Statewide E.Y.E. Coordinators

January 24, 2014Jeannie Rowland

Utah State Office of EducationJeannie.Rowland@schools.utah.gov

Entry Years Enhancement

Mentoring, Schmentoring…• Benefits• Obstacles• Key Factors• Indicators of Effectiveness

• Work with your table• Come to consensus on each of the bullets• Choose 2 bullets and group answers to share• One person reports these two from each table

Implementation Of The Competencies• Self-Assessment (5-10 min)

• Table Discussions (30 min)• Share ideas of current practice, learning, and or strategies• Record ideas on Competency Poster• Highlight your group’s favorite two or three ideas• Post these in the marked areas

• Group Share (15 min)

15 minutesBreak

Excellent teachers help

ordinary students do

extraordinary things!

The Irreplaceables• Review• The Irreplaceables: Understanding The Real Retention

Crisis in America’s Urban Schools (2012)• 90,000 Teachers, 2,100 Schools, 1.4 Million Students• The nation’s 50 largest districts lose approximately 10,000

Irreplaceables each year.• About 40 percent of teachers with more than seven years of

experience are less effective at advancing academic progress than the average first-year teacher

Make retention of Irreplaceables a top priorityStrengthen the teaching profession with higher

expectations

Perspectives of Irreplaceable Teachers

• 117 of America’s best teachers (36 states and all 10 of nation’s largest districts)• Collectively won almost every major teaching award in the country• National Board certification• District and state “Teacher of the Year” honors• Milken Educator Awards• National awards from organizations (TNTP, Teach for America, NEA, Kipp)

• Purposely non-representational– insights from carefully chosen celebrated teachersWhat does effective (and ineffective) teaching look

like? How do the best teachers become so effective?

What do great teachers think about their profession?

‘Perspectives’ Themes• Measuring success• Student’s academic performance• Perceptions and feedback of leaders, colleagues, and

students

• Formal prep and PD• Bottom of the list• Want practice and feedback

• Love/Hate relationship• Making a difference vs. profession issues• Teaching vs. being a teacher

‘Perspectives’ Text• 3-5 Demographics• 7-11 What Does Great Teaching Look Like?• 12-13How Do Great Teachers Become So Effective?• 14-21What Do Great Teachers Think About Their

Profession?• 22-25Conclusions

• ALL: Demographics• A – What Does Great Teaching Look Like• B – How Do Great Teachers Become So Effective? /

Conclusions• C – What Do Great Teachers Think About Their Profession?

SurveysMentors & Level 1 Teachers

Purposes Of The Surveys• Baseline data• Teaching/Experience Backgrounds• Teaching Assignment• Mentor Selection and Training• Support for Level 1 Teachers• Support for Mentor• Teacher Beliefs• Mentoring Relationship

• Improve our support of the E.Y.E. program• Induction Needs• Mentoring Needs• Review Administrative Rule

Survey Questions / Work Session• In a group of your choosing – about 6 to 8 people• Review Illinois sample survey questions (Mentor and

New Teacher)• Make edits on one document to represent your

group • 30 Minutes

• Whole group discussion• 15 minutes

45 minutesLunch

Most of us end up with no

more than five or six people

who remember us. Teachers

have thousands of people who

remember them for the rest of

their lives.-Andy Rooney

Continuum of Practice• Read assigned vignette at your table• Decide how to best support the Level 1 teacher

improve his or her effectiveness. • (20 min)

• Think about:• Which Standard(s) and Indicator(s) are posing a problem for

the Level 1 teacher?• Where is the Level 1 teacher currently on the continuum

(Emerging, Not, Effective, Highly)?

• Create & perform a role play depicting your choices. • 20 min

Our Workgroup Purpose

Workgroup Outcome

UETS LEAGoals/Req.

StateRequirements

Successful

Beginning

Teacher

USBE / LEA

Mentoring

SupportLEA

Support

Upcoming Feats• E.Y.E. Mentoring Professional Development PLAN• E.Y.E. Mentoring Basics (Draft status)• Online modules• Basic knowledge of E.Y.E. requirements• Code and Rule• Utah Effective Teaching Standards• Competencies of a Quality E.Y.E. Mentor

• CACUTS designation• Summer Professional Development (CAUTION) • 1-day• Follow-up to Online• Pilot only – July 9, 10, 15, 21

• Administrative Rule R277-522

E.Y.E. Mentor Wish List• Talk with your group about ways that the USOE

can support your work to meet requirements and your efforts in teacher induction and mentoring

• Record your IDEAL thoughts on the BLUE paper• Record your flexibly REALISTIC wishes on the

CHERRY paper

• Brief whole group discussion…

Upcoming Statewide E.Y.E. Coordinators

• Thursday, April 24, 2014

• Thursday, August 28, 2014