Teacher Mentor Support Program. Day 1, 2015 Presented in partnership with DET Supported by Catholic Education and Independent Schools Victoria

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1 Teacher Mentor Support Program Day 1, 2015 Presented in partnership with DET Supported by Catholic Education and Independent Schools Victoria

2 Program purpose To build/enhance the professional knowledge, skills and capacities of teachers who are mentoring beginning teachers. To understand the link between mentoring beginning teachers to develop their knowledge and practice and the full registration process. 2

3 The value of being a mentor Research shows: 95% PRTs - working collegially allowed them to see what good practice looked like 98% PRTs - process supportive & beneficial to changes in practice 95% mentors - professional learning benefits from being a mentor 78% PRTs - working with mentor influenced their likelihood of staying in the profession (up 12% in three years) 3

4 The National Environment EDUCATION COUNCIL All Ministers of Education VICTORIAN MINISTER Minister of Education AITSL Australian Institute for Teaching and School Leadership TEACHER REGULATOR Victorian Institute of Teaching 4

5 Understanding beginning teachers The need: for empathy and personal support to accurately see what is happening in the classroom for guiding questions for an action plan and resources for honesty Pitton (2006) 5

6 Understanding beginning teachers Expanding Vision of Beginning Teachers Vision of Self Vision of the class as a whole Vision of individual students

7 In pairs - Share your notes/insights from your conversation with BT, p r o m p t e d by t h e p r e - w o r k s h o p p i c t u r e - c h a t. Discuss what you discovered about yourself and your BT and the implications for how you might work together. (Prompts on p.4 of hand-drawn EdP resource book.)

8 Create an IDEAS TREE - individually Follow the prompts on p.4 of the Reflective Guide Share your result with a partner What is mentoring? What do mentors do? What might this mean for you and your BT and for being an effective mentor? ARef lective Guide tomentoring and being a teacher-mentor + page 6 of hand-drawn EdP resource book Principal Briefing February 2014

9 TRIAD #ONE + + Write as many post-its as you need to comprehensively address the following prompt: In my experience, to be successful in their first year of teaching beginning teachers need... OR TRIAD #TWO + + Write as many post-its as you need to comprehensively address the following prompt: In my experience, to effectively support BTs mentors need...

10 Sort and map your post-its onto the A3 Know, Do, Be

11 Australian Professional Standards for Teachers KDOMAIN KNOWLEDGE PRACTICE ENGAGEMENT STANDARDS What teachers should know and be able to do AREAS OF FOCUS What needs to be demonstrated to address the standard DESCRIPTORS What practice looks like at each level of proficiency GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD 11

12 Australian Professional Standards for Teachers (APST) Know students and how they learn Engage professionally with stakeholders Know content and how to teach it Engage in professional learning APST Plan for and implement effective teaching and learning Assess, provide feedback and report on student learning Create and maintain supportive and safe learning environments 12

13 Standards for registration Australian Professional Standards for Teachers underpin all requirements Approved qualification -suitable to teach Provisional Registration registration Meets Proficient Teacher Standards Full Registration Meets Graduate Teacher Standards Maintains Proficient Teacher Standards Renewed regularly (annual process)

14 Full registration requirements Provisional registration: - up to 2 years Full registration: - 80 days teaching in Australia/New Zealand - evidence-based process - 7 APST demonstrated, referenced to the 37 descriptors 14

15 Full registration requirements In Victoria we have an inquiry approach to the evidence-based process. It is designed to: reference the APST draw on normal teaching practice makes use of existing documents It results in a school recommendation 15

16 MORNING TEA 16

17 Getting to know the standards Graduate: - after graduation Proficient: - after practising as a teacher Activity: Standards 1-6 Differentiation What will you see? How could this be evidenced? Standard 7 all review and discuss 17

18 Code of Ethics & Code of Conduct Assists teachers to understand appropriate professional behavior as they interact with: - students - colleagues - families - wider community Mentors can support beginning teachers through professional discussions 18

19 Code of conduct Council presentation June 2013

20 t h e J a y d e v i d e o M A K I N G M E A N I N G In TABLE groups Choose one standard each that you are interested in, watch the film with this standard in mind. What evidence of Jayde s development, in relation to this standard, did you see or hear? What could Jayde have used as evidence of proficiency in relation to that standard? Each person at the table shares their observations, followed by a table discussion.

21 Reflecting on an experience of being s u p p o r t e d by a c o l l e a g u e. Individually jot down some notes Identify and relate a successful experience of being supported by a colleague. What did your colleague do that you experienced as supportive? 8 What was it about this support that worked well for you? How has this experience influenced how you support others?

22 Read the Reflective Guide pp Consider the 4Cs ARef lective Guide tomentoring and being a teacher-mentor CLARIFYING CONSULTING COLLABORATING COACHING Now, consider how the 4Cs map to your story & annotate where you see connections...

23 s h a r e y o u r s t o r y w i t h a c o l l e a g u e. Any common themes? Interesting differences? 8

24 W h e r e d o c o m e f r o m?

25

26

27 LUNCH 1.00PM 1.45PM 27

28 What does an inquiry approach look like? 28

29 Cycle of teacher inquiry The full registration process is based on Helen Timperley s cycle of teacher inquiry: What knowledge and skills do our students need? What knowledge and skills do we as teachers need? What has been the impact of our changed actions? Deepen professional knowledge and refine skills Engage students in new learning experiences 29

30 The inquiry approach Inquiry requires teachers to: 1. Establish context & content for student learning 2. Define a question for inquiry and professional learning 3. Develop an action plan 4. Implement action plan 5. Evaluate the effectiveness of practice 30

31 EVALUATE EFFECTIVENESS CONTENT /CONTEXT FOR STUDENT LEARNING Investigating student learning INQUIRY QUESTION AND FOCUS FOR YOUR LEARNING IMPLEMENT ACTION PLAN DEVELOP AN ACTION PLAN

32 CONTENT /CONTEXT FOR STUDENT LEARNING Identify class or group Identify context Document content Identify prior knowledge Student learning outcomes

33 INQUIRY QUESTION AND FOCUS FOR YOUR LEARNING An aspect of teaching and learning you want to develop. What do you want to know? What do you need to know? Professional learning?

34 DEVELOP AN ACTION PLAN How will you apply new knowledge to practice? Learning outcomes Resources, practices, activities Assessment practices, tasks

35 The inquiry approach The Template A framework for documenting evidence: To assist in organising and collating evidence Sections can be annotated or modified to suit Guide to referencing the standards Checking for evidence against the descriptors Details number of statements to be met 35

36 Other aspects of evidence Mentors may witness aspects of practice and behaviour not easily evidenced through the inquiry. Mentors can: verify these on the template Include a brief statement Eg. Parents/carers - PRT communicates with parents/ carers via a regular detailing the focus of each term s work.

37 Recommendation Process 37

38 H o w r e a d y is o u r s c h o o l? TO S U P P O R T H I G H LY E F F E C T I V E M E N TO R I N G What does the research say we need? + + Individually respond to the checklist on p.11 Discuss what s going on in your school in TRIADS, using the prompts on p.10 ARef lective Guide tomentoring and being a teacher-mentor Focus on strategies for improving and strengthening what s in place already!

39 f o r N E X T T I M E 1. Read VIT booklet (essential) What Q s do I have now? 2. Read and chat with BT: The 4Cs in The Reflective Guide - pp Read and discuss with BT: The Victorian Teaching Profession Code of Conduct What to bring next time: Q s in relation to the Full Registration Process Qs in relation to your role as a mentor Notes from your conversation with your BT. See p.13 in hand drawn EdP resource booklet.

40 Contacts Dawn Colcott Kate Baulch Theresa Hsieh Gabrielle England Keith Woodward George Grosios

41 VIT and PRT Website

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