PRESENTERS This presentation has been provided to you as a template to assist your diocese in introducing the PMP program to Principal’s, mentors, and.

Professional Mentoring ProgramOrientation

Agenda• Program Purpose• Role of Standards-Based Education• Florida Educator Accomplished Practices• National Standards and Benchmarks for Effective Catholic

Schools• Role of Principal, Mentor, and Teacher• PMP Program Overview

Program Purpose• Increase student learning by providing supervised support

services for teachers during their first years of teaching, • Continuance of professional development, and to meet the

requirements of Florida Statute (6)(f) and (8)(b). • Mastery of Florida Educator Accomplished Practices and the

Code of Ethics of the Education Profession in Florida • Master National Standards and Benchmarks for Effective

Catholic Schools (NSBECS) standards 2, 3, 5, and 7.

Required Participants• Temporary Certifications – with Professional Educator

Competency (PEC) requirements.• Full Program

• Professional Certifications• New to a school or to the diocese• Modified Program• No Portfolio Requirement

• Program Exemption• Teaching Experience

• Two of the last three years• Three of the last five years

STANDARDS-BASED INSTRUCTION

Standards-Based Instruction• Based on agreed upon goals• Student-centered learning• Foundation of every lesson and activity• Drives instruction• Provides rigor to Education• Develops inquiry and problem solving• Promotes collaborative learning• Uses continual assessment embedded in instruction• Requires higher-order questioning

Standards-Based Instruction

Standards are the point from which instruction is begun.

Standards Used• National Standards and Benchmarks for Effective Catholic

Schools• National Standards• State Standards• Diocesan Standards• Catechetical Standards• Other Standards

FEAP’S AND NSBECS

FEAP’s

Florida

Educator

Accomplished

Practices

FEAP’s- Quality of Instruction

- Instructional Design and Lesson Planning- The Learning Environment- Instructional Delivery and Facilitation- Assessment

- Continuous Improvement, Responsibility, and Ethics- Continuous Professional Improvement- Professional Responsibility and Ethical Conduct

Quality of Instruction

FEAP’s – Instructional Design• Instructional Design and Lesson Planning. Applying concepts

from human development and learning theories, the effective educator consistently:• aligns instruction with state-adopted standards at the

appropriate level of rigor;• sequences lessons and concepts to ensure coherence

and required prior knowledge;• designs instruction for students to achieve mastery;

FEAP’s – Instructional Design

• selects appropriate formative assessments to monitor learning;• uses a variety of data, independently, and in

collaboration with colleagues, to evaluate learning outcomes, adjust planning, and continuously improve the effectiveness of the lessons; and• develops learning experiences that require students to

demonstrate a variety of applicable skills and competencies.

FEAP’s – Learning Environment

• The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:• organizes, allocates, and manages the resources of time, space,

and attention;• manages individual and class behaviors through a well-planned

management system;• conveys high expectations to all students;• respects students’ cultural, linguistic and family background;

FEAP’s – Learning Environment

• models clear, acceptable oral and written communication skills;• maintains a climate of openness, inquiry, fairness and support;• integrates current information and communication technologies;• adapts the learning environment to accommodate the differing

needs and diversity of students; and• utilizes current and emerging assistive technologies that enable

students to participate in high quality communication interactions and achieve their educational goals.

FEAP’s – Instructional Deliveryand Facilitation• Instructional Delivery and Facilitation. The effective

educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:• deliver engaging and challenging lessons;• deepen and enrich students’ understanding through content area

literacy strategies, verbalization of thought, and application of the subject matter;

• identify gaps in students’ subject matter knowledge;• modify instruction to respond to preconceptions or

misconceptions;• relate and integrate the subject matter with other disciplines and

life experiences;

FEAP’s – Instructional Deliveryand Facilitation

• employ higher-order questioning techniques;• apply varied instructional strategies and resources, including

appropriate technology, to provide comprehensible instruction, and to teach for student understanding;

• differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

• support, encourage, and provide immediate and specific feedback to students to promote student achievement; and

• utilize student feedback to monitor instructional needs and to adjust instruction.

FEAP’s - Assessment

• Assessment. The effective educator consistently:• analyzes and applies data from multiple assessments and

measures to diagnose students’ learning needs,• informs instruction based on those needs, and drives the learning

process;• designs and aligns formative and summative assessments that

match learning objectives and lead to mastery;

FEAP’s - Assessment• uses a variety of assessment tools to monitor student progress,

achievement and learning gains;• modifies assessments and testing conditions to accommodate

learning styles and varying levels of knowledge;• shares the importance and outcomes of student assessment data

with the student and the student’s parent/caregiver(s); and• applies technology to organize and integrate assessment

information.

Continuous Improvement, Responsibility and Ethics

FEAP’s – Continuous Professional Improvement• Continuous Professional Improvement. The effective

educator consistently:• designs purposeful professional goals to strengthen the

effectiveness of instruction based• on students’ needs;• examines and uses data-informed research to improve instruction

and student achievement;

FEAP’s – Continuous Professional Improvement

• collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

• engages in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues; and

• implements knowledge and skills learned in professional development in the teaching and learning process.

FEAP’s – Professional Responsibility

• Professional Responsibility and Ethical Conduct. The effective educator exhibits:

• Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession in Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B- 1.006, F.A.C, and fulfills the expected obligations to students, the public and the education profession.

NSBECS

NationalStandards and

Benchmarks forEffective

CatholicSchools

NSBECS – Mission and Catholic Identity• 2.4 - The school’s Catholic identity requires excellence in academic and intellectual

formation in all subjects. • 2.5 - Faculty use the lenses of Scripture and the Catholic intellectual tradition in all

subjects to help students think critically and ethically about the world around them. •

2.6 - Catholic culture and faith are expressed in the school through multiple and diverse forms of visual and performing arts, music and architecture.

• 2.7 - The theory and practice of the Church’s social teachings are essential elements

of the curriculum. • 3.1 - Every student is offered timely and regular opportunities to learn about and

experience the nature and importance of prayer, the Eucharist, and liturgy.•

3.2 - Every student is offered timely, regular, and age appropriate opportunities to reflect on their life experiences and faith through retreats and other spiritual experiences.

NSBECS – Academic Excellence• 7.1 - The curriculum adheres to appropriate, delineated standards, and is

vertically aligned to ensure that every student successfully completes a rigorous and coherent sequence of academic courses based on the standards and rooted in Catholic values.

• 7.2 - Standards are adopted across the curriculum, and include integration of the religious, spiritual, moral, and ethical dimensions of learning in all subjects.

ROLES AND RESPONSIBILITIES

Novice Teacher• attend the arch/diocesan New Teacher Training/Orientation; • participate in a school-based orientation;• participate in scheduling required observations;• participate in debriefing support team member visits;• meet with assigned mentor weekly during the first semester,

then every two weeks; • complete the Novice Teacher Self-Assessment;• complete observations of effective peer teachers as required;

Novice Teacher• assist in the development of the individual professional

development plan in collaboration with the support team using data from observations (self and others) and self-assessment;

• attend required trainings as indicated in the Individual Professional Development Plan, including classroom management training;

• develop the professional competencies portfolio documentation/artifacts for review by principal; and

• maintain a contact log of support team meetings—document the topics and recommendations discussed.

Mentor Teacher• Minimum of three (3) years of successful teaching experience• Professional Certificate• Trained in Clinical Education (CET)• Highly-skilled classroom teacher with high expectations for

students• Evidence of outstanding instructional practice• Evidence of strong interpersonal skills• Strong knowledge of content and methods that support high

standards• Willing to commit to personal professional growth and learning

through participation in professional development activities• Experience working with adult learners• Teaches the same grade level/subject as the novice teacher

(whenever possible)

Mentor Teacher• assist with a school-based orientation;• provide teacher with required forms and provide direction on

activities;• conduct required formative observations to include a pre-

conference and post- conference using required forms;• meet with the novice teacher weekly during the first

semester, then every two weeks for the remainder of the school year;

• assist and monitor the development of the Individual Professional Development Plan;

Mentor Teacher• conduct informal classroom visits and provide brief written

comments; • collaborate with administrator for support meetings quarterly

throughout the year;• maintain a Master Inservice Long Term Participation Log of

meetings with the novice teacher— documenting the topics and recommendations that are discussed (required for Master In-service points); and

• meet with novice teacher to plan goals for upcoming year.

Principal/Designee

• Selects mentor within the first week of hire;• conduct school-based orientation;• serves (or chooses a designee to serve) as a member of

the support team;• monitors support being provided to novice teachers—

meeting twice during the first month of hire and quarterly throughout the year;

• complete the initial administrator screening within 45 days from the date of hire to include a pre- and post-conference;• for novice teachers: screenings once, each nine weeks after for a

total of four screenings• for certified teachers: screenings once per each semester

Principal/Designee• monitor and/or modify the Individual Professional Development

Plan as required; and• Verify the satisfactory demonstration of the Florida Educator

Accomplished Practices, National Standards and Benchmarks for Effective Catholic Schools (NSBECS), and completion of the Individual Professional Development Plan, as required.

NOVICE TEACHERTimeline

Timeline – Novice Teacher

Month 1 - 2

Participates in local school and arch/diocesan orientation, including Professional Ethics for Teachers, FEAP’s, NSBECS, and standards-based instruction.

Participates in PMP orientation training with mentor and principal/designee.

Enrolls in PMP Program. Initial summative screening is performed by

principal/designee, including pre and post conferences. Novice Teacher Self-Assessment is completed. Professional Development plan is created with support team. First formative observation of Novice teacher is completed,

including pre and post conferences. First novice teacher’s observation of an effective peer teacher. Accomplished practices portfolio is begun.

Timeline – Novice Teacher

Month 3 - 4

Second formative observation of Novice teacher is completed, including pre and post conferences.

Regular informal classroom observations of novice teacher are conducted.

Meets weekly with mentor for collaboration and development. Second novice teacher’s observation of an effective peer

teacher. Accomplished practices portfolio development continues. Quarterly meeting with principal/designee on progress.

Timeline – Novice Teacher

Month 5 - 6

Complete the Crisis Planning Interview. Second summative screening is performed by

principal/designee, including pre and post conferences. Third formative observation of Novice teacher is completed,

including pre and post conferences. Regular informal classroom observations of novice teacher are

conducted. Meets weekly with mentor for collaboration and development. Third novice teacher’s observation of an effective peer teacher. Accomplished practices portfolio development continues.

Timeline – Novice Teacher

Month 7 - 8

Final formative observation of Novice teacher is completed, including pre and post conferences.

Regular informal classroom observations of novice teacher are conducted.

Meets bi-weekly with mentor for collaboration and development.

Fourth novice teacher’s observation of an effective peer teacher.

Accomplished practices portfolio development completed and reviewed with Mentor and Principal/designee.

Timeline – Novice Teacher

Month 9 - 10

Final summative screening is performed by principal/designee, including pre and post conferences.

Regular informal classroom observations of novice teacher are conducted.

Meets bi-weekly with mentor for collaboration and development.

Principal/designee certifies that Florida Educator Accomplished Practices are mastered.

Final Accomplished practices portfolio is submitted to the Arch/Diocese for review and approval.

Arch/Diocese certifies to state that novice teacher meets state requirements for certification.

EXPERIENCED TEACHERTimeline

Timeline – Experienced Teacher

Month 1 - 2

Participates in local school and arch/diocesan orientation, including Professional Ethics for Teachers, FEAP’s, NSBECS, and standards-based instruction.

Participates in PMP orientation training with mentor and principal/designee.

Enrolls in PMP Program. Initial summative screening is performed by

principal/designee, including pre and post conferences. Novice Teacher Self-Assessment is completed. Professional Development plan is created with support team. First formative observation of Novice teacher is completed,

including pre and post conferences.

Timeline – Experienced Teacher

Month 3 - 4

Second formative observation of Novice teacher is completed, including pre and post conferences.

Regular informal classroom observations of teacher are conducted.

Meets bi-weekly with mentor for collaboration and development.

Quarterly meeting with principal/designee on progress.

Timeline – Experienced Teacher

Month 5 - 6

Third formative observation of Novice teacher is completed, including pre and post conferences

Second summative screening is performed by principal/designee, including pre and post conferences.

Regular informal classroom observations of teacher are conducted.

Meets bi-weekly/monthly with mentor for collaboration and development.

Quarterly meeting with principal/designee on progress.

Timeline – Experienced Teacher

Month 7 - 8

Fourth formative observation of Novice teacher is completed, including pre and post conferences

Regular informal classroom observations of teacher are conducted.

Meets bi-weekly/monthly with mentor for collaboration and development.

Timeline – Experienced Teacher

Month 9 - 10

Final summative screening is performed by principal/designee, including pre and post conferences.

Final meeting with principal/designee on progress. Regular informal classroom observations of novice teacher are

conducted. Meets bi-weekly/monthly with mentor for collaboration and

development. Principal/designee certifies that Florida Educator Accomplished

Practices are mastered. Support team develops goals for the upcoming school year.

FORMS AND PORTFOLIOS

Forms and Portfolios• All forms required for the completion of the Professional

Mentoring Program are located in an excel spreadsheet.• Tabs are color coded by who needs to complete.• Red – Teacher• Green – Mentor Teacher• Blue – Principal/Designee

• The portfolio is subject to the approval of the superintendent prior to submission to the state.

Forms and Portfolios• Review of all forms

Questions