1. Resident Educator Program
FALL 2018
Year 1

2. Orientation Agenda What do I need to know and do?
Ohio Resident Educator Program (REP)
Ohio’s Licensure Structure
Program Requirements
Resident Educator license options
Focus Areas for Year
What do I need to know and do?

3. What is Residency? Residency is a time to practice, refine and gain
a deeper understanding of the art and science of
teaching under the guidance of a certified mentor and
the support of a professional learning community.

4. What License Do You Have?
Four-Year Resident Educator
License
Four-Year Alternative Resident Educator License
When does it expire?

5. Resident Educator Program Eligibility Requirements
Possess the appropriate Ohio educator license. Individuals holding a Resident Educator or Alternative Resident Educator license participate in the Ohio Resident Educator Program. New Ohio teachers holding a one-year out-of-state educator license in Ohio may also participate. 
Requirements for eligibility:
Be employed by an ODE-chartered educational entity, ODE or ODJFS licensed preschool;
Teach at least two classes or work at least 25 percent full-time equivalent in their area of licensure or in the area in which they hold a supplemental teaching license during the school year;
Be responsible for planning and delivering standards-based, preK-12 curriculum to students and evaluating their progress during the school year;
Work during the school year for a minimum of 120 days as defined in Ohio Revised Code , and;
Be assigned an ODE‐certified mentor or facilitator by their employer.

6. Purposes of RE Program
To remind all teachers of their call as evangelizers, and to enhance their ability to share their faith with each other and their students
To develop a support system for new teachers and improve the teaching performance of all participants
To assist teachers in recognizing the needs of all students through consistent mentoring approaches
To develop committed educators who will participate in and support the establishment of continued professional development

8. RE Registration
All REs are registered in CORE September 1 through November 15
Confirm in CORE by June 30 of each school year whether all program requirements have or have not been completed
REs should receive an once registered in the CORE system. REs should verify the information is correct using the My RE Summary in CORE
Make sure contact information is correct

9. Ohio’s 4-Tiered Licensure Structure

10. Ohio Resident Educator Program
Resident Educator Program: Foundation
Ohio Standards for the Teaching Profession
Ohio Continuum of Teacher Development

11. Ohio Standards for the Teaching Profession
The Ohio Standards for the Teaching Profession
were developed for use as a guide for teachers
as they continually reflect upon and improve
their effectiveness as educators through all
stages of their careers delineated by three levels of teacher performance: proficient, accomplished and distinguished.

12. Ohio Standards for the Teaching Profession
Knowledge of Students
Content
Assessment
Instruction
Learning Environment
Collaboration and Communication
Professional Responsibility and Growth

13. Ohio Continuum of Teacher Development
Level
Describes
Emerging
Pre-Licensure; the teacher education candidate
Developing
Residency; the teacher whose skills are developing
Proficient
The teacher who is applying knowledge and skills independently
Accomplished
The teacher who is fully skilled and able to integrate knowledge and experience – in instruction, curriculum and professional development – into practice
Distinguished
A teacher leader, consistently innovative, contributing to the professional learning community

14. Ohio Resident Educator Program
Program Standards
Ohio Resident Educator Program Standards
Mentor Standards

15. Ohio Resident Educator Program

16. Instructional Mentoring
Mentors play a key role in supporting beginning teachers as they actively analyze and reflect on their instructional decisions.
During Year 1 and Year 2 of the Resident Educator Program, educators are assigned a state-certified mentor to support them as they implement the Ohio Standards for the Teaching Professional and apply the teaching and learning cycle to their instructional practices.

17. Instructional Mentoring
These formative mentoring years are a time to practice through reflection and analysis of authentic teacher work (e.g., planning lessons, analyzing data and monitoring student progress).
Through collaborative conversations, observation and feedback, mentors support resident educators’ professional growth and help them meet their annual goals.
COLLABORATION IS KEY!

18. Ohio Resident Educator Program
Teaching and Learning Cycle

19. Focused Mentoring
Focused mentoring is a fairly new component of the formative mentoring years. While mentoring overall addresses the instructional support resident educators need as they begin their professional teaching careers, focused mentoring is specific and targeted to address teacher competencies.
Through focused mentoring, teachers demonstrate their competency in the targeted skill areas at the local instead of the state level.  

20. Focused Mentoring Focused mentoring is delivered in two parts.
Focused Mentoring I targets professional growth and communication during year 1.
Focused Mentoring II targets use of student formative and summative assessment in year 2.
The Office of Catholic Schools has developed activities that support focused mentoring.
The goal is to provide a level of focused mentoring that supports growth in the practice of targeted areas.

21. Communication
With
Students
Parents
Colleagues
Administrators

22. Collaboration Discuss student performance data
Share, advise, and learn about instructional practices
Collaborate on lesson plans
Plan team activities, thematic or cross-curricular units
Examine student work
Participate in professional development

23. MENTOR RESPONSIBILITIES
Facilitate a good start to the year
Meet with the RE regularly
Model good instructional practices
Observe the RE
Offer suggestions for improvement
Provide professional and personal support
Maintain a confidential relationship with the RE

24. Ohio Resident Educator Program

25. Resident Educator Summative Assessment (RESA)
Purpose: To assess Resident Educators’ skills and practices as measured by proficiency on the Ohio Standards for the Teaching Profession Lesson Reflection Task

26. Resident Educator Summative Assessment (RESA)
One videotaped “Lesson Reflection”
Responses to prompts about the classroom, students, and lesson taught in the video submission

27. Teacher Residency
An RE who is unsuccessful after 3 total RESA attempts, will be permanently ineligible to advance to a professional license in the respective area(s), or any renewal or extension of the resident educator license(s) or alternative resident educator license(s).

28. Credit for Teaching Experience
Prior Teaching Experience
Prior teaching experience is considered as teaching experience that occurred prior to beginning Year 1 of the Resident Educator Program. 
Other Teaching Experience
Some teachers may have teaching experience that occurs outside of the REP during the life of their active RE license.

29. Resident Educator License Options
Extend for one year
Renew for four more years

30. Resident Educator License: Extend
The sole purpose of a license extension is to allow additional time to complete the Resident Educator Program.
Coursework is not required for the extension.

31. Resident Educator License: Renewal
The Resident Educator license is renewable for REs who do not have access to an RE Program
Course requirements for this license renewal include three semester hours of coursework related to classroom teaching and/or the area of licensure.
Applicants do not need to seek pre-approval of coursework from the Ohio Department of Education.

32. Resident Educator License: Advance
Upon successful completion of four years in the RE Program and the RESA, Resident Educators may apply to advance to the 5-year professional license.

33. Requirements for Year 1 Attend an RE Program orientation session
Attend an RE Program orientation session
Complete RE Self-Assessment and Growth Plan
Complete 2 Formal Observations
Complete the Collaborative Log (meet at least one time per week)
Complete at least 2 Focused Mentoring activities

34. The Components Collaborative Log Self-Assessment Goal Setting
a tool designed to facilitate and record the discussions between the mentor and Resident Educator. (both the resident educator and mentor keeps a separate collaborative log)
Self-Assessment
a survey form that is designed to provide insights into strengths and areas for growth.
Goal Setting
a process of developing goals aligned with individual and building needs based on the Self-Assessment form. 
Formal Observation
a collaborative lesson analysis and discussion between the RE and the Mentor.

35. OCS Website
education.columbuscatholic.org

36. REP Website: http://education. ohio
REP Website: Educator-Program
Program Questions:
RESA Questions:
RESA Website:
Licensure Questions:

37. Standard 1: Teachers understand student learning and respect the diversity of the students they teach.
Can you identify the concept (the what), the skill (the action) and the context (descriptive modifiers)? Concept: learning and development; diversity Skill: understanding learning and development; respect diversity Context: Use understandings of how students learn and develop; model respect for students’ diversities.

38. Standard ?:
Can you identify the concept (the what), the skill (the action) and the context (descriptive modifiers)?
Concept:
Skill:
Context: