Week 5 _________________________ Classroom observation by mentee of mentor: Observation #2 Scheduled date: _______________ Schedule Instructional Coach Mentee coverage______________ Debriefing date with mentor ______________ Observation notes *There is NO portfolio requirement for the Perry Community School District. These are ideas of things you might do to meet all criteria in case you are asked for examples.* Iowa Teaching Standards Standard 1 - Demonstrates ability to enhance academic performance and support for implementation of the school district's student achievement goals. Criteria: The teacher Teacher Behavior Optional Documentation a. Provides evidence of student learning to students, families, and staff. Mid-terms on time Comments on reports Notes sent home Post grades often Communicating Grade book Copy of mid-term report Rubrics Report card Letters/e-mails home Work on walls Student portfolio Newsletters b. Implements strategies supporting student, building, and district goals. Follows SIP/IEP ESEA Volunteer for committees Creates lessons to meet goals Follows SIP/IEP ESEA Volunteer for committees Creates lessons to meet goals c. Uses student performance data as a guide for decision-making. Retesting/ Regrouping Uses STARS, CARS, DRP, ITBS, 123 Student working on own projects Observes and evaluates Listening to readings Class test results Lesson plans Team meeting minutes Differentiated spelling Write/rewrite
Debriefing date ______________ Observation Reflection Iowa Teaching Standards Standard 3 - Demonstrates competence in planning and preparing for instruction. Criteria: The teacher Teacher Behavior Optional Documentation a. Utilizes student achievement data, local standards, and the district curriculum in planning for instruction. Review test data Ability grouping Knowledge of Standards Copies of assessments Lesson plans that fit standards Print out standards Copies of ITBS results Copies of DRP's Showing class average over time Graphs b. Sets and communicates high expectations for social, behavioral, and academic success of all students. Teach and model Lifeskills Reinforce school rules Set, post, and review academic expectations Handbooks, hand-outs Lesson plans, copy expectations Photos of students Student responses to classroom climate c. Uses students' developmental needs, background, and interests in planning for instruction. Accommodations made in curriculum, learning styles, etc. Spend individual time with students IEP binders Kid Day/ Child Study Student surveys Lesson plans Student examples of reports d. Selects strategies to engage all students in learning. Variety of teaching techniques: cooperative learning, projects, presentations, etc. Teach to multiple intelligences Copies of lesson plans Copies of activities in progress Inquiries Student evaluation of project Pictures e. Uses available resources, including technologies, in the development and sequencing of instruction. Computer lab use, IMC, AEA Opaque projector Appropriate Video Community speakers Copies of lesson plans Bibliography of resources Photos Field Trip plans FEBRUARY Monthly Mentor Mentee Agenda
Criteria: The teacher Teacher Behavior Optional Documentation a. Aligns classroom instruction with local standards and district curriculum. Aware of/knowledgeable about standards and teaching units that meet standards Assessments Units Photo diary/documentation b. Uses research-based instructional strategies that address the full range of cognitive levels. Reading journals/current research Doing projects/choices modeling different strategies Examples of student work Examples of research Self-assessment Workshop implementation c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs. Making accommodations Providing hard copies along w/overhead Assisted technology Accommodation pages Step B's Student work evidence of positive development d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth. Group work Individual work Technology Field trips Motivational language Student work Photos Surveys Letters from students or parents Social growth lessons e. Connects students' prior knowledge, life experiences, and interests in the instructional process. Team building Providing social activities Involvement in activities out of classroom Photos Document time spent at activities Student work Lessons with choice f. Uses available resources, including technologies, in the delivery of instruction. Power Point presentations Use of labs and IMC Use of science equipment Research projects Power Point slides/Web pages Guest speaker MARCH Monthly Mentor Mentee Agenda Discuss parent teacher conferences
a. Aligns classroom assessment with instruction. Quizzes Revise instruction Rubrics as a teaching tool Rubrics Lesson plans Copies of alternative tests Student portfolio b. Communicates assessment criteria and standards to all students and parents. Websites of criteria Provide copies of rubrics/expectations Open door policy Newsletter Website Report cards Parent Info night c. Understands and uses the results of multiple assessments to guide planning and instruction. DRPs and test scores Multiple assessments throughout the year Consistently reviewing, reflecting and adapting Lesson plans reflecting assessments Test scores Fist to Five d. Guides students in goal setting and assessing their own learning. List of goals/ Student self-assessment/ Student charting Reflective writing Instilling intrinsic motivation Goal charts Goal sheets written by students Achievement data e. Provides substantive, timely, and constructive feedback to students and parents. Assignments returned 3-week grading Conferences Conferences IEP meetings Phone calls, etc. f. Works with other staff and building and district leadership in analysis of student progress. Team meeting discussion Members of district committee Child study Notes from meetings, etc. Student achievement data APRIL/MAY Monthly Mentor Mentee Agenda Reflect on second semester goals Complete Semester Two Reflection Form - It will happen during the May 9th class Discuss License Renewal credits/courses with my mentor The Highly Effective Teacher by Jeff C Marshall Work though another TIP of choice Answer and discuss each question with mentor Questions/discussions should be reflected with mentor/instructional coach Complete rubric for each TIP Bi-Monthly Mentor Mentee Meetings
and Regional Office of Education Initiative 2005. Ingersoll, Richard and Smith, Thomas. (March 2004). “Do Teacher Induction and Mentoring Matter?” NASSP Bulletin Vol. 88. No. 638. Lipton, Laura and Bruce Wellman. Mentoring Matters: A Practical Guide To Learning Focused Relationships. Sherman, CT: Mira Via, 2001. Pitton, D. Mentoring Novice Teachers: Fostering a Dialog Process. Skylight Training and Publications, Inc., 2000. Rowley, James. “The Good Mentor.” Educational Leadership, May 1999. Rutherford, Paula. 21st Century Mentor’s Handbook. Alexandria, VA: ASK Publications, 2005. Tapping the Potential: Retaining and Developing High Quality Teachers. New Teachers Alliance for Excellent Education. Available at: Teacher Mentor Program Handbook: A Reference for Mentors and Protégés. Hinsdale Township High School District 86. 2003. Wong, Harry K. The First Days of School. Harry K. Wong Publications 2009.