Connect and Collaborate: A Career Continuum Approach Utah Mentor Academy Sydnee Dickson Director, Teaching and Learning USOE.

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Presentation transcript:

Connect and Collaborate: A Career Continuum Approach Utah Mentor Academy Sydnee Dickson Director, Teaching and Learning USOE

Multi-State Consortium Utah Arkansas Missouri South Dakota Kansas West Virginia ETS NSDC NEA AFT

Our Hypothesis Defining career pathways of educators as a continuum of educator development and opportunity will help to resolve the issues of : Educators exiting at both the beginning and experienced ends of continuum, often for similar reasons Difficulty in attracting and keeping Millennial educators in classrooms Inconsistent opportunities for educators to grow and develop in practice, which results in good educators leaving the profession Negative impact on student learning as a result of educator turnover.

Consortium’s Charge Define a working model of a continuum of practice Redefine how we prepare 21 st century teachers to work with 21 st century students Clearly identify characteristics of practice at each level Envision how each level of practice might be changed with innovative, 21 st century thinking Create and implement such a model across the states

Learning Task 1: Think about 21 st Century learners (today’s students). What unique circumstances do they bring to the classroom that teachers need to understand and attend to? How should we be preparing teachers to meet these needs? Take 5 minutes at your table to discuss these issues and be prepared to share out one idea for each question with the group.

Preparatory Practitioner Early field experiences in a variety of settings Performance assessments tied to program completion and initial licensure Build individual growth plans based on assessments

Novice Practitioner Release time to meet with mentor Release time to observe experienced teachers practicing Serve as co-teacher with experienced teachers Teacher as researcher model

Developing Practitioner Release time for career advancement including shadowing, observation, etc. Distributed leadership opportunities (i.e. learning teams) Authentic & reflective participation in teacher evaluation Meaningful observations of practice conducted with constructive feedback provided to move to next level

Experienced Practitioners Differentiated staffing options and compensation Release time for mentors/experienced & novice teachers to work together Distributed leadership opportunities (i.e. leading learning teams, community liaison, pre-service instructor) Partners with individuals/organizations to expand content knowledge and improve instructional skills

Learning Task 2: Think about 21 st Century teachers (today’s adult learners). What do mentors and administrators need to know in order to help teachers succeed? How do the stages of a person’s career impact adult learning? Take 5 minutes at your table to discuss these issues and be prepared to share out one idea for each question with the group.

USOE Initiatives Update Utah Professional Teaching Standards (using Model Core Teaching Standards) Develop Teacher and Administrator Preparation Program Standards Support LEAs with a framework for Teacher and Administrator Effectiveness Develop Teacher Leader License Provide tools and technical assistance for instructional excellence

Approaches to Collaboration Personal Improvement Program Improvement School Improvement