OSPI MENTOR ROUNDTABLE PROFESSIONAL DEVELOPMENT FOR MENTORS AND NOVICE EDUCATORS JANUARY 5, 2016...

OSPI MENTOR ROUNDTABLE PROFESSIONAL DEVELOPMENT FOR MENTORS AND NOVICE

EDUCATORS

JANUARY 5, 2016

Adapted from resources provided by: Gail JessettOSPIBeginning Educator Support Team Gail.Jessett@k12.wa.us

AS YOU ARRIVE…

INTRODUCE YOURSELF TO THE PEOPLE AT YOUR TABLE.

Activating and Engaging--Synectic

1. Choose an object from the middle of the table, something you brought with you, or something from around the room.

2. On an index card, write your response to the following:

My work since we have returned from winter break is like this object because…

Activating and Engaging-Sharing

At Your Table:Each person shares his/her item and written response.

*Choose one person who will share with the larger group.

Who is in the room?

What is our purpose at roundtables?

Mentor Roundtables provide a regularly scheduled opportunity for mentors and teachers in a geographic area to meet with colleagues to share ideas and challenges, practice skills, and to engage in a professional learning experience.

How will we learn at the Roundtable?

Through Acquiring new* information/knowledgePracticing/developing skillsNetworkingReflecting on our practice

*New, knew, or re-new

Logistics for Learning• Advocate for your own learning.

• Tend to your needs.

• Be fully present.

• Be ready to move often.

• Give yourself permission to learn. It is impossible to get better and look good at the same time.

- Julia Cameron in The Artist’s Way

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Core Beliefs About Induction• Effective support for beginning teachers requires

collective responsibility.

• A high quality system of support is the foundation of career-long professional growth.

• Serving the needs of beginning teachers can help to ensure equity of opportunity for all students.

Our goals for this evening:

•Explore the impact that teacher beliefs have on student success

•Examine multiple strategies for motivating our hardest to reach students

•Engage in learning-focused conversations

Why are students unmotivated?

Table Groups:On chart paper, brainstorm possible reasons why students are unmotivated or appear to be disengaged from learning.

Coding

On Your Chart:Circle those reasons that teachers can impact significantly.Put a star next to reasons that teachers can impact somewhat.Leave blank reasons that teachers cannot impact at all.*Choose someone to post your chart on the wall.

Gallery Walk—Similarities and Differences

Examine a chart different from your own.

What similarities are you noticing?

What is something that is different from the chart created by your group?

*Please return to your table after examining the chart and have conversation with an elbow partner about the questions above.

Teaching is driven by beliefs and assumptions.

Why students typically disengage…

1. Attention2. Power3. Revenge4. Avoidance of Failure5. Trauma

Teacher beliefs strongly impact student success because…

• Perception affects emotion and cognition.

• Emotion and cognition affect our responses.

• If we can shape our perception, we will shape our responses.

A shift in thinking…

•Students WANT to learn content.•Students WANT to learn behavior.

Whether it’s true or not.

It DOES NOT matter.

Assuming the best is a way to reframe OUR OWN thinking so we can respond in the most effective ways. It puts us in a cognitive state of mind rather than an emotive state of mind.

It has a profound effect on the student-teacher relationship and the quality of our interactions because it allows us to think clearly and make sound decisions.

Our most powerful tool for changing a student’s behavior is our capacity to change our perception of the student.

Motivation Starts With Us

"Anytime I've ever heard myself engaging in biased thinking [about a student's abilities], I know first and foremost that I have to wage a battle with me or else I am not going to be a player in influencing and motivating kids.”

--Allen Mendler

How teacher beliefs impact student success…On the reflection sheet:

What do you want to remember?

What do you want to do?

Our goals for this evening:

•Explore the impact that teacher beliefs have on student success

•Examine multiple strategies for motivating our hardest to reach students

•Engage in learning-focused conversations

What educators can do: five key processes

• Emphasize effort• Create hope• Respect power• Build relationships• Express enthusiasm

Motivating Students-Ferris Bueller Clip

What educators can do: five key processes

• Emphasize effort• Create hope• Respect power• Build relationships• Express enthusiasm

Strategies for Motivating StudentsJigsaw

Divide the text from Allen Mendler on strategies for motivating students.

Each person reads assigned section noting key points and strategies.

When everyone has finished, each person teaches his/her assigned section to the group.

The challenge of changing lives…

Students need us to not give up on them, especially when they are giving up on themselves. We must daily remind ourselves of the enormous influence we can have in our student’s lives by awakening in them the many possibilities that a deeper understanding of the world around them provides.

--Allen Mendler

Strategies for Motivating Students

On the reflection sheet:

What do you want to remember?

What do you want to do?

Our goals for this evening:

•Explore the impact that teacher beliefs have on student success

•Examine multiple strategies for motivating our hardest to reach students

•Engage in learning-focused conversations

Practicing and Developing Our Conversation Skills

www.zazzle.ca

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a b c d e f g h i j k l m n o

Paraphrase, then question.r s t u v w x y z

Learning Focused ConversationsMentor Ask, As you think about your work and the content from this evening, how might this information be of benefit to your mentee?ORAs you think about your work, what is something that is challenging you? - Paraphrase to acknowledge and clarify.- Pause.- Ask a question or offer a prompt if necessary to get colleague speaking again.

PARAPHRASES QUESTIONS• Say more about that.• How might that work for you?

• What might be some things you’d like to try?

• What’s your hunch?• What are you noticing?• As you reflect on . . ., what are some things that come to mind?

• So you’re wondering . . .

• So what you really value is . . .

• You’re noticing both _____ and ____ . . .

• You’re (emotion) because (content) is happening . . .

• A concern for you is . . .

Final Reflection Mentors:•What is assisting you in providing effective support for your new teacher?•What do you want or need to improve support for your new teacher?

What we do to and for beginning teachers, we do to and for their

students.

Next Roundtable: February 2nd