SouthernRegionalEducationBoard

Supporting New Teachers in Technology Centers

Heather Sass Southern Regional Education Board

TCTW ForumJanuary 13, 2010

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Challenges in Supporting New Challenges in Supporting New TeachersTeachers

Entering through alternative certification routes

Understanding of planning, instructional methods, classroom management, assessment, and supporting students

Support from administrators, mentors, and colleagues

Fulfilling the new mission—all students college and career ready

Embedding college and career-readiness academic content

Dealing with student diversity Challenging students with

Intellectually rigorous work Using real-world project- and

problem-based learning

Unique Needs of Beginning Teachers Increased Demands on Teachers

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Characteristics of Effective Characteristics of Effective SupportSupport

On-going professional development experiences centered on what teachers should know and be able to do

On-site support from a professional development instructor

Interactive mentoring from a trained, veteran teacher

Support from administrators Participation in a professional learning

community with colleagues

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SREB’s Research Project on Support SREB’s Research Project on Support for New Teachersfor New Teachers

Develop and pilot an induction model for alternative-route certification for CTE teachers

Professional Development 10-Day summer institute prior to first year Three, two-day follow-up workshops in the school

year 10-Day summer institute at end of first year

Support External Coach—three visits Mentor Principal or district administrator Communities of practice—

opportunities for sharing

with peers

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What Should New Teachers Know and Be What Should New Teachers Know and Be Able to Do? Able to Do? Professional Development Content AlignmentProfessional Development Content Alignment

Interstate New Teacher Assessment and Support Consortium Model Standards for Beginning Teachers (1992)

Framework for Teaching (Danielson, 1996)

National Board for Professional Teaching Standards for Career/Technical Teachers (1997)

SREB Survey of New Teachers

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What Should New Teachers Know and Be What Should New Teachers Know and Be Able to Do?Able to Do?

Teacher Reflection: Reflect, both individually and collaboratively, on the effects of instruction and use the reflective process to continually improve instructional practice.

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Focused Support for Focused Support for Instructional PlanningInstructional Planning

Content: Mission-Focused StandardsTechnical Knowledge and SkillsAcademic Knowledge and Skills21-st Century SkillsAll Aspects of an Industry

Students Developmental Stage Learning Styles Career Interests and

Goals—Hopes and Dreams

Achievement and Academic Goals

Cultural Background and Experiences

Special Learning Needs

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Tools for Instructional PlanningTools for Instructional Planning

Curriculum Map Course Syllabus Unit Plan with a

Project-Based Learning Focus

Lesson Plan

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The Big Six Reading SkillsThe Big Six Reading Skills

SummarizingParaphrasingCategorizingInferringPredictingRecognizing Academic

Vocabulary

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Numeracy Focus: NCTM Numeracy Focus: NCTM StrandsStrands

Content Standards

Numbers & Operations Algebra Geometry Measurement Data Analysis &

Probability

Process Standards

Problem Solving Communication Reasoning & Proof Connections Multiple Representations

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Focused Support for Focused Support for ReflectionReflection

Individually Questions to Ask Feedback from

Students Professional Portfolio

Collaboratively “Teach-Backs” with

Colleagues Mentor Activities Protocols for

Feedback Looking at Student

Work

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Focused Support for Research-Focused Support for Research-Based Instructional StrategiesBased Instructional Strategies

Project-Based LearningCentral to the curriculumFocused on real-world problems that lead students to the central knowledge and skills of an industryInvolve students in intellectually challenging problem-solving and investigationEmbed high-level mathematics and literacyBuild self-direction and accountability

Cooperative Learning Imitates real-life learning

and problem solving Combines teamwork

with individual and group accountability

Working with diverse groups

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Intellectually Challenging Assignments Intellectually Challenging Assignments and Assessmentsand Assessments

Recall— Basic Application of

Skill or Concept—Level Two

Strategic Thinking—Level Three

Extended Thinking—Level Four

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Focused Support for Classroom Focused Support for Classroom AssessmentAssessment

Formative Interactive, to form or

alter the learning process

Provide information to be used as feedback to modify the teacher and learning activities

Begins immediately within the learning episode and spans its duration

Formal or informal

Summative At the end of a

learning episode, process or activity when it is more difficult to alter or rectify what has already occurred

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Classroom Assessment ToolsClassroom Assessment Tools

Rubrics to measure performance Written exams that model college-

and career readiness questions Embedded literacy and

mathematics Portfolios to measure progress

over time Balanced grading system—

technical skills, academics, and 21st century skills

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Focused Support for Focused Support for Classroom ManagementClassroom Management

Building positive relationships Teaching 21st century skills to

prepare students for modern workplace

Using guided discipline Focusing on both “Academic”

and behavioral interventions Matching interventions and

consequences to deal with specific unwanted behaviors

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Focused Support for Classroom Focused Support for Classroom ManagementManagement

Creating an Inviting, Personalized EnvironmentGetting to Know Students and Developing a Sense of BelongingCreating Organized and Inviting Classroom SpaceDesigning Classroom Rules, Procedures, and Learning Protocols

Dealing with Inappropriate BehaviorPyramid of InterventionsAccountable ConsequencesConferencing with Students

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Focus on Evidence of Focus on Evidence of CompetenceCompetence

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Assessing Progress in Assessing Progress in Supporting TeachersSupporting Teachers

Surveys Self Efficacy Scale

http://people.ehe.ohio-state.edu/ahoy/files/2009/02/tses.pdf

Observations Focus Group and Individual Interviews Open-Response Questions Artifacts

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ReflectionReflection

What three ideas will you take from our session that you can use as you work with new teachers at your school?