1. A JOURNEY INTO TEACHING PRACTICE THE ROLE OF FORMATIVE ASSESSMENT IN MENTORING Vicki Duff, Mentor Training Coordinator NJ State Department of Education victoria.duff@doe.state.nj.us

2. We live in a time of such rapid change and growth of knowledge that only he who is in a fundamental sense a scholar – that is, a person who continues to learn and inquire – can hope to keep pace, let alone play the role of guide. Nathan M. Pusey The Teachers Book of Wisdom

3. AND THE GOALS ARE…. To gain a deeper understanding of professional standards To gain a deeper understanding of professional standards To understand the use of formative assessment in the mentoring process To understand the use of formative assessment in the mentoring process To practice using a collaborative assessment log to support the novice in their classroom To practice using a collaborative assessment log to support the novice in their classroom To provide an effective tool for use in developing a mentoring program. To provide an effective tool for use in developing a mentoring program.

4. THE MENTORING/INDUCTION PROGRAM OBJECTIVES Accelerate the learning and competence of novice teachers Accelerate the learning and competence of novice teachers Provide a continuous system of support and guidance for novice teachers to ensure student success Provide a continuous system of support and guidance for novice teachers to ensure student success Provide mentor teachers with tools and support that enhance the mentoring process Provide mentor teachers with tools and support that enhance the mentoring process Instill a sense of professionalism and pride for the novice teacher and the learning community Instill a sense of professionalism and pride for the novice teacher and the learning community IT IS ALL ABOUT KIDS!

5. TEACHING EXPERIENCE MENTORING FORMAL PRE- & CONTINUED PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT EXPERIENCES PROFESSIONAL STANDARDS TESTING PRECONCEPTIONS PROFESSIONAL IMPROVEMENT PLAN EVALUATION STATE AND LOCAL CONTEXTS INFLUENCES ON TEACHER DEVELOPMENT SOURCE: QULAITY MENTORING FOR NOVICE TEACHERS EDS. SANDRA J. ODELL AND LESLIE HULING

6. A PROFESSIONAL NORM An understanding of what is expected in a professional setting for those in education; the guidance for those in the profession that provide: An understanding of what is expected in a professional setting for those in education; the guidance for those in the profession that provide: A standard A standard A model A model A behavior A behavior What are the professional norms we want to create through mentoring?

7. WHAT DO EFFECTIVE TEACHERS DO IN THEIR PRACTICE? Use 7 post-its. Use 7 post-its. What must an effective teacher know and be able to do? What must an effective teacher know and be able to do? Place one item per post-it. Place one item per post-it. As a group sort your post-its according to the standards on the template As a group sort your post-its according to the standards on the template

8. PROFESSIONALLY SPEAKING Subject matter knowledge Subject matter knowledge Human growth and development Human growth and development Diverse learners instructional planning and strategies Diverse learners instructional planning and strategies Assessment Assessment Learning environment Learning environment Special needs Special needs Communication Communication Collaboration and partnerships Collaboration and partnerships Professional Development Professional Development

9. THE STANDARDS WILL PROVIDE… A common language A common language A definition for effective teaching practice A definition for effective teaching practice A conversation tool that can influence classroom practice A conversation tool that can influence classroom practice A self-assessment tool that can be used to guide professional growth A self-assessment tool that can be used to guide professional growth A lens for the mentor to view practice A lens for the mentor to view practice A mirror for the novice to reflect on practice A mirror for the novice to reflect on practice

10. A CONTINUUM OF PRACTICE Teaching is a developmental process. Teaching is a developmental process. Teachers must constantly assess their practice through self-assessment. Teachers must constantly assess their practice through self-assessment. Teachers grow and develop in a particular area over time. Teachers grow and develop in a particular area over time. Teacher growth is constant – we are constantly improving. Teacher growth is constant – we are constantly improving. Teacher growth should be based on competencies, not deficits. Teacher growth should be based on competencies, not deficits.

11. ACTIVITY UNDERSTANDING THE STANDARDS LOOKS LIKE/FEELS LIKE SELFASSESSMENT STANDARDTEACHER BEHAVIORS LOOKS LIKE/SOUNDS LIKE STUDENT OUTCOMES LOOKS LIKE/SOUNDS LIKE +? Subject matter knowledge (Standard 1) Use authentic resources to help students link prior knowledge to new knowledge Students can describe new knowledge on a KWL chart xx Instructional planning and strategies (Standard 4) Teacher uses cooperative group discussions to illicit define learning outcomes Students show engagement of activity and can show understanding of the concept through group report out x

12. The most powerful form of learning, the most sophisticated form of staff development, comes not from listening to the good works of others but from sharing what we know with others… By reflecting on what we do, by giving it coherence, and by sharing and articulating our craft knowledge, we make meaning, we learn. Roland Barth

13. WALK THE WALK TALK THE TALK What are the elements of trust in the mentoring relationship? What are the elements of trust in the mentoring relationship? What are the elements of a mentoring conversation in the mentoring relationship? What are the elements of a mentoring conversation in the mentoring relationship?

14. How do we assess student learning other than through tests or quizzes? a. ACTS OF ASSESSMENT

15. A LOOK AT FORMATIVE ASSESSMENT What is formative? To shape or mold To aid in the development of competence Helping to form, make, shape, create, compose, train or frame

16. ACTIVITY Use the Formative Assessment – Essential Characteristics to guide a discussion on ways in which teachers are assessed that are different than those outlined on this chart.

17. WHY USE FORMATIVE ASSESSMENT To focus the beginning teachers growth To focus the beginning teachers growth To guide the work of the mentor To guide the work of the mentor To establish the professional norms of inquiry into and upon reflection of practice To establish the professional norms of inquiry into and upon reflection of practice To parallel the key role of assessment into effective instructional practices To parallel the key role of assessment into effective instructional practices Foundations of Mentoring New Teacher Center at the University of Santa Cruz

18. PARTNER ACTIVITY Read/scan The Role of Formative Assessment in Induction Programs (approx. 4 minutes) Read/scan The Role of Formative Assessment in Induction Programs (approx. 4 minutes) As partners do the 3-2-1 activity: As partners do the 3-2-1 activity: Write 3 main ideas that could be implemented in a school Write 3 main ideas that could be implemented in a school Write 2 benefits to the mentor and 2 benefits to the novice Write 2 benefits to the mentor and 2 benefits to the novice Write 1 challenge to this process Write 1 challenge to this process

19. USING A COLLABORATIVE ASSESSMENT LOG To provide clarity to the discussion To provide clarity to the discussion To enable participants to focus To enable participants to focus To aid in the gathering of evidence To aid in the gathering of evidence To have a tool that looks at possible solutions, actions and next steps To have a tool that looks at possible solutions, actions and next steps To provide accountability To provide accountability To provide guidance in selecting appropriate professional growth activities To provide guidance in selecting appropriate professional growth activities Modeled on the New Teacher Center at the University of Santa Cruz Collaborative Log

20. ACTIVITY Read the 4 th Grade Scenario Read the 4 th Grade Scenario In groups identify areas of possible discussion and potential growth. In groups identify areas of possible discussion and potential growth. Select 2 or 3 standards on which you might focus. Select 2 or 3 standards on which you might focus. Identify evidence for the discussion. Include successes and challenges. Identify evidence for the discussion. Include successes and challenges. Identify possible activities from the standards to guide the novice. Identify possible activities from the standards to guide the novice.

21. THE STRENGTH OF A FORMATIVE ASSESSMENT SYSTEM COLLECT THE DATA PLAN YOUR GOALS TEACH AND IMPLEMENT THE PLAN REFLECT/REVISE/BEGIN ANEW

22. REFLECTION Based on what you have learned today what one new strategy will you use with your novice teacher? Based on what you have learned today what one new strategy will you use with your novice teacher? How will using professional standards enable novice teachers to develop the skills necessary to be effective in the classroom? How will using professional standards enable novice teachers to develop the skills necessary to be effective in the classroom?

23. RESOURCES www.state.nj.us/education/ www.state.nj.us/education/ www.state.nj.us/education/ Academic and Professional Standards Academic and Professional Standards Professional Standards and Learning Professional Standards and Learning Professional Standards or Mentoring Professional Standards or Mentoring www.njpep.org www.njpep.org www.njpep.org New Teacher Center at the University of Santa Cruz New Teacher Center at the University of Santa Cruz Keeping Good Teachers edited by Marge Scherer (ASCD publication) Keeping Good Teachers edited by Marge Scherer (ASCD publication) www.nsdc.org www.nsdc.org www.nsdc.org www.ascd.org www.ascd.org www.ascd.org Books by Harry Wong, Hal Portner, Bruce Lipman, Susan Villani Books by Harry Wong, Hal Portner, Bruce Lipman, Susan Villani Vicki Duff: 609-292-0189 or victoria.duff@doe.state.nj.us Vicki Duff: 609-292-0189 or victoria.duff@doe.state.nj.usvictoria.duff@doe.state.nj.us