Embedded Files
Overview
Overview
Our program provides a framework for effective teaching practice based on the California Standards for the Teaching Profession. The most important aspect of Teacher Support is the collaborative relationship between the newly hired teacher and Mentor as the work collaboratively toward professional growth goals set in a shared Google spreadsheet called the Peer Collaboration logs.
With consistent guidance and collaboration from the Mentor, the teacher chooses CSTP elements and specific professional development activities which are job embedded and will be the focus for the semester and/or school year. The Mentor provides support and professional learning weekly to best meet the immediate and individual needs of the teacher and his/her students.
The Formative Assessment Cycle is a series of high-impact, collaborative processes consistently focused on advancing teaching practice and student learning.
The Formative Assessment Cycle is a series of high-impact, collaborative processes consistently focused on advancing teaching practice and student learning.
Mentors work with individual teachers to collect and analyze a variety of data to inform and assess classroom practice.
Mentors work with individual teachers to collect and analyze a variety of data to inform and assess classroom practice.
Strategic tools support mentor-teacher interactions in alignment with professional standards.
Strategic tools support mentor-teacher interactions in alignment with professional standards.
The purpose, process and pacing of each formative assessment cycle process or experience is determined collaboratively and driven by the needs of the newly hired teacher.
The purpose, process and pacing of each formative assessment cycle process or experience is determined collaboratively and driven by the needs of the newly hired teacher.
Collaborating with a Mentor
Collaborating with a Mentor
The Teacher Support program requires that all teachers receive at least one hour per week of individualized support provided, or coordinated, by their assigned mentor, as evidenced by weekly Interaction Logs electronically collect via the New Teacher Center Learning Zone online system. Newly hired teachers reflect on progress made towards professional goals and have the opportunity to revise at the mid-year and end-of-year point.
The weekly Peer Collaboration logs are designed and implemented solely for the professional growth and development of the teacher and not for evaluation for employment purposes which is clearly defined in the Teacher Support Handbook. The Teacher Support Handbook containing the purpose of the Peer Collaboration logs are disseminated and clearly explained annually in face-to-face training sessions with teachers, mentors and school site administrators (evaluators). Teachers meet with their site administrator to receive input and consultation on his/her professional goals and identify support needed from the site only.
Peer Collaboration logs
Peer Collaboration logs
Professional Goal Setting & Professional Development Reflection
Professional Goal Setting & Professional Development Reflection
Co-develop a professional goal based on the assessed areas for growth. The goal can be framed as a statement or question. Ideally, the goal serves two purposes-to guide collaborative work, and to be useful within the teacher's evaluation system. Take a few minutes to brainstorm possible evidence of success toward the goal.
If appropriate, use the SMART goal guidelines to support this step. Frame goals as:
- Specific-to the areas for growth in that capability, element, or component
- Measureable-can compare something at the end of the year with where the teacher and/or students are now
- Attainable-the goal is realistic enough that the teacher believes s/he can accomplish it by the end of the year, and yet challenging enough to stretch the teacher so s/he can grow professionally. Think ZPD (Zone of Proximal Development).
- Relevant-the goal is important. It is something that emerges organically out of the co-assessment process, and has surfaced as a priority.
- Timely-this is the right time to focus on this aspect of teaching and learning.
Identify Next Steps for Planned Professional Development
Identify Next Steps for Planned Professional Development
The mentor will guide the teacher to develop next steps, and identify mentor support and professional development that would support teachers in attaining their professional goals. Each teacher is required to complete a minimum of 2 activities / experiences of professional development per each CSTP element where a goal is set. Mentor and teacher must make certain there is a direct relationship between the recognized areas of growth from the Co-Assessment level and goal to each chosen professional development activity.
Classroom Observations by Mentor
Classroom Observations by Mentor
Conducting Classroom Observations includes a collection of tools and protocols to facilitate planning for classroom observations, collecting relevant data about teaching and learning, and reflecting on classroom instruction. Data can be collected by using conducting classroom observations tools in person or through video of the teacher's classroom lesson.
Big Picture and Expected Outcomes
Big Picture and Expected Outcomes
When teaching becomes a public rather than a private act, and the observations are conducted in a supportive manner, the process can nurture a collegial exchange of ideas, change practice, and promote trust. The opportunity to see students and teaching through another set of eyes, to receive student-focused feedback and support, and to persistently seek new strategies and approaches to ensure student success, is at the center of professionalism.
Through Conducting Classroom Observations, the beginning teacher and mentor will:
- analyze teaching practice related to teaching standards and content standards
- determine successes and challenges
- identify student learning needs
- advance instructional practice
Classroom Observations and Conferences Mentor Academy.pdfRationale Classroom Observations by Mentors
Rationale Classroom Observations by Mentors
The newly hired teacher wants and needs feedback about teaching practice and student learning. Discussing lesson planning and reflecting on evidence of practice enables the teacher to make connections between planning and student learning.
By collecting objective data that describe what goes on during classroom instruction, the mentor and teacher can develop a more accurate understanding of practice. These data can offer valuable insights into student learning, the effectiveness of particular teaching strategies, and the impact of a teacher's language and behavior upon students. Carefully collected observation data help the teacher reflect upon a particular aspect of classroom practice and "see" what is often otherwise overlooked during the actual moment of teaching.
The experience of being observed, and then discussing data collected during that observation, also helps prepare the teacher for the more formal observation process that is likely to be a part of the site administrator's evaluation.
Observing Other Colleagues
Observing Other Colleagues
Observing other colleagues includes ...
Big Picture and Expected Outcomes
Big Picture and Expected Outcomes
Focused Teacher Observation.pdfRationale Classroom Observations by Mentors
Rationale Classroom Observations by Mentors
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