Guild Hernández BTR Teacher Collaborative Space

Guild Hernandez BTR Site Calendar



Information for the Upcoming Week...

Residents on-site 3.5 days this week (September 13-17)

  • We are working on Special Education schedules for residents. They will spend three hours each week outside of the general education/ESL mentor's classroom working with a special educator at the school. Residents will also meet weekly together with one or more of the special education mentors at the school.
    • Hernández weekly special education seminar: Thursdays 9:30-10:30 am on the first floor in Vanessa's room
    • Guild weekly special education seminar: Time and location TBA
  • We are working on establishing the tutoring schedules for residents. They will spend three hours each week before, during, or after school (depending on school needs and individual resident availability/schedule). We should have this in place by the end of September.
  • Professional Seminars for residents start this week. For September, seminars will be three hours long (7-10 am). This means for the month of September, residents will miss 3-4 hours (including traveling time) of the school day due to these extended seminars. We will meet weekly throughout the year for 60-90 minutes starting in October. We rotate locations (East Boston/Roxbury) weekly. See the Professional Seminars page for agenda, times, locations.
  • Fall courses for residents start September 15. Residents have one three-hour methods course on Thursday afternoon (3:30-6:30 pm). They are in class all day on Fridays (8:30 am-3:30 pm). See attached document on BTR DOCUMENTS PAGE entitled: BOSTON TEACHER RESIDENCY FALL COURSE CALENDAR
  • This week we will be working to set up regular meeting times between resident-mentor-site director teams to do observation and cycle of inquiry work in individual classrooms.

Information for the Upcoming Week...
Residents on-site four full days this week (September 7-10)

  • Tuesday, September 7 (mirror general education/ESL mentor's schedule)
  • Wednesday, September 8 (mirror general education/ESL mentor's schedule)
  • Thursday, September 9 (mirror general education/ESL mentor's schedule)
  • Friday, September 10 (mirror general education/ESL mentor's schedule)
Draft of the resident/mentor expectations for the 1st three days of school (from Hollee and Susan)

Resident

Mentor

·         Introduces him/herself to class as agreed upon with mentor beforehand. This may involve a short activity, powerpoint, content-based discussion, etc. This is a chance for the students to learn a bit about you-your interests, etc.

·         Talks with Resident about the ways in which he/she will introduce him/herself to the group/s of students.

·         Begins co-teaching with Mentor

·         Organizes the work so that the Resident is able to co-teach* (i.e. Team Teaching, Station teaching, Parallel teaching, Alternative teaching, 1 teach, 1 assist)

·         Resident observes mentor (10-15  minutes each a few times over the course of the 2 days) and takes low inference notes about the ways in which the teacher uses talk moves to establish routines and expectations in the classroom (1 Teach, 1 Assist/Observe)

·         Resident chooses one aspect of his/her notes (data) to explore further with Mentor

·         Mentor and Resident discuss one aspect of the low inference notes taken by the Resident. (Resident leads this discussion)

 

·         Resident and Mentor discuss which portion of the class/es for the following week that  he/she can co-teach the following week (discuss the model that will be used)

·         Resident and Mentor  discuss the accountable talk move that the Resident will use when engaging students in a discussion the following week

·         Resident and Mentor discuss their use of real-time coaching (i.e. support/feedback he/she will give to residents “in the moment” and after the activity)**

 

·         Resident and Mentor discuss which portion of the class/es for the following week that  he/she can co-teach the following week (discuss the model that will be used)

·         Resident and Mentor  discuss the accountable talk move that he/she will use when engaging students in a discussion the following week

·         Resident and Mentor discuss their use of real-time coaching (i.e. support/feedback he/she will give to residents “in the moment” and after the activity)