers and Students

I am not nearly as comprehensive as Kelly on "transformative learning", but I have seen the Leader in Me Program work first hand with my own children and think it would be a great place to start with some of our elementary schools.  Colonial Elementary is doing this in Botetourt County and wow has there been a difference, if nothing else, than in the way children are talking the talk and walking the walk.  Here's a link if you are interested!


http://www.theleaderinme.org/what-is-the-leader-in-me/

Hope you all have a great Thanksgiving and restful break!!

Social Justice in the Elementary Classroom Resources

OK, a few elementary resources related to teaching for social justice....

Social Justice Literature for the Elementary Classroom

I think this site is very exciting

This seems interesting...

Text

I know people are overwhelmed, but I see space in the curriculum and standards for transformative learning to take place, I always have, but NTC training  and Courageous Conversations are the only places where I have ever heard anyone talk specifically and directly about the need for this type of consciousness and instruction, except for my own private conversations and previous academic work, so I just want to know what you all think...is it happening?  is it happening enough? is it happening at all levels? should it be happening at all?  what is the value of teaching for social justice?

CURRICULUM: Something is Wrong: Exploring the Roots of Youth Violence

I am getting very excited about our action research projects and discovering so many ways we can take our work to the next level to faccilitate much needed change!

This resource holds a wealth of possibilities related to so many of the concerns we discussed at our last mentor meeting. I know Beverly will respond, but I hope others will also and brainstorm ways in which we can implement some of these ideas into the work we do. Perhaps offer a workshop at our next District PD????


CURRICULUM: Something is Wrong: Exploring the Roots of Youth Violence

Arne Duncan & The Real Fight for Social Justice

Arne Duncan & The Real Fight for Social Justice

Taking it to the Next Level: Improving Teacher Induction Programs

Here is a link to the article I mentioned this morning that Lorna  posted several weeks ago.  It is so very much in line with what we have been discussing lately.

Responses welcome~

Mentor Meeting Reflection: 11-11-11

We've only just begun.....

I want to thank everyone for the insightful and thoughtful conversation this morning.  

I can't believe I am saying this, but I do believe somewhere along the way we have actually transformed into an authentic professional learning community, and I am cautiously excited about exploring and defining our next steps as a mentor/instructional coach/pd cohort.

Several weeks ago I posted about the possibility of doing a book study. (I think Beverly was the only one to respond :)  This morning I was talking to Sharon about a book Dr. Bishop highly recommends to anyone interested in being an effective leader and she expressed interest in the book study idea, so I thought I would toss the idea back out there along with a link to the text. Sandra said she would be able to purchase the books for us, so check it out and let me know what you think.

Anyway, have a wonderful weekend!  See you next week!

k~

Content Enhancement Routine Resources

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!

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)

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

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!

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

"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

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. 

2011-2012 Teacher Performance Assessment Document

Does anyone know how to attach a file to a post?  I see where you can create a link to something on the web, but I wanted to upload the current eval document here.  I find this odd....Oh well, I will upload the file to the PD360 group.

peace out~

K. Miller Goal Setting Draft

 This is my attempt...thanks so much for sharing....it helped a lot!

Goal Setting for Student Progress Form

Roanoke City Public Schools

Teacher’s Name: Kelly Miller 

Evaluator’s Name: Stephanie Hogan 

Subject/Grade: Mentor                                                                                                School Year: 2011 -2012

Initial Goal Submission (due by 9/30 to the evaluator)

I. Setting (Describe the population and special learning circumstances)	I work at a Title I urban middle school with 38 classroom teachers.  16 of those teachers have less than 3 years experience with RCPS and are on my caseload.  5 of those teachers are Probationary 1 and have no prior teaching experience. 3 teachers are Probationary 1 with several years of teaching experience, but are new to RCPS.  3 teachers are Probationary 2 with one year teaching experience.  One teacher is Probationary 2 with several years teaching experience, but is not on continuing contract status as of yet.  One teacher is Probationary 3 with 2 years teaching experience, and three teachers are Probationary 3 with several years teaching experience, but have not earned continuing contract status as of yet.
II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data)	RCPS Teaching Standards:  Five probationary 1 teachers will self-assess current teaching practice using the  RCPS Teacher Performance Assessment by October 15, January 15, and March 10.
III. Baseline Data (What is shown by the current data?)	Teaching Standard       % Emerging     % Proficient Knowledge of Students and Content Instructional Planning Instructional Delivery Assessment of and for Student Learning Safe and Effective Learning Environment Communication, Collaboration and Professionalism Student Academic Progress  Data attached
IV. Goal Statement (Describe what you want learners/program to accomplish)	Each teacher will make measurable progress for at least two Teaching Standards as evidenced by results of self-assessment using the RCPS Teacher Performance Assessment and NTC Formative Assessment Tools used between mentor and mentee.
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy	Evidence	Target Date
Consistent and collaborative use of NTC Formative Assessment System tools targeting specific areas of growth and strategies used to improve teacher identified aspects of professional practice.	Self-Assessment Data, FAS Tools	Weekly and ongoing
Observe a veteran colleague together and debrief afterwards.	FAS Tools, Schedule, Blog	12/15/2011
Provide resources and collaboration, including embedded professional development and literature analysis targeting specific areas of growth for teacher- identified aspects of professional practice.	PD360 log, FAS Tools, Presentations, Blog	Ongoing
Ask questions that examine issues of equity.	FAS Tools, Blog	12/15/2011
Co-Plan, Model, Co-Teach	Lesson Plans, FAS Tools	Ongoing
Analyze student data and student work samples together	RtI Model, FAS Tools	10/15/2011 and ongoing

Approval of Goal

Goal Setting Rubric
Level of Performance
Unsatisfactory	Emerging	Proficient	Exemplary
Not Applicable CANNOT MOVE FORWARD	Not Applicable CANNOT MOVE FORWARD	Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year	Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year
Student learning and academic achievement goals are unrelated to identified student needs.	Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining.
Comments:

Signatures

Sign form after formative feedback has been provided and goal has been revised, if necessary.

Teacher’s Signature _____________________________________________        Date                             

Evaluator’s Signature ____________________________________________       Date                             

VI. Mid-Year Review (Describe goal progress and other relevant data)	Mid-year review conducted on____________ Initials:         _____(teacher)     _____(evaluator)
	Data attached

Teacher’s Signature _________________________________________  Date _____________________

Evaluator’s Signature ________________________________________ Date _____________________

End-of-Year Review 

 Appropriate Data Received   

Strategies used and data provided demonstrate appropriate Student Growth      Yes   No

Evaluator’s Signature ________________________________________ Date _____________________