i n t r oduction to

Introduction to

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2013-2014

TEAM Orientation October 7, 2013 Agenda

4:00-4:10: Introductions: TEAM Coordinating Committee, Beginning Teachers

4:10-4:30: TEAM Treasure Hunt

4:30-4:45: Review of Treasure Hunt

4:45-5:00: A Tour of the Website

5:00-5:15: Questions, Concerns and Comments

TEAM CommitteeDr. Ellen Stoltz, Chief Academic Officer Mary Kay Rendock, 6th Grade Teacher, CAISMelodee Smith, Social Studies Teacher, BHSSusan Sumberg, 1st Grade, LaurelGeorganna Munz, 3rd Grade, MetacometMargaret Tarbox, 8th Grade Teacher, CAMS

Please call or email any of us with questions or concerns.

Module Submission Dates

Year 1January 8, 2014 Classroom Environment

May 15, 2014 Planning

Year 2January 8, 2014 InstructionMay15, 2014 Assessment

Module 5 Professional Standard (TBD)

Legislation passed in October 2009 has established a Teacher Education and Mentoring (TEAM) Program for the purpose of providing support and professional growth for beginning teachers.

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The mission of the TEAM Program is:to promote excellence, equity and high achievement for Connecticut students by engaging teachers in purposeful exploration of professional practice through guided support and personal reflection.

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On-Going Support

Formative Process

Professional Growth

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Beginning teachers holding an initial, interim initial or 90 day certificate.

Trained Mentors

District Administrators

Coordinating Committees

Review Committees

Professional Organizations

Regional Education Service Centers (RESCs)

CT Department of Education (CSDE)

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District Facilitator-An individual appointed to serve as a liaison between

CSDE, district, beginning teachers and mentors regarding requirements of the TEAM program.

TEAM Coordinating CommitteeA district committee that plans, implements and

monitors the district’s TEAM Program.

District Support PlanA plan outlining how your district will support

beginning teachers and mentors.

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A professional growth model aligned with five domains

of Connecticut’s Common Core of Teaching (CCT)

• Classroom Environment, Student Engagement and Commitment to Learning

• Planning for Active Learning• Instruction for Active Learning• Assessment for Learning• Professional Responsibilities and Teacher

Leadership

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High Student Achievement and success for all students

Differentiation of instruction to support students

Collaboration with colleagues and families to meet the diverse needs of all students

Commitment to the analysis of teachingand continuous professional development

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Connecticut Common Coreof Teaching

TEAM ProgramModules

Domain 1. Content and Essential Skills EMBEDDED

Domain 2. Classroom Environment, Student Engagement and Commitment to Learning

MODULE 1

Domain 3. Planning for Active Learning MODULE 2

Domain 4. Instruction for Active Learning MODULE 3

Domain 5. Assessment for Learning MODULE 4

Domain 6. Professional Responsibilities and Teacher Leadership

MODULE 5

Online workspace for:

CCT Performance Profile (self-analysis)

Professional Growth Action Plan (PGAP)Module GoalLearning Activities/Classroom ApplicationsTimeline for Module CompletionAnticipated meeting dates

Beginning Teacher and Mentor Meeting Log

Journal for Beginning Teacher

Journal for Mentor

Reflection Paper

www.ctteam.org

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Beginning Teacher Dashboard- -

CONTACT US LOGOUT

Welcome BT Teacher

Beginning Teacher Dashboard

Quick Links

• M y Personal Journal• My Beginning Teacher

Mentor Meeting Loa• M y Modyle Center• Review District Support Plan• My Profile• My Professional Deyelopmen

t Registration• TEAM Connections

Message Archi ve• Module Resources

My TEAM Participation Data• My Entry Date

9 /1/20 11• Modu les Required• My Expected Completion

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BT Message BoardToday's Date· August 3 2012

Module 2 Reflection Paper returned " i t h Sign-Off

• UOOates

• Certification Guidelines 2011-12

Contact Cente rDistrict Faciil tator . Dist rict Facil tiator School Administrator:Mentor:

Module ProgressSeled l lodule. Clicl< lor PGAP

Meeting Log SummaryThs SChool Year. Clicl< to V rew

J t lo Meeting Log Enllies This Year 00:00

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Beginning Teacher Module Center· - · -

. . DASHBOARD

CONTACT US·

LOGOUT

Welcome BT Teacher

!Module Center

Environment Planning Instruction

Module 2 : Planning for Active. Learning Complete (or edit\ My CCT Performance

Profile Enter/Edit My Professional Growth

Goal

A:ss!"ssment I Responslbilit yQukk links

• My Personal Journal• My Meetino Log• Review District Support Plan• My Profile• TEAM Connections Messaqe

Archive

• Samples of Completed MO'dules

Enter/Edit My Initial s 'ummarv·

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EnterLEdit My Learning Activities and

Resources Enter/Edit My Proposed Meeting

Dates Enter/Edit My Anticipated Timeline

Review My Professional Growth Action Pla n

PGAP-) Notifv My School Administrator

Reflection Paper Tracker

Review My Reflection Paper f'eedback

Module Status: In Progress

Help Tips appear when you hover your mouse pointer .

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1. Identify a Need or Opportunity for Professional Growth

• Use CCT Performance Profile to explore current practice

• Identify a focus for professional growth

• Create an Initial Summary

2 . Develop A ProfessionalGrowth Action Plan

• Plan for meaningful teacher learning

• Identify activities/resources to supportprofessional growth

• Determine 8-10 week timeline andpotential meetings with mentor

• Create a Professional Growth Goal

4 . Reflect on 8t Document the Module Process in a

Reflection Paper

Summarize process using specific examples/ev idence of:

• Professional growth activities and what was learned from them

• How the teacher's practicehas Improved

• Positive impact on studentlearning/per formance

TEAMModul

eProcess

• Enlist support of building administrator

3. Implement Plan to Develop 8t Apply New Learning

• Develop new learning

• Try out new learning in the classroom

• Record and analyze changes In teaching practice and student outcomes

• Monitor Impact of plan to determine success/ completion

Explore CCT Performance Profile

Select one indicator for professional growth

Record specific examples/evidence of practice

Create an Initial Summary describing current practice

Develop a Goal

Record meetings in Log;

Document work in Journal

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• Read the Performance Profile going across from left to right.

• Note language changes as you move across thecontinuum.

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CCTIndicators

Continuum of Effective Teaching Practice

1. Creating a class climate that is responsive to and respectful of the needs of students with diverse backgrounds, interests and performance levels

o Little indication that the students’ backgrounds, interests and skill levels are considered in selecting content and creating learning opportunities.

o Considers students’ backgrounds, interests and skill levels in making connections to the content and creating learning opportunities.

o Treats students as individuals respecting their diverse needs and recognizes that the background of each student may differ dramatically within the classroom and school.

o Designs learning opportunities which build upon students’ diverse backgrounds, interests and skill levels.

o Creates a classroom environment in which individual students are treated with respect regardless of differences in backgrounds, interests and skill levels.

o Designs learning opportunities which capitalize on students’ diverse backgrounds and interests to enrich the learning community.

o Creates a classroom environment which supports students in becoming role models for treating others with respect and dignity.

The Initial Summary should include specificexamples/evidence of:

What the teacher is doing at the start ofthe module.

What the students are doing at the startof the module.

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The Professional Growth Goal should :

• Connect to the selected CCT Performance Profile Indicator.

• Describe what the teacher wants to learn.

• Explain what impact the teacher anticipates the application of new learning will have on the students:– I want to learn

.

– As a result, students will .

• Be achievable in 8 –10 weeks.

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Identify specific activities to develop new learning.

Select resources to support professional growth activities.

Record the teacher learning activities andresources online.

Create and record a schedule for future meetings.

Communicate with the building administrator toshare Professional Growth Action Plan.

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Mentoring Module Process Step #2

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Goal (Related to CCT, addresses a relevant and achievable teacher learning need and includes outcomes for students)

Teacher Learning Activities/ResourcesTo be discussed with administrator

Activities Resources Needed

Anticipated Timeline for Module Completion (Recommend 8-10 week period)

Proposed Meeting Dates

Try out new learning in the classroom.

Document changes in practice and impact onstudents.

Compare examples/evidence to the Initial Summary.

Record reflections, evidence and decisions.. 24

yUse My Personal Journal to record specific and detailed information and examples related to your module work. Your Journal shouldinclude descriptions of such things as

• How you developed new learning e g., readings. conversations with your mentor and other colleagues professional development activities·

• How you applied your new learning and what happened as a result.. e.g.. how your practice changed and the impact onstudents; and

• Your ongoing analysis and reflection related to successes and continued challenges. cause and effect thinking insights and /or concerns You will use the specific examples/evidence in your j ournal to help you determine if your plan is working or if it needs to be modified and when you document your process and outcomes in your reflection paper

[ Search Journal Entries By :

Date: I llid Focus: II- Select - -

1

EJ Keywords.

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Sort By Date

Module 1: Classroom Environment Keyword: Not found / XHave observed lhat Gabriellle seems to have more trouble and cause disruptions while actually engaged In activities. She always wants my attention andneeds reinforcement so often taht she Keeps interrupting.

l lhink that if I can get Gabrielle and Andy focuded that it would make a big difference and help the rest of lhe class stay on task.

These students seem to be a lot less mature than the Kiids last year.

Meeting Log of BT Teacher1

Mentors will record the date, time and focus of each meeting in the BT/Mentor Meeting Log. Mentors will then send the log eMentors will record the date, time and focus of each meeting in the BT/Mentor Meeting Log. Mentors will then send the log entry to their beginning teacher to verify the information.ntry to their beginning teacher to verify the information.

Date n me Focus

Action

October 15, 2010 03:00 Pl.l • 04:00 Pl.l

Module 1: Classroom Environment

October 08, 2010

03:45 Pl.t - 05:00 Pl.• l

Module 1:Classroom Environment

/ XOctober 22, 2010

03:15 Pl.t - 04:15 Pl•.l

Module 1: Classroom Environment

1m

October 29, 2010

Summary

Brainstormed Professional Growth activities related to the goal.Selected activities 1, 2, 6, 7, and 8. Menotr willlet me borrow her copy of l1tarzano's book to discuss at next meeting.

Explored CCT, Domain :; 2 and discussed performance profile. Determined aresas of streng1h and areas of need. Developed g

Discussed Marzano's Classroom Management tha

!Works. Woll ask Mr Diaz aobut observing hisclassroom.

discussed results form implementingl.larzano strategies Shared observations about Mr. Diaz's classroom meeting. School psychologist wil l conduct Functional BehavioralAnalysis(FBA) on

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03:15 Pl.t - 04:15 Pl.• l

Module 1: Classroom Environment ..

.

Create a short reflection paper that includes:

a description of what the teacher did to develop new learning; an explanation of what the teacher learned from the learning

activities and resources; specific examples/evidence of how the teacher used newlearning to improve teaching practice; specific examples/evidence of how student performance/

learning improved as a result of changes in teaching practice; and

a comparison of the changes in teaching practice and positive outcomes for students to what was described in the Initial Summary.

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Share the reflection paper with mentor for feedback and sign-off

Note: Mentor sign-off indicates that reflection paper isconsistent with on-going work during module.

Submit reflection paper electronically viawww.ctteam.orgfor review.

Teachers will be notified via ctteam whether their reflection paper has met completion standard.

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Districts have two options:

In-District Review• Trained reviewers from the district will review

Reflection Papers.

Regional Review Committee• Trained reviewers representing all Connecticut districts

will review the reflection paper.

Options for the review of Reflection Papers

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Development of New Learning

Impact on Practice

Impact on Students

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• Describes how the teacher developednew learning; and

• Explains what the teacher learned from the selected activities and resources and/or thinking more deeply about her/his practice.

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Explains, using specific examples/evidencehow the teacher’s practice is different.

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Explains, using specific examples/evidence, how student performance/learning has improved as a result of changes in the teacher’s practice.

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Go back to the journal for additional data.

Engage in additional professional growth activities.

Collect additional data.

Continue to engage in discussions with mentor.

Submit revised Reflection Paper.34

The superintendent will verify that the Beginning Teacher has completed the TEAM Program Requirements.

BT is eligible for provisional certification.

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Sample Module Documents Sample Reflection Papers Reflection Paper Criteria and Feedback Recommended Resources Sample District Support Plans Online Orientations Monthly Electronic Communications

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Reviewing theCCTPerformance Profile was extremely helpful in examining and identifyingmy teaching practices prior to this process.

I believe that reaching out to my coworkers for assistance, researching strategies in publications, and keeping a willingness to learn from others will contribute to my professional growth and a long, successful career in teaching.

When I started this module, my classroom was almost100 percent teacher driven.By the end of the module, therewas a noticeable sharing of classroom responsibilities and a greater participation by the students in the learning process.

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For additional information, please contact CSDE TEAM Program Consultants or TEAM Field Staff at your local RESC :

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RESC ContactsPatricia Hart-ColeACES

203-407-4454phart@aces.org

Lyn NevinsCES

203-365-8858nevinsl@ces.k12.ct.us

Marta DiezCREC

860-509-3613mdiez@crec.org

Nancy CelentanoEASTCONN

860-455-1507ncelentano@eastconn.org

Grace LevinEASTCONN

860-455-1531glevin@eastconn.org

Laura PattersonEducation Connection

203-791-1904, Ext. 103patterson@educationconnection.org

Ellen DaltonLEARN

860-434-4800, Ext. 344edalton@learn.k12.ct.us

CSDE ContactsSharon FullerProgram Consultant

860-713-6814sharon.fuller@ct.gov

Kim WachtelhausenProgram Consultant

860-713-6841kim.wachtelhausen@ct.gov

Claudine PrimackProgram Consultant

860-713-6826claudine.primack@ct.gov

TEAM Program Office 860-713-6820