Year 2 Formative Progress Review

Important Roles in the FPR Process

• Resident Educator: submits detailed written responses to Prompts 1, 2, 3, and 4.

• Mentor: develops questions for the RE that engage the RE into deeper analysis of FPR Prompts and guide the collaborative conversation following FPR completion.

• Program Coordinator: oversees the FPR process to insure that it is completed and enters the completion data in CORE by June 30, 2013.

Prepare for viewing this PPT

Plan to devote at least 30 minutes to this informational PowerPoint.

Before beginning, it is recommended that you locate the following materials and have them readily accessible:• Year 2 Formative Progress Review Template• Year 2 Formative Progress Review Guidance Document• Year 2 Areas of Focus• Year 2 Timeline of Best Practices• Year 2 FPR Glossary• Year 2 FPR FAQs

Resident Educator Program Year 2 Timeline

Purposes of Year 2 FPR

•Synthesize evidence of practice •Reflect on communication

and professional growth in year 2•Engage in tasks that

simulate the Resident Educator Summative Assessment (RESA)

TipCareful attention to detail in the FPR helps prepare

REs for the RESA.

Purposes of Year 2 FPR

•Synthesize evidence of practice •Reflect on communication

and professional growth in year 2•Engage in tasks that

simulate the Resident Educator Summative Assessment (RESA)

TipThe Year 2 FPR

experiences will help prepare REs for the RESA.

Purpose of this Presentation

This presentation provides insights into understanding the depth of the Prompts, the importance of evidence based responses, and the expectations of what Resident Educators will know and be able to do by the end of Year 2.

Purpose of this Presentation

Take time to read and study the Prompts, identify key concepts, organize your thoughts, and begin to think about

the information REs should include in their responses.

Year 2 FPR Part 1

Part 1 (p. 1-4)•Includes four Prompts to be completed by the Resident Educator:

#1: Instructional Cycle (Required)#2: Lesson Analysis (Optional)#3: Communication (Required)#4: Professional Growth &

Collaboration (Required)

Part 2 (p. 5)•Invites the mentor to facilitate the FPR process through inquiry•This inquiry process engages the RE in deeper analysis of FPR responses

Facilitator

Problem-

Solver

Problem-

Solver

Resource

Resource

CoachCoach

Advocate

Advocate

Learner

Learner

Trusted Listene

r

Trusted Listene

r

AssessorAssessor

Teacher

Teacher

Year 2 FPR Part 2

The first part of the FPR addresses what the Resident Educator will do. Part I includes Prompts #1, 2, 3, and 4. Briefly look over these four Prompts.As you read, consider possible connections among the Prompts.

Year 2 FPR: Part 1

Prompt #1The overarching concept of Prompt

#1 is connections.

The Resident Educator is asked to demonstrate an understanding of the connections among

processes in the instructional cycle.

Guiding considerations for Prompt #1

Some questions REs might ask themselves are:

-What are some connections that have emerged?

-What is the importance of the sequence of these elements?

-How does one element relate to the next?

*Inquiry is the skill necessary to unpack the Prompts.

Preparing for Prompt #1

Preparation for addressing this Prompt begins with REs reviewing their repertoire of practice documents,

using the documents to help them recall particular details of lessons and instructional cycles.

Preparing for Prompt #1

Remember, this FPR can also be done with an instructional cycle and lesson

that are now in progress.

Choosing a Cycle and Lesson

Questions that may help REs choose a cycle and lesson include:

-Is there a lesson that was more challenging for students

than you anticipated?

-Is there a lesson that demonstrates your passion for a

particular subject area?

-Is there a lesson that you co-taught that provided new

insights into teaching?

-Is there a lesson that was carefully designed with the class

profile in mind?

Once REs have selected a possible instructional cycle and lesson for consideration, they gather sufficient and appropriate evidence to support responses to elements a-f in Prompt #1.

The written responses need to include examples and evidence of practice.

Notice that in Prompt #1, REs are asked to respond by typing 3-5 pages of narrative (not including the actual student work or artifacts).

Responding to Prompt #1

At the completion of Prompt #1, REs should review their written responses and check for

understandings of the connections among the processes in the instructional cycle.

Completing Prompt #1

*Element f serves as a conclusion for this lesson analysis as well as a preview of the learning that will follow.

Prompt #1 provides opportunities for REs to demonstrate their understanding of the connections among the processes in

the instructional cycle.

Prompt #2 provides opportunities for REs to demonstrate their understanding of the connections between lesson design

and teacher/student performance.

Guiding connections and considerations for Prompts # 1 and #2

Prompt #2 (optional)

Carefully re-read Prompt #2 and its elements.

The thinking behind this Prompt is a natural continuation of Prompt #1 and continues to focus on the process of analysis.

Guiding Considerations for Prompt #2

Think about video-taped lessons as mirrors, reflecting the connections between the work of

the teacher and the work of the students.

• Video tape the lesson described in Prompt #1.

Preparing for Prompt #2

Consider the following for what REs may think about while viewing a recording of their teaching:

•What is happening during the lesson?•What do you see?•Why did this happen?•How was the teaching you observed in the recording different from the plan?

View the Video Recording

Prompts #1 and #2 address teaching

and learning

Summary of Prompts #1 and #2

Prompt #3

Communication Strategies

Guiding Considerations for Prompt #3

REs describe their use of communication to form partnerships with families and caregivers to

support student learning.

Responding to Prompt #3

REs should write about communication strategies or communication opportunities they used in Years 1 and 2

to form partnerships with families and caregivers to support student learning.

Prompt #4

Professional Growth and Collaboration

Guiding Consideration for Prompt #4

Collaboration connects professionals and invites them to share intellectual experiences.

Responding to Prompt #4

Think beyond the mentor relationship and discuss

other professional development opportunities

that have enhanced teaching and learning.

Concluding the FPR

Now that the RE has completed the FPR and has carefully reviewed his/her responses,

send a copy to the mentor.

Part 2: Mentors’ Prompt

Based on the work of Carl Glickman

ICF

Collaborative Conversations

Suggested Question Stems

Tell me what you mean when you...? To what extent…?What’s another way you might…? What would it look like if…?How was…different from…? How did you decide…?What criteria did you use to…? What impact do you think…?

What might you see happening in your classroom if…?

Mentors offer valuable feedback and engage REs in a deep analysis of their FPR work,

by asking just the right questions.

Guidance Document

Please Note

Completion of the FPR

The Formative Progress Review is a formative benchmark of the Resident Educators’ Progress.

Questions?

•Resident Educator Webpage: www.residenteducator.education.ohio.gov

•Program Questions:REProgram@education.ohio.gov

Year 2 FPR Conclusion

“How can I be a better educator tomorrow than I am today?”

The one question to never stop asking…