1. CIC: January TOT for Mentor and BT Forums “ It’s all about student achievement.” Vanessa Nieto-Gomez vnietogo@houstonisd.org Jean Duffey jduffey@teacher-mentors.com

2. Forum Structure Connecting – Includes: - Outcomes, Norms, Agenda, and Parking Lot - Introductions, and Icebreakers, Preparing for the Learning Learning – Includes: - Reviewing Previous Learning - New Learning Managing – Includes: - Old and New Business - Announcements/Updates Closing – Includes: - Reflecting on learning - Training Evaluation

3. CIC Connecting Forum Structure Part A

4. Agenda Outcomes, Norms, and Agenda Connecting Activity Forum Structure Training CICs to Present: - January Mentor Forum - January BT Forum Entering/Updating BT/Mentor Relationships in MAS Closing

5. Outcomes CICs will be trained to present January Mentor Forum. CICs will be trained to present January BT Forum. BT/Mentor Relations will be updated in MAS. CICs will be trained in completing documentation in Google doc.

6. Norms Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality

7. Connecting Activity Head, Heart, and Feet Reflection Activity Reflect on your Mentor and/or BT Campus Forums and/or your role as the CIC. Jot down at least one thing for each of the following questions: –What did you learn? –How do you feel? –What are you going to do? Discuss with an elbow partner Be prepared to share with whole group.

8. Parking Lot Anytime during the training, you are invited to write a concern, question, or comment on a post-it and place in the appropriate column on the Parking Lot chart.

9. CIC Learning Forum Structure Part B

10. Beginning Teacher January Forum #3 Designing Effective Choices CIC:

11. Connecting Forum Structure Part A

12. Agenda Connecting Activity Designing Effective Choices to: -Motivate Learning -Make Positive Connections and Build Community -Improve Classroom Management Announcements Closing

13. Outcomes Know the factors of effective choices to increase student engagement and motivation Know how to use choices to build relationships Know how to design effective choices to improve classroom management

14. Norms Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality

15. What Choices Have You Given? Take a couple of minutes to think about and jot down choices that you have given your students, whether for lessons, entertainment, recreation, or procedures. Be prepared to share out.

16. Learning Forum Structure Part B

17. Designing Effective Choices to Motivate Learning

18. Motivation and Achievement Educators know that students who are motivated tend to learn more. Decades of research continually verify that motivation is integrally connected to achievement. Therefore, teachers very often want strategies that foster motivation in the classroom. Perks, Kevin (2010); Crafting Effective Choices to Motivate Students.

19. Motivation is Fostered by Choice One strategy that fosters higher levels of interest is choice. However, while choice can be a powerful motivator, it is important to understand the factors that should be considered to prevent choices from having an adverse effect. Factors that will positively influence motivation and achievement are the students’ sense of control, purpose, and competence. Perks, Kevin (2010); Crafting Effective Choices to Motivate Students.

20. Factors in Designing Choices A sense of control (An essential element of motivation is an individual’s need to feel autonomous.) A sense of purpose (The more meaningful an activity is, the more likely a student will be motivated to complete it.) A sense of competence (Students who believe they will be successful will be more motivated.)

21. Framework of Effective Choices With whom students will work (When the activity requires students to work together) With what content students will work (For specific skills activities the content is optional) Timeline for completion of activity parts (When parts of activity does not have to be linear) Where students will work (Whether individually or in groups) How a task will be completed (When there are multiple ways to complete the task)

22. Beware of Causing Decision Fatigue The psychology of decision making references the deterioration of the quality of decisions. Decision fatigue is one of the causes of irrational (Sure, tweet that photo! What could go wrong?) or avoidance of decision making. Giving students too many choices or wide- open project assignments may actually demotivate them by causing too much anxiety over whether they’ve made the right choice or causing them to expend their mental energy on making the decision, rather than on the project itself.

23. Choice Board

24. Choice Board Activity Take into account the different learning styles of your students: -Visual -Auditory -Spatial -Kinesthetic Choose one of the above learning styles and create a choice board like the one on the previous slide with choices that specifically address that learning style.

25. Learning Styles Examples Visual Learners: art project, photographs, pictures, Venn diagram, flip chart, map drawing, clay model Auditory Learners: tape recording, singing songs, reciting poems, debate, surveys Spatial Learners: concept maps, 3-D drawings, graphic organizers, clay model Kinesthetic Learners: grow plants, shell/rock/ leaf collections, concrete model

26. Designing Effective Choices to Make Positive Connections and Build Community

27. Choices that Build Positive Connections When students are met at the door, the teacher gives them the choice of how to be greeted. Examples: Hand shake Fist pound Elbow bump Hug High Five An appropriate suggestion by the student

28. Choices that Build Community Let students vote to choose: Which 10 out of 12 quiz questions to answer Whether to answer even or odd homework problems A community service project for the class _____________ Ask participants for ideas of other choices to make personal connections and/or to build community. Record ideas on chart paper.

29. Designing Effective Choices to Improve Classroom Management

30. Improving Classroom Management by Giving Choices The more a teacher can build in choices for their students, the more likely students are to feel energized as participants in their learning. A class of students who are engaged in learning are not likely to engage in bad behavior. Smith, Rick (2004); Conscious Classroom Management.

31. Good/Bad Behavior is the Student’s Choice Teachers have no control over a student. The deeper our respect for this, the easier it is for us to remain calm when we wish we did. We can be a powerful influence, but the ultimate choice of how to behave is the student’s. And with choice comes responsibility. When teachers provide consequences for students, they connect them with the results of their choices, and give them an opportunity to assess those choices. Smith, Rick (2004); Conscious Classroom Management.

32. Student Chosen Rules and Consequences Giving students input in designing rules and consequences tend to give students buy-in. The effect is students who are more likely to adhere to the rules and to accept the consequences when they are given. This approach works well as long as the teacher is comfortable with it. Smith, Rick (2004); Conscious Classroom Management.

34. Brainstorm Benefits of Choice Based on the information presented in this power point, recall the benefits that offering choice can have in helping students develop self-confidence and self-control. Identify two areas where choice can be offered to your students and brainstorm 2 or 3 choices that could be offered in each area. On chart paper, design a graphic organizer to display your results.

35. Our Own Choices as Teachers As teachers, we choose to assume the best about ourselves and others, even in the light of all the evidence we have to support the contrary. All humans have the capacity for goodness. The challenge is to access that in ourselves as we access it in others. What more challenging environment is there than the classroom to choose to assume and remember the best about others? Smith, Rick (2004); Conscious Classroom Management.

36. Managing Forum Structure Part C

37. Announcements IPDPs are due October 31, or, for late hires, within 15 working days from the start date of the beginning teacher. Other announcements pertinent to your campus BTs

38. Closing Forum Structure Part D

39. Reflecting on the Learning Complete the CAL Survey: What’s working? (What is going well so far this year?) What are your challenges/concerns? (Have there been any challenges or concerns that have been difficult to resolve?) What might be your next steps? (What might you do to address any pending concerns? Can you use anything that has been addressed in this learning?) What can I do for you? (What kind of support would you like from your mentor and what kind of training would you like from your CIC?)

40. Mentoring Activities Survey Which activities have you completed with your mentor? Check the boxes on the CAL Survey for the specific activities that you and your mentor completed together. Be sure to verify the completion in MAS.

41. Mentor January Forum #3 Mentor Standards and ICF Framework for Mentoring “ It’s all about student achievement.” CIC:

42. Connecting Forum Structure Part A

43. Agenda Outcomes and Norms Connecting Activity Mentor Standard - Engage, Support, and Advance BTs’ Professional Learning -Self Assess on Continuum -Set Goal to Move Forward on Continuum Review ICF Framework for Mentoring -Identify ICF Stance Activity -Analyze Feedback Reminders Closing

44. Outcomes Mentors will assess their level of proficiency in the Standard of Engages, Supports, and Advances BTs’ Professional Learning Mentors. Mentors will set a goal to move forward on the above Standard Mentors will practice ICF Framework conversations

45. Norms Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality

46. Self Assessing Take a few minutes to think about how you have progressed as a mentor. Jot down a couple of your strengths and some specific skills you developed last semester. Also, jot down an idea of how you might like to grow during this semester. Be prepared to share your thoughts.

47. Learning Forum Structure Part B

48. Mentoring Standards Engages, supports, and advances the professional learning of each teacher Creates and maintains collaborative professional partnerships to support teacher growth Utilizes knowledge of student content standards, teaching pedagogy, and professional teaching standards Designs and facilitates professional development for teachers Utilizes assessments to promote teacher learning and development Develops as a professional leader to advance mentor and the profession

49. Focus Standard Engages, supports, and advances BT’s professional learning elements: Uses reflective conversation skills to engage BT in collaborative problem solving Uses a variety of strategies and resources, to respond to BT’s and students’ needs Uses data to engage BT in examining and improving practice Facilitates learning experiences that promote collaborative inquiry, analysis, and reflection on practice

50. Self-Assessment Exercise Read each level of proficiency descriptor for the Elements in the Focus Standard. Underline any word or phrase that particularly describes your mentoring practice. Determine which level of proficiency best describes your mentoring for each Element. Write today’s date in the highest level of proficiency you believe you have achieved.

51. Set a Goal to Grow as a Mentor Look closely at the descriptors of proficiency levels in the first Element of today’s Focus Standard. Be very thoughtful and determine whether each of the phrase does or does not accurately describe you as a mentor. Choose one or two phrases that describe the mentor you would like to be by the end of this semester. This will be your personal goal. If you are comfortable, share your thoughts about setting your goal.

52. Reviewing the ICF Framework The ICF Framework is a higher level of mentoring conversation skill and an absolutely essential skill to have as a highly effective mentor. ICF is included in the second and third descriptor levels of the Element in which we just set our goal(s), so it makes sense that we should review.

54. Strategy Sort On a post-it note, write an I. On another, write a C. On another write an F. Divide the strategy cards found in the envelope among the participants in your group. Read each card aloud to group and discuss whether the strategy is more likely instructive, collaborative, or facilitative. Place the card under the appropriate strategy.

55. PHASES OF FIRST YEAR TEACHING: ATTITUDES TOWARD TEACHING Moir, Ellen (1990) New Teacher Center, Santa Cruz, California

56. Managing Forum Structure Part C

57. Dates/Deadlines for Mentors Training requirement is differentiated. Explanation is found in DOCUMENTS on mentor website page. Log on to http://houstonisdpsd.org. Follow this pathway: http://houstonisdpsd.org Click on PD Departments Click on STEP (which stands for Supporting Teachers through Exemplary Practice) Click on Mentors.

58. Self-Registering for Courses Mentors and CICs can self-register to have immediate access to the Online eLEARN courses 24/7. Step by step self-registration directions with screenshots are available at the website in DOCUMENTS. Complete eLEARN course tasks with your mentee.

59. Closing Forum Structure Part D

60. Reflecting on the Training Complete the CAL Survey: What’s working? (What is going well so far this year in your role as a mentor?) What are your challenges/concerns? (Have there been any challenges or concerns that have not been easy to address or to solve?) What might be your next steps? (What might you do to address any pending concerns? How will you use what has been addressed in this training?) What can I do for you? (What can I do to help you, your BT, and the mentoring program on our campus?)

61. Training Survey Indicate on the CAL Survey if you have registered for or completed the face to face training if applicable. Indicate if you completed the TASKS with your BT in the applicable eLEARN courses. - Check the boxes for the completed courses. - Be sure that you have entered completion date into MAS. - To the right of the courses that you have not completed, write the date that you anticipate you will have it completed.

62. CIC Managing Forum Structure Part C

63. CIC Training Jennifer Abrams returns! All CICs are invited to attend Make up session if you missed the trainings in Oct. Cultivating a Coach Mindset: A Skillset for Leaders –Friday, January 30, 2015 –Ryan Professional Development Center Using Discussion & Reflection Protocols to Support Professional Learning –Saturday, January 31, 2015 –Reagan High School

64. New Hires Report NEW mentor/mentee relationships in MAS When BT leaves the district or if the mentor support ended in December, make relationship INACTIVE and inform the Mentor Program Office Not required any more: electronic mentor assignment forms Inform mentors of training requirements Add name to conference sheet. Document conference with BT on One-on-One Conference sheet Visit BTs and document on BT/Mentor Assignments and MAS Monitoring sheet

65. CIC Binder Remember to: Include agenda and sign-in sheets for all meetings and forums Maintain records and documents on worksheets presented during summer training (available on website under documents) Transfer information to Google Doc.

66. Individual Monitoring Charts

67. Individual Conferencing Charts

68. 2014-15 CIC Responsibilities Charts

69. CIC Closing Forum Structure Part D

70. Reflecting on the Training Complete the CAL Survey: What’s working? (What is going well so far this year?) What are your challenges/concerns? (Have there been any challenges or concerns that have been difficult to resolve?) What might be your next steps? (What might you do to address any pending concerns? How will you use what has been presented in this training?) What can I do for you? (What kind of continued or additional support would you like from Vanessa and Jean?)