Mentor November Forum #2 ICF Framework for Mentoring and Opportunities to Respond “It’s all about student achievement.” CIC: Connecting Forum Structure Part A Agenda • Outcomes and Norms • Connecting Activity • ICF Framework for Mentoring When to be: - Instructive - Collaborative - Facilitative • Opportunities to Respond • Reminding mentors of Dates and Available Training • Closing Outcomes • Mentors will know the appropriate times to be instructive, collaborative, or facilitative when communicating with their BT. • Mentors will be able to support their BT with new ideas about increasing students’ Opportunities to Respond. Norms • • • • • Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality Connector • Think of and list the many success you have had since you began your work with your BT(s). (Silent, solo) • Write down key phrases or a short description of your successes and significant decisions that led to those successes. • Share your successes and significant decisions with your elbow partner. • Be ready to share out in whole group. Learning Forum Structure Part B Opportunities to Respond (OTR) Teaching strategies that increase opportunities for students to respond to academic tasks will increase active participation, which will: • Maximize Student Engagement • Minimize Behavior Problems Responses and Active Participation can be: • • • • • • • Verbalizing replies Posting replies Voting Completing Individual Tasks Contributing to Group Product Discussing with Peers Recording Ideas or Presentations Research One effective teaching practice that has been suggested to help ameliorate students' academic deficits, in addition to promoting appropriate classroom behaviors, is giving students frequent opportunities to actively respond to academic requests. e.g., Deno, 1998; Gunter & Denny, 1998; Sutherland & Wehby, 2001b; Wehby et al., 1998. Research Results from intervention research suggest . . . . a teacher-centered strategy to both increase appropriate student behavior and decrease inappropriate behavior is to provide increased opportunities for students to respond correctly to instructional questions, tasks, and commands. Lewis, T. J., Hudson, S., Richter, M., & Johnson, N. (2004). Behavioral Disorders, 29, 247–259. Video Clip Power Teaching for Student Participation https://www.youtube.com/watch?v=aSQ Ond5x1RA Think-Tank Discussion What is: • What is a method for calling on individual students? • What is an appropriate amount of wait time, and why do you think so? a) 2-5 seconds b) 6-10 seconds c) 11+ seconds • What is an effective grouping strategy? Think-Tank Discussion How to collect data for Opportunities to Respond Think-Tank Discussion Opportunities to Respond vs Wait Time The I-C-F Dance Who Leads? Depends on who has the information: teacher or coach H I S D Becoming #GreatAllOver Facilitative Teacher actively directs the flow of information Teacher self assesses and self prescribes Act as a facilitator or the teachers thinking and problem solving Listen as the teacher analyzes observational data Pose questions that clarify and deepen the teachers thinking H I S D Becoming #GreatAllOver Co-labor-ative Guide the interaction without necessarily controlling it Co-construct solutions and material Co-develop a lesson or curriculum unit Problem solve issues of practice Analyze examples of student work together Co-observe another teacher; debrief together H I S D Becoming #GreatAllOver Instructive • Direct the interaction based on assessed needs • Provide information about teaching or procedures • Offer suggestions and solutions with rationale Model an instructional strategy Offer a menu of ways to differentiate instruction Share a process for analyzing student work Reference current research H I S D Becoming #GreatAllOver Strategy Sort • On a post-it note, write an I. On another, write a C. On another write an F. Place in the center of your group. • Divide the statement cards or strips found in the envelope among the participants in your group. • Read each statement aloud to the group and discuss whether the strategy is more likely instructive, collaborative, or facilitative. • Place the card under the appropriate strategy. PHASES OF FIRST YEAR TEACHING: ATTITUDES TOWARD TEACHING Moir, Ellen (1990) New Teacher Center, Santa Cruz, California Reminding BTs: What, When, and Where Instructional/Testing Dates Examples of what might be included: • BOY Math and Reading District Assessments • District Bench Mark Assessments • (Continue to generate campus specific dates/topics) Available Training for BTs • • • • • Log on to http://houstonisdpsd.org. Follow this pathway: Click on PD Departments Click on STEP (which stands for Supporting Teachers through Exemplary Practice) Click on New Teacher Scroll down below the calendar of events Click on Professional Development Calendar Fall 2014 Managing Forum Structure Part C Dates/Deadlines for Mentors Training requirement is differentiated. Explanation is found in DOCUMENTS on mentor website page. Log on to http://houstonisdpsd.org. Follow this pathway: • Click on PD Departments • Click on STEP (which stands for Supporting Teachers through Exemplary Practice) • Click on Mentors. Self-Registering for Courses • Mentors and CICs can self-register to have immediate access to the Online eLEARN courses 24/7. • Step by step self-registration directions with screenshots are available at the website in DOCUMENTS. • Complete eLEARN course tasks with your mentee. Closing Forum Structure Part D Reflecting on the Training Complete the CAL Survey: • What’s working? (What is going well so far this year in your role as a mentor?) • What are your challenges/concerns? (Have there been any challenges or concerns that have not been easy to address or to solve?) • What might be your next steps? (What might you do to address any pending concerns? How will you use what has been addressed in this training?) • What can I do for you? (What can I do to help you, your BT, and the mentoring program on our campus?) Training Survey • Indicate on the CAL Survey if you have registered for or completed the face to face training if applicable. • Indicate if you completed the TASKS with your BT in the applicable eLEARN courses. - Check the boxes for the completed courses. - Be sure that you have entered completion date into MAS. - To the right of the courses that you have not completed, write the date that you anticipate you will have it completed.