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Table Group Conversation Questions

What trends (district and state) do you notice when you examine the teacher turnover rates?

What factors might have impacted these numbers?

What do these data tell us?

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TEACHER TURNOVER IN SOUTH CAROLINA

2018-19 2017-18 2016-17 2015-16 2014-15

Abbeville 10.1 11.0 6.9 5.2 7.3Aiken 15.0 12.0 12.3 9.4 10.6Allendale 19.7 12.5 17.6 32.5 19.8Anderson 1 10.0 10.1 6.8 8.6 9.9Anderson 2 15.6 12.9 13.1 10.3 11.5Anderson 3 15.2 11.1 12.7 12.6 10.1Anderson 4 20.3 16.8 9.4 10.9 15.4Anderson 5 16.8 15.9 13.4 10.4 10.5Bamberg 1 9.0 6.7 10.3 11.8 11.2Bamberg 2 20.4 10.4 14.9 16.4 5.7Barnwell 19 34.9 14.0 19.1 22.4 18.9Barnwell 29 N/A 19.3 21.9 25.4 15.0Barnwell 45 18.0 16.6 14.9 20.0 16.4Beaufort 13.6 14.3 12.9 12.6 12.9Berkeley 14.1 11.7 10.8 10.2 11.0Calhoun 9.7 12.3 3.6 8.2 4.9Charleston 16.0 13.9 16.2 11.5 12.1Cherokee 11.5 7.2 8.1 6.9 7.6Chester 17.6 14.2 12.0 13.3 11.0Chesterfield 11.6 9.5 10.5 10.4 10.2Clarendon 1 47.4 31.7 20.9 21.4 33.3Clarendon 2 14.7 11.0 19.3 13.0 17.4Clarendon 3 17.3 11.0 4.2 13.5 5.3Colleton 19.6 20.6 14.5 11.6 12.4Darlington 13.1 16.4 13.5 15.9 10.8Dillon 3 12.6 7.8 13.0 13.8 8.0Dillon 4 12.6 11.6 14.8 11.0 12.5Dorchester 2 15.6 11.6 11.7 10.6 10.7Dorchester 4 18.7 15.6 17.8 14.5 12.5Edgefield 10.8 12.0 14.5 14.4 18.3Fairfield 16.8 17.4 19.3 19.3 22.7Florence 1 13.8 11.5 10.4 9.7 8.2Florence 2 10.8 9.0 16.0 18.2 6.6Florence 3 20.9 23.7 17.6 21.7 17.8Florence 4 39.2 34.0 29.8 25.5 21.3Florence 5 9.9 11.4 14.0 9.6 8.2Georgetown 15.4 10.7 9.7 10.0 8.9Greenville 11.0 12.3 9.8 8.7 8.7Greenwood 50 13.2 11.7 9.7 11.4 14.0Greenwood 51 23.1 18.2 16.7 9.0 10.3Greenwood 52 12.8 13.7 8.9 3.0 10.1Hampton 1 16.5 13.4 18.4 17.1 13.3Hampton 2 16.7 17.5 22.2 30.6 37.5Horry 8.6 7.7 7.5 7.1 7.7Jasper 17.8 16.9 24.1 21.7 21.7Kershaw 12.3 11.3 8.9 9.1 10.8Lancaster 11.9 12.0 8.9 8.5 8.9Laurens 55 16.2 22.1 15.2 12.9 8.7Laurens 56 10.3 9.4 12.5 10.9 11.0Lee 30.4 19.4 28.2 17.7 31.5Lexington 1 9.5 10.3 8.7 7.3 8.0Lexington 2 15.5 14.3 13.9 9.8 10.0Lexington 3 9.0 12.0 15.2 8.4 7.7

SC District or Special SchoolTeacher Turnover Rates

TEACHER TURNOVER IN SOUTH CAROLINA

2018-19 2017-18 2016-17 2015-16 2014-15

Lexington 4 19.5 17.3 16.2 15.2 18.7Lexington 5 11.4 9.3 8.8 9.4 11.6Marion 27.0 23.9 21.3 14.9 17.1Marlboro 18.2 14.8 17.6 11.3 12.6McCormick 22.2 32.2 27.0 34.4 3.8Newberry 14.1 14.0 13.7 11.0 14.1Oconee 9.8 6.1 8.7 7.2 7.5Orangeburg 3 12.0 18.9 17.4 14.9 14.8Orangeburg 4 18.9 17.3 10.5 14.6 9.2Orangeburg 5 18.6 14.6 15.8 19.4 17.8Pickens 13.2 9.8 8.8 11.5 11.4Richland 1 16.3 13.1 15.0 13.5 14.6Richland 2 15.5 14.0 14.3 12.0 12.1Saluda 18.7 14.6 16.5 15.8 12.2Spartanburg 1 9.8 10.9 6.9 13.1 10.1Spartanburg 2 9.0 11.1 13.8 10.8 9.8Spartanburg 3 16.0 16.9 16.4 10.5 7.6Spartanburg 4 14.9 6.5 11.3 9.0 11.7Spartanburg 5 10.5 9.1 10.7 10.0 8.1Spartanburg 6 10.7 9.7 9.5 9.6 10.3Spartanburg 7 14.9 11.4 10.6 10.8 10.3Sumter 12.6 14.3 14.2 11.5 11.0Union 15.5 13.5 12.5 10.5 13.0Williamsburg 27.0 25.1 33.5 25.4 21.5York 1 15.1 9.7 12.0 7.3 15.3York 2 9.9 9.0 8.5 8.0 7.0York 3 14.3 11.6 10.6 9.2 9.0York 4 11.6 10.6 9.7 5.5 6.5SC Public Charter School District 39.1 21.1 19.8 18.4 14.5SC School for the Deaf & Blind 5.3 8.1 6.1 11.8 9.6SC Department of Juvenile Justice 15.2 3.4 10.4 3.0 11.4Palmetto Unified School District 17.8 49.0 20.6 25.0 2.6South Carolina 9.0 8.1 7.9 7.3 7.8

PCS Position Codes: 3 = Special Education (Itinerant) 4 = Prekindergarten (Child Development) 5 = Kindergarten 6 = Special Education (Self-Contained) 7 = Special Education (Resource) 8 = Classroom Teacher 9 = Retired or Post-TERI Teacher17 = Speech Therapist46 = Purchased-Service Teacher (full-time only)

SC District or Special SchoolTeacher Turnover Rates

NOTES: District turnover rates are based on numbers of teachers who do not return (for any reason) from the previous year to teach in the same district. Statewide turnover includes teachers who left the state and those who moved into a non-teaching position within the state. It does not include teachers who move from one SC district to another. Teacher is defined as: position codes 3-9, 17, or 46 in the PCS file.

SOURCE: SC Department of Education, Professional Certified Staff (PCS) end-of-year files and 2015-2019 District Report Cards

BeginningTeacherNeeds

Social/Emotional

PhysicalInstructional

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Social/EmotionalNeedsofBeginningTeachers

Social/emotionalneedsofbeginningteachers ideallyhavetobemetbeforeanyqualityinstructioncantakeplace.Teachersneedtofeelvaluedasanintegralpartof something meaningful. They need to be heard and made to feel that theirstruggles are valid and that they are important members of an institutionalsystemthatfosterssupportanddevelopment.Establishingpersonalconnectionsisalsonecessaryinmeetingsocial/emotionalneeds.Manybeginningteachersarenewtothearea,somemayhavenofamilyorfriendsnearby,andothersmaybeawayfromtheirhomefortheveryfirsttime.Theseareallpossiblescenariosthatamentormustbepreparedtohandleandabletohelpthebeginningteacherfindhis/herplaceintheschoolandinthecommunity.

Social/emotionalneedscanbeviewedasbasicneeds,likeinMaslow’shierarchyof needs. These basic, lower-level needs must be reasonably satisfied beforemeetingmoreadvanced,higher-levelneeds–creativity,problem-solving, lackofprejudice,etc.–thatareofteninstructionalinnature.

Thefollowingbulletedlistincludespotentialsocial/emotionalneedsofbeginningteachers,butshouldnotbeconsideredanall-inclusivelist.

Social/Emotional

• Needtofeelvalued• Relationalconnections• Locationofresources–peopleormaterials• Senseofefficacy

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Physical Needs of Beginning Teachers

Physical needs of beginning teachers are centered on structure, culture, policies, and procedures. The term physical, in this sense, does not refer to the “body.” It refers to the “building” – the procedural, structural, and operational aspects of the building. Teachers must understand how the school operates outside of instruction – the “who’s” and “how’s” of the school. Whom do I call if I need a restroom breakduring class? How do I secure a substitute teacher when I have an upcomingdoctor’s appointment? Beginning teachers also need to be made aware of schoolculture. This could mean informing them about the level of support to expect fromadministration when it comes to teachers pursuing professional developmentopportunities or the level of parental involvement occurring throughout the school.A mentor should also be prepared to communicate district policies and procedureswith beginning teachers, particularly those that may not be fully enforced in theschool or those that are not necessarily written in a handbook, but are just“understood.”

Physical needs can be viewed as basic needs, like in Maslow’s hierarchy of needs. These basic, lower-level needs must be reasonably satisfied before meeting more advanced, higher-level needs – creativity, problem-solving, lack of prejudice, etc. – that are often instructional in nature.

The following bulleted list includes potential physical needs of beginning teachers, but should not be considered an all-inclusive list.

Physical

x Culture – professional learning communities, institutional supportx School/district structure and policies – procedural issues outside of

instruction, administrative proceduresx Location of resources – people or materialsx Professionalism – school norms related to dress codes, on-time

behaviors, cell phone use, computer use, teacher-student interactions

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InstructionalNeedsofBeginningTeachers

Theinstructionalneedscategoryisimmenseasitpertainstothemoreadvanced,higher-level needs of a beginning teacher, such as creativity, problem-solving,differentiation, lack of prejudice, etc. It includes any needs a teacher has thataffecthis/herabilitytoplanlessonseffectively,deliverqualityinstructiontoeverystudent in the classroom, and assess learning. Instructional needs also includetopics suchasbuilding relationshipswithparents and students, scheduling, andgrading.Aninstructionalneedcouldberelatedtohelpwithlocatingmaterialsforaparticularlesson,oritcouldinvolveassistancewithteachingagroupofspecialeducationstudentswhoareintheclass.

Duetorecentchangesinourteacherevaluationsystems,beginningteachersmayneedtheirmentorstohelpwithwritingStudentLearningObjectives(SLOs).LikeinMaslow’shierarchyofneeds,oncethese instructionalneedsaresatisfiedandbeginning teachers begin to gain self-esteem and confidence in the classroom,they will begin to develop a sense of efficacy. Teachers who have a sense ofefficacyaremorelikelytoexhibitthespecificteachingbehaviorsthatfostertheirownprofessionalgrowthandtheacademicgrowthof theirstudents.Efficacy is,therefore,oneoftheoverarchinggoalsofanymentoringrelationship.

The following bulleted list includes potential instructional needs of beginningteachers,butshouldnotbeconsideredanall-inclusivelist.

Instructional

• Supportfordataanalysis/writingSLOs• Instructional support – instructional technology, lesson planning,

pedagogy,contentknowledge,assessmentstrategies,reflection• Professionalism – professional organization membership, life-long

learning,advocacy• Classroom management – working with specific groups of students

(poverty, special education, behavioral, ESL), classroom managementplans,engagement

• Parentalcontacts–ongoingcommunication,conferences• Locationofresources–peopleormaterials

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MentorAttributeSelf-Assessment

This assessment is designed to help you identify the attributes you believementorsshouldpossess.Italsoallowsyoutoself-assessyourownstrengthsandareasofgrowth.

Consider each attribute listed in the first column. Place a check mark in thesecondcolumnlabeled“ProvedtoBeImportantinPastMentoringRelationships”if you identified this attribute during your reflection or associate this attributewithyouridentifiedmentor.Next,considerwhetheryouviewthisattributeasapersonalstrengthoranareaofgrowth.Placeacheckmarkinthecorrectcolumn.Finally, theblank rows at thebottomof the assessmenthavebeen included toallow you an opportunity to add additional mentor attributes you believe areimportant.

MentorAttributes

ProvedtoBeImportantinPast

MentoringRelationships

PersonalStrength

PersonalAreaofGrowth

Abletotrustothers

ActivelistenerApproachable

AvailableCaring

ConsistentEmpatheticEmpowering

FlexibleGoal-oriented

InnovativeIntelligent

Life-longlearnerMaintainsconfidentiality

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MentorAttributes

ProvedtoBeImportantinPast

MentoringRelationships

PersonalStrength

PersonalAreaofGrowth

OpenPositiverolemodel

ProblemsolverReflective

ReliableRespectful

ResourcefulSelf-confidentSupportive

TolerantTrustworthyUnderstandsadultlearningstyles

MentorsareNOTexpectedtopossesseachandeveryattributeincludedonthislist. It is important for amentor to knowhis/her own strengths and areas ofgrowth.

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SC Mentor Training

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/À>`�Ì��>��*Ài«>À>Ì��WHAT IS MEANT BY THE TERM “TRADITIONALLY-PREPARED” TEACHER?Traditionally-prepared teachers have completed a four- or five-year undergraduate teacher education program, or a one- to two-year graduate teacher education program, from an accredited college or university.

ARE THERE SIGNIFICANT DIFFERENCES IN THE PRE-SERVICE EXPERIENCES OF TRADITIONALLY- PREPARED TEACHERS?Though they have graduated from teacher education programs at accredited institutions of higher education (IHE), traditionally-prepared teachers may not all have acquired the same knowledge base or experienced the same variety of field experiences while completing their program. With regard to the knowledge base, required coursework could differ in such areas as English for speakers of other languages (ESOL), literacy, and working with children in poverty. With regard to field experiences, some teacher education students will have had a variety of field experiences in diverse school settings, while others may have had fewer experiences in diverse settings. The location of an IHE may have been a factor in its ability to provide a variety of types of field experiences.

WHAT ARE SOME OF THE GENERAL ATTRIBUTES OF THIS GROUP OF TEACHERS?Traditionally-prepared teachers have worked for at least four years, and in some cases up to six, to earn their teaching degrees and be eligible to teach in a South Carolina public school. They typically have been focused on the goal of becoming teachers and are confident in their choice of careers. Presumably they are excited to be starting their first position as a teacher, and they want to be successful. Even though they are at the beginning of their careers, these teachers have a broad base of knowledge and experiences on which to rely during their early years of teaching, including exposure to new strategies and techniques. They also should have basic familiarity with planning and execution of lessons as well as managing the classroom.

WHAT ARE SOME OF THE GENERAL CHALLENGES OF THIS GROUP OF TEACHERS?In most cases traditionally-prepared teachers will be entering the “real world” of full-time employment, financial autonomy, and independent living as they exit their IHE and enter the public school system. They will be going through an adjustment period that goes beyond simply starting a new job. All new teachers may at times be overwhelmed with the realities of the classroom as compared to the idealism with which they began their year. They may find themselves questioning their preparation, mistrusting their judgment and feeling very isolated.

CERRA / SCDE{È

SC Mentor Training

*À�}À>��v�À�č�ÌiÀ�>Ì�Ûi�iÀÌ�v�V>Ì��v�À� `ÕV>Ì�ÀÃWHAT IS PACE?The Program of Alternative Certification for Educators (PACE) is a unique, state-sponsored program designed for career changers who have college degrees but have not taken the education courses and exams to certify them as teachers to be employed in public schools. To be admitted into the three-year program, candidates must take and pass the appropriate ETS Praxis II subject area examination. After they secure employment in a South Carolina public school, they begin the course work in the content area and grade level for which they were admitted to earn K-12, middle level, or secondary certification. Participants must successfully complete the initial ten-day course (PACE pre-service institute, which is offered in July and again in the winter), a second ten-day course (PACE in-service, which is offered in June), and six weekend seminars. Participants must also pass three required college courses approved by the Office of Educator Services as well as pass the Principles of Learning and Teaching (PLT) Praxis exam appropriate to the teacher’s certification grade level.

WHAT ARE SOME OF THE GENERAL ATTRIBUTES OF THIS GROUP OF TEACHERS?These teachers are very diverse in age, ethnicity, training, experiences, and professions. Because they have had some experience working in a career, they often bring employment skills applicable to teaching. Generally speaking, they exhibit a maturity, perseverance, idealism, and intentionality in seeking teacher certification. Because most of these adults have families and must consider their financial obligations, they welcome the opportunity to receive a salary while at the same time earning their teacher certification at nominal fees. The coursework that this group of teachers complete through the twenty-six days of intense instruction builds knowledge of classroom management, instructional strategies, lesson plans, parent interactions, best practices, assessment, special needs students, education theorists, ADEPT, and much more.

WHAT ARE SOME OF THE GENERAL CHALLENGES OF THIS GROUP OF TEACHERS?As is the case with most beginning teachers, the PACE teachers’ idealism and optimism can get quickly hindered by the complexity and the challenges of the profession. Many are coming from careers in which they were highly capable and respected whereas others have left careers in which they lacked fulfillment. Placing high expectations on themselves, PACE participants strive to be highly effective teachers but often experience stress and various degrees of disillusionment in the process. Most are also spouses and parents who have family obligations as well, so often they are concerned about the time commitments of teaching.

CERRA / SCDE{Ç

SC Mentor Training

č`�Õ�VÌ�/i>V��}�iÀÌ�v�V>Ìi WHAT IS AN ADJUNCT TEACHING CERTIFICATE? The Adjunct Teaching Certificate gives individuals with knowledge and experience in certain content areas the opportunity to share their expertise in the classroom. Teachers with an adjunct certificate have at least a bachelor’s degree from a regionally accredited college, as well as either a major in a current South Carolina certificate area or a passing score on the required content examination for the certificate area. They also must have had a minimum of five years of occupational work experience within the past ten years in, or related to, the content field of the certificate area.

WHAT ARE SOME OF THE GENERAL ATTRIBUTES OF THIS GROUP OF TEACHERS? Teachers with adjunct certificates generally have a strong desire to teach and/or to “give back” to the community. In some cases they may be retired following a successful career in their field, and they may have been sought out to teach by the school district. These teachers will bring to the classroom a strong knowledge base, a maturity level, and a point of view centered in the realities of the world outside of the K-12, college, or university experience. They may teach only up to two credit-bearing classes per school year, so they generally will be working only a portion of the school day.

WHAT ARE SOME OF THE GENERAL CHALLENGES OF THIS GROUP OF TEACHERS? These teachers likely have little or no experience as a teacher in the public school classroom setting. As a result, they may not be aware of the many routine procedures and expectations. They will have had little exposure to such responsibilities as planning, assessment, instructional strategies, and classroom management. They also may be unaware of standard strategies and techniques in these areas. Like all new teachers, they may at times be overwhelmed with the realities of the classroom and feelings of isolation and frustration. When working with teachers with adjunct certificates, avoid the use of typical education jargon with which they may be unfamiliar, and take steps to make them feel comfortable asking questions that otherwise may seem simplistic.

/�i�č�iÀ�V>��>À`WHAT IS THE AMERICAN BOARD?The American Board is a non-partisan, non-profit organization established by the United States Department of Education. In June 2007 the South Carolina General Assembly passed the American Board for the Certification of Teacher Excellence Act, which allows public school districts or charter schools to hire individuals who use The American Board process to obtain a South Carolina teaching certificate in one of the following middle or secondary content areas: biology, chemistry, English language arts, general science, mathematics, or physics. These teachers have earned at least a bachelor’s degree from a regionally accredited college or university, passed the required American Board examinations in the subject area, and met all program requirements.

WHAT ARE SOME OF THE GENERAL ATTRIBUTES OF THIS GROUP OF TEACHERS?American Board-certified teachers generally have a strong desire to teach, having sought out The American Board process for obtaining teacher certification. In many cases they will have had work experience in their certification content area, and they may bring to the classroom a level of maturity and wisdom.

WHAT ARE SOME OF THE GENERAL CHALLENGES OF THIS GROUP OF TEACHERS?These teachers likely have little or no experience as a teacher in the public school classroom setting. As a result, they may not be aware of the many routine procedures and expectations. They will have had little exposure to such responsibilities as planning, assessment, instructional strategies, and classroom management. They also may be unaware of standard strategies and techniques in these areas. Like all new teachers, they may at times be overwhelmed with the realities of the classroom and feelings of isolation and frustration. When working with American Board-certified teachers, avoid the use of typical education jargon with which they may be unfamiliar, and take steps to make them feel comfortable asking questions that otherwise may seem simplistic.

CERRA / SCDE{n

SC Mentor Training

/i>V��À�č�iÀ�V> WHAT IS TEACH FOR AMERICA?Teach for America (TFA) is a national program that recruits and trains top college graduates, who then commit to teach for two years in rural and high-need public schools. The South Carolina Board of Education adopted a resolution on October 13, 2010, to implement the TFA program in South Carolina. TFA participants must have earned at least a bachelor’s degree (or higher) from a regionally accredited college or university or an institution with a teacher education program that has been approved by the South Carolina Board of Education. They also must have received a passing score on the required content area examination for the certification area. TFA participants must complete the approved TFA pre-service training institute as well as the regional orientation to the schools and communities in which the participants will be teaching.

WHAT ARE SOME OF THE GENERAL ATTRIBUTES OF THIS GROUP OF TEACHERS?TFA participants are presumed to be eager to teach in rural and high-need schools. They will have had some pre-service training to learn about pedagogy and specific expectations in such areas as planning, assessment and classroom management. During their time in the TFA program, they also are assigned a full- time TFA instructional coach who will observe them and engage them in joint problem-solving to improve their practice. TFA participants receive toolkits that include sample assessments, standards, and teaching resources customized for their grade levels, subjects, and districts; they will meet periodically in content-area and grade-level learning teams; and they will have access to TFANet, a Web site that hosts online resource exchange and knowledge sharing.

WHAT ARE SOME OF THE GENERAL CHALLENGES OF THIS GROUP OF TEACHERS?Like traditionally-trained teachers who are new college graduates, TFA participants will be entering the “real world” of full-time employment, financial autonomy, and independent living as they exit their intuitions of higher education and enter the public school system. They will be going through an adjustment period that goes beyond simply starting a new job. TFA participants may at times be overwhelmed with the realities of the classroom as compared to the idealism with which they began their year of teaching.

CERRA / SCDE{�

SC Mentor Training

��ÌiÀ�>Ì��>��6�Ã�Ì��}�/i>V�iÀÃ�*À�}À>�WHAT IS THE INTERNATIONAL VISITING TEACHERS PROGRAM?The South Carolina International Visiting Teachers Program has Memoranda of Understanding agreements with certain countries to allow teachers from those countries to fill teaching positions in South Carolina. A number of private companies also have programs to bring teachers to South Carolina from all over the world. International teachers typically have received visas to teach in this country for up to three years.

WHAT ARE SOME OF THE GENERAL ATTRIBUTES OF THIS GROUP OF TEACHERS?These teachers generally will have been through a traditional training program in their home country and likely have had successful careers as teachers before deciding that they wish to teach in the United States. They should have a broad base of knowledge and experiences on which to rely. Presumably they also have a desire to learn about our culture and our educational system. They are excited to be starting a position as a teacher in the United States and will likely be open to receiving assistance and support.

WHAT ARE SOME OF THE GENERAL CHALLENGES OF THIS GROUP OF TEACHERS?International teachers face many challenges during their time in South Carolina. They are at a disadvantage because they are immersed in a new education system, there may be significant cultural differences, and they are typically unfamiliar with the nuances of the English language as spoken in South Carolina. They may face differences in routine expectations in such areas as planning, assessment, and student discipline. What may be perceived as a weakness or inadequacy may simply be adjustment to a language or cultural difference. When working with international teachers, avoid the use of educational jargon and assist them in being prepared to encounter slang and other language nuances in the classroom; anticipate and discuss cultural differences; and always use specific examples and check to assure that they understand the information you are trying to convey.

CERRA / SCDExä

SC Mentor Training

>ÀiiÀ�>�`�/iV��}Þ� `ÕV>Ì��7�À��>Ãi`�iÀÌ�v�V>Ì��WHAT IS A CAREER AND TECHNOLOGY EDUCATION TEACHER?Career and Technology Education (CATE) teachers are not required to have completed a traditional teacher training program. Instead, they complete intensive training during their first two years in the classroom. This training, known as the DIRECT program, covers methods of teaching, classroom management, curriculum development and assessment. CATE teachers have up to five years to complete all requirements for certification, which include state-required work certifications, coursework, and skill-competency examinations. CATE includes such areas as welding, culinary arts, automobile technology, cosmetology, electronics, health science technology, and carpentry.

WHAT ARE SOME OF THE GENERAL ATTRIBUTES OF THIS GROUP OF TEACHERS?CATE teachers generally are eager to share their expertise with CATE students. They bring to the classroom a wealth of technical expertise gained from experience in their chosen professions. They also are likely to bring with them a level of maturity and wisdom that is beneficial to students in CATE classes. However, there may be great diversity in the educational background of these teachers. Some may have only high school diplomas, while others have college degrees.

WHAT ARE SOME OF THE GENERAL CHALLENGES OF THIS GROUP OF TEACHERS?CATE teachers are making a transition from the workplace to the classroom and will generally be unfamiliar with routine procedures and expectations. In addition to the day-to-day challenges of a classroom, and in some cases a laboratory-type setting, these teachers are undergoing direct training in instructional practices, assessment, classroom management, etc. They may feel overwhelmed and/or frustrated with all of the requirements and expectations. When working with CATE teachers, avoid the use of typical education jargon with which they may be unfamiliar, and take steps to make them feel comfortable asking questions that otherwise may seem simplistic.

CERRA / SCDEx£

SC Mentor Training

��ÌiÃÃ�À��iÀÌ�v�V>Ì��WHAT IS MONTESSORI CERTIFICATION?The Montessori Method is a hands-on, individualized, and whole-child centered approach to learning and teaching, which is used worldwide. Montessori is a state-approved program, designated as a model for personalized learning. It is offered primarily at the pre-school and elementary level. In South Carolina, there are a small number of Montessori middle schools and plans are in place for a secondary Montessori program to be offered through grade 12. All Montessori teachers have been trained in the Montessori Method through an 18-24 month Montessori Teacher Education Program, including methods courses in which participants learn how to present lessons in the Montessori curriculum (across all areas) using Montessori materials/equipment.

Montessori teachers have entered the classroom in one of two ways. Some Montessori teachers hold a South Carolina teaching certificate and have simply added on Montessori Certification after completing a Montessori Teacher Education Program. Other Montessori teachers hold a bachelor’s degree from a regionally accredited institution, have completed a Montessori Teacher Education Program, and passed a Praxis II subject area exam and Praxis II "Principles of Learning and Teaching" (PLT) exam; these teachers do not hold a South Carolina teaching certificate as holding only Montessori Certification does not qualify educators to teach in non-Montessori classes in public schools.

WHAT ARE SOME OF THE GENERAL ATTRIBUTES OF THIS GROUP OF TEACHERS?The Montessori teachers who possess only a Montessori Certification and not a South Carolina teaching certificate may have a bachelor’s degree in a non-education major and bring some experience from working in another profession. Teachers serve as facilitators of learning in multi-age classrooms where students work at their own pace. All Montessori teachers understand that cooperation, respect for others and the environment, and responsibility for one's own learning are cornerstones of the Montessori philosophy.

WHAT ARE SOME OF THE GENERAL CHALLENGES OF THIS GROUP OF TEACHERS?Many Montessori teachers work in traditional schools where the Montessori Method may not be fully understood or where they are one of only a few teachers using the Montessori Method. The uniqueness of their teaching pedagogy may cause them to experience feelings of isolation and frustration. When working with Montessori teachers, it is important to be aware of the Montessori Method.

CERRA / SCDExÓ

SC Mentor Training

/i>V�iÀÃ��v�/��ÀÀ�Ü�WHAT IS TEACHERS OF TOMORROW?Teachers of Tomorrow is a for-profit, national organization authorized in South Carolina as a non-traditional or alternative route to teacher certification. Candidates must have a bachelor’s degree or higher from a regionally accredited institution or from an institution with teacher-preparation programs approved for certification purposes by the state of South Carolina. Candidates also must have earned a GPA of at least 2.5 and must pass all Praxis Core and subject area assessments. Once in the program, Teachers of Tomorrow candidates participate in 300 hours of comprehensive online and field-based coursework. During their first year of teaching, candidates receive on-going support from a Field Supervisor who works alongside the mentor and school administrator.

Candidates for Teachers of Tomorrow may pursue certification in the following areas: P-12 (art, dance, ESOL, health, media specialist, music, physical education, and theatre); middle level (language arts, math, science, and social studies); and secondary (agriculture, biology, business/marketing/computer technology, chemistry, English, family and consumer science, history, industrial technology, math, physics, science, and social studies).

WHAT ARE SOME OF THE GENERAL ATTRIBUTES OF THIS GROUP OF TEACHERS?While these teachers possess a bachelor’s degree or higher, they have not completed a student teaching experience or a teacher preparation program. Some Teachers of Tomorrow candidates are career changers and bring work experience from another field. Alternately, some are traditional college graduates and now wish to obtain teacher certification. Similar to PACE teachers, Teachers of Tomorrow candidates are hired as a teacher of record and begin teaching before they are fully certified. The coursework that this group of teachers complete includes instructional rigor and student engagement, lesson preparation and content knowledge, instructional decision making, classroom management, child development, strategies for meeting the needs of all learners, and ethics.

WHAT ARE SOME OF THE GENERAL CHALLENGES OF THIS GROUP OF TEACHERS?These teachers have no experience as a teacher in the public school classroom setting and are completing the program coursework while simultaneously working in the field. As a result, they may feel overwhelmed by the stresses of being both a teacher and a student. Depending on the time of the year and the teachers’ progress through the Teachers of Tomorrow curriculum, they may have had little exposure to educational topics such as planning, assessment, instructional strategies, and classroom management. Teachers in this program work with a Field Supervisor and mentor, both assigned by Teachers of Tomorrow, as well as a school-level mentor; balancing these communications may present a challenge for the beginning teachers.

CERRA / SCDExÎ

SC Mentor Training

"Ì�iÀ�č�ÌiÀ�>Ì�Ûi�iÀÌ�v�V>Ì��*>Ì�Ü>ÞÃ�WHAT ARE SOME OF THE OTHER PATHWAYS?There are currently two alternative certification programs developed and facilitated by school districts: TeachCharleston and the Greenville Alternative Teacher Education (GATE) program. Both programs aim to recruit and retain adults interested in entering the teaching field who have a bachelor’s degree with a minimum of a 2.75 cumulative GPA and a passing PRAXIS score. For TeachCharleston, candidates must have a minimum of 21 hours in math, science, or English coursework while GATE requires a major or emphasis in math, science, French, or Spanish. Both programs require an in-person interview and a writing sample as part of the selection process. Cohorts from both programs participate in training during the summer and school year as well as receive coaching and mentoring support. Upon successful completion of all requirements throughout the three-year commitment, participants will earn a professional teaching certificate.

Through a five-year grant, Columbia College has created the Alternative Pathways for Educator Certification (APEC) program. The college partners work with designated school districts to assist current non-certified employees who wish to seek certification. Candidates must be employed by a designated district and have an associate’s or a bachelor’s degree. They enroll in the program for two years and work as a cohort to complete four learning modules. During the first year, all participants carry out classroom duties under the supervision of a mentoring teacher. Participants may acquire their own classroom during the second year if they have earned a bachelor’s degree. The modules are designed so that the participants receive either a bachelor’s or master’s degree upon completion as they seek their professional teaching certificate. They commit to teach in the district for an agreed-upon minimum number of years.

WHAT ARE SOME OF THE GENERAL ATTRIBUTES OF THIS GROUP OF TEACHERS?While these teachers possess an associate’s or a bachelor’s degree, they have not previously completed a student teaching experience or a teacher preparation program. Some of the candidates are career changers and bring work experience from another field while some have been working in the schools in other non-certified roles. Similar to PACE teachers, TeachCharleston and GATE candidates are hired as a teacher of record and begin teaching before they are fully certified; APEC candidates may become a teacher of record during the second year of the program.

WHAT ARE SOME OF THE GENERAL CHALLENGES OF THIS GROUP OF TEACHERS?These teachers are completing the program coursework while simultaneously working in the field. They may feel overwhelmed by the stresses of being both a teacher and a student. Those who have been employed in the district may fear that others will assume they, because of their time at the school, have a working knowledge of the school, district, and classroom (ex. classroom management, pedagogy, etc.) that they may not yet possess. Depending on the teachers’ progress through the programs, they may have had little exposure to educational topics such as planning, assessment, instructional strategies, and classroom management.

FOR MORE INFORMATION ABOUT THESE ALTERNATIVE CERTIFICATION PATHWAYS, GO TO:

APEC: https://www.columbiasc.edu/alternative-pathways-educator-certificationGATE: https://www.greenville.k12.sc.us/Employment/main.asp?titleid=gateTeachCharleston: https://www.ccsdschools.com/divisions/human_resources/teach_charleston

CERRA / SCDEx{

Characteristics of Beginning Teachers Comparison Document

Traditionally-Prepared Teachers (1) _____________________________________________________________ �_____________________________________________________________________________________________�_____________________________________________________________________________________________

PACE Teachers (2) _________________________________________________________________________________________________________________________________________________________________________�_____________________________________________________________________________________________

Teachers with an Adjunct Teaching Certificate (3) ______________________________________________________________________________________________________________________________________________�_____________________________________________________________________________________________

American Board Teachers (4) ________________________________________________________________________________________________________________________________________________________________�_____________________________________________________________________________________________

TFA Teachers (5) ___________________________________________________________________________________________________________________________________________________________________________�_____________________________________________________________________________________________

International Visiting Teachers (6) ____________________________________________________________________________________________________________________________________________________________�_____________________________________________________________________________________________

CATE Teachers (7) _________________________________________________________________________________________________________________________________________________________________________�_____________________________________________________________________________________________

Montessori Teachers (8) ____________________________________________________________________________________________________________________________________________________________________�_____________________________________________________________________________________________

Teachers of Tomorrow (9) ___________________________________________________________________________________________________________________________________________________________________�_____________________________________________________________________________________________

Commonalities ______________________________________________________________________________ �_____________________________________________________________________________________________�_____________________________________________________________________________________________ �_____________________________________________________________________________________________ �_____________________________________________________________________________________________

xx

INSTRUCTION Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1)

Stan

dard

s and

Obj

ectiv

es1

x All learning objectives and state content standards are explicitly communicated.

x Sub-objectives are aligned and logically sequenced to the lesson’s major objective.

x Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.

x Expectations for each student’s performance are clear, demanding, and high.

x State standards are displayed, referenced throughout the lesson with explanations.

x There is evidence that most students demonstrate mastery of the objective.

x Most learning objectives and state content standards are communicated.

x Sub-objectives are mostly aligned to the lesson’s major objective.

x Learning objectives are connected to what students have previously learned.

x Expectations for student performance are clear, demanding and high.

x State standards are displayed and referenced in the lesson.

x There is evidence that most students demonstrate mastery of the objective.

x Some learning objectives and state content standards are communicated.

x Sub-objectives are sometimes aligned to the lesson’s major objective.

x Learning objectives are not clearly connected to what students have previously learned.

x Expectations for student performance are clear.

x State standards are appropriately displayed

x There is evidence that some of the students demonstrate mastery of the objective.

x Learning objectives and state content standards are not communicated.

x Sub-objectives are rarely aligned to the lesson’s major objective.

x Learning objectives are rarely connected to what students have previously learned.

x Expectations for student performance are vague.

x State standards are not appropriately displayed.

x There is evidence that few students demonstrate mastery of the objective.

Mot

ivat

ing

Stud

ents

2

x The teacher consistently and explicitly organizes the content so that it is personally meaningful, relevant and intellectually engaging to all students.

x The teacher consistently develops learning experiences where inquiry, curiosity and exploration are valued.

x The teacher consistently reinforces and rewards effort.

x The teacher often organizes the content so that it is personally meaningful, relevant and intellectually engaging to most students.

x The teacher often develops learning experiences where inquiry, curiosity and exploration are valued.

x The teacher regularly reinforces and rewards effort.

x The teacher sometimes organizes the content so that it is personally meaningful, relevant and engaging to some students.

x The teacher sometimes develops learning experiences where inquiry, curiosity and exploration are valued.

x The teacher sometimes reinforces and rewards effort.

x The teacher rarely organizes the content so that it is personally meaningful, relevant and engaging to students.

x The teacher rarely develops learning experiences where inquiry, curiosity and exploration are valued.

x The teacher rarely reinforces and rewards effort.

Pres

entin

g In

stru

ctio

nal C

onte

nt3

Presentation of content always includes: x visuals that establish: the

purpose of the lesson, preview the organization of the lesson, and include reflective internal summaries of the lesson.

x Explicit examples, illustrations, analogies, and labels for new concepts and ideas.

x modeling by the teacher to demonstrate his or her performance expectations throughout the lesson.

x concise communication. x logical sequencing and

segmenting. x all essential information. x no irrelevant, confusing, or

non- essential information.

Presentation of content most of the time includes: x visuals that establish the

purpose of the lesson, preview the organization of the lesson, and include reflective internal summaries of the lesson.

x examples, illustrations, analogies, and labels for new concepts and ideas.

x modeling by the teacher to demonstrate his or her performance expectations.




Presentation of content sometimes includes: x visuals that establish the

purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson




segmenting. x all essential information x no irrelevant, confusing, or


Presentation of content rarely includes: x visuals that establish the

purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson.






▼

1 Applebee, A. N., Adler, M., & Flihan, S. (2007). Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction. American

Educational Research Journal, 44(4), 1002-1039. doi: 10.3102/0002831207308219 2Givens Rolland, R. (2012). Synthesizing the evidence on classroom goal structures in middle and secondary schools: A meta-analysis and narrative review. Review of Educational Research,

82(4), 396-435. doi:10.3102/0034654312464909 3Dalton, B., & Smith, B.E. (2012). Teachers as designers: Multimodal immersion and strategic reading on the Internet. Research in the Schools, 19(1), 12-25.

1

INSTRUCTION (Continued)

Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Le

sson

Str

uctu

re a

nd P

acin

g4 x The lesson starts promptly. x The lesson's structure is

coherent, with a significant beginning, middle, end, and extended time for reflection.

x Pacing is brisk, and provides many opportunities for individual students who progress at different learning rates.

x Routines for distributing materials are seamless.

x No instructional time is lost during transitions.

x The lesson starts promptly. x The lesson's structure is

coherent, with a beginning, middle, and end and reflection.

x Pacing is appropriate, and sometimes provides opportunities for students who progress at different learning rates.

x Routines for distributing materials are efficient.

x Little instructional time is lost during transitions.

x The lesson starts somewhat promptly.

x The lesson's structure is coherent, with a beginning, middle, and end.

x Pacing is appropriate for some students and rarely provides opportunities for students who progress at different learning rates.

x Routines for distributing materials are efficient.

x Instructional time is lost during transitions.

x The lesson does not start promptly.

x The lesson has a structure, but may be missing closure or introductory elements.

x Pacing is appropriate for few students, and does not provide opportunities for students who progress at different learning rates.

x Routines for distributing materials are inefficient.

x Considerable time is lost during transitions.

Activ

ities

and

Mat

eria

ls5

Activities and materials include all of the following: x support the lesson

objectives. x are challenging. x sustain students’ attention. x elicit a variety of thinking. x provide time for reflection. x are relevant to students’

lives. x provide opportunities for

student to student interaction.

x induce student curiosity and suspense.

x provide students with choices.

x incorporate multimedia and technology which enhances student learning and thinking.

x incorporate resources beyond the school curriculum texts (e.g., teacher made materials, manipulatives, resources from museums, cultural centers, etc.).

x In addition, sometimes activities are game-like, involve simulations, require creating products, and demand self- direction and self-monitoring.

Activities and materials include most of the following: x support the lesson






x incorporate multimedia and technology.


Activities and materials include some of the following: x support the lesson








Activities and materials include few of the following: x support the lesson







x incorporate resources beyond the school curriculum texts (e.g., teacher made materials, manipulatives, resources from museums, etc.).

▼

4 Konrad, M., Helf, S., & Joseph, L. M. (2011). Evidence-based instruction is not enough: Strategies for increasing instructional efficiency. Intervention in School and Clinic, 47(2), 67-74. doi: 10.1177/1053451211414192 5 Pahl, K., & Roswell, J. (2010). Artifactual literacies: Every object tells a story. New York, NY: Teachers College Press.

2


Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) Q

uest

ioni

ng6

Teacher questions are varied and high quality providing a consistently balanced mix of question types:

o knowledge and comprehension,

o application and analysis, and

o creation and evaluation. x Questions are consistently

purposeful and coherent. x A high frequency of

questions is asked. x Questions are consistently

sequenced with attention to the instructional goals.

x Questions regularly require active responses (e.g., whole class signaling, choral responses, written and shared responses, or group and individual answers).

x Wait time (3-5 seconds) is consistently provided.

x The teacher calls on volunteers and non-volunteers, and a balance of students based on ability and sex.

x Students generate higher order questions that lead to further inquiry and self-directed learning.

Teacher questions are varied and high quality providing a balanced mix of question types:



o creation and evaluation. x Questions are usually

purposeful and coherent. x A moderate frequency of

questions asked. x Questions are often


x Questions sometimes require active responses (e.g., whole class signaling, choral responses, or group and individual answers).

x Wait time is often provided. x The teacher calls on

volunteers and non-volunteers, and a balance of students based on ability and sex.

x Students generate questions that lead to further inquiry and self-directed learning.

Teacher questions are varied and high quality providing for some, but not all, question types:



o creation and evaluation. x Questions are sometimes

purposeful and coherent. x A moderate frequency of

questions asked. x Questions are sometimes


x Questions sometimes require active responses (e.g., whole class signaling, choral responses, or group and individual answers).

x Wait time is sometimes provided.

x The teacher calls on volunteers and non-volunteers, and a balance of students based on ability and sex.

Teacher questions are inconsistent in quality and include few question types:



o creation and evaluation. x Questions are random and

lack coherence. x A low frequency of

questions is asked. x Questions are rarely


x Questions rarely require active responses (e.g., whole class signaling, choral responses, or group and individual answers).

x Wait time is inconsistently provided.

x The teacher mostly calls on volunteers and high ability students.

Acad

emic

Fee

dbac

k7

x Oral and written feedback is consistently academically focused, frequent, and high quality.

x Feedback is frequently given during guided practice and homework review.

x The teacher circulates to prompt student thinking, assess each student’s progress, and provide individual feedback.

x Feedback from students is consistently used to monitor and adjust instruction.

x Teacher engages students in giving specific and high quality feedback to one another.

x Oral and written feedback is mostly academically focused, frequent, and mostly high quality.

x Feedback is often given during guided practice and homework review.

x The teacher circulates regularly during instructional activities to support engagement, and monitor student work.

x Feedback from students is regularly used to monitor and adjust instruction.

x Teacher engages students in giving feedback to one another.

x Oral and written feedback is sometimes academically focused, frequent, and mostly high quality.

x Feedback is sometimes given during guided practice and homework review.

x The teacher circulates sometimes during instructional activities to support engagement, and monitor student work.

x Feedback from students is sometimes used to monitor and adjust instruction.

x The quality and timeliness of feedback is inconsistent.

x Feedback is rarely given during guided practice and homework review.

x The teacher circulates during instructional activities, but monitors mostly behavior.

x Feedback from students is rarely used to monitor or adjust instruction.

▼

6 Fusco, E. (2012). Effective questioning strategies in the classroom: A step-by-step approach to engaged thinking and learning, K–8. New York, NY: Teachers College Press. 7 Hattie, J. & Gan, M. (2010). Instruction based on feedback. In R. E. Mayer & P. A. Alexander (Eds.). Handbook of Research on Learning and Instruction (pp. 249-272). New York, NY: Taylor & Francis.

3


Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1) G

roup

ing

Stud

ents

8 x The instructional grouping

arrangements (either whole class, small groups, pairs, individual; hetero- or homogenous ability) consistently maximize student understanding and learning efficiency.

x All students in groups know their roles, responsibilities, and group work expectations.

x All students participating in groups are held accountable for group work and individual work.

x Instructional group composition is varied (e.g., race, gender, ability, and age) to best accomplish the goals of the lesson.

x Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.

x The instructional grouping arrangements (either whole class, small groups, pairs, individual; hetero- or homogenous ability) adequately enhance student understanding and learning efficiency.

x Most students in groups know their roles, responsibilities, and group work expectations.

x Most students participating in groups are held accountable for group work and individual work.

x Instructional group composition is varied (e.g., race, gender, ability, and age) to most of the time, accomplish the goals of the lesson.

x The instructional grouping arrangements (either whole class, small groups, pairs, individual; hetero-or homogenous ability) sometime enhance student understanding and learning efficiency.

x Some students in groups know their roles, responsibilities, and group work expectations.

x Some students participating in groups are held accountable for group work and individual work.

x Instructional group composition is varied (e.g., race, gender, ability, and age) to sometime, accomplish the goals of the lesson.

x The instructional grouping arrangements (either whole class, small groups, pairs, individual; hetero-or homogenous ability) inhibit student understanding and learning efficiency.

x Few students in groups know their roles, responsibilities, and group work expectations.

x Few students participating in groups are held accountable for group work and individual work.

x Instructional group composition remains unchanged irrespective of the learning, and instructional goals of a lesson.

Teac

her C

onte

nt K

now

ledg

e9

x Teacher displays extensive content knowledge of all the subjects she or he teaches.

x Teacher consistently implements a variety of subject-specific instructional strategies to enhance student content knowledge.

x The teacher consistently highlights key concepts and ideas, and uses them as bases to connect other powerful ideas.

x Limited content is taught in sufficient depth to allow for the development of understanding.

x Teacher displays accurate content knowledge of all the subjects he or she teaches.

x Teacher regularly implements subject- specific instructional strategies to enhance student content knowledge.

x The teacher regularly highlights key concepts and ideas, and uses them as bases to connect other powerful ideas.

x Teacher displays adequate content knowledge of all the subjects he or she teaches.

x Teacher sometimes implements subject-specific instructional strategies to enhance student content knowledge.

x The teacher sometimes highlights key concepts and ideas, and uses them as bases to connect other powerful ideas.

x Teacher displays under-developed content knowledge in several subject areas.

x Teacher rarely implements subject- specific instructional strategies to enhance student content knowledge.

x Teacher does not understand key concepts and ideas in the discipline, and therefore presents content in an unconnected way.

Teac

her K

now

ledg

e of

Stu

dent

s10

x Teacher practices display understanding of each student’s anticipated learning difficulties.

x Teacher practices consistently incorporate student interests and cultural heritage.

x Teacher consistently provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.

x Teacher practices display understanding of most student anticipated learning difficulties.

x Teacher practices regularly incorporate student interests and cultural heritage.

x Teacher regularly provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.

x Teacher practices display understanding of some student anticipated learning difficulties.

x Teacher practices sometimes incorporate student interests and cultural heritage.

x Teacher sometimes provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.

x Teacher practices demonstrate minimal knowledge of students anticipated learning difficulties.

x Teacher practices rarely incorporate student interests or cultural heritage.

x Teacher practices demonstrate little differentiation of instructional methods or content.

▼

8 Li, T., Han, L., Zhang, L., & Rozelle, S. (2014). Encouraging classroom peer interactions: Evidence from Chinese migrant schools. Journal of Public Economics, 111, 29-45. doi:10.1016/j.jpubeco.2013.12.014 9 Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. doi: 10.1177/0022487108324554 10 Pacheco, M., & Gutierrez, K. (2009). Cultural-historical approaches to literacy teaching and learning. In C. Compton-Lilly (Ed.), Breaking the silence: Recognizing the social and cultural

resources students bring to the classroom (pp. 60-77). Newark, NJ: International Reading Association.

4


Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1)

Thin

king

11

The teacher thoroughly teaches three types of thinking: x analytical thinking where

students analyze, compare and contrast, and evaluate and explain information.

x practical thinking where students use, apply, and implement what they learn in real-life scenarios.

x creative thinking where students create, design, imagine and suppose.

x research-based thinking where students explore and review a variety of ideas, models, and solutions to problems.

The teacher consistently provides opportunities where students: x generate a variety of ideas

and alternatives. x analyze problems from

multiple perspectives and viewpoints.

x monitor their thinking to insure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why.

The teacher thoroughly teaches two types of thinking: x analytical thinking where





The teacher regularly provides opportunities where students: x generate a variety of ideas



The teacher attempts to teach one of the following types of thinking: x analytical thinking where





The teacher sometimes provides opportunities where students: x generate a variety of ideas



The teacher implements no learning experiences that thoroughly teach any type of thinking. The teacher provides few opportunities where students: x generate a variety of ideas



Prob

lem

Sol

ving

12

The teacher implements activities that teach and reinforce 3 or more of the following problem solving types: x Abstraction x Categorization x Drawing

Conclusions/Justifying Solutions

x Predicting Outcomes x Observing and

Experimenting x Improving Solutions x Identifying

Relevant/Irrelevant Information

x Generating Ideas x Creating and Designing

The teacher implements activities that teach and reinforce 2 of the following problem solving types: x Abstraction x Categorization x Drawing

Conclusions/Justifying Solution





The teacher implements activities that teach and reinforce 1 of the following problem solving types: x Abstraction x Categorization x Drawing






The teacher implements no activities that teach and reinforce any of the following problem solving types: x Abstraction x Categorization x Drawing






Des

crip

tion

of

Qua

lifyi

ng M

easu

res Consistent Evidence of

Student Centered Learning/Student Ownership

of Learning- Teacher Facilitates the Learning.

Some Evidence of Student Centered Learning/ Student

Ownership of Learning- Teacher Facilitates the

Learning.

Moving Towards Student Centered Learning/Student

Ownership of Learning- Consistent Reliance on

Teacher Direction.

Heavy emphasis on Teacher Direction- Minimal Evidence

of Student Ownership of Learning.

11 Marshall, J.C., & Horton, R. M. (2011). The relationship of teacher-facilitated, inquiry-based instruction to student higher-order thinking. School Science and Mathematics, 111(3), 93-101. doi: 10.1111/j.1949-8594.2010.00066.x 12 Cho, K. & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5-22. doi: 10.1007/BF02505022

5

PLANNING Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1)

Inst

ruct

iona

l Pla

ns13

Instructional plans include: x measurable and explicit goals

aligned to state content standards.

x activities, materials, and assessments that: o are aligned to state

standards. o are sequenced from basic to

complex. o build on prior student

knowledge, are relevant to students’ lives, and integrate other disciplines.

o provide appropriate time for student work, student reflection, and lesson and unit closure.

x evidence that plan is appropriate for the age, knowledge, and interests of all learners.

x evidence that the plan provides regular opportunities to accommodate individual student needs.

Instructional plans include: x goals aligned to state content

standards. x activities, materials, and

assessments that: o are aligned to state

standards. o are sequenced from basic to

complex. o build on prior student

knowledge. o provide appropriate time for

student work, and lesson and unit closure.

x evidence that plan is appropriate for the age, knowledge, and interests of most learners.

x evidence that the plan provides some opportunities to accommodate individual student needs.

Instructional plans include: x some goals aligned to state

content standards. x activities, materials, and

assessments that: o are sometimes aligned to

state standards. o are sometimes sequenced

from basic to complex. o Sometimes build

on prior student knowledge.

o Sometimes provide appropriate time for student work, and lesson and unit closure.

x Some evidence that plan is appropriate for the age, knowledge, and interests of most learners.

x evidence that the plan provides some opportunities to accommodate individual student needs.

Instructional plans include: x few goals aligned to state

content standards. x activities, materials, and

assessments that: o are rarely aligned to state

standards. o are rarely logically

sequenced. o rarely build on prior student

knowledge o inconsistently provide time

for student work, and lesson and unit closure

x little evidence that the plan is appropriate for the age, knowledge, or interests of the learners.

x little evidence that the plan provides some opportunities to accommodate individual student needs.

Stud

ent W

ork14

Assignments require students to: x organize, interpret, analyze,

synthesize, and evaluate information rather than reproduce it.

x draw conclusions, make generalizations, and produce arguments that are supported through extended writing.

x connect what they are learning to experiences, observations, feelings, or situations significant in their daily lives both inside and outside of school.

Assignments require students to: x interpret and analyze

information rather than reproduce it.

x draw conclusions and support them through writing.

x connect what they are learning to prior learning and some life experiences.

Assignments require students to: x interpret information rather

than reproduce it. x Sometimes draw conclusions

and support them through writing.

x Sometimes connect what they are learning to prior learning

Assignments require students to: x mostly reproduce information. x rarely draw conclusions and

support them through writing. x rarely connect what they are

learning to prior learning or life experiences.

Ass

essm

ent15

Assessment Plans: x are consistently aligned with

state content standards. x have clear appropriate

measurement criteria. x measure student performance

in more than three ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test.

x require extended written tasks. x are portfolio-based with clear

illustrations of student progress toward state content standards.

x include descriptions of how assessment results will be used to inform future instruction.

Assessment Plans: x are aligned with state content

standards. x have clear measurement

criteria. x measure student performance

in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test).

x require written tasks. x include performance checks

throughout the school year.

Assessment Plans: x are sometimes aligned with

state content standards. x have measurement criteria. x measure student performance

in more than one way (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test).

x require limited written tasks. x include performance checks but

may not be monitored consistently.

Assessment Plans: x are rarely aligned with state

content standards. x have ambiguous measurement

criteria. x measure student performance

in less than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice test).

x include performance checks, although the purpose of these checks is not clear.

Des

crip

tion

of

Qua

lifyi

ng M

easu

res Consistent Evidence of Student

Centered Learning/Student Ownership of Learning- Teacher

Facilitates the Learning.

Some Evidence of Student Centered Learning/ Student

Ownership of Learning- Teacher Facilitates the Learning.

Moving Towards Student Centered Learning/Student

Ownership of Learning- Consistent Reliance on Teacher

Direction.

Heavy emphasis on Teacher Direction- Minimal Evidence of Student Ownership of Learning.

13 Timperley, H. S., & Parr, J. M. (2009). What is this lesson about? Instructional processes and student understandings in writing classrooms. The Curriculum Journal, 20(1), 43-60. doi: 10.1080/09585170902763999 14 Marshall, J. C., & Horton, R. M. (2011). The relationship of teacher-facilitated, inquiry-based instruction to student higher-order thinking. School Science and Mathematics, 111(3), 93-101. doi: 10.1111/j.1949-8594.2010.00066.x 15 Lyon, E. G. (2011). Beliefs, practices, and reflection: Exploring a science teacher's classroom assessment through the Assessment Triangle Model. Journal of Science Teacher Education, 22(5), 417-435. doi: 10.1007/s10972-011-9241-4 6

ENVIRONMENT Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1)

Expe

ctat

ions

16

x Teacher sets high and demanding academic expectations for every student.

x Teacher encourages students to learn from mistakes.

x Teacher creates learning opportunities where all students can experience success.

x Students take initiative and follow through with their own work.

x Teacher optimizes instructional time, teaches more material, and demands better performance from every student.

x Teacher sets high and demanding academic expectations for every student.


x Teacher creates learning opportunities where most students can experience success.

x Students complete their work according to teacher expectations.

x Teacher sets high and demanding academic expectations for most students.


x Teacher creates learning opportunities where some students can experience success.

x Teacher expectations for student work are not clear for all students.

x Teacher expectations are not sufficiently high for every student.

x Teacher creates an environment where mistakes and failure are not viewed as learning experiences.

x Students demonstrate little or no pride in the quality of their work.

Man

agin

g St

uden

t Beh

avio

r17

x Students are consistently well-behaved, and on task.

x Teacher and students establish clear rules and expectations for learning and behavior.

x The teacher consistently uses techniques such as intrinsic motivation, social approval, contingent activities, and consequences to maintain appropriate student behavior.

x The teacher overlooks inconsequential behavior.

x The teacher deals with students who have caused disruptions rather than the entire class.

x The teacher attends to disruptions quickly, firmly and consistently with no interruption to instruction.

x Students are mostly well- behaved, and on task, some minor learning disruptions may occur.

x Teacher establishes rules for learning and behavior.

x The teacher uses several techniques such as intrinsic motivation, social approval, contingent activities, and consequences to maintain appropriate student behavior.

x The teacher overlooks most inconsequential behavior, but other times addresses it stopping the lesson.

x The teacher attends to disruptions firmly and consistently with minimal interruption to instruction.

x Student behavior is inconsistent with several students off task, minor learning disruptions are frequent.

x Teacher establishes rules for learning and behavior.

x The teacher uses some techniques such as intrinsic motivation, social approval, contingent activities, and consequences to maintain appropriate student behavior.

x The teacher overlooks some inconsequential behavior, but other times addresses it stopping the lesson.

x The teacher inconsistently deals with students who have caused disruptions, and frequently addresses the entire class.

x Students are not well-behaved and are often off-task.

x Teacher establishes few rules for learning and behavior.

x The teacher uses few techniques to maintain appropriate student behavior.

x The teacher does not distinguish between inconsequential behavior and inappropriate behavior.

x Disruptions frequently interrupt instruction.

Envi

ronm

ent18

The classroom x welcomes all members and

guests. x is organized and

understandable to all students and encourages student collaboration.

x supplies, equipment, and resources are easily and readily accessible for all students.

x displays student work that frequently changes.

x is consistently arranged to promote individual and group learning.

The classroom x welcomes most members

and guests. x is organized and

understandable to most students.

x supplies, equipment, and resources are accessible for most students.

x displays student work. x is arranged to promote

individual and group learning.

The classroom x welcomes some members

and guests. x is organized and

understandable to some students.

x supplies, equipment, and resources are accessible.

x displayed student work is not updated regularly.

x is sometimes arranged to promote individual and group learning.

The classroom x is somewhat cold and

uninviting. x is not well organized and

understandable to students. x supplies, equipment, and

resources are difficult to access.

x does not display student work.

x is not arranged to promote group learning.

▼

16 Ponitz, C. C., Rimm-Kaufman, S. E., Brock, L. L., & Nathanson, L. (2009). Early adjustment, gender differences, and classroom organizational climate in first grade. The Elementary School Journal, 110(2), 142-162. doi: 10.1086/605470 17 Tsouloupas, C. N., Carson, R. L., & MacGregor, S. K. (2014). The development of high school teachers’ efficacy in handling student misbehavior (TEHSM). The Journal of Educational Research, 107(3), 230-240. doi: 10.1080/00220671.2013.788992 18 Schleicher, A. (2011). Lessons from the world on effective teaching and learning environments. Journal of Teacher Education, 62(2), 202-221. doi: 10.1177/0022487110386966 7

ENVIRONMENT (Continued)

Exemplary (4) Proficient (3) Needs Improvement (2) Unsatisfactory (1)

Resp

ectf

ul C

ultu

re19

x Teacher-student

interactions demonstrate caring and respect for one another.

x Students exhibit caring and respect for one another.

x Teacher seeks out, and is receptive to the interests and opinions of all students.

x Positive relationships and interdependence characterize the classroom.

x Teacher-student interactions are mostly friendly, but may reflect occasional inconsistencies.

x Students exhibit respect for the teacher, and are often polite to each other.

x Teacher is often receptive to the interests and opinions of students.

x Teacher-student interactions are sometimes friendly, but may reflect occasional inconsistencies, favoritism, or disregard for students' cultures.

x Students exhibit respect for the teacher, and are generally polite to each other.

x Teacher is sometimes receptive to the interests and opinions of students.

x Teacher-student interactions are sometimes authoritarian, negative, or inappropriate.

x Students exhibit disrespect for the teacher.

x Student interaction is characterized by conflict, sarcasm, or put-downs.

x Teacher is not receptive to interests and opinions of students.

Des

crip

tion

of

Qua

lifyi

ng M

easu

res x Consistent Evidence of

Student Centered Learning/Student Ownership of Learning- Teacher Facilitates the Learning.

x Some Evidence of Student Centered Learning/ Student Ownership of Learning- Teacher Facilitates the Learning.

x Moving Towards Student Centered Learning/Student Ownership of Learning- Consistent Reliance on Teacher Direction.

x Heavy Emphasis on Teacher Direction- Minimal Evidence of Student Ownership of Learning.

19 Hallinan, M. T. (2008). Teacher influences on students' attachment to school. Sociology of Education, 81(3), 271-283. doi: 10.1177/003804070808100303 8

»Professionalism ………………………………………………………………………………………………………………………. Performance Standard Exemplary

4 Proficient

3 Needs Improvement

2 Unsatisfactory

1

Gro

win

g an

d De

velo

ping

Pro

fess

iona

lly20

1. The educator is prompt, prepared, and participates in professional development meetings, bringing student artifacts (student work) when requested.

Always Often Sometimes Rarely

2. The educator appropriately attempts to implement new learning in the classroom following presentation in professional development meetings.


3. The educator develops and works on a yearly plan for new learning based on analyses of school improvement plans and new goals, self-assessment, and input from the teacher leader and principal observations.


4. The educator selects specific activities, content knowledge, or pedagogical skills to enhance and improve his/her proficiency.


Refle

ctin

g on

Tea

chin

g21

5. The educator makes thoughtful and accurate assessments of his/her lessons’ effectiveness as evidenced by the self-reflection after each observation.


6. The educator offers specific actions to improve his/her teaching.


7. The educator accepts responsibilities contributing to school improvement.


8. The educator utilizes student achievement data to address strengths and weaknesses of students and guide instructional decisions.


Com

mun

ity

Invo

lvem

ent22

9. The educator actively supports school activities and events.


Scho

ol

Resp

onsi

bilit

ies23

10. The educator accepts leadership responsibilities and/or assists in peers contributing to a safe and orderly school environment.


20 Waitoller, F. R., & Artiles, A. J. (2013). A decade of professional development research for inclusive education: A critical review and notes for a research program. Review of Educational Research, 83(3), 319-356. doi:10.3102/0034654313483905 21 Nesmith, S. M. (2011). Powerful reflections result from quality questions: The influence of posed questions on elementary preservice teachers’ field-based reflections. Research in the Schools, 18(2), 26-39. 22 Epstein, J. L., Galindo, C. L., & Sheldon, S. B. (2011). Levels of leadership: Effects of district and school leaders on the quality of school programs of family and community involvement. Educational Administration Quarterly, 47(3), 462-495. doi: 10.1177/0013161X10396929 23 Zepeda, S. J., Mayers, R. S., Benson, B. N. (2013). The call to teacher leadership. New York, NY: Routledge.

9

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Documents

Mentor Training - Electronic Handbookmentoringsc.weebly.com/uploads/1/7/6/8/17684955/pdf_file... · 2020. 5. 15. · differentiation, lack of prejudice, etc. It includes any needs