1. Welcome Mentor Certification Training Year Two Session F Sign in & wear your nametag. Greet each other Grab a bite to eat Sit anywhere you want Tell the people at your table the best part of your summer vacation A+

2. Revisit Remind Reconnect Revisit last year –Storyboard/ Small groups Remind –Large Group presentation Reconnect –2005-2006 Goals –Update from the State

3. Goals for Mentor Training Year Two Deeper Understanding of the Beginning Teacher Portfolio –September—Lesson analysis & Reflection –October—Highlighting Two Students & Action Research –November—Analysis of teaching & learning & Reflection –January—Action Research Presentation –February—Video of a Lesson, Analysis of Teaching, Learning & Reflection Scoring & Portfolio Evaluation

4. Storyboarding Create a storyboard visually presenting the topic your group was given. Find the other group who shared your topic and compare notes Be prepared to present your storyboard to the entire group. All participants must speak.

5. Coaching (verbal and nonverbal messages) pre/post observation conference first days of school conferencing(trust building, checklist, room arrangement, etc) coaching for management( Standards teaching standardsmentor standards Indiana academic standards standards based lesson Teaching Strategies # groups of 5 Assessment 4 whys of assessment (Need 24 sheets of paper on roll) Standard Based Teaching

6. Full Implementation of Standards-based Learning Place in your MCT Binder Section 10 (Session F) Reference for the implementation of standards-based learning. A+

7. Identifying Artifacts Use the sticky notes on your table to respond to the following questions. What were some things you loved about math class when you were in school? What were some things you hated about math class when you were in school? Post your sticky notes under the appropriate heading on the wall.

8. Processing the artifacts Place your sticky note under the topic you think your experience represents. Large group discussion of this process Did you have any difficulty deciding where to place your artifact? Segue to these are the five reoccurring components of all beginning teacher portfolio. clarify each component.

9. i.e. What were some things that you loved about math class when you were in school? Put a + beside the comment i.e. What were some things that you disliked about math class when you were in school? Put a – beside the comment

10. Tasks Discourse Environment Analysis of learning Analysis of teaching

11. Groups of 5 or 6 examine and summarize the information Divide posters with a lot of responses by + and -

12. Tasks Instructional Design

13. Discourse Instructional Implementation

14. Environment Instructional Implementation

15. Assessment of learning

16. Analysis of Teaching and Learning

17. Five major components of Beginning Teacher Portfolio Instructional Design (Tasks) Projects, questions, problems, applications, reading, writing exercises, rehearsal in which students engage. Instructional Implementation (Discourse) The writing & speaking used by the teacher & the students in the classroom. Instructional Implementation (Environment) The setting for learning, the use of materials & space, & the academic, social & physical characteristics embedded in the classroom

18. Five major components of Beginning Teacher Portfolio Assessment of Learning The ongoing monitoring of learning or how the teacher informally & formally assesses student learning. Analysis of Teaching and Learning The systematic reflection in which teachers engage.

19. The Portfolio An Overview Pick up the Portfolio Handbook for your discipline. Walk, Pair, Share Activity Compare your portfolio requirements with your partner

20. Walk, Pair, Share Explorations What is the length of video and number of segments that you must have for your portfolio. How many entries must be included in the Lesson logs or daily lessons What information is being given when you see the key icon? What information is being given when you see the envelope icon? How many students must be highlighted in your portfolio? Note the similarities and differences in the appendices at the back of your handbook. Find the portfolio assembly checklist and the finalizing your portfolio checklist

21. Know Overview of the portfolio components Idea of the length of portfolio idea of how it will be scored (rubric in handbook) more detail will be given over the next four sessions Aug---lesson analysis/reflection Sept---highlighting two students/action research Oct---Analysis of teaching and learning/reflection Nov---video of a lesson/analysis of learning and teaching and reflection Dec---scoring and portfolio evaluation

22. Jigsaw activity (2 hour activity) divide the teachers into 5 groups of 3 assign a component of the handbook to each group (Tasks, discourse, environment, analysis of teaching, analysis of learning) Ask them to read the portfolio and highlight where they see tasks, discourse, environment, analysis of teaching/learning give them about 30 minutes to bring them back/ each group will present a 10 min. synopsis facilitate this discussion provide a brief description of scoring emphasize series of lessons, or lesson logs ---this is our first area of concentration distribute the discipline specific form for the series of lessons

23. Unpacking a Math Portfolio Small Group Discussion Pencil Icons Key Elements

24. School Demographics Read the teaching context page of your portfolio Turn to the portfolio class profile form (Appendix T.1) in your handbook and compare and contrast it with the Math portfolio

25. School Demographics Read the community, colleague, class, and student profile pages Turn to your portfolio handbook and compare and contrast the information that must be included in your opening narrative.

26. Lesson Logs Look at the Series of Lessons Form in the Math Portfolio Read the Series of lesson form and lesson one

27. Lesson Logs Look in the T appendices of your handbook for a form for daily lessons –aka lesson logs –aka series of lessons T2 or T3 Compare and contrast

28. Framework for Evaluation Read Category I Instructional Design Share with your group the guiding question of this category Pair up and compare and contrast the key points under category one

29. Lesson One Reread Ms I Walk the Line’s lesson. (pages 7-9) What was good about her lesson? What was poor about her lesson? What was missing in her lesson? How could she have improved her lesson?

30. Lesson One Find the pencil icons that show the guidelines for creating a lesson in your portfolio handbook Did Ms. I Walk the Line meet the guidelines?

31. Framework for Reflection Read Category IV Analysis of Teaching and Learning Share with your group the guiding question of this category Pair up and compare and contrast the key points under category four

32. Reflection Reread the analysis of teaching from Ms I Walk the Line’s lesson one –What was good about her analysis? –What was poor about her analysis? –What was missing in her analysis? –How could she have improved her analysis?

33. Reflection Find the pencil icons that show the guidelines for teacher reflection in your portfolio handbook Did Ms. I Walk the Line meet the guidelines?

34. Assignment for: September 14th Create a standards-based lesson for your class. –Teach that lesson before Sept. 14 th. –Write a reflection before our next session using the key elements from the handbook

35. Assignment for: September 14th After you have completed the lesson logs and the reflection Rank yourself on the Instructional Design Rubric before the next session

36. 1.Describe the kinds of learning that the task promotes.(e.g. conceptual, skill, problem solving, reasoning. Connections, communication) 2. Describe some ways in which the task accommodates the range of ways in which students learn? (learning styles, technology, and manipulative) 3. In what ways does the teacher encourage the participation of and risk taking by all students 4.Describe the selection of instructional grouping strategies by the teacher. 5.Describe the level of responsibility that the students take for the discourse in the classroom (questions one another, leave it to the teacher, initiate their own problems) 6.How does the teacher gather information (formal and informal) about what students are learning? 7.How does the teacher manage the space of the classroom 8.Did the teacher assess and make adaptations during the lesson?

37. Journal Reflection Journal about your first reaction to the 2002 portfolio