New Standards for Mentoring Teacher Candidates for Career Success Melanie Bickley Clinical Placements, CLAS Tom McCann Department of English

WELCOME Introductions Purpose Why are we meeting this week?

Goals for Workshop (iii) Functionality Assessment Mentorship Guidance and Support for edTPA Partnership Standards-Bearer Problem Solving

What is quality teaching? Why are we “reinventing the wheel”? Individual reflection (post-its): What does good teaching look like, sound like, and feel like? Where do standards fit into the vision? Partners: Combine and distill observations Organize into a pattern Communicate

Sharing Your Vision Graphic display on chart paper Gallery Explain: What do you expect of a good teacher?

Dr. Michelle Fitzgerald Assistant Superintendent for Curriculum and Instruction, Elmhurst CUSD 205

What is good teaching? What do you expect of a good teacher?

Pattern of Experience for Beginners

Review of the Research (Supporting Beginning English Teachers, NCTE, 2005) Identified Concerns Relationships Workload/Time Management Knowledge of Subject/Curriculum Evaluation/Grading Autonomy/Control

HOW ARE NEW TEACHERS DIFFERENT FROM EXPERIENCED TEACHERS? HOW CAN WE HELP NEW TEACHERS TO BE MORE LIKE THE EXPERIENCED TEACHERS THEY ADMIRE? OR,

Summary of Differences: Students New Veteran Controls behavior using rules and punishments Emphasizes result of many assignments Places faith in numerical grades Forms positive relationships with students Emphasizes process of few assignments Uses multiple factors in making judgments

Summary of Differences: School/Dept. New Veteran Worries about judgments of supervisor; hesitant to admit difficulties Unsure of what to do with curriculum Does not make contributions that impact program Confident of working relationship with supervisor; confident of his/her own strengths Knows connections with the larger program Can identify contributions to program

Summary of Differences: Other New Veteran Is very conscious of his/her physical characteristics Relies on establishing an environment of shared mission

Why Instructional Coaching? Promotes professional growth Facilitates reflection Builds confidence

Moving Into a Coaching Mode Behavior that builds trust What behaviors and attitudes are likely to cultivate a trusting relationship? What behaviors and attitudes are likely to compromise trust? Describe a Plan of Action

Instructional Coaching Basic Beliefs Mentor Language Directive/Instructional Collaborative

Instructional Coaching (cont.) Basic Steps/Tools/Skills Positive Presuppositions Rapport/Active Listening Positive Inquiry Frame Paraphrasing Accuracy Choices/Options Ownership Reflection/Plan of Action

Modeling a Coaching Session Types of Conversations Exploratory Goals Review Questions, Attitudes and Stems Demonstration Role Play Practice

Three observation protocols Script-taking Following an instructional framework Tracking discourse Coding

Practicing an observation Note taking Reflective conversation

Review Workshop Materials Co-op Responsibilities Key Elements and Purposes Assessments Calendar

Self-Help What can new teachers do to help themselves? Your Ideas Suggestions in the Handbook

Coaching Practice Work in Triads Share notes Prompt reflection from a partner Set goals

Discussion Calendar of Activities Written Assessments/Feedback Coaching and Evaluation Assessments