Resident Educator
Cohort Meeting – Year 2
Year 2 Program Overview & Timeline
RE Paperwork
Expectations, Suggestions &
Requests
Lesson Study
Meeting Reflection
Welcome Year 2
Resident Educators!
 Tonight’s Agenda
 RE paperwork can all be found on
Shaker.org:
http://shaker.org/StaffTemp.aspx
 ODE Website:
http://education.ohio.gov/Topics/Te
aching/Resident-Educator-Program
Year 2 Program Overview
 Major Components of RE Program
 Self-Assessment & Goal Setting
Self-Assessment and Summary
2 SMART goals per year
(1 can be Goal #2 from your APG & the other should
be based on your Self-Assessment)
Teaching & Learning Cycle
 Assessment for Student Learning
 Instructional Cycle
Observations
 1 observation of you by your RE mentor
 1 reciprocal observation (with your RE mentor) OR
observation of an exemplary teacher*
Lesson Study
 Year 2 Focus: Lesson Design Components &
Maximizing Opportunities For Feedback
Formative Progress Review






Year 2 Timeline
Expectations,
Suggestions & Requests
 YOU are responsible for completing all of the
components of the RE program – completely
and before the end of the school year.
 How do you feel about a cohort “check-in” meeting/
work session in February?
 Pace yourself! Don’t try to cram everything in
to the beginning, middle, or the end of the
school year.
 Please contact your RE Instructional Mentor
or me if you have questions or if you need
help.
Goal Setting
Year 2 Goal Setting
 Step #1: Complete Year 2 Self- Assessment &
Summary
(e-mailed to you & online)
 Step #2: Use your Summary to help you
choose one or two “priorities”.
 Step #3: Write 2 SMART Goals
(One of your goals can be Goal 2 from your APG)
http://education.ohio.gov/getattachment/Topics/Teaching/Resident-EducatorProgram/Resident-Educator-Mentor-Resources/Goal-Setting-Guide-andTemplates/SMART-Goals.pdf.aspx
 Step #4: For each SMART Goal, complete
“Strategies needed to attain goal” & 4 boxes
for “Beginning of the Year”.
 Step #5: E-Mail your completed Goal Setting
Template to your RE mentor for review by
November 30th.
Lesson Study:
Lesson Design Components
Maximizing Feedback
Opportunities
Meet Pat Quinn:
“The RTI Guy”
 Pat Quinn is known nationally as “The RTI Guy”
and is the author of the nation’s largest
newsletter dedicated specifically to helping
teachers implement Response to Intervention.
His online training “Response to Intervention
Made Easy” has been used by thousands of
teachers around the country and his live
training events routinely sell out as teachers,
counselors, and administrators gather to hear
from America’s Best Teacher Trainer! Pat
Quinn's newest book Ultimate RTI has been
hailed as "the first book that really tells
teachers what they are supposed to do to
implement RTI".
Six Lesson Design
Components
Pat Quinn’s Six Lesson
Design Components
1. Pre-Assess
2. Instruction
3. Check For Understanding
4. Guided Practice
5. Independent Practice
6. Feedback
1. Pre-Assess
 This step is often skipped!
 How do you know what your students
already know?
 How do you know if they have the
prerequisite skills for your lesson?
 20 % of what you’re teaching,
students already know.
 Pre-assess a day or a few days before
your lesson.
 Adjust your lesson plan based on preassessment.
2. Instruction
 Instruction should be differentiated.
 Keep in mind the attention span of
your students!
 Median Attention Spans:
 Kindergartner – 6 minutes
 12 Year Old – 9 minutes
 12th Grader – 11 minutes
 Your instruction should consist of 8-9
minute blocks with clear, educational
separators between them (i.e. discuss
something or do something).
3. Check For Understanding
 Your check for understanding should
be active, not passive.
 During this time, students should try
something and you should go around
and check.
 The focus is on individual
accountability – not group data.
 This is your chance to make an
important decision – should you keep
working, or should you move on?
4. Guided Practice
 During this time, your feedback
cycle is 60 seconds or less.
 More time should be spent on
guided practice than independent
practice. But, as teachers, we often
rush this step because of time.
 Practice does not make perfect,
practice makes permanent!
5. Independent Practice
 During this time, your feedback cycle is
within 24 hours.
 Independent practice should be as short
as possible to accomplish your goal.
 Goal #1 – get faster at something
 Goal #2 – get better at something
 Goal #3 – make a skill permanent
 Independent practice as homework vs.
class work
6. Feedback
 Feedback is what students are doing
right, wrong, or need to differently to do
better next time.
 Grading is terrible feedback!
 If you’re not going to give feedback
before the summative assessment, don’t
give the assignment!
 www.4teachers.org
 Rubistar – Online Rubric Maker
 PBL Checklists – Online Checklist Maker
Maximizing Opportunities
For Feedback
Meeting Reflection