Southern Regional Education Board Supporting New Teachers in Technology Centers Heather Sass Southern Regional Education Board TCTW Forum January 13, 2010

Company LOGO Challenges in Supporting New Teachers  Entering through alternative certification routes  Understanding of planning, instructional methods, classroom management, assessment, and supporting students  Support from administrators, mentors, and colleagues  Fulfilling the new mission—all students college and career ready  Embedding college and career-readiness academic content  Dealing with student diversity  Challenging students with Intellectually rigorous work  Using real-world project- and problem-based learning Unique Needs of Beginning Teachers Increased Demands on Teachers

Company LOGO Characteristics of Effective Support  On-going professional development experiences centered on what teachers should know and be able to do  On-site support from a professional development instructor  Interactive mentoring from a trained, veteran teacher  Support from administrators  Participation in a professional learning community with colleagues

Company LOGO SREB’s Research Project on Support for New Teachers  Develop and pilot an induction model for alternative- route certification for CTE teachers  Professional Development  10-Day summer institute prior to first year  Three, two-day follow-up workshops in the school year  10-Day summer institute at end of first year  Support  External Coach—three visits  Mentor  Principal or district administrator  Communities of practice— opportunities for sharing with peers

Company LOGO INTASC NRCCTE/ SREB NBPTS Framework for Teaching What Should New Teachers Know and Be Able to Do? Professional Development Content Alignment  Interstate New Teacher Assessment and Support Consortium Model Standards for Beginning Teachers (1992)  Framework for Teaching (Danielson, 1996)  National Board for Professional Teaching Standards for Career/Technical Teachers (1997)  SREB Survey of New Teachers

Company LOGO What Should New Teachers Know and Be Able to Do? Instructional Planning: Create short-term and long-term standards-based instructional plans based on the varying learning needs of students. Instructional Strategies : Use instructional strategies that actively engage students in learning and encourage the development of problem-solving, critical thinking, and teamwork skills. Classroom Assessment: Use formal and informal assessment strategies to evaluate student progress toward learning goals and provide feedback to improve student learning. Classroom Management: Create a learning environment that encourages student motivation, positive behavior, and collaborative social interaction. Teacher Competence Teacher Reflection: Reflect, both individually and collaboratively, on the effects of instruction and use the reflective process to continually improve instructional practice.

Company LOGO Focused Support for Instructional Planning Content: Mission- Focused Standards  Technical Knowledge and Skills  Academic Knowledge and Skills  21-st Century Skills  All Aspects of an Industry Students  Developmental Stage  Learning Styles  Career Interests and Goals—Hopes and Dreams  Achievement and Academic Goals  Cultural Background and Experiences  Special Learning Needs

Company LOGO Tools for Instructional Planning  Curriculum Map  Course Syllabus  Unit Plan with a Project-Based Learning Focus  Lesson Plan

Company LOGO The Big Six Reading Skills Summarizing Paraphrasing Categorizing Inferring Predicting Recognizing Academic Vocabulary

Company LOGO Numeracy Focus: NCTM Strands Content Standards  Numbers & Operations  Algebra  Geometry  Measurement  Data Analysis & Probability Process Standards  Problem Solving  Communication  Reasoning & Proof  Connections  Multiple Representations

Company LOGO Focused Support for Reflection Individually  Questions to Ask  Feedback from Students  Professional Portfolio Collaboratively  “Teach-Backs” with Colleagues  Mentor Activities  Protocols for Feedback  Looking at Student Work

Company LOGO Focused Support for Research- Based Instructional Strategies Project-Based Learning  Central to the curriculum  Focused on real-world problems that lead students to the central knowledge and skills of an industry  Involve students in intellectually challenging problem-solving and investigation  Embed high-level mathematics and literacy  Build self-direction and accountability Cooperative Learning  Imitates real-life learning and problem solving  Combines teamwork with individual and group accountability  Working with diverse groups

Company LOGO Intellectually Challenging Assignments and Assessments  Recall—  Basic Application of Skill or Concept— Level Two  Strategic Thinking— Level Three  Extended Thinking—Level Four

Company LOGO Focused Support for Classroom Assessment Formative  Interactive, to form or alter the learning process  Provide information to be used as feedback to modify the teacher and learning activities  Begins immediately within the learning episode and spans its duration  Formal or informal Summative  At the end of a learning episode, process or activity when it is more difficult to alter or rectify what has already occurred

Company LOGO Classroom Assessment Tools  Rubrics to measure performance  Written exams that model college- and career readiness questions  Embedded literacy and mathematics  Portfolios to measure progress over time  Balanced grading system— technical skills, academics, and 21 st century skills

Company LOGO Focused Support for Classroom Management  Building positive relationships  Teaching 21 st century skills to prepare students for modern workplace  Using guided discipline  Focusing on both “Academic” and behavioral interventions  Matching interventions and consequences to deal with specific unwanted behaviors

Company LOGO Focused Support for Classroom Management Creating an Inviting, Personalized Environment  Getting to Know Students and Developing a Sense of Belonging  Creating Organized and Inviting Classroom Space  Designing Classroom Rules, Procedures, and Learning Protocols Dealing with Inappropriate Behavior  Pyramid of Interventions  Accountable Consequences  Conferencing with Students

Company LOGO Focus on Evidence of Competence Instructional Planning Unit Plan Course Syllabus Curriculum Map Lesson Plan Instructional Strategies Unit Plan Lesson Plan Classroom Assessment Unit Plan Formative Assessments Summative Assessments Course Syllabus Classroom Management Classroom Management Plan Course Syllabus Extra Help Procedures Parent Communication

Company LOGO Assessing Progress in Supporting Teachers  Surveys  Self Efficacy Scale state.edu/ahoy/files/2009/02/tses.pdfhttp://people.ehe.ohio- state.edu/ahoy/files/2009/02/tses.pdf  Observations  Focus Group and Individual Interviews  Open-Response Questions  Artifacts

Company LOGO Reflection  What three ideas will you take from our session that you can use as you work with new teachers at your school?