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