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
使用此源码可以生成QQ自动跳转到浏览器的短链接,无视QQ报毒,任意网址均可生成。新版特色:全新界面,网站背景图采用Bing随机壁纸支持生成多种短链接兼容电脑和手机页面生成网址记录功能,域名黑名单功能网站后台可管理数据安装说明:由于此版本增加了记录和黑名单功能,所以用到了数据库。安装方法为修改config.php里面的数据库信息,导入install.sql到数据库。...
hostodo怎么样?快到了7月4日美国独立日,hostodo现在推出了VPS大促销活动,提供4款Hostodo美国独立日活动便宜VPS,相当于7折,低至$13/年,续费同价。Hostodo美国独立日活动结束时间不定,活动机售完即止。Hostodo商家支持加密数字货币、信用卡、PayPal、支付宝、银联等付款。Hostodo美国独立日活动VPS基于KVM虚拟,NVMe阵列,1Gbps带宽,自带一个...
如今我们很多朋友做网站都比较多的采用站群模式,但是用站群模式我们很多人都知道要拆分到不同IP段。比如我们会选择不同的服务商,不同的机房,至少和我们每个服务器的IP地址差异化。于是,我们很多朋友会选择美国多IP站群VPS商家的产品。美国站群VPS主机商和我们普通的云服务器、VPS还是有区别的,比如站群服务器的IP分布情况,配置技术难度,以及我们成本是比普通的高,商家选择要靠谱的。我们在选择美国多IP...
beginning为你推荐
档案管理系统常见问题及解决办法中国微信5Ladenchrome支持ipadVTLHioscss3圆角css实现圆角的几种方法是什么?勒索病毒win7补丁为了防勒索病毒,装了kb4012212补丁,但出现关机蓝屏的问题了,开机正常win7telnet怎样开启Windows7系统中的Telnet服务csshack怎样找css hack 的最新使用方法googleadsence谷歌adsense是被封了么?
绍兴服务器租用 3322动态域名 uk2 主机屋免费空间 xen 搜狗12306抢票助手 商家促销 777te gspeed 腾讯总部在哪 512mb 海外空间 美国盐湖城 韩国代理ip 免费的域名 中国联通宽带测速 双11促销 websitepanel globalsign 优惠服务器 更多