Bridging the journey from preparation through professional practice

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Welcome District Facilitators

Fall 2017

Welcome

TEAM Updates

Supports

Training

90-Day Certificate Holders

Modified Reflection Paper Review Process

Regional Chief Reviewer Training

Professional Learning Resources – by module

Agenda

Supports

• Continued support in the full implementation of the TEAM program:

• Ongoing communication

• Prompt response to questions

• Technical assistance

• Dedicated resources to fully implement TEAM in your district:

• TEAM Program Manual

• 2017-2018 FAQs

• Online tools –dashboards/workspaces, webinars, online resources/trainings, etc.

• Cooperating Teacher Manual

• Professional Learning Resources

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Training

• Initial Teacher Support Training – mentors

• RESC offering at a cost

• Posted on CTTEAM.org

• Initial Reviewer Training

• RESC offering at a cost

• Posted on CTTEAM.org

• Mentor Update Training - Online

• Reviewer Update Training- Online

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90 Day Certificate Holders

•Do Not participate in TEAM

•Should have a mentor to support them through the 90 day period – similar to student teaching assignment

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Modified Review Process

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First Review: A trained reviewer reviews the paper.

a) If the paper is SUCCESSFUL, the paper will be returned to the teacher as SUCCESSFUL.

a) If the paper is UNSUCCESSFUL, the paper will be returned to the review queue,and a second reader will review the paper.

The second reader will not know that the paper has been previously read and deemed unsuccessful.

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BT submits reflection paper

Depending on outcome, results are reported to BT, or the paper

goes to a second reviewer

Paper is reviewed by first reviewer to determine if it meets success

Paper is UNSUCCESSFUL

Paper is SUCCESSFUL

BT and DF are notified of successful completion

Second Review

Paper is UNSUCCESSFUL

Paper is SUCCESSFUL

BT receives feedback, revises, and resubmits paper

Criteria does match

Criteria does NOT match

Paper is UNSUCCESSFUL

Paper is sent to Regional Chief Reviewer for reconciliation

Regional Chief Reviewers

•New Role

•Different than “Chief Reviewers”

•Provides Professional Learning Opportunity to Enhance Reviewer Skills

•Resource to District – Reviewers, Beginning Teachers, Mentors

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The role of the Regional Chief Reviewer is essential in the TEAM Reflection Paper Review process.

1. Regional Chief Reviewers will

• RECONCILE the discrepant results of two different reviews;

• DETERMINE whether a revised and resubmitted reflection paper Meets or Does Not Meet the previously unsuccessful criteria;

• COMPLETE the chief review process with 48 hours;

• MAINTAIN confidentiality;

• CONTACT CSDE or another Regional Chief Reviewer to discuss challenging papers;

• PROVIDE support to other reviewers in their districts; and

• BE a resource for beginning teachers and mentors.

Role and Responsibilities

Regional Chief Reviewers Learning Targets

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Regional Chief Reviewers (RCRs) will develop a deeper understanding of why a

paper Meets or Does Not Meet each of the three criteria. As a result, at the

end of the 3 initial sessions, RCRs will be able to:

• Explain the new review process;

• Articulate the responsibilities of a Regional Chief Reviewer;

• Make informed decisions that are consistent, fair, and reliable;

• Confidently reconcile discrepant results of a reflection paper; and

• Explain the reasons for their decisions.

Regional Chief Reviewers

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First Reviewer Second Reviewer Regional Chief Reviewer

UNSUCCESSFUL SUCCESSFUL Reconcile Results and Select Feedback

UNSUCCESSFUL UNSUCCESSFULDifferent Criteria

Paper is UNSUCCESSFULReconcile Criteria and Select Feedback

Revised and Resubmitted

Compare to previous paper and resultsDetermine final rating

Online Mentor Update Training

• Focus is on the planning module:• Planning is challenging for beginning teachers.

• Teaching practice is often thought of as what the teacher does when s/he is in the classroom with students.

• Planning is the thoughtful decisions that the teacher makes before s/he steps into the classroom that have the greatest impact on student learning.

• In many ways it's easier for beginning teachers to teach lessons and then record what happened than it is to think, prior to teaching, about how and why their planning choices will help students reach specific learning outcomes.

• When they implement their plans prior to writing their reflection papers, they often do not reflect on and provide sufficient evidence related to planning.

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Online Mentor Update Training

• Since the reflection and decision-making process prior to teaching is at the core of the planning module, this update training focuses on one teacher and his mentor and how, with the support of his mentor, he was able to:• think more deeply about his planning,

• successfully develop his new learning,

• use his new learning to improve his planning,

• anticipate (draw logical conclusions about) improved outcomes for students, and

• document these module outcomes in his reflection paper.

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The Four-R’s

Activities to Complete with a Beginning Teacher

READ

Read and discuss one or more sample reflection papers from the TEAM

website at the beginning of each module. This will let the beginning teacher

see how other teachers engaged in and successfully documented their

process and outcomes for the current module. (To access sample reflection

papers, click on Module Resources on the home page and scroll down to

access each module on the right.)

REVIEW

Review the Module Center Prompts and discuss the directions and important

information for each workspace component at the beginning of the module.

This will help the beginning teacher understand the module process and

activities and what s/he will need to document. Make sure that the beginning

teacher follows the directions for each prompt as s/he progresses through

the module.

REFLECT

Reflect, throughout the module process, on the choices the beginning

teacher makes and the thinking behind the choices. Discuss why/how specific

choices will help the beginning teacher and the students reach desired

outcomes. As the teacher applies new learning to improve her/his practice,

reflect on the outcomes for students. (In the planning module, the beginning

teacher will reflect on the anticipated outcomes for students.)

RECORDRecord, on an ongoing basis, specific examples and evidence related to the

beginning teacher’s new learning, the impact on the teacher’s practice and

the outcomes for students. (In the planning module, the beginning teacher

will record the anticipated outcomes for students.)

New Professional Learning Resources

• Educators will have access to professional learning resources, aligned directly to the CCT Performance Profiles, and collaborative discussion rooms where participants can connect with their mentors and other program participants as they work through each module:

• Classroom Environment, Student Engagement, and Commitment to Learning

• Planning for Active Learning

• Instruction for Active Learning

• Assessment for Learning

• Professional Responsibilities and Teacher Leadership

• The goal is to support and bridge the learning of the knowledge and skills that can directly be implemented in the classroom.

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Resources to support TEAM

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Content and Resources

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Collections are balanced in terms of resource type and can include

articles, videos, graphic organizers, links to websites, activities, and

much more.

Collections are also curated by fellow educators.

A Collection is a carefully chosen group of resources around a specific

topic intended to support your learning and work towards earning a micro-

credential.

Each Module Has a Discussion Room; PLCs or Pairs Can Set Up Private Rooms

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Module 1 Resources

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Sample Module 2 Resources

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Sample Module 3 Resources

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Sample Modules 4 & % Resources

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Professional Learning Resources

• Participants who want to further their study can apply to earn a micro-credential, a digital form of certification indicating that an educator has demonstrated competency in a specific skill.

• Earned micro-credentials are awarded in the form of a badge that educators can display in their digital portfolio, resume, or online profiles.

• As an added incentive, graduate-level credit is available for select micro-credentials. Educators can earn 0.5-1.0 credit hours for each earned micro-credential from one of five participating universities.

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Optional Micro-credentials Aligned to TEAM Modules

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Educators Can Earn Graduate Credit for Micro-credentials

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Questions – Whom do you call?

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For technical questions about TEAM workspaces, please call Michael Mahoney at 860-455-1536 or email at mmahony@eastconn.org

For questions about certification, please call Arlene Morrissey at 860-713-6726 or email at arlene.morrissey@ct.gov

For questions about TEAM, please contact the CSDETEAM Program Phone Number: 860-713-6820 Email : ctteam@ct.gov

Thank you!

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