A JOURNEY INTO TEACHING PRACTICE THE ROLE OF FORMATIVE ASSESSMENT IN MENTORING Vicki Duff, Mentor Training Coordinator NJ State Department of Education.

A JOURNEY INTO A JOURNEY INTO TEACHING TEACHING PRACTICEPRACTICE

THE ROLE OF FORMATIVE THE ROLE OF FORMATIVE ASSESSMENT IN ASSESSMENT IN

MENTORINGMENTORING

Vicki Duff, Mentor Training Coordinator

NJ State Department of Education

[email protected]

We live in a time of such rapid change and growth of knowledge that only he who is in a fundamental sense a scholar – that is , a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide.

Nathan M. Pusey The Teacher’s Book of Wisdom

AND THE GOALS ARE….AND THE GOALS ARE….

►To gain a deeper understanding of To gain a deeper understanding of professional standardsprofessional standards

►To understand the use of formative To understand the use of formative assessment in the mentoring processassessment in the mentoring process

►To practice using a collaborative To practice using a collaborative assessment log to support the novice assessment log to support the novice in their classroomin their classroom

►To provide an effective tool for use in To provide an effective tool for use in developing a mentoring program.developing a mentoring program.

THE MENTORING/INDUCTION THE MENTORING/INDUCTION PROGRAM OBJECTIVESPROGRAM OBJECTIVES

► Accelerate the learning and competence of Accelerate the learning and competence of novice teachers novice teachers

► Provide a continuous system of support and Provide a continuous system of support and guidance for novice teachers to ensure guidance for novice teachers to ensure student successstudent success

► Provide mentor teachers with tools and Provide mentor teachers with tools and support that enhance the mentoring processsupport that enhance the mentoring process

► Instill a sense of professionalism and pride Instill a sense of professionalism and pride for the novice teacher and the learning for the novice teacher and the learning communitycommunity

IT IS ALL ABOUT KIDS!IT IS ALL ABOUT KIDS!

TEACHINGEXPERIENCE

MENTORING

FORMAL PRE- & CONTINUED

PROFESSIONALDEVELOPMENT

PROFESSIONALDEVELOPMENTEXPERIENCES

PROFESSIONALSTANDARDS

TESTING

PRECONCEPTIONS

PROFESSIONALIMPROVEMENT

PLAN

EVALUATION

STATE ANDLOCAL

CONTEXTS

INFLUENCES ON TEACHER DEVELOPMENTSOURCE: QULAITY MENTORING FOR NOVICE TEACHERS EDS. SANDRA J. O’DELL AND LESLIE HULING

A PROFESSIONAL NORMA PROFESSIONAL NORM

►An understanding of what is expected An understanding of what is expected in a professional setting for those in in a professional setting for those in education; the guidance for those in education; the guidance for those in the profession that provide:the profession that provide:

►A standardA standard►A modelA model►A behaviorA behavior

What are the professional norms we What are the professional norms we want to create through mentoring?want to create through mentoring?

WHAT DO EFFECTIVE TEACHERS DO IN THEIR

PRACTICE?►Use 7 post-its.Use 7 post-its.►What must an effective teacher What must an effective teacher

know and be able to do?know and be able to do?►Place one item per post-it. Place one item per post-it. ►As a group sort your post-its As a group sort your post-its

according to the standards on the according to the standards on the templatetemplate

PROFESSIONALLY PROFESSIONALLY SPEAKINGSPEAKING

► Subject matter Subject matter knowledgeknowledge

►Human growth Human growth and developmentand development

►Diverse learnersDiverse learnersinstructional instructional planning and planning and strategiesstrategies

►AssessmentAssessment

► Learning Learning environmentenvironment

► Special needsSpecial needs► CommunicationCommunication► Collaboration and Collaboration and

partnershipspartnerships► Professional Professional

DevelopmentDevelopment

THE STANDARDS WILL THE STANDARDS WILL PROVIDE…PROVIDE…

►A common language A common language ►A definition for effective teaching A definition for effective teaching

practicepractice►A conversation tool that can influence A conversation tool that can influence

classroom practiceclassroom practice►A self-assessment tool that can be used A self-assessment tool that can be used

to guide professional growthto guide professional growth►A lens for the mentor to view practiceA lens for the mentor to view practice►A mirror for the novice to reflect on A mirror for the novice to reflect on

practicepractice

A CONTINUUM OF A CONTINUUM OF PRACTICEPRACTICE

►Teaching is a developmental process.Teaching is a developmental process.►Teachers must constantly assess Teachers must constantly assess

their practice through self-their practice through self-assessment.assessment.

►Teachers grow and develop in a Teachers grow and develop in a particular area over time.particular area over time.

►Teacher growth is constant – we are Teacher growth is constant – we are constantly improving.constantly improving.

►Teacher growth should be based on Teacher growth should be based on competencies, not deficits.competencies, not deficits.

ACTIVITYACTIVITYUNDERSTANDING THE STANDARDS

LOOKS LIKE/FEELS LIKESELF

ASSESS

MENT

STANDARD TEACHER BEHAVIORSLOOKS LIKE/SOUNDS LIKE

STUDENT OUTCOMESLOOKS LIKE/SOUNDS

LIKE

+ ?

Subject matter knowledge(Standard 1)

Use authentic resources to Use authentic resources to help students link prior help students link prior knowledge to new knowledge to new knowledgeknowledge

Students can Students can describe new describe new knowledge on a KWL knowledge on a KWL chartchart

xx xx

Instructional planning and strategies(Standard 4)

Teacher uses cooperative Teacher uses cooperative group discussions to illicit group discussions to illicit define learning outcomesdefine learning outcomes

Students show Students show engagement of engagement of activity and can show activity and can show understanding of the understanding of the concept through concept through group report outgroup report out

xx

The most powerful form of learning, the most sophisticated form of staff development, comes not from listening to the good works of others but from sharing what we know with others…

By reflecting on what we do, by giving it coherence, and by sharing and articulating our craft knowledge, we make meaning, we learn.

Roland Barth

WALK THE WALKWALK THE WALKTALK THE TALKTALK THE TALK

►What are the elements of trust in What are the elements of trust in the mentoring relationship?the mentoring relationship?

►What are the elements of a What are the elements of a mentoring conversation in the mentoring conversation in the mentoring relationship?mentoring relationship?

How do we assess student learning other than through tests or

quizzes?

a.

ACTS OF ASSESSMENTACTS OF ASSESSMENT

A LOOK AT FORMATIVE A LOOK AT FORMATIVE ASSESSMENTASSESSMENT

What is “formative”?What is “formative”?

To shape or moldTo shape or mold

To aid in the development of competenceTo aid in the development of competence

Helping to form, make, shape, create, Helping to form, make, shape, create, compose, train or framecompose, train or frame

ACTIVITYACTIVITY

Use the Use the Formative Assessment – Formative Assessment – Essential CharacteristicsEssential Characteristics to guide a to guide a discussion on ways in which discussion on ways in which teachers are assessed that are teachers are assessed that are different than those outlined on different than those outlined on this chart.this chart.

WHY USE FORMATIVE ASSESSMENTWHY USE FORMATIVE ASSESSMENT

►To focus the beginning teacher’s To focus the beginning teacher’s growthgrowth

►To guide the work of the mentorTo guide the work of the mentor►To establish the professional norms To establish the professional norms

of inquiry into and upon reflection of inquiry into and upon reflection of practiceof practice

►To parallel the key role of To parallel the key role of assessment into effective assessment into effective instructional practicesinstructional practices

Foundations of MentoringFoundations of MentoringNew Teacher Center at the University of Santa CruzNew Teacher Center at the University of Santa Cruz

PARTNER ACTIVITYPARTNER ACTIVITY

►Read/scan Read/scan The Role of Formative The Role of Formative Assessment in Induction Programs Assessment in Induction Programs (approx. 4 minutes)(approx. 4 minutes)

►As partners do the 3-2-1 activity:As partners do the 3-2-1 activity: Write 3 main ideas that could be Write 3 main ideas that could be

implemented in a schoolimplemented in a school Write 2 benefits to the mentor and 2 Write 2 benefits to the mentor and 2

benefits to the novicebenefits to the novice Write 1 challenge to this processWrite 1 challenge to this process

USING A COLLABORATIVE USING A COLLABORATIVE ASSESSMENT LOGASSESSMENT LOG

► To provide clarity to the discussionTo provide clarity to the discussion► To enable participants to focusTo enable participants to focus► To aid in the gathering of evidenceTo aid in the gathering of evidence► To have a tool that looks at possible To have a tool that looks at possible

solutions, actions and next stepssolutions, actions and next steps► To provide accountability To provide accountability ► To provide guidance in selecting To provide guidance in selecting

appropriate professional growth appropriate professional growth activities activities

Modeled on the New Teacher Center at the University of Santa Cruz Collaborative LogModeled on the New Teacher Center at the University of Santa Cruz Collaborative Log

ACTIVITYACTIVITY

►Read the 4Read the 4thth Grade Scenario Grade Scenario►In groups identify areas of possible In groups identify areas of possible

discussion and potential growth.discussion and potential growth.►Select 2 or 3 standards on which Select 2 or 3 standards on which

you might focus.you might focus.►Identify evidence for the discussion. Identify evidence for the discussion.

Include successes and challenges. Include successes and challenges.►Identify possible activities from the Identify possible activities from the

standards to guide the novice.standards to guide the novice.

THE STRENGTH OF THE STRENGTH OF A FORMATIVE ASSESSMENT SYSTEMA FORMATIVE ASSESSMENT SYSTEM

COLLECT THE DATACOLLECT THE DATA

PLAN YOUR GOALSPLAN YOUR GOALS

TEACH AND IMPLEMENT THE PLANTEACH AND IMPLEMENT THE PLAN

REFLECT/REVISE/BEGIN ANEWREFLECT/REVISE/BEGIN ANEW

REFLECTIONREFLECTION

►Based on what you have learned Based on what you have learned today what one new strategy will today what one new strategy will you use with your novice teacher?you use with your novice teacher?

►How will using professional How will using professional standards enable novice teachers standards enable novice teachers to develop the skills necessary to to develop the skills necessary to be effective in the classroom?be effective in the classroom?

RESOURCESRESOURCES► www.state.nj.us/education/www.state.nj.us/education/

Academic and Professional StandardsAcademic and Professional Standards Professional Standards and LearningProfessional Standards and Learning Professional Standards or MentoringProfessional Standards or Mentoring

► www.njpep.orgwww.njpep.org► New Teacher Center at the University of Santa CruzNew Teacher Center at the University of Santa Cruz► Keeping Good TeachersKeeping Good Teachers edited by Marge Scherer (ASCD edited by Marge Scherer (ASCD

publication)publication)► www.nsdc.orgwww.nsdc.org► www.ascd.orgwww.ascd.org► Books by Harry Wong, Hal Portner, Bruce Lipman, Books by Harry Wong, Hal Portner, Bruce Lipman,

Susan VillaniSusan Villani► Vicki Duff: 609-292-0189 or Vicki Duff: 609-292-0189 or [email protected]@doe.state.nj.us