831.
600.
2200NEWTEACHERCENTER.
ORGCopyright2016NewTeacherCenter.
AllRightsReserved.
PRACTICEBRIEFBEGINNINGTEACHERLEARNINGCOMMUNITIESINTRODUCTIONWhichcommentmightyouoverhearfromabeginningteacherinyourinductionprogramifyouwereaflyonthewall"Ihavesomuchtodothisafternoon,IthinkIwillskiptheLearningCommunity.
Ifindmyselfalmostfallingasleep!
Iknowmymentorwantsmetoattend,butIamthinkingaboutcallinginsick.
"Or"Ihaveatonofstufftodo,butIcan'tmissmyLearningCommunitythisafternoon.
Ilearnsomuch,andIgetachancetomeetwithmypeercoachforproblemsolving.
Todaywearegoingtolookatourstudentwork.
Iwouldn'tmissitforanything!
"Whilemostbeginningteachersseekandvalueopportunitiesforlearning,theyusuallyfindthemselvesonoverload—fromlessonplanningtoextracurricularduties—oftenlastingintothenight.
SoitisimportantthatinductionleadersprovideBeginningTeacherLearningCommunities(BTLC)thattheyfindworthwhile.
Thispracticebriefofferssomestrategiesandideasthatcanbeusefulincreatingandfacilitatingeffectivelearningcommunitiesforbeginningteachers.
RESEARCHBASEDFRAMEWORKFOREFFECTIVEPROFESSIONALDEVELOPMENTResearchershaveexaminedprofessionaldevelopmentextensivelyandconcludethatteachergrowthleadstoimprovingstudentachievement,evenclosingtheachievementgap.
Thefindingsindicatethatinorderforprofessionaldevelopmenttobetrulyeffective,itmustincludefivecorefeatures:Thecontentfocusmaybemostinfluentialinimpactingteachergrowth.
Itincludesbothknowledgeofsubjectmatterandmosteffectivepedagogy,orhowstudentsbestlearnthatsubjectmatter.
COHERENCEmaybethesecondmostinfluentialfeature.
Coherenceincludessustainedlearningthatbuildsonteachers'priorknowledge,isalignedtostandards,frameworksandassessments,andstate,district,andschoolgoals.
COLLECTIVEPARTICIPATIONhasthethirdhighestimpact.
Teachergrowthoccursbestinacollegialandcollaborativeenvironment.
Itreapsthehighestbenefitswhenitisongoing,jobembedded,andincludesmeaningfuldiscourse/inquiry.
Itcanincludegradelevel,schoolordistrictwidecollaborationandmentoringtoexaminestudentworkandplanlessons.
DURATIONiscorrelatedwithincreasedteacherknowledgeandmoreeffectiveclassroompractice.
Aone-timeprofessionaldevelopmenteventisfoundtohaveverylittlelastingimpact.
Effectiveprofessionaldevelopmentprovidesenoughtimetolearnandapplythecontent,andisheldregularlythroughoutthedesignatedtimeframe.
ACTIVELEARNINGincludesbeingmentored,peercoaching,observingorbeingobservedfollowedbyfeedbackanddiscussion,analyzingstudentworkandassumingaleadershiprole.
Thisframeworkcanbehelpfulasyoucreateprofessionaldevelopmentopportunitiesforbeginningteachers.
ASSESSINGBEGINNINGTEACHERSTRENGTHS,INTERESTSANDNEEDSAswithgoodteaching,thoseplanninganeffectiveBTLCneedtoknowthestrengths,interestsandneedsofthebeginningteacherstheyserve.
Inductionprogramsuseanumberofexistingtoolsandstrategiestodothis,andmanyhavedevelopedtheirown.
Forexample,oneinductionprogramdevelopedseveralformativeassessmenttoolswhichareusedduringtheirbeginningteacherorientation:Pre-AssessmentofParticipatingTeachersInterests,Strengths,andAreasforGrowth,andKnowingTeachersAcrossMultipleDomains:6NewTeacherCenter(www.
newteachercenter.
org)Copyright2013NewTeacherCenter.
Allrightsreserved.
Welcome!
Pleasecompletethisconfidentialpre-‐assessmentdesignedtoserveasawarm-‐upfortoday'sorientationactivities;andprovideyourmentorwithanintroductoryideaofyourinterests,strengthsandareastofocusonduringyourworktogetherthisyear.
NAME_CellPhone_EMAIL(printclearly!
School,gradelevelsubjectareayou'llbeteaching:WheredidyoureceiveyourpreliminarycredentialTeachingexperience(includingstudentteaching)Reflectingonyourteacherpreparationcourseworkandstudentteaching,pleaserateyourlevelofcomfortwiththefollowingaspectsofyourdevelopingteachingpractice:VeryNotsocomfortablecomfortableClassroommanagement54321Rapportwithstudents54321Rapportw/colleagues54321Communicatingw/parents54321Lessonplanning54321Designinglessonstoaddress54321CommonCoreStateStandardsLecturingstorytelling54321Designinggroup-‐worthytasks54321Pre-‐AssessmentofParticipatingTeacher's(PT's)Interests,Strengths,AreasforGrowthSantaCruz/SiliconValleyNewTeacherProjectPre-AssessmentofParticipatingTeacher'sInterests,StrengthsandAreasforGrowth831.
600.
2200Copyright2016NewTeacherCenter.
AllRightsReserved.
NEWTEACHERCENTER.
ORGWhatYouWantYourMentortoKnowAboutYou.
Othersincludepre-assessmentdatasuchasinterestsandlearningstyles.
Regularbeginningteacherformativeassessmentisusefulinmakingcoursecorrectionstothecurriculum.
Mentorconversations,classroomobservationsandco-analysisofstudentworkcangathercurrentdataofbeginningteacherpracticewhichisthenanalyzedfortrends,tooffertimelyandmeaningfulprofessionaldevelopment.
Whenmentorsarepartoftheplanning,theycansharetheirobservationsofstrengthsandchallengesandcreatelearningopportunitiesthatarerelevantandcoherent.
Byassessingbeforeandduringtheschoolyear,beginningteachersarelikelytofindthesetobevaluablelearningexperiences.
SCOPEANDSEQUENCEAlthoughflexibilityisimportantinplanningthecurriculum,ithelpstohavethescopeandsequenceclearlydefinedandarticulated.
Animportantconsiderationtokeepinmindistherelevanceandapplicationofthecontent.
Whenplanningthesequence,forexample,afocusoncreatinganeffectiveandsafeclassroomenvironment,includingsettingnormsandproceduresseemsappropriatetowardthestartoftheschoolyear,andcommunicatingwithparentsisimportanttoaddressbeforeparentconferencesandreportcards.
Knowingthegradelevel,department,schoolordistrictfocicanhelpmakesurethattheLCtopicsareappropriateandtimely.
Itisimportanttoknowwhichinitiatives,suchasCollege&CareerReadinessStateStandards(CCRS)orcriticalthinking,arecommongoals.
TheProfessionalTeachingStandardscanservetoframethecurriculum.
Aconsistentstructuresupportscoherence.
Oneinductionprogramusesanagendatemplatethatincludesaninquiry(i.
e.
,problem-pose/problemsolve),acontentpiece,timeforapplyingaFormativeAssessmentSystemprocessandclosure/participantfeedback.
Thisallowsflexibilitywhileprovidingconsistency.
EachmeetingoftheLCisgroundedbyareviewofnorms.
Ifpossible,LCcanbescheduledforthreehoursandheldatleastsixtimesoverthetwoyearsofbeginningteacherinduction.
Thisaddressesthecorefeatureofduration.
DIFFERENTIATIONDifferentiatingthecontentoffersopportunitiestomeetthevariousneedsofbeginningteachers.
Apowerfulandsimplestrategyfordifferentiationistoofferchoice—ofsubjectmatter,gradelevelcontent,orpedagogy.
Forexample,ifthecontentisfocusedonCCRS,therecouldbechoicesessionthatfocusonprimaryandsecondaryliteracyandmath.
Theremaybesessionsthatofferchoiceofstrategiestoteachaconcepttohighschool,middleschoolandelementarystudents.
Choicesessionscanincludestrategiesforteachingstudentswithspecialneeds,Englishlearners,andstrategiesforculturallyrelevantlearningopportunities.
Differentiationisinformedbyanalyzingtheformativeassessmentofbeginningteacherstodiscovertrendsingoals,needs,andinterests.
ChoicesessionscanbeintegratedintothecontentoftheBTLCagenda.
Byaddressingthevaryingneedsofbeginningteachers,choicesessionssupportcoherence.
BUILDINGLEADERSHIPCAPACITYAsmentioned,effectiveprofessionaldevelopmentoccursinacultureofcollectiveparticipation.
Inductionprogramsaimtobuildteacherleadershipcapacity,withafocusonbothmentorsandbeginningteachers.
Fromthestart,inductionprogramscanstructurementorparticipationinallaspectsofplanningandfacilitatingBTLC.
Becausementorshaveregularconversationsandclassroomobservations,theycanassesspatternsofneedsandinterests.
MentorscanmodelthequalityofteacherleadershipthatisarticulatedinmostInductionProgramStandards.
MentorscanfacilitatetheLC,includingchoicesessions.
Theycansharespecificbeginningteacherfeedbacktorefinethecurriculum.
Astheyearprogresses,beginningteacherscantakeonplanningandfacilitation.
Oneprogramhasteachersintheirsecondyearmodeleffectivestrategiesforteachingspecificcontentinchoicesessions,facilitateproblempose/problemsolve,andbepartoftheplanningteam.
Itisimportanttoberesponsivetoeachbeginningteacher'sreadinessandavailability,encouragingthemtotakealeadershiprolehoweversmall,yetnotoverwhelmingthosewhoaren'tready.
Byclearlyarticulatingtheimportanceofbuildingleadershipcapacityandaresponsibility,collectiveparticipationbecomesanormoftheBTLCandthroughoutaprofessionallifetime.
BeginningTeacherLearningCommunityWorkingAgendaTemplateTimeActivityMaterials/WhoResponsiblePreparation:ConnectI.
e.
,Inquiry,ProblemPose/ProblemSolve,Network)Purpose:Activity:OverviewOutcomesAgendaNormsHousekeepingLearning1Content(i.
e.
,CommonCoreStateStandards)Purpose:Activity:BREAKLearning2–FormativeAssessmentSystemProcess(i.
e.
,GoalSetting,ASW)Purpose:Activity:ClosureSynthesisFeedbackForeshadowBeginningTeacherLearningCommunityWorkingAgendaTemplate831.
600.
2200Copyright2016NewTeacherCenter.
AllRightsReserved.
NEWTEACHERCENTER.
ORGASSESSINGIMPACTAsthemostimportantoutcomeofBTLCistheimpactonteaching,itiscriticalthatwehavedatathatcanshowthis.
Onetoolforcollectingsuchdataisonethatasksparticipantstoself-assesstheirconfidence,knowledgeandskilllevelsinareastheLCaddressedpriortoandafteritoccurred.
Analyzingthisdatacanbeextremelyhelpfulinassessingimpact,planningfutureagendasandguidingmentorsinsupportingtheirbeginningteachers.
CONCLUSIONPlanningandfacilitatingeffectiveBeginningTeacherLearningCommunitiesrequiretimetothoughtfullyplan,andassess.
Giventheimportanceofthiscomponentofcomprehensiveprofessionaldevelopment,itshouldprovetobetimewellspent.
INQUIRYQUESTIONS1.
Towhatdegreedoestheprofessionaldevelopmentyourinductionprogramprovidesbeginningteachersalignwiththefivecorefeaturesthatresearchhasfoundtobeessential2.
Howdoesyourinductionprogrampre-assessthestrengths,interests,andneedsofbeginningteachersWhatotherstrategiescanyouemploy3.
Whattoolsdoyouusetoformativelyassessbeginningteacherstorefineandfine-tunetheagendasandfocioftheBTLCsthroughouttheschoolyearHowdoyouprovideopportunitiesforfeedbackfrombeginningteachers4.
Howdoesyourinductionprogramincorporatecontentintobeginningteacherprofessionaldevelopment5.
Howdoprofessionalteachingstandards,inductionprogramstandards,orinitiativessuchasCollege&CareerReadinessStateStandardsinformthescopeandsequenceofyourBTLC6.
WhatattributesofyourBTLCsupportcoherence7.
Howdoesyourprogram'sLCbuildtheleadershipcapacityofbothbeginningteachersandmentorsRESOURCESDesimone,L.
(August2012).
Outcomes:Content-focusedlearningimprovesteacherpracticeandstudentresults.
JournalofStaffDevelopment,32(4),63–67.
Desimone,L.
,Porter,A.
C.
,Garet,M.
,Yoon,K.
S.
,&Birman,B.
(2002).
Effectsofprofessionaldevelopmentonteachers'instruction:Resultsfromathree-yearstudy.
EducationalEvaluationsandPolicyAnalysis,24(4),81–112.
Garet,M.
,Porter,A.
,Desimone,L.
,Birman,B.
,&Yoon,K.
(2001).
WhatmakesprofessionaldevelopmenteffectiveResultsfromanationalsampleofteachers.
AmericanEducationalResearchJournal,38(4),915–945.
Odden,A.
(August2012).
Resources:Thedollarsandsenseofcomprehensiveprofessionallearning.
JournalofStaffDevelopment,32(4),26–32.
SantaCruz/SiliconValleyNewTeacherProjectFormativeAssessmentToolKnowingTeachersAcrossMultipleDomains8NewTeacherCenter(www.
newteachercenter.
org)Copyright2013NewTeacherCenter.
Allrightsreserved.
Multiplecademicandlitskills,skillsandabilitiesWhatIwantmymentortoknow:ognitivsetandattainWhatIwantmymentortoknow:WhatIwantmymentortoknow:primaryWhatIwantmymentortoknow:PreferencesinAdaptedfromNTC2012NewAllrightsr831.
600.
2200Copyright2016NewTeacherCenter.
AllRightsReserved.
BRF-BTLC-US-1708-ENNEWTEACHERCENTER.
ORGIgreetedtheteachersastheyarrivedforthebeginningteacherafterschoolprofessionaldevelopment(PD).
Theywerefriendlyastheygreetedme,butmostofall,excitedtoseeeachother.
Theroombuzzed!
"Howdidyourguidedreadinglessongo""DidyoutrythatnewreadingassessmentHowareyouusingitinplanning""Whatareyouusingtotrackyourstudents'progress"Itisincrediblysatisfyingtoseeacommunityoflearnerstakeshape.
Itwasnotalwaysthisway,andcertainlydidnothappenbyaccident.
Atthebeginningoftheyear,theChicagoNewTeacherCenterstruggledwithBeginningTeacherPD,specifically,gettingteacherstocometoourevents.
Wetriedavarietyofstrategiestoimproveattendance:changingthetimesandvenue,offeringchoicesoftopicstodifferentiate,holdingrafflesandgiveaways,andcomingupwithjazzytitlesforoursessions(suchasMorningMeetingMagicorChatty,Chatty:EngagingStudentsinDiscussion).
Butnoneoftheseproducedhigherattendance.
Ultimately,weknewthatifteachersweregoingtotaketimeoutoftheirdaystocometoPD,theyhadtofindvalueinit.
Asamentorwithprimarygradeclassroomexperience,andaloveofteachingreading,Idecidedtobringtogetherasmall,grade-alikegroupofteacherswithacommonfocus.
Ithoughtbacktomyownexperienceasafirstyearteacher.
IrecalledthatthePDthatIfoundmostusefulincludedrelevantcontentandtimetocollaboratewithpeers.
Idecidedthefirsttopicforthisgroupwouldbeguidedreading,somethingIwasperpetuallyconfusedbythroughoutmyfirstyearofteaching.
Iwasexcitedtoseeteachersrespondingtothistopic—20newteacherssignedup!
IknewthatifIweregoingtocreateastrongcommunityoflearnersIhadtomakethisfirstPDastrongone.
Icarefullywrotethesession,makingsuretobalanceinputofnewinformation,timetoprocess,andlotsoftimeforcollaborationwithcolleagues.
Attheendofthisfirstsession,Iaskedtheteachersforfeedbackonhowhelpfulthissessionwas,andwhattypesoftopicstheywouldbeinterestedinnext.
Overwhelmingly,thefeedbackwasthatteachersfoundthecontentrelevanttotheireverydayteaching,thatitwasusefulbecauseitwasalignedtoCollege&CareerReadinessStateStandardsandthattheylovedthesanctionedtimetobewithgrade-alikecolleaguesexperiencingthesamechallenges.
IusedthedataIcollectedtoalignmynextPDsessionswiththeirfeedbacktodemonstratethatIhighlyvaluedtheirvoices.
TopicsoffollowingPDsessionsincludedgoingdeeperintoguidedreading,usingassessmenttoplanreadinglessonsandcreatingeffectivelearningcenters.
Witheachsession,InoticedIwastalkingless,andteachersweretakinggreaterownershipinthinkingaboutclassroomapplication.
Thenewteachersdidn'tneedmetomakeasmanyrecommendationsforimplementationbecausetheywerelookingtoeachotherforsupportandresources.
Ilearnedfromthisexperiencethatconsideringrelevantcontent,coherence,duration,collectiveparticipationandactivelearningreallymakeadifferenceinPDoutcomesandengagement.
Bycontinuingtoberesponsivetotheteachers'needs,theattendanceatmyPDsessionswasconsistent,andevenmoreimportantly,itprovidedmeaningfullearningexperienceswithinacollaborativelearningcommunityofincreasinglyefficaciousandthoughtfulnewteachers.
—LarissaBennett,LeadCoach,NewTeacherCenterHOWWESOLVEDTHEPUZZLEOFCREATINGVALUABLEBEGINNINGTEACHERLEARNINGCOMMUNITIESSupportedbyTODISCUSSAPARTNERSHIPWITHNTCTOTAKEYOURINDUCTIONPROGRAMTOTHENEXTLEVEL,CONTACTUSAT831.
600.
2200ORPARTNERSHIPS@NEWTEACHERCENTER.
ORGCASESTUDY
野草云服务商在前面的文章中也有多次提到,算是一个国内的小众服务商。促销活动也不是很多,比较专注个人云服务用户业务,之前和站长聊到不少网友选择他们家是用来做网站的。这不看到商家有提供香港云服务器的优惠促销,可选CN2、BGP线路、支持Linux与windows系统,支持故障自动迁移,使用NVMe优化的Ceph集群存储,比较适合建站用户选择使用,最低年付138元 。野草云(原野草主机),公司成立于20...
WordPress专业外贸企业网站搭建模版,特色专业外贸企业风格 + 自适应网站开发设计 通用流行的外贸企业网站模块 + 更好的SEO搜索优化和收录 自定义多模块的产品展示功能 + 高效实用的后台自定义模块设置!采用标准的HTML5+CSS3语言开发,兼容当下的各种主流浏览器: IE 6+(以及类似360、遨游等基于IE内核的)、Firefox、Google Chrome、Safari、Opera...
RackNerd 商家从2019年上线以来争议也是比较大的,一直低价促销很多网友都认为坚持时间不长可能会跑路。不过,目前看到RackNerd还是在坚持且这次黑五活动也有发布,且活动促销也是比较多的,不过对于我们用户来说选择这些低价服务商尽量的不要将长远项目放在上面,低价年付套餐服务商一般都是用来临时业务的。RackNerd商家这次发布黑五促销活动,一共有五款年付套餐,涉及到多个机房。最低年付的套餐...
beginning为你推荐
签约xp更新iospreloadedbaidu支持ipad支持ipad敬请参阅报告结尾处免责声明xp如何关闭445端口Windows XP 怎么关闭445端口,我是电脑小白,求各位讲详细点iexplore.exe应用程序错误iexplore.exe应用程序错误css下拉菜单如何使用HTML和CSS制作下拉菜单canvas2七尾奈留除了DC canvas2 sola EF 快乐小兔幸运草 以外改编成动画的作品有哪些?
过期备案域名查询 浙江vps 企业域名备案 3322动态域名 buyvm 便宜服务器 2017年黑色星期五 ca4249 有奖调查 美国堪萨斯 gtt 网站在线扫描 跟踪路由命令 河南移动梦网 中国电信测速网站 东莞主机托管 双11促销 镇江高防服务器 windowsserver2008r2 phpwind论坛 更多