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Mentor Seminar 3

MPUSD Teacher Residency at Alder GSE

2019-2020

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Welcome!

Table Talk

Chose a card that best represents how things are going for you right now.

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Everybody Writes

Form on Website

What is one thing going well for you in the residency program?

What is one thing that is challenging for you right now in the residency program?

What’s one thing that any of the school leaders, including me, could do to make your life easier?

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An invitation...

Take care of yourself
Engage fully (as fully as you can)
Take risks (be a vulnerable learner)
Be mindful of other learners
Keep confidentiality

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Program Learning Outcomes

1 min- our program learning outcomes- this is a chance to frame our day of learning in the ‘big picture’. You could just have them read silently, or state words that stick out to them. The description from our handbook is below:

In preparing effective educators ATR strives to nurture the head, heart, and hands of students. ATR works to ensure our students’ heads are prepared with deep understanding of the theory underlying the practice of teaching; that their hearts are prepared with powerful identities as social-justice teachers dedicated to ending predictably inequitable outcomes in schools; that their hands are prepared with pedagogical skills that ensure success in the classroom. It is the firmly held belief of ATR faculty that through deep practice and preparation residents will become extremely effective educators that will demonstrate high levels of wisdom, care, and skill in the classroom.

The various learning experiences and outcomes for residents consider these questions:

What theory will inform residents’ practice? In 5 years, if asked to choose between two curricular approaches, can residents make a decision based in theory? (head)
What mindsets will promote equitable practice? How will residents connect with families, what beliefs will residents hold about student background and ability? (heart)
What skills will predict residents’ success in the classroom? What teaching skills should residents possess? What should be obvious in residents’ teaching? (hands)

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Program Learning Outcomes

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Objectives

Consider how mindset impacts identity as a teacher and mentor, as well as work with residents and students.
Reflect on own strengths and areas for growth as coaches through a new thinking framework.
Refine feedback given to residents using the See It, Name It, Do It framework.
Examine artifacts of co-planning for resident-led small groups and discuss co-planning strengths and growth areas.
Define the huddle as a co-teaching method and describe ways this might work in classrooms.
Identify keystone benchmarks in this residency season and create a gradual release map for November.

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Agenda

Equity (8:30-10:30)

Culturally Responsive Teaching and The Brain Chapter 7

Coaching (10:45-12:15)

Thinking Frameworks

See It, Name It, Do It Practice

Co-Teaching & SMT

(1:15-2:00)

Co-Teaching: Coplanning

Huddle

Gradual Release & Business

(2:00-3:30)

November Gradual Release

Mentor Magic

Business

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Reflect on Victories and Challenges

Victories and Challenges:

Pair share victories and challenges.

Whip-share victories

Decide which challenge to discuss as a whole group

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Be Mindful...

As we discuss challenges, keep in mind that BOTH things are true:

Mentors need a safe space to share challenges

2. We are more likely to solve problems if we frame them positively

Do your best to keep a positive mindset as we discuss difficult situations!

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Mini-Consultancies

Select challenges from the everybody writes, either discuss as whole group or divide into smaller groups

Sharer discusses issue, clarify problem (3 min) “I/we need a way to______________________________”
Clarifying (yes/no) questions (3 min)
Probing (deeper) questions (3 min)
Sharer slides chair back, group discusses issue, sharer listens (7 min)
Sharer reflects back what they heard and new ideas (2 min)

Balance ‘being real’ with positive framing

Keep in mind your resident may work with your mentor partners in the future.

Avoid “this is why this isn’t a problem for me” statements

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Knowing what I know, now what?

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Knowing what I know, now what?

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Objectives

Consider how mindset impacts identity as a teacher and mentor, as well as work with residents and students.
Reflect on own strengths and areas for growth as coaches through a new thinking framework.
Refine feedback given to residents using the See It, Name It, Do It framework.
Examine artifacts of co-planning for resident-led small groups and discuss co-planning strengths and growth areas.
Define the huddle as a co-teaching method and describe ways this might work in classrooms.
Identify keystone benchmarks in this residency season and create a gradual release map for November.

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Complexities residents have been grappling with...

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Big Picture

Classroom Culture

Student Learning

Lesson Internalization

-criteria for success

Data Analysis

-acting on data

2 min

a huge piece of our reading today (ch 8) as well as CFS hinge on where individuals’ attention lies. Clearly outlining the CFS show students (and teachers) exactly where their focus and attention should be. It outlines the big picture/learning/understandings of the lesson, and how students will demonstrate they have reached the CFS. This will promote the complex process of learning insides students’ brains, and clearly remind teachers what they should be looking for (which will allow them to CFU and analyze data with efficacy and efficiency...connection to the chunk after lunch today).
Depending on students’ experiences, mindsets, and context, they will inevitably approach specific lesson or task differently. Without a clear CFS, we are requiring students to determine what is most important, how they will demonstrate it, how they will connect it, and what the enduring learning should be. As educators we should be transparent, and erase this ambiguity, so we, and students, can dive deeply into the targeted learning.

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Review: “Teachers as Transformatory Intellectuals” - Henry Giroux

Skim: “Teachers as Transformatory Intellectuals”

Reflect As You Skim:

What is transformative teaching?
What are we “transforming?”
What responsibility do we have as teacher? Mentors? Intellectuals?
What connections can you make to Culturally Responsive Teaching?

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Back to Back/ Face to Face

What has been your experience in helping residents or students become more confident learners?�

In the past, what have been your “go to” strategies for helping residents or students regain confidence in their learning?

What was a successful part of a lesson recently taught, or a meeting you recently lead? OR What was a successful part of your week, thus far?

�

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Chapter 7- Shifting Academic Mindset in the Learning Partnership

FOCUS: Use the alliance phase of the learning partnership to help dependent students and/or “residents” regain confidence as learners and reconstruct a positive learner identity.

��

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Reading Groups

Skim the following two chapters (5 min)

Ch 5: “Building the Foundation of Learning Partnerships” (RS 8)
Ch 6: “Establishing Alliance in the Learning Partnership” (RS 9)

Read your assigned pages from chapter 7 (15 min)

Group 1: 108-113
Group 2: 114-120

Group discussion questions on ensuing slides (15 min)

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Small Group Discussion

Group 1:

Socio-political Impact on Academic Mindset pages 108-113

DISCUSS:

Often there is a “blame the victim” approach to student mindset that suggest students don’t have a growth mindset or they are simply missing “grit”. How do the dominant narratives about black and brown children generally (and black and brown dependent learners in particular) manifest itself at your site?
Reflect on this quote and name the ways you see school undermining diverse students’�natural confidence: “Too often we think of a student’s academic mindset as a personal choice or an expression of the family’s valuing of education. In reality, schools do a lot more to influence a negative academic mindset than we’d like to admit” (pg. 112).�

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Small Group Discussion

Group 2:

Setting the Stage of a Mindset Shift pages 114-120

DISCUSS:

How can you leverage your knowledge of neuroscience to help students shift their mindset?
How does the Success Analysis Protocol (pg. 119) help counter negativity bias? What might this�look like in terms of rituals and routines in the classroom?
What do you understand is the difference between telling students to “get a growth mindset”�and helping students shift their internal dialogue? What is the connection?�

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MODIFIED: Success Analysis Protocol

Presenter describes the success. (2 minutes)�In triads, the first presenter tells the story of his or her “success,” in as much detail she s/he can�remember. The group takes notes.
Group asks clarifying questions. (2 minutes)�The rest of the group asks clarifying questions about the details of the “success” in order to fill in any information the group needs to be helpful to the presenter.
Group asks questions that help the presenter reflect upon the success. (3 minutes)�The purpose of these questions is to help the presenter uncover why this was so successful—to see more in the success. The presenter answers the questions, but there isn’t any back and forth discussion with the group. Some examples of questions include:�• Why do you think…?�• What was different about…?�• Why did you decide to…?
Group reflects on the success story. (3 minutes)�Group members discuss what they heard the presenter say, and offer additional insights and analysis of the success. The presenter is silent and takes notes.
Presenter reflects. (5 minutes)

The presenter reflects on the group’s discussion about what made this so successful. The group then discusses briefly how what they have learned might be applied to all of their work.

Debrief protocol. (5 minutes)�What worked well? What misconceptions or confusions emerged? What adaptations to this protocol�might improve the process? How might we apply what we learned to other work? How might others�(mentors, residents, alumni) use this process to reflect on their work?

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Pause and Reflect

How does your mindset impact…

your work as a teacher, with your students?
your work as a mentor, with your residents?
your residents as teachers?
your residents as students?
your students?

What mindsets are present in your class (mentor, resident, students)?
What are you taking with you as a mentor?
How do you want to show up as an intellectual? How do you want to show up for your resident?

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Agenda

Equity (8:30-10:30)

Culturally Responsive Teaching and The Brain Chapter 7

Coaching (10:45-12:15)

Thinking Frameworks

See It, Name It, Do It Practice

Co-Teaching & SMT

(1:15-2:00)

Co-Teaching: Coplanning

Huddle

Gradual Release & Business

(2:00-3:30)

November Gradual Release

Mentor Magic

Business

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Objectives

Consider how mindset impacts identity as a teacher and mentor, as well as work with residents and students.
Reflect on own strengths and areas for growth as coaches through a new thinking framework.
Refine feedback given to residents using the See It, Name It, Do It framework.
Examine artifacts of co-planning for resident-led small groups and discuss co-planning strengths and growth areas.
Define the huddle as a co-teaching method and describe ways this might work in classrooms.
Identify keystone benchmarks in this residency season and create a gradual release map for November.

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Why Coaching?

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Exercises of Judgement vs. Technique

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Role of a Teacher

Exerciser of Technique

Exerciser of Judgment

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Transformational Coaching Is:

A process that explores and shifts...

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Transformational Coaching

Starts with...

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Transformational Coaching

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Transformational Coaching

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Remember...

A mentor is like…

Mentoring is like...

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A series...

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Coaching Conversation Skills

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Thinking Frameworks

Choose one passage that resonates with you.

How might you use this framework as you work with your resident this year?

1

2

3

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Three Levels of Text Protocol

Partner A: (3 min)

LEVEL 1: Read aloud the selected passage

LEVEL 2: Share what they think about the passage (their interpretation, connection, etc)

LEVEL 3: Share the implications for their work

Partner B: responds to what has been said (2 min)

Extra time? Choose another passage to discuss

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Thinking Framework

Take the challenge you described in today’s opening.
Reconsider it through the lens of your reading

Pair Share:

How does your thinking change?

How might your response change?

Share with a partner

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Think of a problem of practice with your resident, grade level team, or anything that is on your mind.

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Round 1

A & B hold conversation while C: Observer observes B: Listener and their listening/thinking behaviors. (3 min.)

C: Observer shares out observations. (1 min.)

A: Speaker shares out on role as speaker. (1 min.)

B: Listener/thinker shares out on role as the listener/thinker. (1 min.)

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Round 2: rotate clockwise

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Round 3: rotate clockwise

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Plan

Plan the opening of your conversation.

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Round 1

A & B hold conversation while C: Observer observes B: Listener and their listening/thinking behaviors. (3 min.)

C: Observer shares out observations. (1 min.)

A: Speaker shares out on role as speaker. (1 min.)

B: Listener/thinker shares out on role as the listener/thinker. (1 min.)

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Pause and Reflect

What do you want to be mindful of when thinking during your coaching conversation with your resident?

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Objectives

Consider how mindset impacts identity as a teacher and mentor, as well as work with residents and students.
Reflect on own strengths and areas for growth as coaches through a new thinking framework.
Refine feedback given to residents using the See It, Name It, Do It framework.
Examine artifacts of co-planning for resident-led small groups and discuss co-planning strengths and growth areas.
Define the huddle as a co-teaching method and describe ways this might work in classrooms.
Identify keystone benchmarks in this residency season and create a gradual release map for November.

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Routine Skills Adaptive Capacities

(Decompositions) (Approximations)

Both Matter

...and it’s important to use them strategically

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How have you used See It, Name It, Do It?

What tools have you found to be most helpful while observing? Debriefing?

How has See It, Name It, Do It impacted your resident’s development? Effectiveness?

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Criteria for Effective Action Steps

Highest Leverage

Will this help the teacher to develop most quickly and effectively?

Measurable

Names the “what” and the “how”

Bite-sized

If you can’t make the change in a week, the action step isn’t small enough

Quarter 2: Moving from Management Trajectory to Rigor Trajectory

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Case Study

As you watch this video think about the action step you might consider for this teacher…..

Seventh Grade ELA

Percy Jackson

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Plan

Using your See It, Name It, Do It template, prepare for the conversation with the resident.

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Video Analysis protocol

Work through the Video Analysis Protocol with a partner.

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Pause and Reflect

When will you use See It, Name It, Do It with your resident?
What supports will you need to be successful?

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Agenda

Equity (8:30-10:30)

Culturally Responsive Teaching and The Brain Chapter 7

Coaching (10:45-12:15)

Thinking Frameworks

See It, Name It, Do It Practice

Co-Teaching & SMT

(1:15-2:00)

Co-Teaching: Coplanning

Huddle

Gradual Release & Business

(2:00-3:30)

November Gradual Release

Mentor Magic

Business

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Objectives

Consider how mindset impacts identity as a teacher and mentor, as well as work with residents and students.
Reflect on own strengths and areas for growth as coaches through a new thinking framework.
Refine feedback given to residents using the See It, Name It, Do It framework.
Examine artifacts of co-planning for resident-led small groups and discuss co-planning strengths and growth areas.
Define the huddle as a co-teaching method and describe ways this might work in classrooms.
Identify keystone benchmarks in this residency season and create a gradual release map for November.

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Pair Share

Think about your co-planning since the last mentor seminar. What has it…

LOOKED like?
SOUNDED like?
FELT like?

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Co-Teaching Model:

Resident-Led Small Group Instruction

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Co-Planning Resource

What co-planning moves have I been making recently?

What have I not been practicing as much?

Why?

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Objectives

Consider how mindset impacts identity as a teacher and mentor, as well as work with residents and students.
Reflect on own strengths and areas for growth as coaches through a new thinking framework.
Refine feedback given to residents using the See It, Name It, Do It framework.
Examine artifacts of co-planning for resident-led small groups and discuss co-planning strengths and growth areas.
Define the huddle as a co-teaching method and describe ways this might work in classrooms.
Identify keystone benchmarks in this residency season and create a gradual release map for November.

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Reflection: Co-teaching

•What co-teaching have you done so far?

•What’s been a success?

•How has it impacted students? Your resident?

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Reflecting: Real-Time Coaching

How has real-time coaching been going?

Link

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Today’s Focus: Huddle

Take 5 minutes to explore this resource:

Link

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Huddle

What is it? A huddle is planned for a specific point in the lesson in which the mentor wants to model thinking around adjusting instruction, and responding to students.

Examples:

Mentor and resident both listen to a group of four student discussing a prompt at their table. Mentor and resident huddle, discussing what they heard students saying, and mentors shares the feedback, in the form of a question. Mentor and resident then listen as students discuss the feedback. Mentor and resident step back and debrief what they saw and heard.

Non-example:Mentor interrupts resident while the resident is teaching, telling the resident that they would responded to a student answer differently.

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An Example: Conferring

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An Example: Aggressive Monitoring

During independent parts, huddle by dividing the class in two:

Set Purpose of lap
Complete half of a lap (mentor leads, resident observes)
Debrief observations
Resident finishes lap (resident leads, mentor observes)
Debrief next steps

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I’m looking for… because….
Watch me as I…
What do you notice?
I’m seeing…. so now let’s….

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Planning to huddle...

Identify an instructional practice (i.e. eliciting student thinking)
Determine a lesson
Plan the huddle
Determine evidence
Plan how you will collect evidence

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Proactive vs. Reactive

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Technical vs Adaptive

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Your Experience / Thoughts

What are the benefits of the huddle?
What are the challenges or pitfalls?
What have you tried? What will you try?

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Pause and Reflect

What are your key takeaways for the co-planning conversation?
How do you see yourself using a huddle in your classroom to support your resident?

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Agenda

Equity (8:30-10:30)

Culturally Responsive Teaching and The Brain Chapter 7

Coaching (10:45-12:15)

Thinking Frameworks

See It, Name It, Do It Practice

Co-Teaching & SMT

(1:15-2:00)

Co-Teaching: Coplanning

Huddle

Gradual Release & Business

(2:00-3:30)

November Gradual Release

Mentor Magic

Business

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Objectives

Consider how mindset impacts identity as a teacher and mentor, as well as work with residents and students.
Reflect on own strengths and areas for growth as coaches through a new thinking framework.
Refine feedback given to residents using the See It, Name It, Do It framework.
Examine artifacts of co-planning for resident-led small groups and discuss co-planning strengths and growth areas.
Define the huddle as a co-teaching method and describe ways this might work in classrooms.
Identify keystone benchmarks in this residency season and create a gradual release map for November.

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Gradual Release

Read and discuss November’s Gradual Release.

What are you happy to see?
What do you have questions about?

Gradual Release Fall at a Glance

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Takeover

MPUSD Takeover Guide

Read Silently

As you read, consider…..

(!) anything you hadn’t thought of

(?) anything that is unclear or you want to know more about

(☺ ) anything you are excited about

Discuss with partner

Discuss whole group

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Takeover: Lesson Plans (FYI)

Lesson plans that residents submit for takeover should look like what you regularly submit for takeover days.

This might look like...

Scripting for all lessons
Powerpoints for each part of the day with thorough notes and time stamps
Scripting for some lessons and annotations for others
Completed student exemplars

Bottom line: A week at a glance is not enough for a novice teacher to teach off of.

Bottom line: Talk to your resident as soon as possible - takeover 1 is co-planned. You and your resident decide what this means for you.

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EdTPA Task 4: Multiple Subject Only

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Resources

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What is edTPA? What is task 4?

Task	Looks like...
TASK 1 MATH- Planning for Instruction and Assessment	Lesson plans, plans for assessments, reflections
TASK 2 MATH- Instruction and Engaging Students in Learning	Video clips, reflections
TASK 3 MATH- Assessing Student Learning	Student work samples, evidence of feedback, criteria for success, reflections
TASK 4 LITERACY- Assessing Students’ Literacy Learning	Lesson table, teach lesson with formative assessment, analyze data, design and teach re-engagement lesson

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Why are we doing task 4 first?

Corresponds with literacy course

Spring corresponds with math course, and seminars will be dedicated to edTPA

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What is the objective of Task 4?

Teachers demonstrate their ability to teach literacy by….

Analyzing students’ learning in literacy (drawn from a learning segment of 3–5 lessons) and a re-engagement lesson that addresses students’ literacy learning needs.

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What do residents need to do?

Teach/co-teach 3-5 literacy lessons using a formative assessment
Analyze results of formative assessment
Plan a reteach
Do the reteach
Write about it!

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What do residents need to do?

Part 1- Initial learning segment (lessons) and assessment

Context for learning form (demographics of students, etc)
Identify a learning unit of 3-5 lessons for a small group or class that include formative assessment (eg- a week of literacy lessons)
Identify an essential literacy strategy for comprehending or composing text
Complete Learning Segment Overview (a table in which you describe the lessons in the lessons in the unit)
Develop/include a formative assessment and criteria/rubric to be administered during the learning segment, submit a blank copy
Teach/Co-teach the lessons and administer the formative assessment
Collect and analyze student work for the whole class from the formative assessment and summarize student learning in graphic (chart or table)
Select 3 focus student work samples from the formative assessment that demonstrate a literacy struggle directly related to the essential literacy strategy (this can be text, video, or audio)
Analyze the 3 focus students’ work samples to identify and explain the literacy struggle.
Identify a learning objective based on analysis of assessment

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What do residents need to do?

Part 2- re-engagement lesson

Design a re-engagement lesson and a new formative assessment based on the learning objective you identified to provide the 3 focus students more experience to clarify, practice, or develop the essential literacy strategy and related skills
Teach re-engagement lesson (1:1, small group, or whole class)
Collect and submit the 3 focus students’ work samples from the new assessment designed for the re-engagement lesson. Consider effectiveness of re-engagement lesson based on analysis of assessment

Part 3- writing

Commentary of max 8 single spaced pages responding to prompts, various artifacts of above

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Item	Due/Date	Notes
Introduction of Task 4	10/2	Course Intensives
EDUC 263(ML) lesson cycles (3)	9/29, 11/10,12/1
EDUC 261 (LD) final project	11/10
Complete Context for Learning	10/28
Select Lessons and complete Learning Segment Overview, with formative assessment	11/4
Teach/Co-Teach lessons and administer assessment	11/18-11/22
Analyze data of whole class and 3 focus students, and select a learning objective based on data	12/6
Design re-engagement lesson and formative assessment	12/6
Teach re-engagement lesson	12/9-12/13
Analyze assessment	12/9-12/13
Task 4 Workday	12/17	varies by region
Complete Task 4 Commentary	12/20	8 single-spaced pages
Complete Task 4	End of Winter Break	Submitted with Tasks 1-3 in the Spring

Part 1

Part 2

Part 3

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Resources

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Mentor Magic

Today’s Theme: Two Ships in the Night

First there was takeover, then came the course week in Stockton, mentor seminar, resident seminar… and then they both got sick! Hallima and Handel haven’t seen each other for more than 20 minutes in almost three weeks. We’re supposed to have sacred time two hours? Are you kidding me?

Hallima is worried that Handel’s development is suffering, and the students haven’t had consistency.

What should Hallima do/not do?

What is a similar situation you are dealing with?

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For Next Seminar...

Bring a video of…

you and your resident engaging one of the co-teaching models
your resident teaching solo teaching. We will use this next seminar for the GBF section.

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Business

Upcoming Important Business

Observation and Growth Tracker
Portfolios
Lesson Internalization
Alder Resident Evaluation (ARE)
Mid-year Survey
Takeover

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Parking Lot

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Agenda

Equity (8:30-10:30)

Culturally Responsive Teaching and The Brain Chapter 7

Coaching (10:45-12:15)

Thinking Frameworks

See It, Name It, Do It Practice

Co-Teaching & SMT

(1:15-2:00)

Co-Teaching: Coplanning

Huddle

Gradual Release & Business

(2:00-3:30)

November Gradual Release

Mentor Magic

Business

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Your feedback is important.

Please complete the survey.

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Appreciations