Welcome/Introduction
Skill Building
Purpose and Outcome
Purpose:
• To have participants feel comfortable in the learning
environment
• To acquaint participants with new colleagues
Outcomes:
• Support Providers will build a collegial environment
in which their learning is enhanced through
connections to others throughout the training.
Questions:
1. When did you become a BTSA Support Provider?
2. What enticed you to become a Support Provider?
3. What are you hoping to learn from BTSA?
4. What has been the most positive experience with BTSA so far?
5. What do you like to do for fun?
Colleague
1.
2.
3.
4.
5.
Greetings
School
Common Interests
Can Provide Ideas
On…
Has Resources On…
Fast Pitch
• Please return to your seats.
• You may wish to make notes about your contacts
for future reference.
BTSA Induction Historical
Perspective
Skill Building Two
Purpose
• Provide Support Providers with a historical perspective
•
•
as well as the evolution of the BTSA program
Provide Support Providers with an understanding of the
implications these changes have on program and
district responsibilities
Provide Support Providers the rationale for high quality
Induction Programs
Outcomes
• Support Providers will have an overview of the
historical perspective and evolution of the BTSA
program
• Support Providers will gain a holistic understanding of
the changes, and the implications these changes have
on their role as a support provider
• Support Providers will gain an understanding of the
importance of high quality Induction Programs
California’s Teacher Supply
• 309,000 teachers in California Public schools
• 37,000 First and second year teachers
• 22,419 New teachers certified annually in
•
•
California
15,549 Uncertified teachers (degree only, no
credential)
100,000 Teachers expected to retire in the next
10 yrs
The Center for the Future of Teaching and Learning , 2007
Fiscal Impact for Teacher
Replacement
• The teacher dropout problem is costing the nation
•
billions of dollars, draining resources, diminishing
teaching quality, and undermining the nation’s ability to
close the student achievement gap, according to a new
policy brief released recently by the National
Commission on Teaching and America’s Future
(NCTAF)
NCTAF estimates that the national cost of public school
teacher turnover could be over $7.3 billion a year
National Commission for Teaching and America's Future - June 20, 2007
Historical Perspective
1988
SB 148
1989-1991
CNTP
Pilot, Research & Development
1992-1997
SB 1422
1997
AB 1266
2002
SB 2042
2004
AB 2210
Legislative Call for Action: SB 1209
• “The commission shall review induction
programs to determine whether local teacher
induction programs are meeting standards of
quality and effectiveness adopted pursuant to
subdivision (b) and to assure greater program
quality and consistency. The commission shall
schedule regular reviews following the initial
review of programs pursuant to this subdivision.”
Scribe-Share-Pack
1. Think about how you might use the
information you’ve learned regarding the
BTSA historical perspective in your work
as a Support Provider
2. Share your ideas with others at your table
3. Write down any new ideas and note any
that you would like to use
Learning to Teach System
Skill Building Three
Purpose
• To inform teachers about the current teacher
credentialing structure for Multiple and Single
Subject teachers
Outcomes
• Understand the Learning to Teach Continuum
•
•
established by SB 2042
Familiarize participants with learning goals and
assessment tools used for teachers working toward a
preliminary credential
Familiarize participants with learning goals and
assessment tools used for teachers working toward a
professional credential
Learning to Teach Continuum
(SB 2042 Credential Structure for MS/SS Credentials)
Blended Program
Induction
Program
PostBaccalaureate 5th
Year Program
Internship
Program
Teaching
Performance
Assessment (TPA)
Advanced
Curriculum
Demonstration
Formative
Assessment and
Support
Frequent Reflection
on Practice
Individual Induction
Plan
Application of Prior
Knowledge
Professional Credential
Renewal
PROFESSIONAL CREDENTIAL
Professional Credential
Preparation
PRELIMINARY CREDENTIAL
Preliminary Credential
Preparation
Credential is valid for
the life of the holder as
long as renewal fee
and evidence of
meeting professional
fitness are submitted
every five years.
Ongoing professional
growth is the
responsibility of the
credential holder and
based on any
requirements the
employing school
district may have.
Think, WRITE . . .
• What have you noticed about new teachers
recently?
• In what ways may the Learning to Teach System
impact the level of teacher quality?
Pair, Share . . .
Teaching Performance Expectations
(TPE)
Definition:
Criteria by which Multiple Subject and Single
Subject credential candidates are evaluated for
recommendation for a preliminary teaching
credential.
Teaching Performance Expectations
Domain A
Domain B
Domain C
Domain D
Domain E
Domain F
Making Subject Matter Comprehensible
Assessing Student Learning
Engaging and Supporting Students in
Learning
Planning Instruction and Designing
Learning Experiences for Students
Creating and Maintaining Effective
Environments for Student Learning
Developing as a Professional Educator
Domain A:
MAKING SUBJECT MATTER
COMPREHENSIBLE TO STUDENTS
TPE 1: Specific Pedagogical Skills for Subject Matter
Instruction
 Subject-Specific Pedagogical Skills for Multiple Subject
Teaching Assignments
 Subject-Specific Pedagogical Skills for Single Subject
Teaching Assignments
Domain B:
ASSESSING STUDENT LEARNING
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
Domain C:
ENGAGING AND SUPPORTING STUDENTS IN
LEARNING
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
 Developmentally Appropriate Practices in Grades K-3
 Developmentally Appropriate Practices in Grades 4-8
 Developmentally Appropriate Practices in Grades 9-12
TPE 7: Teaching English Learners
Domain D:
PLANNING INSTRUCTION AND DESIGNING
LEARNING EXPERIENCES FOR STUDENTS
TPE 8:
TPE 9:
Learning about Students
Instructional Planning
Domain E:
CREATING AND MAINTAINING EFFECTIVE
ENVIRONMENTS FOR STUDENT LEARNING
TPE 10: Instructional Time
TPE 11: Social Environment
Domain F:
DEVELOPING AS A PROFESSIONAL
EDUCATOR
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
Teaching Performance Assessments (TPA)
are directly linked to the
Teaching Performance Expectations (TPE)
Teaching Performance Assessment
(TPA) Background
1998
Passage of SB 2042
Revision of teacher credentialing standards
1999-2002
Development work on the TPA models
2003-present
Implementation delayed due to state budget
crisis and requests from the legislature and
others
2006
Implementation required by SB 1209 as of
July 1, 2008 (Chap. 517, Stats. 2006)
Teaching Performance Assessment
(TPA)
An assessment that requires candidates to
demonstrate through their performance with
K-12 students that they have mastered the
knowledge, skills and abilities required of a
beginning teacher, as exemplified in the
Teaching Performance Expectations (TPEs).
Teaching Performance Assessment
(TPA)
• Measures aspects of the Teaching
Performance Expectations (TPEs)
• Used to provide formative feedback as
well as a summative measure of teaching
performance
• Embedded in teacher preparation
experience
What are the Purposes of the
Teaching Performance Assessment?
To help teacher candidates grow as professionals
To assure the education profession and the public
that teachers meet high professional standards
Teaching Performance Assessment (TPA)
Models
 Currently two approved models: CalTPA and PACT.
A third model is under review.
 All TPA models require Commission approval
 Programs must implement an approved TPA model
 All models contain tasks that candidates complete to
demonstrate mastery of the Teaching Performance
Expectations (TPEs)
Learning to Teach Continuum
(SB 2042 Credential Structure for MS/SS Credentials)
Preliminary Credential
Preparation
Internship
Program
Teaching
Performance
Assessment (TPA)
Induction
Program
Advanced
Curriculum
Demonstration
Formative
Assessment and
Support
Frequent Reflection
on Practice
Individual Induction
Plan
Application of Prior
Knowledge
Professional Credential
Renewal
PROFESSIONAL CREDENTIAL
PostBaccalaureate 5th
Year Program
PRELIMINARY CREDENTIAL
Blended Program
Professional Credential
Preparation
Credential is valid for
the life of the holder as
long as renewal fee
and evidence of
meeting professional
fitness are submitted
every five years.
Ongoing professional
growth is the
responsibility of the
credential holder and
based on any
requirements the
employing school
district may have.
Think, WRITE…
How could the information regarding Teaching
Performance Assessments (TPAs) provide a
frame for Participating Teachers skills, abilities,
and experiences as they enter induction?
 Choose one idea to share out in the room after Table
Talk time.
Table Talk
Learning to Teach Continuum
(SB 2042 Credential Structure for MS/SS Credentials)
Blended Program
Induction
Program
PostBaccalaureate 5th
Year Program
Internship
Program
Teaching
Performance
Assessment (TPA)
Advanced
Curriculum
Demonstration
Formative
Assessment and
Support
Frequent Reflection
on Practice
Individual Induction
Plan
Application of Prior
Knowledge
Professional Credential
Renewal
PROFESSIONAL CREDENTIAL
Professional Credential
Preparation
PRELIMINARY CREDENTIAL
Preliminary Credential
Preparation
Credential is valid for
the life of the holder as
long as renewal fee
and evidence of
meeting professional
fitness are submitted
every five years.
Ongoing professional
growth is the
responsibility of the
credential holder and
based on any
requirements the
employing school
district may have.
Guiding Standards for Teacher
Preparation
and
Teacher Induction
Skill Building Four
Purpose
To provide support providers a deeper
examination of the Teacher Preparation
Expectations (TPEs), California Standards for the
Teaching Profession (CSTP), and the Induction
Standards and how they interconnect in the
preparation of new teachers
Outcomes
• Support Providers will gain a deeper
•
understanding of the interconnectedness
between the teaching standards from pre-service
to Induction
Support Providers will understand how to
facilitate new teacher growth through the lens of
the TPEs, CSTP, and the Induction Standards
• Teacher Preparation
• Teacher Induction
 Teacher Performance
Expectations (TPE)
 California Standards for
the Teaching Profession
(CSTP)
 Standards of Quality and
Effectiveness for
Professional Teacher
Preparation Programs
 Standards of Quality and
Effectiveness for
Professional Teacher
Induction Programs
Academic Content Standards
Descriptions of Professional Practice for
California Teachers
Comparing Teaching Criteria
• Pre-service Teacher Preparation:
Teaching Performance Expectations
(TPEs)
• Post Pre-service Teacher Preparation:
California Standards for the Teaching
Profession
(CSTP)
Comparing Teaching Criteria
TPE Domain A:
Making Subject Matter
Comprehensible To Students
TPE 1
Specific Pedagogical Skills
for Subject Matter
Instruction
a) Subject-Specific
Pedagogical Skills for
Multiple Subject Teaching
Assignments
b) Subject-Specific
Pedagogical Skills for
Single Subject Teaching
Assignments
CSTP 3:
Understanding and
Organizing Subject Matter
For Student Learning
3.1 Demonstrating knowledge
of subject matter and
student development
3.2 Organizing curriculum to
support student
understanding of subject
matter
3.3 Interrelating ideas and
information within and
across subject matter
areas
and . . .
Comparing Teaching Criteria
TPE Domain B:
Assessing Student
Learning
TPE 2
Monitoring Student Learning
During Instruction
TPE 3
Interpretation and Use of
Assessments
CSTP 5:
Assessing Student Learning
5.1 Establishing and
communicating learning
goals for all students
5.2 Collecting and using multiple
sources of information to
assess student learning
5.3 Involving and guiding all
students in assessing their
own learning
and . . .
A Closer Look at the
California Standards for the
Teaching Profession
(CSTP)
California Standards for the
Teaching Profession (CSTP)
Definition:
Standards of what teachers
should know and be able to do
CSTP Booklet Walkthrough
• Page 5
 narrative description
• key elements
 questions
• Page 23
 Same information but different format
• Appendix A
 Teaching Performance Expectations
The Six CSTP
1. Engaging and supporting all students in
learning (TPE Domain C)
2. Creating and maintaining effective
environments for student learning
(TPE Domain E)
3. Understanding and organizing subject
matter for student learning (TPE Domain A)
The Six CSTP
4. Planning instruction and designing learning
experiences for all students (TPE Domain D)
5. Assessing student learning (TPE Domain B)
6. Developing as a professional educator
(TPE Domain F)
Four Ways to Use CSTP
• To provide a common language to talk about
•
•
•
classroom practice
To help identify areas of strength and areas for
professional growth
To guide the design and implementation of
professional development experiences
To link teacher preparation with induction and
ongoing professional development
Standards of Quality and
Effectiveness for Professional
Teacher Preparation Programs
Standards of Quality and
Effectiveness for Professional
Teacher Induction Programs
A Tale of Two Program Standards
• Standard 8 Teacher Preparation:
Pedagogical Preparation for Subject-Specific
Content Instruction
• Standard 5 Teacher Induction:
Pedagogy
A Tale of Two Program Standards
• Standard 5 Teacher Preparation:
Equity, Diversity and Access to the Core
Curriculum for All Children
• Standard 6 Teacher Induction:
Universal Access:
Equity for All Students
A Tale of Two Program Standards
• Standard 13 Teacher Preparation:
Preparation to Teach English Learners
• Standard 6 Teacher Induction:
Universal Access:
Teaching English Learners
A Tale of Two Program Standards
• Standard 14 Teacher Preparation:
Preparation to Teach Special Populations in the
General Education Classroom
• Standard 6 Teacher Induction:
Universal Access:
Teaching Special Populations
Comparing the Standards
How does Induction BUILD UPON what teachers learn through their
Teacher Preparation Programs?
Reflect….
Write….
Share….
Guiding Standards for Induction Programs
• Academic Content Standards
• California Standards for the Teaching
Profession (CSTP)
• Standards of Quality and Effectiveness for
Professional Teacher Induction Programs
Implications for Support
Academic Content Standards
• Support Providers need to be aware of
Participating Teacher’s Content Standards
(Grade Level/Content Area)
Implications for Support
California Standards for the Teaching
Profession (CSTP)
Support Providers assist and observe teachers
using the CSTP as the measure of their practice.
Implications for Support
Standards of Quality and Effectiveness for
Professional Teacher Induction Programs
• Support Providers assist and support
Participating Teachers in understanding and
demonstrating Induction Standards.
FACT Overview
Skill Building Five
Purpose
• To provide an overview of the foundational
•
concepts in the design of the FACT System
To provide a preview of the major tools and
reflective conversation structures within the
Modules of the FACT System
Outcomes
• Support Providers begin to create a scaffold
•
for the FACT System that can be articulated
with Participating Teachers including rationale
for the induction experience
Support Providers will understand and be able
to articulate the relationship between the
foundations, processes and structures of the
FACT System
FACT System
Formative Assessment for California
Teachers (FACT) System
is a reflective assessment and support
process designed to help participants
continue their development as teachers.
Around the Room and
Back Again
As a new teacher, what are some of the
considerations and desires you recall or would
have had in your first two years?
 Brainstorm as many as possible as a table
group and write each one on a separate post-it
 Walk around the room and collect as many
additional ideas as you can from your
colleagues while sharing one from your table
 Back at tables - generate additional post-its
Sort and Categorize
 Take your post its and sort the information
into like piles of post its
 As a group create category titles for each of
your piles
Be prepared to share out categories
in the room
The FACT is….
• The FACT System is offered by the State
(Commission on Teacher Credentialing and
California Department of Education) as an option for
formative assessment with program responsibility to
meet the Induction Standards.
• The FACT System will be accessible to all programs
through an online format.
• Induction Standards are embedded within the tools
and reflective conversation structures.
The FACT system is….
• designed with a focus towards Action Research
• focused on the participating teacher identifying
•
•
areas of strength and areas of study or a focus
directly related to his/her classroom.
data/research centered work with a support
provider as a guide and agent for growth
reliant on the use of results to provide ongoing
focus for the induction experience
Formative Assessment
• The purpose of formative assessment during
Induction is to improve teaching as measured
through standards.
 California Standards for the Teaching
Profession (CSTP)
 State adopted academic content standards
and performance levels for students
 Standards of Quality and Effectiveness for
Professional Teacher Induction Programs
FACT is an ongoing
learning process
that follows the
plan, teach, reflect
and apply cycle.
FACT is ……
FACT is designed to assist in meeting the
learning needs of participating
teachers while growing as a
professional educator.
FACT promotes teacher confidence and
efficacy, and increases teacher
retention.
Teacher Inquiry Defined
“Teacher research enables me to investigate
one of my wonderings in a deliberate
fashion. I used the tools of a researcher to
investigate my own environment. Teacher
research provides the impetus for teachers
to find various solutions to their own
questions. By definition then it is relevant
inquiry.” (Borst, 1999)
Focused Reading Activity
Read Teacher Inquiry Defined individually. Mark the
text based on your reactions to the information.
!
Wow, this is interesting/important

This I knew or thought I knew intuitively
?
I am wondering about this or would like to
know more about this information
The Reflective Educator’s Guide to Classroom Research:
Learning to Teach and Teaching to Learn Through Practitioner Inquiry
By Nancy Fichtman Dana and Diane Yendol-Silva
Conceptual
Framework
of
FACT
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS
Program Level Decision
(FACT)
CONTEXT FOR
TEACHING
INITIAL ASSESSMENT
OF TEACHING PRACTICE
Return to Context for Teaching and Initial Assessment Year 2
 Class, School,
District and
Community
 Conversation
Guides



Teacher Pr eparation Infor mation
CA Standards for the Teach ing
Profes sion and I nduct ion
Standards Based
Informal Class room Obs ervation
Assessment Toolbox / Reflective Conversation
INQUIRY
I
I
P
 Inquiry Focus
 Action Plan
 Essential Components for
Instruction
 Analysis of Student Work
 Observation
 Summative Assessment
 Reflection
FACT
System
Assessment Toolbox / Reflective Conversation
Link to FACT Website
SUMMARY OF TEACHING
PRACTICE


Refl ection on Teach ing, Students
and P ersonal G rowth
Future Consid erations for Study
www.btsa.ca.gov/fact
Context for
Teaching
Context for Teaching
• Overview the teaching environment and the
•
•
resources and challenges it offers to the
teacher and the students
Collect information and discuss prompts
focused on their class, school, district, and
community
Graduated depth and complexity of
information gathering
Initial Assessment of
Teaching Practice
Initial Assessment of
Teaching Practice
The Initial Assessment of Practice is
designed for participating teachers to
compare and contrast the outcomes
and processes of the teacher
preparation program with those of
the induction program.
Initial
Assessment
of
Teaching
Practice
See Toolkit for
Self-Assessment
and Reflective
Conversation
Record
Initial
Assessment
of
Teaching
Practice
Flowchart
1. Teacher Preparation & Induction Alignment Chart (B-1.1)
Alignment Chart Discussion Guide (B-1.2)
2. K-W-O Chart (B-2)
3. Informal Classroom Observation (B-3.1)
4. Post-Observation Reflection (B-4))
5. Descriptions of Practice document (E-1)
6. Self-Assessment document (E-2)
7. Self-Assessment Reflective Conversation Record (E-3)
Teacher Prep and Induction Alignment Chart
Post Observation
Reflection
Choice Points
for Directors
Conversation Guide
Informal Classroom
Observation
Informal Classroom
Observation
K - W - O Chart
What I Know
What I Want
to Know
What I Want the
SP to Observe
Initial Assessment of
Teaching Practice
• The outcomes and processes of the teacher
•
•
preparation program with introduction to those of
induction programs
Use evidence gathered in a classroom
observation of the participating teacher by a
trained support provider
Information guides participating teachers to self
assess their current practice
Inquiry Steps
Inquiry
1. Individual Induction Plan (C-1)
2. Essential Components for Instruction (C-2)
3. Entry Level Assessment Resource (C-3)
4. Focus Student Selection (C-4)
5. Lesson Plan Template for Observation (C-5)
6. Observation Record (C-6)
7. Analysis of Student Work (C-7)
8. Summative Assessment (C-8)
9. Self-Assessment (E-2.1)
An inquiry-based system guides and
informs participating teachers about
their own professional growth. The
purpose of formative assessment is to
improve teaching, as measured by each
standard of the California Standards
for the Teaching Profession . .
Entr y Level
As
Essential Components
for
Essential Components
for Instruction
Individual Induction Plan
Individual Induction Plan
CELLS 1 4 Only
CELLS 5-8 Only
Inquiry
Inquiry Flowchart
Focus Student
Selection
Lesson Plan Template
for Observation
Observation Record
Analysis of Student Work
Individual Induction Plan
Summative Assessment
CELLS 9-10 Only
Inquiry Cycles
are repeated as
determined by
the program
leadership
See Toolkit for
Self-Assessment
and Reflective
Conversation
Record
Choice Points
for Directors
Inquiry
• Guides and informs participating teachers about
•
•
their own professional growth
Measured by each standard of the California
Standards for the Teaching Profession (CSTP)
and in relation to the state-adopted academic
content standards and performance levels for
students
Collaboration between a (SP) and Participating
Teachers (PT) to assess their practice against a
set of specific criteria within the research cycle
Inquiry
• Participating teachers gather information,
•
•
collaborate and/or observe a colleague, develop
an action plan, implement that action plan, reflect
on collected evidence and apply new learning to
future practice
Results are used to guide professional
development
On-going opportunities for participating teachers
and support providers to explore the impact of
instruction on student achievement
Summary of Teaching Practice
• A holistic reflection on teaching year
• Review the processes that PTs engaged in
throughout the year
 Assessment of Teaching Practice
 Context for Teaching
 Inquiry
• Captures the progress made related to the
California Standards for the Teaching Profession,
the State-Adopted Academic Content Standards,
and the Induction Standards, explored during
action research.
Around the FACT System
and Back Again
• Look over the ‘categories’ and piles that you
have on your table
• In what ways does the current thinking of your
table group align with the FACT System design
for participating teachers?
Around the FACT System
and Back Again
• Consider ways to make connections for
participating teachers as they enter into the
Induction period.
• Choose 2 ideas to share in the room.
PLAN-TEACHREFLECT-APPLY
Skill Building
Purpose
• Support Providers will know and understand the
cyclical nature of the Plan-Teach-Reflect-Apply
developmental cycle.
Outcomes
• Support Providers will internalize the differences
between each component to smoothly transition
participating teachers from one component to
another
• Support Providers will know and understand the
different support needed at each point in the
cycle
PLAN-TEACH-REFLECT-APPLY
WHAT DO SKILLS OF GOOD
TEACHING HAVE IN COMMON
WITH THE ARCHITECT?
Partner Metaphors
• Select a concept
• Explain how your selected concept follows the
Plan-Teach-Reflect-Apply cycle
Partner Metaphors
• With a partner, select one of the following
activities:
•
•
•
•
•
•
•
•
Cooking
Automobile Design
Gardening
Medical Research
Sewing
Training regime for a sport
Having a birthday party
Building or remodeling a house
Application
• Using your designed metaphor, explain the
•
•
correlation to teaching by expanding upon each
stage of your metaphor
Use one index card for each stage of the cycle
An example: Using the architect metaphor, the
“Plan” card states : The architect designs plans
which take into account the context of the
property, codes, and owner’s needs.
Flash Cards
• As each card is read, identify the stage of the
cycle it represents
 Plan
 Teach
 Reflect
 Apply
Standing Partners
• Select a partner across the room whom you have
•
not worked with today!
Discuss: How your chosen analogy correlates to
the teaching world?
PLAN-TEACH-REFLECT-APPLY
• What challenges might participating teachers
have at each stage?
• List appropriate support at this stage
• Share in table groups
Reflection
• How have I used the Plan, Teach, Reflect and
Apply cycle in my teaching?
• How will I use the Plan, Teach, Reflect and Apply
cycle in my role as a support provider?
Teaching as a Learning Journey
Functions of Support, Challenge and Vision
Skill Building Eleven
Purpose
• To consider the Support Provider role in
•
working with a Participating Teacher to promote
growth
To define a learning-focused relationship as the
balance of three functions: offering support,
creating challenge and facilitating vision
Outcomes
• Support Providers will engage in dialogue
•
regarding the three functions of the role between
a Support Provider and a Participating Teacher
Support Providers will understand how to
establish a frame for their work as one that builds
capacity while decreasing dependency
Stem Completion
A mentor assisted in my growth by …
Read and Example
•
•
•
•
Read the paragraph on Support
Summarize paragraph on Support
Brainstorm a list of examples with your partner
Repeat for Challenge and Vision
Consider in your examples the application of the
tools and skills present in the experiences
embedded in formative assessment
Three Functions of
Learning Focused Relationships
Mentoring Matters - Copyright 2005 – MiraVia LLC – All rights reserved
Offering Support
•
•
•
•
Emotional
Physical
Instructional
Institutional
Creating Challenge
• Goal-driven
• Data-focused
• Thought-provoking
Facilitating Professional Vision
•
•
•
•
High expectations for self
High expectations for students
Lifelong learning
Professional identity
Balancing Elements of the Relationship
• Support alone will provide comfort but may
encourage complacency
• Challenge without Support may increase anxiety
and fear of failure
• Support and Challenge without Vision may leave
us wandering on a journey looking only at the
ground beneath us but not the road ahead
Lipton and Wellman
Mentoring Matters, 2003
“New teachers quickly, but with no
small amount of surprise, come to
recognize that teaching is
psychologically, intellectually and
physically arduous.”
“Another characteristic of new
teachers is the sense that there are
easily developed, immediately
available strategies that can be
used to transform their classes into
some ideal condition.”
“New teachers also believe that they
already ought to know how to do
things which they have never done
before. These beliefs and perceptions
reflect an underdeveloped
conceptualization of the inherent
complexities of teaching.”
Murphy, Covin & Morey, 1990
Reflect . . . Write . . .
• As you consider the role of Support
Provider how might you know when to
offer support, create challenge, or facilitate
professional vision?
• Given your present practice as a Support
Provider, what are some patterns you are
aware of regarding these three functions?
We don’t learn
to teach;
We learn from
our teaching.
Adult Learning Theory
Skill Building Eight
Purpose
• To raise our awareness of the variety of new
teachers that we support
• To examine assumptions about adult learners
• To understand the ways in which adult learners
engage in learning
• To more effectively support participating
teachers, based on Adult Learning Theory
Outcome
• Participants will have insight into assumptions
about adult learners
• Participants will increase their skills in supporting
participating teachers as adult learners
• Participating teachers will have a greater degree
of engagement and learning through the
Induction process
“Adults carry with them a different
time perspective and set of experiences
from that of children,
which in turn produces a difference in
the way adults approach learning.”
Hal Porter
Mentoring New Teachers (2003)
Adult Learner Assumptions
• Read each assumption about adult learners and
determine if it is true or false.
• Share your responses with a partner.
• Be prepared to discuss whole group.
Ten Variables of
Adult Learning Theory
• Table groups will “jigsaw” the article
“New Teachers as Adult Learners”.
• Using the note-taking pages, group members
will share the key ideas from each of the ten
variables, at their table.
Adult Learning Theory
• Adults need to be validated for what
they already know and do.
Adult Learning Theory
• Adults experience a dip in their sense of selfefficacy when new skills, with new language,
are introduced.
Adult Learning Theory
• Adults are social beings and need
opportunities to make personal adult
connections and have congenial
interactions with colleagues.
Adult Learning Theory
• Adults value choice, freedom, and power.
Adult Learning Theory
• Adults internalize and use strategies
which they experience far better
than they internalize strategies that
they only hear about or read about.
Adult Learning Theory
• Adults engage when they are asked what
they would like to know about a topic.
Adult Learning Theory
• Adults need to see and hear examples
from classrooms similar to the ones
in which they work.
Adult Learning Theory
• Adults want to know why and how
the mentor is qualified to lead their
learning, and whether or not the
leader has “walked the walk.”
Adult Learning Theory
• Adults respond to humor! 
Adult Learning Theory
• Adults expect feedback on the work
that they do.
The Matching Game
Directions
In table groups:
• Distribute the “Matching Game” strips
•
Groups take turns reading each strip
•
Match the adult learner descriptor with
appropriate support
Matching Game
• Provide answer keys to participants
• Compare responses to answer key
• Discuss in table groups
Reflection
As a result of your learning in this
module, record personal implications,
connections, insights, etc.
Adult Learning Theory:
Information Processing Styles
Skill Building Nine
Purpose and Outcomes
 To understand and identify the ways that adults



process information
To enable participants to identify their own
learning style
To have a tool to discover the learning style of
the participating teacher
To enable participants to tailor activities and
interactions in the Induction process to the
learning style of the participating teacher
Information Processing
Styles
We should never underestimate the
power of understanding how others
view the world and the lens through
which they process events and
information.
(The 21st Century Mentor’s Handbook)
Information Processing Styles Survey
On your own:
• Read each statement
• For each statement, identify which of the
processing styles best describes you
• Circle the bolded word/words that describe your
style
Styles “Mixer”
• Participants stand
• The room will be divided into two sides
• Those who marked “introverted” stand on one
•
side of the room
Those who marked “extroverted” stand on the
opposite side of the room
Mentoring in “Style”
• Find a partner with the opposite learning style,
•
•
from across the room
Simulate the conversation you would have with
your partner if they were your PT (considering
their processing style) if you had to introduce
them to the new grading system at your school
site
Switch roles and have the same conversation,
considering the opposite processing style
Repeat the Process
• Refer back to the survey
• Regroup and move to one side of the room if you
identified yourself as an “observer”
• Move to the opposite side of the room if you
identified yourself as a “hands-on active learner”
Find a new partner
• Find a new “opposite” partner
• Repeat the simulation conversations with the
following scenario:
 The SP wants the PT to learn and implement a
new classroom management strategy. Discuss
how you would approach this with your
partner.
 Switch roles, considering your partners
processing style needs
Share your style
• Return to your seat
• Turn to your elbow partner
• Share the remainder of your survey results with
one another, noting similarities and differences
Implications for Mentoring
The mentoring dilemma is the need to
step out of our own comfort zones in
order to establish cognitive empathy, to
think like the other person is thinking.
(The 21st Century Mentor’s Handbook)
Table Talk
With your table group discuss:
• How might understanding information
processing styles impact the SP-PT
relationship?
Reflection
Reflect and write…
• What have I learned about myself through
this process?
• How might this new information impact my
work with new teachers and others?
Closing
• Questions or comments?
• Thank you for coming