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Differentiated, Learner-Centered Professional Development

RYAN SOUTHALL

EL 5623: DEVELOPING TEACHERS

JUNE 20, 2021

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New Teacher Induction Program Mission

  • Mission Statement: The Mentorship Academy enhances student learning and the faculty’s morale with veteran teacher mentorship, team planning, and guidance, creating effective and professional teachers for today and tomorrow.

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Program Introduction

Session Purpose: To offer new teachers resources and a community of learning, to aid them with implementing new strategies and methods, and to guide them to improve student achievement

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Program Introduction

  • Learning Objectives:
    • Improve the confidence of new teachers
    • Offer effective methods for classroom management
    • Offer effective methods for student assessment
    • Identify methods to address differentiated learning

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Program Introduction

  • Facilitator Name: Ryan Southall
  • Start Time: 1:00PM
  • End Time: 3:30PM

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First Activity: Classroom Management

  • Supporting Research:
    • Local, veteran teachers assisting new teachers is greatly beneficial (Baker-Gardener, 2015, p. 43)
    • Teachers engaging students greatly improves management (Waggett et al., 2017, p. 393)
  • Purpose:
    • To facilitate teaming opportunities that will introduce and develop effective classroom management methods and strategies

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First Activity: Classroom Management

  • Description:
    • Teachers will work in small groups to develop bell-to-bell instructional plans, participate in scenarios of student disrespect and disobedience, outline methods to establish relationships with students, and create strategies to handle diverse learners
    • Additionally, teachers will discuss how building real relationships with students creates effective classroom management

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First Activity: Classroom Management

Activity Breakdown:

    • Teachers break into small groups to develop lesson plans for their upcoming units and map out minute-to-minute plans that allow for bell-to-bell instructional teaching (Englehart, 2013, p. 105) (20 minutes)
    • Teachers will create backup lesson plans , if something goes wrong, and address how to manage diverse learners (Englehart, p. 106) (15 minutes)
    • Teachers will outline extra assignments or activities, if main lesson runs short (Englehart, p. 106) (10 minutes)
    • Teachers will develop role-playing scenarios as disobedient students and develop solutions and consequences for the behaviors (Englehart, p. 104) (15 minutes)
    • Teachers will identify elements of an appropriate and professional relationship to have with students inside and outside the classroom (15 minutes)

TOTAL RUN TIME: 1 HOUR & 15 MINUTES

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BREAK TIME!!

  • Please enjoy some snacks and refreshments from the back of the room.
  • Please meet some of your fellow new teachers and be back in your seats in 10 minutes

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Second Activity: Student Assessment

  • Supporting Research:
    • One of the areas of least experience for new teachers (Haldeman, 2008, p. 73)
  • Purpose:
    • To discuss different forms of assessment, the roles of each type of assessment, how assessments guide classroom instruction, and how to conform assessments to diverse learners

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Second Activity: Student Assessment

  • Description:
    • Teachers will pair up and identify the differences between formative and summative assessments
    • Teachers will also outline examples of formative and summative assessments, discuss common formative assessments (CFAs) that already exist at each grade level, think of ways to incorporate CFAs into classroom instruction, and address the needs of diverse learners

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Second Activity: Student Assessment

Activity Breakdown:

    • Teachers form pairs to discuss and define formative and summative assessments (5 minutes)
    • Teachers utilize prior knowledge to identify typical examples of formative and summative assessments (10 minutes)
    • Teachers will create new methods and examples of formative and summative assessments, especially ones that target diverse learners (10 minutes)
    • Teachers will examine their curricula and resources to identify CFAs and formative assessment strategies that are currently in use (Schoenfeld, 2015, p. 189) (20 minutes)
    • Teachers utilize lesson plans from earlier activity to identify a way to incorporate formative assessments (Schoenfeld, p. 192) (20 minutes)

TOTAL RUN TIME: 1 HOUR & 5 MINUTES

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Wrap Up

  • Professional Development Survey
    • Following the conclusion of your activities, please fill out the provided survey to assist the school in determining the next topics for future PDs
    • Additionally, please use the survey to rate and review the effectiveness of today’s presentation and activities

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References

  • Baker-Gardner, R. The role of the principal in new teacher induction: A Jamaican perspective. International Studies in Educational Administration, 43(3), 43-61. 
  • Englehart, J. (2013). Five approaches to avoid when managing the middle school classroom. Clearing House, 86(3), 103-108.
  • Haldeman, M. (2008). The new teacher's guide to success: A personalized planning guide for beginning teachers. School Library Journal, 4, S60.
  • Schoenfeld, A. (2015). Summative and formative assessments in mathematics supporting the goals of the common core standards. Theory into Practice, 54(3), 183-194.
  • Waggett, R., Johnston, P., & Jones, L. (2017). Beyond simple participation: Providing a reliable informal assessment tool of student engagement for teachers. Education, 137(4), 393-397.
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