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.