1. lead. inspire. teach. Welcome! Mentor Collaboration working together to increase student achievement

2. lead. inspire. teach. Training Topic Focus ASU iTeachAZ Presenting Instructional Content

3. lead. inspire. teach. Celebrate!! Please sign in and take a seat Think about something great that has happened with your Teacher Candidate and complete the “Celebration!!!” sheet. Be prepared to share with the mentors at your table.

4. lead. inspire. teach. Reflect How you might respond in the following situation: While reviewing your TC’s lesson plan, you noticed that the TC doesn’t have anything noted where they will be specifically modeling the expectations of the lesson as well as an unclear allotment of time for each activity and procedure. How would you give them feedback to help them with this?

5. lead. inspire. teach. Discuss your ideas for supporting the TC in ensuring that they have effectively modeled their expectations and their communication is clear and concise. How will you coach your TC? Stand Up, Hand Up, Pair Up Timed Pair Share

6. lead. inspire. teach. iTeachAZ Key Features Accountability For Effective Teaching and Student Growth Co-TeachingTAP Clear Professional Expectations Performance- based Accountability The 4 key Features of iTeachAZ

7. lead. inspire. teach. Agenda Case Study Reflection5 min Coursework Update5 min Co-teaching20 min Mentoring Skill: Coaching Your TC Presenting Instructional Content 60 min Closing/Evaluation5 min

8. lead. inspire. teach. Objectives Review coursework expectations Create a plan for maximizing student achievement by utilizing the _________ Co-teaching approach Build coaching capacity to support TC growth in effectively presenting instructional content for their lessons

9. lead. inspire. teach. Review the newsletter for upcoming assignments What questions to you have about upcoming assignments?

10. lead. inspire. teach. Coursework Update SAMPLE

11. lead. inspire. teach. Agenda Case Study Reflection5 min Coursework Update5 min Co-teaching20 min Mentoring Skill: Coaching Your TC in Activities & Materials 60 min Closing/Evaluation5 min

12. lead. inspire. teach. TC Expectations WeekCo-Teaching StrategiesTeacher Candidate Responsibility Weeks 1-4One Teach, One Observe; One Teach, One Assist; Alternative Teaching Assume partial responsibility for leading classroom routines (attendance, bell work, dismissal, etc.) Co-plan and lead small group activities Weeks 5-9Any of the above strategies as well as Station Teaching, Parallel Teaching, and Team Teaching Co-plan and lead in one subject area/class period Weeks 10-15Any co-teaching strategy appropriate for the subject areas being taught Co-plan and lead in two subject areas/class period Weeks 16-20Any co-teaching strategy appropriate for the subject areas being taught Co-plan and lead in three subject areas/class period Weeks 21-30 and beyond Any co-teaching strategy appropriate for the subject areas being taught Co-plan and lead all subject areas/periods Single Placement Senior Year Residency Progression

13. lead. inspire. teach. Co-Teaching Data SAMPLE

14. lead. inspire. teach. Co-teaching According to our Walkthrough and Bi- weekly survey data, ________ Teaching is occurring _____% of the time. How can we use __________ teaching to support student learning?

15. lead. inspire. teach. _______________ Teaching OVERVIEW/DEFINITION –Add definition of the co-teaching strategy

16. lead. inspire. teach. Examples WHEN TO USE Add examples of when to use the co- teaching strategy

17. lead. inspire. teach. Reflect Work with a teammate to create a plan to maximize student learning by identifying 1 subject in which ______________can be be applied. Share out your plans (Round Robin)!

18. lead. inspire. teach. Agenda Case Study Reflection5 min Coursework Update5 min Co-teaching20 min Mentoring Skill: Coaching Your TC in Presenting Instructional Content 60 min Closing/Evaluation5 min

19. lead. inspire. teach. Agenda and Objectives PA Data Review Coaching Cycle and Preview Coaching Questions for Presenting Instructional Content Determine the meaning effectively presenting instructional content Watch examples of teachers effectively presenting instructional content Evaluate a lesson plan and incorporate effective times to use effective visuals, model, and clear communication Build coaching capacity to support TC growth developing skills to effectively present instructional content.

20. lead. inspire. teach. PA 1 and 2 Cohort Averages Standards & Objectives 2.52.8 (+.3) Presenting Instruc. Content 2.43.1 (+.7) Academic Feedback 2.63.2 (+.8) Activities & Materials 2.52.5 (+0) Managing Student Behavior 2.93.0 (+.1) Teacher Content Knowledge 2.52.9 (+.4) Teacher Knowledge of Student 2.42.9 (+.5) Instructional Plans 2.73.2 (+.5) Sample

21. lead. inspire. teach. PA 1 and 2 Cohort Averages Standards & Objectives 2.52.8 (+.3) Presenting Instruc. Content 2.43.1 (+.7) Academic Feedback 2.63.2 (+.8) Activities & Materials 2.52.5 (+0) Managing Student Behavior 2.93.0 (+.1) Teacher Content Knowledge 2.52.9 (+.4) Teacher Knowledge of Student 2.42.9 (+.5) Instructional Plans 2.73.2 (+.5) Sample

22. lead. inspire. teach. Coaching Cycle Pre- Conference Observation Plan/Model Lesson Co-Teach Observation Post- Conference

23. lead. inspire. teach. Coaching Questions How do you maintain focus on the learning objective during a lesson? How do students clearly know your expectations for their assignments and for what they are to learn? When planning a lesson, how do you decide on the sequencing of the instruction within the lesson? How do you decide on the types of visuals you will use during a lesson?

24. lead. inspire. teach. InTASC Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

25. lead. inspire. teach. What is “Backward Design?” One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform (Wiggins and McTighe, 2000, page 8).

26. lead. inspire. teach. What is Backward Design? Consensus Elements Take a minute to write your personal definition of “backwards design” as it relates to presenting instructional content

27. lead. inspire. teach. Planning Process The design process involves teachers planning in 3 stages, each with a focusing question: Stage 1 What is worthy and requiring of understanding? Stage 2 What is evidence of understanding? Stage 3 What learning experiences and teaching promote understanding, interest and excellence?

28. lead. inspire. teach. Presenting Instructional Content What does TAP Say About Presenting Instructional Content? Presenting Instructional Content

29. lead. inspire. teach. Presenting Instructional Content visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson It is NOT……….. “Here everybody, look at this chart”

30. lead. inspire. teach. Presenting Instructional Content It is….

31. lead. inspire. teach. Planning Rubric Descriptor examples, illustrations, analogies, and labels for new concepts and ideas; It is NOT……….. Just talking to them

32. lead. inspire. teach. Presenting Instructional Content It is…. http://www.youtube.com/watch?v=n2i- Uz95SRs&noredirect=1

33. lead. inspire. teach. Presenting Instructional Content modeling by the teacher to demonstrate his or her performance expectations; concise communication; It is NOT……….. Sitting at your desk, sitting with one student

34. lead. inspire. teach. Presenting Instructional Content logical sequencing and segmenting; It is NOT……….. Taking too long to get through an activity or procedure….

35. lead. inspire. teach. Presenting Instructional Content It is

36. lead. inspire. teach. Making a Connection Work with a partner to evaluate the following from a lesson plan:  Where could you see examples of visuals that establish the purpose of the lesson, and the inclusion of internal summaries?  Where do you see examples, illustrations, and analogies along with labels for new concepts and ideas?  Where do you see modeling to demonstrate performance expectations?  Where do you see examples of concise communication, along with the planned logical sequencing and segmenting?

37. lead. inspire. teach. Your task: –Work with your partner, find the examples from your indicator in the lesson plan, decide whether or not it was effective, and if it is or isn’t determine why? Also, incorporate how you would have this discussion with a TC to coach them through it.

38. lead. inspire. teach. Mentor As Coach In your role as a coach, how can you support your teacher candidate in effectively presenting the instructional content. Inside, Outside Circle Timed Paired Share

39. lead. inspire. teach. Coaching Cycle Pre- Conference Observation Plan/Model Lesson Co-Teach Observation Post- Conference

40. lead. inspire. teach. Coaching Cycle Pre- conference with TC Coach observes TC Coach models the entire instructional block using required components Coach and teacher co-teach Coach observes the teacher again/Debriefing

41. lead. inspire. teach. Pre-Conference Questions What are you going to do to ensure that students understand the content? How will you model / explain / demonstrate the new material? What will students do to practice and apply the content? Based on the content, student needs, and teacher strengths, which co-teaching approach will maximize student achievement? How will teachers share responsibility for preparing materials, instructing, and assessing student learning?

42. lead. inspire. teach. TAP/Standards & Objectives Presenting Instructional Content visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson; examples, illustrations, analogies, and labels for new concepts and ideas; examples, illustrations, analogies, and labels for new concepts and ideas; concise communication; logical sequencing and segmenting; concise communication; logical sequencing and segmenting;

43. lead. inspire. teach. Objectives Review coursework expectations Create a plan for maximizing student achievement by utilizing the _________ Co-teaching approach Build coaching capacity to support TC growth in developing their skills with effectively presenting instructional content

44. lead. inspire. teach. Action Plan Summary Support your TC in implementing _________ co- teaching in at least one lesson per day. When pre-conferencing with your TC, ensure he/she has used the TAP rubric to be sure it is proficient. Be ready to support your TC by providing explicit examples and strategies to help them with effectively presenting instructional content beginning with their lesson plans before execution.

45. lead. inspire. teach. Thank You! Next meeting date is _____________ Please complete the Survey evaluation following this meeting. The survey will be forwarded to you.

46. lead. inspire. teach.