NWAEA 2011 Iowa Training Model for Mentors of Beginning Educators Northwest Area Education Agency Mentoring Team.

NWAEA 2011

Iowa Training Model for Mentors of Beginning Educators

Northwest Area Education Agency Mentoring Team

Welcome Housekeeping, Requirements, College Credit/Renewal Options, Mentor/Mentee Expectations, School

Expectations

Getting to know you and your mentor Experience Activity, Generations Activity

Learning Goals and Hopes, Classroom Management, Iowa Teaching Standard 6, and Classroom Profile

Collaboration Time

Ethics

Closing and Evaluation

9:00-9:15 Welcome 9:15-10:15 Learning Projects, Iowa Teaching

Standards 10:15-10:30 Break 10:30-11:30 AEA Learning Piece 11:30-12:30 Lunch 12:30-1:45 Collaboration Time 1:45-2:00 Break 2:00 -2:20 Ethics Discussion 2:20 -2:30 Wrap Up and Evaluation

We’re all here to learn Listen … dialogue from YOUR perspective

Treat everyone with Respect! Questions… “Ask” or use a post-it on the Parking Lot

Please ---cell phones on vibrate Take care of your needs as needed

RestroomsVending Machines

Human BINGO

B I N G O

Folder Books Teacher Standards Update – 2 additions to

the ISEA Book

Materials – ISB, ISEA,SAI, Dept of Ed

On a sticky note write something unique about yourself that most people do not know about and place it over the on the poster paper.

We will take a few off each time to read. If your note is read please stand up and:

Introduce yourself You may have to explain your uniqueness Where you teach, What you teach, and Something positive this school year

1st and 2nd year teachers: ONLY COLLEGE CREDIT 2 hours of credit

Mentors: Choice of College Credit or License Renewal 1 or 2 credits

Renewal cannot be used until May

Attendance of the sessions (4 sessions) Learning Projects based on the teaching

standards from each session Participation in activities Observations ( 4 per year) Collaboration documentation (1 hour per

month) Ethics Requirements (included in each

session)

ItIt’’s the Law in Iowas the Law in IowaEnhance Student AchievementEnhance Student Achievement

◦ Build RelationshipsBuild Relationships◦ Gain Knowledge and SkillsGain Knowledge and Skills

MentorMentor MenteeMentee

To have the Best Educators in IowaTo have the Best Educators in Iowa

Provide Time and transportations to the trainings and times to meet back in your district

Providing time for the beginning educator to observe four times throughout the year

Setting up the portfolio requirements Comprehensive Evaluation Provide feedback throughout the year to

beginning educator Paying the mentor Selection process for mentoring Communication with the AEA Mentoring Team

Provide training and guidance on the following: Iowa Teaching Standards Guidance on the Learning Projects Providing time for collaboration Strategies to assist mentoring and beginning

educators Assist beginning educators through

observations and feedback Assist administrators in helping their mentor

and beginning educator

Must Complete the Learning Projects Beginning educator must observe four

different teachers throughout the year One hour per month that you are meeting

(Collaboration Log) Attend the four sessions throughout the

year Knowledge of the 8 Teaching Standards Participate in the activities during the

trainings

Hopes &Goals

6Classroom

Management

2Content

Knowledge

5Monitoring

StudentAchievement

7Professiona

lGrowth

1

AcademicPerforman

ce

Step One – Assessing Needs The beginning educator completes the Beginning Teacher

Self-Assessment Inventory and Initial Self-Assessment Profile/Stem Completion.

Step Two – Planning The beginning educator meets with the mentor and shares the

Beginning Teacher Self-Assessment Inventory and Initial Self-Assessment Profile/Stem Completion. The mentor conducts a Goal-Setting Conversation reviewing the inventory and profile. The conversation includes a Goals and Hopes Interview in which the mentor interviews the beginning educator. The mentor may take notes on the Goals and Hopes Interview form. At the conclusion of the interview, the mentor returns the Goals and Hopes Interview form to the beginning educator.

Step Three – Implementation The beginning educator will keep the

interview form for future reference. They will identify future meetings dates and times and discuss other needed issues.

Step Four - Evaluating The beginning educator reviews these

documents with the mentor mid-year and/or near the close of the school year.

Learning ProjectLearning Project

JtE Session 2Slide 28

a.a. Creates a learning community that encourages Creates a learning community that encourages positive social interaction, active engagement, and positive social interaction, active engagement, and self-regulation for every student.self-regulation for every student.

b.b. Establishes, communicates, models, and maintains Establishes, communicates, models, and maintains standards of responsible student behavior.standards of responsible student behavior.

c.c. Develops and implements classroom procedures Develops and implements classroom procedures and routines that support high expectations for and routines that support high expectations for student learning.student learning.

d.d. Uses instructional time effectively to maximize Uses instructional time effectively to maximize student achievement.student achievement.

e.e. Creates a safe and purposeful learning Creates a safe and purposeful learning environment.environment.

JtE Session 2Slide 29

Step One – Assessing Needs The beginning educator will discuss with the

mentor school and district discipline policies and procedures. With the help of the mentor, the beginning educator will review A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of your study. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights his/her current levels of performance for that criterion in the Framework book.

Step Two – Planning

The beginning educator will develop a Learning-Focused Growth Plan to address the criterion using a learning-focused planning conversation. The mentor will work with the beginning educator to develop the plan. A plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options.

The plan may include observing the mentor or other educators to learn how they practice the criterion that was selected. If needed, the mentor will identify articles on classroom management to read. Arrange for your mentor to later observe the class and take notes related to the selected criterion.

Step Three - Implementing The beginning educator will carry-out the plan. The

beginning educator will use the Learning-Focused Growth Plan: Tracking Progress sheet to capture new learning's and questions as the plan is implemented. Please consult with your mentor as needs arise.

The mentor will observe classroom of the beginning educator for about 20 minutes, taking notes focusing on the criterion. This should not be on the first day you are executing the plan. Hold a brief pre-observation conference with your mentor prior to the visit to inform your mentor of plans and related issues.

Step Four - Evaluating Following the observation, the beginning teacher completes the

ITS # 6 Self-Reflection. Then the beginning educator and mentor meet for a reflective

conference. The mentor shares with the beginning educator notes from the observation. The beginning educator shares with the mentor the actions, results, the new learning's and new questions from implementing the plan.

The conversation will include determining the degree to which the goal was achieved. Using the ITS Framework page of the criterion you have selected as the focus, take a different-colored highlighter, and identify the words that capture the nature of the beginning educator’s current practice by highlighting the appropriate descriptors under levels of performance for each of the elements. You may find the appropriate words in more than one column. Be as accurate as you can. (This is only for use by the beginning educator and mentor) In order to keep a running history, place the date of the self-assessment on the page and then highlight it with the same color.

Learning Project 1 Next Session

Classroom Management Project 6 Next Session

2 Observations - completed by Next session

4 hours documenting collaborating Next session

Brenda Langstraat-Janisch School/Family/Community Mental Health

Liaison [email protected] 712-722-4378

Jan Turbes Challenging Behvaiors (TAC) [email protected] 712-222-6041

Work on issues in your district Work on the Learning Project 1 and 6 Look at Checklist of Topics School Based Issues





Iowa Code Chapter 25 & 26

Ethics in Iowa EducationEthics in Iowa Education

The Board of Educational Examiners provides leadership in practitioner licensure, and oversight of practitioner rights, responsibilities, practices, and

ethics.

Iowa Administrative CodeIowa Administrative CodeChapter 25Chapter 25

Standard I: Conviction of crimes, sexual or Standard I: Conviction of crimes, sexual or other immoral conduct with or toward a other immoral conduct with or toward a student, and child and dependent adult student, and child and dependent adult abuseabuse

Standard II: Alcohol or drug abuseStandard II: Alcohol or drug abuse

Standard III: Misrepresentation, falsification Standard III: Misrepresentation, falsification of informationof information

Standard IV: Misuse of public funds and Standard IV: Misuse of public funds and propertyproperty

Standard V: Violations of contractual Standard V: Violations of contractual obligationsobligations

Standard VI: Unethical practice toward Standard VI: Unethical practice toward other members of the profession, parents, other members of the profession, parents, students, and the communitystudents, and the community

Standard VII: Compliance with state law Standard VII: Compliance with state law governing student loan obligations and child governing student loan obligations and child supportsupport

Standard VIII: IncompetenceStandard VIII: Incompetence

What standards did these practitioners What standards did these practitioners violate?violate?How could these situations have been How could these situations have been avoided?avoided?

Please read the remaining case Please read the remaining case studies and consider your responses studies and consider your responses to the questions above as you view the to the questions above as you view the remaining case studies.remaining case studies.

A teacherA teacher’’s request for personal leave was s request for personal leave was denied based on the districtdenied based on the district’’s policy of no s policy of no personal days before or after Winter/Spring personal days before or after Winter/Spring Break. The teacher called in ill. An Break. The teacher called in ill. An investigation by the principal revealed that investigation by the principal revealed that the teacher took a planned trip during the the teacher took a planned trip during the time he requested sick leave. time he requested sick leave.

An elementary teacher locked money from An elementary teacher locked money from student lunches, library books, field trips, student lunches, library books, field trips, and school fundraisers in her desk drawer. and school fundraisers in her desk drawer. School policy required teachers to turn School policy required teachers to turn money into the office daily. An audit money into the office daily. An audit indicated that she turned in 60-70% less indicated that she turned in 60-70% less money than other teachers. She admitted money than other teachers. She admitted to borrowing and not paying back the full to borrowing and not paying back the full amount.amount.

A middle school teacher purchased A middle school teacher purchased single copies of several software programs single copies of several software programs to use in class. Because of the limited to use in class. Because of the limited number of copies, students could not number of copies, students could not easily work on their projects. A student easily work on their projects. A student was allowed to make additional copies to was allowed to make additional copies to load on the remaining computers.load on the remaining computers.

Issue:

Which Standard does this violate?

Learning Project 1 Today

Classroom Management Project 6 Dec. 15

2 Observations completed by December 15

4 hours documenting collaborating December 15





Have a great year!

NWAEA 2011 Iowa Training Model for Mentors of Beginning Educators Northwest Area Education Agency Mentoring Team.

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