Year 2 For mative
Progress Review
Important Roles in the FPR Process
• Resident Educator: submits detailed written
responses to Prompts 1, 2, 3, and 4.
• Mentor: develops questions for the RE that
engage the RE into deeper analysis of FPR
Prompts and guide the collaborative conversation
following FPR completion.
• Program Coordinator: oversees the FPR process
to insure that it is completed and enters the
completion data in CORE by June 30, 2013.
Prepare for viewing this PPT
Plan to devote at least 30 minutes to this informational
PowerPoint.
Before beginning, it is recommended that you locate the
following materials and have them readily accessible:
• Year 2 Formative Progress Review Template
• Year 2 Formative Progress Review Guidance Document
• Year 2 Areas of Focus
• Year 2 Timeline of Best Practices
• Year 2 FPR Glossary
• Year 2 FPR FAQs
Resident Educator Program Year 2 Timeline
Purposes of Year 2 FPR
• Synthesize evidence of
practice
• Reflect on communication
and professional growth
in year 2
• Engage in tasks that
simulate the Resident
Educator Summative
Assessment (RESA)
Tip
Careful attention to detail
in the FPR helps prepare
REs for the RESA.
Purposes of Year 2 FPR
• Synthesize evidence of
practice
• Reflect on communication
and professional growth
in year 2
• Engage in tasks that
simulate the Resident
Educator Summative
Assessment (RESA)
Tip
The Year 2 FPR
experiences will help
prepare REs for the RESA.
Purpose of this Presentation
This presentation provides insights into
understanding the depth of the
Prompts, the importance of evidence
based responses, and the expectations
of what Resident Educators will know
and be able to do by the end of Year 2.
Purpose of this Presentation
Take time to read and study the Prompts, identify key
concepts, organize your thoughts, and begin to think about
the information REs should include in their responses.
Year 2 FPR Part 1
Part 1 (p. 1-4)
• Includes four Prompts to be
completed by the Resident Educator:
#1: Instructional Cycle (Required)
#2: Lesson Analysis (Optional)
#3: Communication (Required)
#4: Professional Growth &
Collaboration (Required)
Year 2 FPR Part 2
Part 2 (p. 5)
• Invites the mentor to
facilitate the FPR
process through
inquiry
• This inquiry process
engages the RE in
deeper analysis of FPR
responses
ProblemSolver
Teacher
Assessor
Mentor
Advocate
Facilitator
Coach
Trusted
Listener
Resource
Learner
Year 2 FPR: Part 1
The first part of the FPR addresses what the
Resident Educator will do.
Part I includes Prompts #1, 2, 3, and 4.
Briefly look over these four Prompts.
As you read, consider possible connections
among the Prompts.
Prompt #1
The overarching concept of Prompt #1
is connections.
The Resident Educator is asked to demonstrate
an understanding of the connections among
processes in the instructional cycle.
Guiding considerations for Prompt #1
Some questions REs might ask themselves are:
-What are some connections that have emerged?
-What is the importance of the sequence of these
elements?
-How does one element relate to the next?
*Inquiry is the skill necessary to unpack the Prompts.
Preparing for Prompt #1
Preparation for addressing this Prompt begins with
REs reviewing their repertoire of practice documents,
using the documents to help them recall particular
details of lessons and instructional cycles.
Preparing for Prompt #1
Remember, this FPR can also be done
with an instructional cycle and lesson
that are now in progress.
Choosing a Cycle and Lesson
Questions that may help REs choose a cycle and
lesson include:
-Is there a lesson that was more challenging for students
than you anticipated?
-Is there a lesson that demonstrates your passion for a
particular subject area?
-Is there a lesson that you co-taught that provided new
insights into teaching?
-Is there a lesson that was carefully designed with the class
profile in mind?
Responding to Prompt #1
Once REs have selected a possible instructional cycle and
lesson for consideration, they gather sufficient and
appropriate evidence to support responses to elements
a-f in Prompt #1.
The written responses need to include examples and
evidence of practice.
Notice that in Prompt #1, REs are asked to respond by
typing 3-5 pages of narrative (not including the actual
student work or artifacts).
Completing Prompt #1
At the completion of Prompt #1, REs should
review their written responses and check for
understandings of the connections among the
processes in the instructional cycle.
*Element f serves as a conclusion for this lesson analysis as
well as a preview of the learning that will follow.
Guiding connections and considerations for
Prompts # 1 and #2
Prompt #1 provides opportunities for REs
to demonstrate their understanding of
the connections among the processes in
the instructional cycle.
Prompt #2 provides opportunities for REs
to demonstrate their understanding of
the connections between lesson design
and teacher/student performance.
Prompt #2 (optional)
Carefully re-read Prompt #2 and its elements.
The thinking behind this Prompt is a natural
continuation of Prompt #1 and continues to
focus on the process of analysis.
Guiding Considerations for Prompt #2
Think about video-taped lessons as mirrors,
reflecting the connections between the work of
the teacher and the work of the students.
Preparing for Prompt #2
• Video tape the lesson described in Prompt #1.
View the Video Recording
Consider the following for what REs may think about while
viewing a recording of their teaching:
•
•
•
•
What is happening during the lesson?
What do you see?
Why did this happen?
How was the teaching you observed in the recording
different from the plan?
Summary of Prompts #1 and #2
Prompts #1 and #2
address teaching
and learning
Prompt #3
Communication Strategies
Guiding Considerations for Prompt #3
REs describe their use of communication to form
partnerships with families and caregivers to
support student learning.
Responding to Prompt #3
REs should write about communication strategies or
communication opportunities they used in Years 1 and 2
to form partnerships with families and caregivers to
support student learning.
Prompt #4
Professional Growth and Collaboration
Guiding Consideration for Prompt #4
Collaboration connects professionals and invites
them to share intellectual experiences.
Responding to Prompt #4
Think beyond the mentor
relationship and discuss
other professional
development opportunities
that have enhanced
teaching and learning.
Concluding the FPR
Now that the RE has completed the FPR and
has carefully reviewed his/her responses,
send a copy to the mentor.
Part 2: Mentors’ Prompt
ICF
Based on the work of Carl Glickman
Collaborative Conversations
Mentors offer valuable feedback and engage
REs in a deep analysis of their FPR work,
by asking just the right questions.
Suggested Question Stems
Tell me what you mean when you...?
What’s another way you might…?
How was…different from…?
What criteria did you use to…?
To what extent…?
What would it look like if…?
How did you decide…?
What impact do you think…?
What might you see happening in your classroom if…?
Guidance Document
Please Note
Completion of the FPR
The Formative Progress
Review is a formative
benchmark of the Resident
Educators’ Progress.
Questions?
• Resident Educator Webpage:
www.residenteducator.education.ohio.gov
• Program Questions:
REProgram@education.ohio.gov
Year 2 FPR Conclusion
The one question to never stop asking…
“How can I be a better educator
tomorrow than I am today?”