Ó2009
Journey to
EXCELLENCE
First and Second-Year
Learning Projects and Program
Table of Contents
Section Page
Overview and Guidelines 3
Goals and Hope 8
ITS # 6 Learning Project – Classroom Management 12
ITS # 3 Learning Project – Planning & Preparation 18
ITS # 4 Learning Project – Instruction 23
ITS # 7 Learning Project – Professional Growth 30
Year Two
Goals and Hope 35
ITS # 6 Learning Project – Classroom Management 39
ITS # 2 Learning Project – Content Knowledge 45
ITS # 5 Learning Project – Monitoring Learning 50
ITS # 1 Learning Project – Academic Performance 55
ITS # 7 Learning Project – Professional Growth 60
Program and Learning Project Overview
Journey to Excellence is a mentoring and induction model developed by Iowa educators for Iowa beginning educators. It uses a series of learning projects for mentors to use with beginning educators. It serves as the curriculum for mentors and beginning educators. The program uses Mentoring Matters: A Practical Guide to Learning-Focused Conversations for the skill set needed by mentors.
Learning Projects are organized around a process adapted from Dr. W. Edwards Deming used by the Iowa Department of Education as the formative process of Iowa Learning Initiatives. They include the following steps.
Cycle / ActionAssessing Needs / The mentor and beginning educator review the learning project. They also review the assigned Iowa Teaching Standard and the criteria by reviewing the appropriate pages in the ITS Framework. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights appropriate levels of performance for that criterion in the Framework book.
Planning / Using a Learning-Focused Growth Plan, the mentor will engage the beginning educator in a planning learning-focused conversation. As a result of the conversation, a plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options.
Implementing / The beginning educator will carry-out the plan, practicing the teaching aspects and consult with the mentor as needed. The beginning educator will use the Learning-Focused Growth Plan: Tracking Progress sheet to capture new learnings and questions.
Evaluating / The beginning educator will have an opportunity to reflect on the learning project. One method will be a set of reflective questions based on the ORID method of questioning. The mentor will then engage the beginning educator in a reflective, learning-focused conversation. The conversation will include determining the degree to which the goal was achieved. They will return to the original criterion page in the ITS Framework. The beginning educator will highlight appropriate levels of performance for that criterion in the Framework book. In the event the beginning educator wishes to learn more about the standard or a criterion, the learning project may be repeated.
Each learning project includes these four sections of the cycle. For some learning projects, the actions may be different than those listed above.
Learning Project Purposes
The goal of each learning project is to build a good foundation for future practice by examining performance, understanding the Iowa Teaching Standards and Criteria, and continuing professional learning.
Another purpose of the learning projects is to help beginning educators grow and improve. Each numbered learning project is focused around an Iowa Teaching Standard and related criteria. Each uses an action research process. They are designed to allow each beginning educator and mentor to apply the process in a way that fits the unique needs of the beginning educator. Learning projects encourage beginning educators in consultation with his/her mentor to identify his/her current levels of performance as originally defined by Charlotte Danielson and now in A Framework for Understanding the Iowa Teaching Standards and Criteria.
Learning Project Guidelines
Learning projects are designed to be learning activities and all products created in the process (forms completed, answers to questions, reflections, and identified performance levels) belong to the beginning educator. The mentor keeps no written records.
The beginning educator may choose to share the work with anyone such as his/her evaluator. The mentor may not.
Each learning project focuses on an Iowa Teaching Standard. However, there is a great deal of overlap between the eight standards and 42 criteria. For each learning project there is a list of related standards and criteria.
Steps in Identifying Levels of Performance
1. In A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework), read the assigned standard and criteria. Identify one of the criteria as the area for learning and growth.
2. Open the ITS Framework to the page of the criterion you have selected as the focus, and using a colored highlighter, identify the words that capture the nature of your current practice by highlighting them under levels of performance for each of the elements. You may find the appropriate descriptors in more than one column. Be as accurate as you can. (This is only for use by you and your mentor)
3. In order to keep a running history, place the date of the self-assessment on the page and then highlight it with the same color.
Mentor/Beginning Educator Guidelines and Issues
In order to provide mentors and beginning educator’s options, the Journey to Excellence program has developed two options for completing Learning Projects – one using printed documents and one that can be completed on a computer. We call that the paperless version. Beginning educators may choose to use either version or switch back and forth.
The purpose is not to fill out forms. The purpose is to learn. Questions and activities have been designed for that purpose. The documents are to help in the learning.
When deciding whether to use paper or paperless documents, there are several things to consider:
Ø None of the completed learning projects or products should be stored or filed by the mentor as all documents belong to the beginning educator.
Ø The use of paperless forms may detract from the communication and conversation between the mentor and beginning educator.
Ø The use of a computer or laptop may create communication boundaries. In some cases, the beginning educator may complete the learning project or document on the computer and then print it out for review with the mentor.
Ø Paperless forms should be stored on a USB device or other format that the beginning educator controls and/or owns.
Ø In some cases, the beginning educator might complete the document on his/her computer and print it out for the discussion or conference with the mentor.
Use of Paperless Documents Directions
1. Usually any documents are completed by the beginning educator.
2. In order to keep the documents as property of the beginning educator, they should be completed and kept on a non-school computer or saved on a USB drive.
3. In some cases, the beginning educator may complete the learning project or document on the computer and then print it out for review with the mentor.
4. Remember this is the first year for the paperless documents and they have not been field-tested, so we might discover some glitches along the way. If you discover a glitch, please inform David Wilkinson at .
Requirements of Journey to Excellence
1. All products created in the process belong to the beginning educator.
2. The beginning educator may share any of the products with anyone.
3. In order to develop trust between the beginning educator and mentor, the mentor keeps all information, experiences, conferences, and the learning projects confidential.
Mentoring Matters Skills
In order to help the beginning educator successfully complete the learning projects and provide other support, mentors are trained to conversation templates. The three templates are planning conversations, reflecting conversations, and problem-solving conversations.
Each conversation template includes the three following phases:
Ø Activating and engaging
Ø Exploring and discovering
Ø Organizing and integrating
Mentor training prepares the mentors in each of conversation templates and phases.
Design Team
Journey to Excellence was created by a design team of staff from the Iowa State Education Association, the Iowa Department of Education, area education agencies and school districts. The members of the team are:
David Wilkinson, ISEA, co-chair
Mary Beth Schroeder Fracek, Iowa Department of Education co- chair
Mary Brooks, West Des Moines CSD
Pam Fields, Dubuque CSD and Keystone AEA
Sue Johannsen, Muscatine CSD
Jeff Johll, Dubuque CSD
Gail Myers, Keokuk CSD
Sue Swartz, Heartland AEA/Iowa Department of Education
Connie Richardson, Loess Hills AEA
Pat Shipley, ISEA
Dave Ulrick, ISEA
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Ó2009
Journey to
EXCELLENCE
Learning Project - Goals and Hopes
Goals: To assist in the development of the beginning educator and mentor relationship and to identify goals and hopes of the beginning educator
Directions
Step One – Assessing Needs
The beginning educator completes the Beginning Teacher Self-Assessment Inventory and Initial Self-Assessment Profile/Stem Completion.
Step Two – Planning
The beginning educator meets with the mentor and shares the Beginning Teacher Self-Assessment Inventory and Initial Self-Assessment Profile/Stem Completion. The mentor conducts a Goal-Setting Conversation reviewing the inventory and profile. The conversation includes a Goals and Hopes Interview in which the mentor interviews the beginning educator. The mentor may take notes on the Goals and Hopes Interview form. At the conclusion of the interview, the mentor returns the Goals and Hopes Interview form to the beginning educator.
Step Three – Implementation
The beginning educator will keep the interview form for future reference. They will identify future meetings dates and times and discuss other needed issues.
Step Four - Evaluating
The beginning educator reviews these documents with the mentor mid-year and/or near the close of the school year.
Beginning Teacher Self-Assessment Inventory
Adapted from Mentoring Matters, MiraVia LLC
Name:In the areas below, please indicate the response for each item that best matches your concern/need level. Use this inventory with your mentor to determine some areas for support, identify resources and set learning goals.
- I am really anxious about this.
- I’m okay, but it would be good to talk about this.
- I’ve got this under control, at least for now.
Information About Policy & Procedures / Accessing Resources
___ The teacher-evaluation system / ___ Organizing/setting up my classroom
___ Paperwork and deadlines / ___ Accessing instructional materials and resources
___ Expectations of the principal / ___ Arranging field trips
___ Communicating with parents / ___ Ordering materials
___ Standardized tests / ___ Using the library & media resources
Working with Students / Managing Time
___ Establishing classroom routines / ___ Organizing my day/week
___ Motivating reluctant learners / ___ Lesson planning
___ Maintaining student discipline / ___ Following the daily/weekly schedule
___ Assessing student needs / ___ Attending meetings
___ Differentiating instruction for individual learners / ___ Supervising extracurricular activities
___ Implementing the curriculum / ___ Opportunity for professional development
___ Evaluating student progress / ___ Maintaining personal/professional balance
Considerations for our mentor/protégé relationship:
Other areas I’d like to address:
Adapted from Mentoring Matters, MiraVia, LLC
Initial Self-Assessment Profile/Stem Completion
In thinking about my student/previous teaching experience, my most vivid recollection is…
I am confident in my ability to…..
Critical areas to focus my learning include…
During this year, I am looking forward to…
Anticipating this year, I am most concerned about…
Journey to Excellence
Name:Adapted from Mentoring Matters, MiraVia, LLC
Goals and Hopes Interview
(The mentor may take notes during the interview and return this form to the beginning educator.)
What motivated you to become an educator?What grades and content are you assigned to teach?
Does this assignment align with your license and endorsements?
What feels comfortable about your assignment?
What concerns you about your assignment?
What help do you think you might need?
What do you hope to learn by the end of the year?
Learning Project Goals and Hopes, Revised May 2009 11
Ó2009 Ó2009
Journey to
EXCELLENCE
Learning Project
Iowa Teaching Standard # 6 – Demonstrates competence in
classroom management
Goal: To increase the skills of the beginning educator in the area of classroom management.
Directions
Step One – Assessing Needs
The beginning educator will discuss with the mentor school and district discipline policies and procedures. With the help of the mentor, the beginning educator will review A Framework to Understanding the Iowa Teaching Standards and Criteria (ITS Framework) pages 39-43 in order to select a criterion for the focus of your study. As a result of this review, the beginning educator in consultation with her/his mentor selects one criterion for the focus of this learning project. The beginning educator highlights his/her current levels of performance for that criterion in the Framework book.
Step Two - Planning
The beginning educator will develop a Learning-Focused Growth Plan to address the criterion using a learning-focused planning conversation. The mentor will work with the beginning educator to develop the plan. A plan will be created that includes (1) the focus for growth, (2) how the beginning educator will fill the knowledge gap, (3) implementation steps, (4) assessment/data collection, and (5) assistance options.
The plan may include observing the mentor or other educators to learn how they practice the criterion that was selected. If needed, the mentor will identify articles on classroom management to read. Arrange for your mentor to later observe the class and take notes related to the selected criterion.
Step Three - Implementing
The beginning educator will carry-out the plan. The beginning educator will use the Learning-Focused Growth Plan: Tracking Progress sheet to capture new learnings and questions as the plan is implemented. Please consult with your mentor as needs arise.