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1 Welcome and thanks for attending the Ohio Resident Educator Program orientation for building administrators. This presentation should provide information about the Resident Educator Program and with preparation for the school year. Pg. 1

2 The purpose of this orientation is to share information about what Resident Educators (REs) can expect as they embark on their journey through the four-year Ohio Resident Educator Program. The orientation also discusses the support that will be provided to Resident Educators by the district/school, principal and mentor as well as the tools and resources available to ensure a successful Journey to Excellence. Pg. 2

3 In 2009, legislation mandated a new licensure system for teachers, including an initial four-year Resident Educator license. Resident Educator licenses were first issued in January The one-year Transition Resident Educator Program was implemented in the and school years. The four-year Resident Educator Program begins in August Pg. 3

4 New educators face many challenges, including Understanding district policies and school cultures Planning and differentiating instruction Adapting to a variety of learning styles Motivating and evaluating students Communicating with students, parents and colleagues The Resident Educator Program is a four-year program of formative assessment and mentoring support that will culminate in the completion of a state-wide summative, performance-based assessment. The benefit of a four-year program is that it allows mentors and other colleagues to work with REs over time and move deeper into the process of being an effective teacher. As numerous studies have determined that teacher quality is the most important school-based factor affecting student learning, you can expect to see increased student growth as a result of your investment in and support of teachers through the Resident Educator Program. Pg. 4

5 The Ohio Resident Educator Program is built upon the foundation of The Ohio Standards for the Teaching Profession, and The Ohio Continuum of Teacher Development Staff from the Ohio Department of Education worked with educators from around the state including principals, mentors, program coordinators, new teachers and higher education staff to consider best practices and research from induction programs across the country. They also conducted field tests of the processes, procedures and tools and surveyed Resident Educators who participated in pilot programs to refine and improve the Resident Educator Program components prior to full implementation. Pg. 5

6 The Ohio Standards for the Teaching Profession were developed by the Educator Standards Board and adopted by the State Board of Education in The standards encompass the areas of: Knowledge of Students; Content; Assessment; Instruction; Learning Environment; Collaboration and Communication; and Professional Responsibility and Growth. The standards also include elements and indicators that define what a teacher should know and be able to do across the career stages, defined as proficient, accomplished, and distinguished. *The Ohio Standards for the Teaching Profession are available on ODE s website at education.ohio.gov, search key words educator standards board Pg. 6

7 The Ohio Continuum for Teacher Development delineates five levels of teacher development based on the Ohio Standards for the Teaching Profession: Pg. 7

8 Emerging Developing Proficient Accomplished Distinguished Pg. 7

9 The Resident Educator Program has several components, including The Teaching and Learning Cycle Required state mentor training Formative assessment and coaching to inform practice Monitor and document REs progress mid-year and end-of-year to provide formal feedback on the Resident Educator s progress and to determine adequate levels of mentoring and support for each year A summative, performance-based assessment Pg. 8

10 In the Resident Educator Program, the focus of the Resident Educator is to practice and embrace the instructional daily processes performed by effective teachers - Assess, Plan, Teach, and Revise - through the lens of continuous reflection as illustrated by the Teaching and Learning Cycle diagram above. Pg. 9

11 Key to the success of a Resident Educator is a System of Support consisting of the district/school, the principal and the mentor. We will talk today more about how each of these system components will provide support to the Resident Educator Pg. 10

12 During Year 1 of the Resident Educator Program, the district/school has a number of responsibilities, as outlined above. Pg. 11

13 The principal s role in the Resident Educator Program cannot be underestimated. Principals establish a positive culture of support for Resident Educators and coordinate efforts to help REs become actively engaged in their school community. Pg. 12

14 During Year 1 of the Resident Educator Program, the principal will: Work with district program coordinators to select and assign mentors Ensure mentors attend state training Provide time for mentor-resident Educator collaboration minimum one (1) hour or one (1) planning period per week exactly how this will be structured is locally determined Support mentor observations of Resident Educator; minimum three (3) times Support Resident Educator observations of exemplary teachers; minimum two (2) times Collaborate with mentor/resident Educator to align the Resident Educator s goals if goal setting is required as part of the teacher evaluation system and/or negotiated agreement; so that the Resident Educator has only one set of goals, agreed upon for both residency and evaluation Pg. 13

15 The three-way relationship between the Resident Educator, the principal and the mentor is based on several concepts: The Resident Educator Program is for the purpose of professional growth and eventual professional licensure, not an evaluative process for the purpose of employment. Every effort should be made to keep the formative assessment occurring in the RE Program separate from the teacher evaluation conducted by the site administrator. In order for the RE Program to be successful, most communication between the mentor and the Resident Educator should remain confidential [Note: The one time it is permissible for a mentor to breach confidentiality is when the safety of the students, the teacher or others in the school is at risk.] Resident Educators own their professional work and it is their decision whether or not to share it with the mentors and/or building administrators. For example, if a Resident Educator completes an analysis of her classroom s previous OAT scores collaboratively with her mentor, she can decide whether or not to share this analysis with her principal. NOTE: The illustration above provides a visual Communication and Collaboration representation of the complex relationships and interactions between mentors, REs and principals. 1. Communication between REs and mentors (2-way arrow) must remain confidential in order for the necessary risk-taking and growth to occur. 2. Resident Educators and principals (2-way arrow) must also work collaboratively to ensure that district and building goals and priorities are being met and that REs are meeting expectations in terms of employment and placement. 3. Principals must work with mentors (two, one-way arrows) to support this relationship yet mentors must not breach the confidential relationship they have with REs. The common goal of these relationships is increased student learning and achievement. Pg. 14

16 Pg. 15

17 Mentors play a critical role in the success of Resident Educators. Ohio s Mentor Standards for the Ohio Resident Educator Program help define the role of mentors and the expectation than accompany that role. It is important that mentors are committed to providing the support needed to help all teachers in Ohio become more effective practitioners. The Mentor Standards for the Ohio Resident Educator Program are available on ODE s website at education.ohio.gov, search key words Resident Educator Pg. 16

18 Mentors in the Ohio Resident Educator Program become credentialed by engaging in initial training and ongoing professional development that is comprehensive, jobembedded and reflective. Since the Resident Educator s first year of teaching is critical, one-to-one mentoring is provided in Year 1. The relationship between the RE and mentor may change in Year 2-4. Based on the professional development needs of the RE, differentiated types of support may be provided. It is important for mentors to communicate regularly with Resident Educators and their building administrator, while respecting the confidential relationship with the REs. Pg. 17

19 The Resident Educator Program Year 1 Timeline will guide mentor s work with REs in the first year of the program. Throughout the first year, Resident Educators and mentors will use formative assessment processes to work on instructional practices, reflect upon the data and set goals that promote REs professional growth. Pg. 18

20 The principal, Resident Educator, and mentor move through this first year of residency there may be questions. Program coordinators are provided the most upto-date information from ODE. In addition, ODE s Residency Educator webpage is updated frequently. Pg. 19

21 The process of becoming an effective educator never ends. The Resident Educator Program supports Ohio s Resident Educators as they practice, refine and gain a deeper understanding of the art and science of teaching through personal Journeys to Excellence. Pg. 20

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