Los Angeles Urban Teacher Residency DES Fall Support Guide 2018-2019 - Cal State LA
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Los Angeles Urban Teacher
Residency
DES Fall Support Guide
2018-20192
Welcome to Mentoring!
Our mission at LAUTR is to equip residents to close the achievement gap through
excellence, equity, and innovation. Thank you for your collaboration and dedication in
continuing to redefine and raise the bar in teacher preparation to ensure student
success.
Our 2018-2019 DES group:
Adelina Alegria Edison Middle School Science
Alexandra Gonzalez John Muir High School Biology
Allen Cox Lincoln High School Physics
Blythe Henry Verdugo Hills High School SpEd
Cheryl Franklin Santee High School Biology
Crystal Dukes LACES Chemistry
Elida Nunez STEM Academy Boyle Heights SpEd
Eric Glenn Blair Middle School Math
Eva-Lisa Behr Jefferson High School Biology
James Beach Santee High School Biology
Karla Garcia Elizabeth Learning Center SpEd
Lindsey Rangel Wilson High School SpEd
Lorraine Nepomuceno Nightingale MS SpEd
Mabel Wong Marshall High School Biology
Michael Vanegas Wilson High School Chemistry
Sully Alcaraz Elizabeth Learning Center SpEd
Viridiana Mendez Verdugo Hills High School Biology3
Table of Contents
Schedule ...............................................................................................................4
Support and Progress Monitoring Elements ..........................................................5
Cycle 1: Through August 24 ..................................................................................6
Cycle 2: Aug 27 - Sept 7 .....................................................................................11
Cycle 3: Sept 10 - Sept 28 ..................................................................................18
Cycle 4: Oct 1 – Nov 2 .......................................................................................24
Cycle 5: End of Semester....................................................................................334 Fall Resident Progress Monitoring and DES Support Schedule THROUGH AUG 24th Cycle 1: Building respectful relationships with students • DES Cycle Prep Complete by August 13 • Cycle 1 Resident Progress Monitoring Form Due August 29 • DES Meeting #1 August 29, 5-7pm AUG 27th-SEPT 7th Cycle 2: Implementing norms and routines • DES Cycle Prep Complete by August 27 • Cycle 2: Resident Progress Monitoring Form Due September 7 • Classroom DES support meeting Individually scheduled SEPT 10th- SEPT 28th Cycle 3: Specifying/reinforcing productive student behavior • DES Cycle Prep Complete by September 10 • Cycle 3: Resident Progress Monitoring Form Due September 28 • DES Meeting #2 September 12, 5-7 p.m. OCT 1st – OCT 12th Cycle 4a: Designing single lessons • DES Cycle Prep Complete by October 1 • Cycle 4a: Resident Progress Monitoring Form Due October 12 • Classroom DES support meeting Individually scheduled OCT 15th – NOV 2nd Cycle 4b: Designing single lessons • DES Cycle Prep Complete by October 15 • DES Meeting #3 October 17, 5-7 p.m. • Mid-Semester Evaluation Due Due November 2 • Classroom DES support meeting Individually scheduled NOV 5- END OF SEMESTER Cycle 5: Cumulative • DES Cycle Prep Complete by November 7 • DES Meeting #4 November 7, 5-7 p.m. • RT-360 Due December 3 • End of Semester Evaluation Due December 14 • Learning Cycle Log Due December 14
5
Fall Resident Progress Monitoring and DES Support Elements
Every cycle is focused on a particular high leverage practice and aligned teacher performance
expectations. Each high leverage practice will necessitate slight modifications in your modeling, feedback,
and mentorship to guide residents towards success. Each cycle will include materials to prep you for
mentoring for the specific high leverage practice and the completion of a resident progress monitoring
form. Most cycles have a group DES meeting scheduled and will include individual classroom support
meetings as well to provide you support in observation and feedback as a DES.
DES Cycle Prep At least ten days prior to every cycle, you will receive resources to support you with
(6 total) strategies and templates that will help maximize resident growth in that cycle. These
resources might include note taking templates, feedback preparation forms, videos of
teaching strategies, or videos of coaching strategies. In preparation for in person
meetings, there might be collaborative or individual reflection prompts. We are aware of
the intense time schedule under which you are operating and will aim to keep all prep
materials concise, time-efficient, and useful.
Resident Progress The purpose of the resident progress monitoring form is to track resident dispositional
Monitoring Form attributes as emerging teachers and to monitor progress on the teacher performance
(4 total) expectations. These will be due by end the of each cycle and are to be completed by the
DES. All forms will be sent out using SurveyMonkey and will not take more than 7-10
minutes to complete.
In Classroom DES In-classroom DES support meetings will be scheduled individually with Vanessa Solomon.
Support Meetings We aim to provide you differentiated support in designing and delivering data-driven,
(2-3 total) actionable feedback that will help maximize growth in resident practice. All strategies
shared are research-driven, innovative methods of strengthening mentoring skills and are
geared to support your professional growth goals.
DES Meetings DES support meetings are a collaborative space to share, reflect, and refine our practice.
(4 total) Joint meetings with residents will allow for data-driven goal setting. Some meetings will
include innovative simulation-based practice activities to strengthen mentoring and
feedback skills.
Mid-Semester, These evaluations are part of the required documentation residents need to be certified
End of Semester, as classroom teachers at the end of their residency. Evaluations will include DES ratings
RT360 of resident performance on the teacher performance expectations rubric.
Evaluations
The cumulative reflections shared in the DES Cycle Preps will contribute to the learning
Learning Cycle
cycle log. This document will be completed partially in person at the last Fall DES meeting
Log
and will be a reflective tool on the mentoring experience and impact on your mentoring
skills as well as your professional growth goals.6
Cycle 1: Through August 24th
High Leverage Practice: Building respectful relationships with students
Teachers increase the likelihood that students will engage and persist in school when they
establish positive, individual relationships with them. Techniques for doing this include greeting
students positively every day, having frequent, brief, “check in” conversations with students to
demonstrate care and interest, and following up with students who are experiencing difficult or
special personal situations.
DES Cycle 1 Prep:
Review ✓ What’s happening in the classroom through August 24th
by Aug 13 ✓ Key Mentoring Terms: circulation, proximity
(10 min)
Where: Page 7-8 of this document
Review, respond, ✓ Collecting low-inference notes: 10 minutes.
and print
by Aug 13
(10 min) Where: Click here
Share at earliest ✓ Classroom schedule: include room number and highlight ideal
convenience times for observation, ideal times to observe resident feedback,
and any time slots that will not work for meeting.
How: Email to laurbanteacherresidency@gmail.com or text Vanessa a
picture at 3473430569 with your name included. Let us know if you
anticipate a delay in receiving this schedule.
Complete ✓ Cycle 1 resident progress monitoring form
by Aug 29th
(10 min) Where: Pages 9-10 is a sample form. You will receive your
personalized SurveyMonkey link to complete this form by August 20th.
Use the elements in this form to guide taking low inference notes and
provide resident feedback.7
DES Cycle 1 Prep: Review by August 13th
✓ What’s happening in the classroom through August 24th:
Support Resident to: Support Resident by: Data Driven Feedback
-Ensure Residents learn Facilitate one teach-one assist At the end of this cycle,
student names and greet co-teaching model Resident should be able to:
students at door
Model productive interactions -Readily identify at least 2-4
-Practice and deliver an with students. classroom routines
“intro speech” to students. -Know all student names,
Assign Residents one low build rapport with students,
-Deliver one low impact impact task/portion of lesson and understand diverse
task/portion of lesson one and provide them the portion of student needs
to two times per day the plan 1-2 days ahead of -Deliver at least one low
delivery so they have adequate impact task/portion of a
-Interact with students to time to practice lesson one to two times a day
build rapport: homework
check-in; attendance; Assign Residents specific
morning warm-up areas of instruction/student to DES collects low inference
assistance observe during modeling notes on:
Share classroom norms, -Intro speech
procedures, and routines and -Resident ability to remember
articulate how they contribute student names and comfort
to classroom culture, rapport, with proximity/ circulation
and management -Student comfort with
approaching resident
Introduce Residents to key -Resident Initiative in
stakeholders at school campus attending to delegated in
class responsibilities
Providing Residents -Resident delivery of
opportunities to role play and instructions/directions
practice balance of warm-strict -Highlighted components of
tone Cycle 1 RPM (pg 9-10)
DES Cycle 1 Prep: Review by August 13th
✓ Key Mentoring Terms: circulation, proximity
Having a common language is key to building a culture of learning. Two teaching strategies that
will enable the resident to build rapport with students in the first two weeks of school include
circulation and proximity. Here are some tidbits you can incorporate into your guidance and8
feedback conversations to guide residents and provide rationale for developing in the first high
leverage practice.
Teaching Strategies for Resident:
Circulation What: Why:
Visuals to share with resident The act of moving • -To engage students while
strategically around the teaching
classroom to build •
relationships with students • -To gather data via
and to maximize engagement observation, provide
and achievement feedback, and make sure
students are engaged in
rigorous work during
independent work time
Proximity What: Why:
Visuals to share with resident Standing next to a student or• -To manage classroom
group of students while disruptions without calling out
instructing students, hence maintain
student dignity
•
• -Be more accessible to
students to ask questions or
check in with work
-To gather data via
observations, provide
feedback, and increase
engagement
DES Cycle 1 Prep: Review, respond, and print by Aug 13th.
Collecting low-inference notes
Where: Click here
DES Cycle 1 Prep: Review the questions/evidence required in the RPM in this form by August
13th.9
Resident Progress Monitoring Form Components
✓ Instructions on completing the RPM:
o Collect low inference data on resident as described in the Cycle 1 Prep Table
o Schedule a weekly debrief session with your Resident to review the RPM data
o Complete the RPM by August 29th. You will receive a personalized
SurveyMonkey link by Aug 20th.
Part I: Please rate your resident in the following dispositional areas
You will be asked to rate your resident on a five point scale. You will be asked to include any
comments for ratings that diverge from an average of “3” on a scale of 1-5.
Attendance:
Communication
Organization, Planning, and Punctuality
Tact/Judgment:
Reliability, Dependability & Persistence:
Self-Initiative, Independence & Personal Responsibility
Interactions:
Collaboration and Collegiality
Feedback--Receiving and Soliciting
Respects/Advocates for Learning
Respects/Advocates for Diversity and Social Justice:
Respects/Advocates for Community's role in learning
Reflecting on teaching and learning
Developing as a Professional EducatorPart II: Rate your resident in the following teacher performance expectations
2-1. Respectful Teacher establishes an Teacher establishes an autocratic Teacher promotes student choice and Teacher integrates student choice and
Community autocratic learning environment learning environment, develops fair responsibility by collaboratively developing responsibility in the creation, monitoring, and
Culture and is random and inconsistent and equitable behavioral standards behavioral standards and norms with maintenance of behavioral standards and
with the implementation of and norms, but is inconsistent in students. Teacher ensures all teacher- norms. Teacher creates structures and
behavioral standards and norms. implementing them. student and student-student interactions are expectations for students to maintain positive
respectful and is consistent with classroom interactions and implements
Teacher assumes students are Teacher models respectful behavior implementing interventions. Most students positive interventions as needed.
not capable of making choices. but may be inconsistent with are invested in maintaining a positive
Students are aware that ensuring student interactions are classroom environment. Teacher and students jointly reflect on
punishment will result if teacher respectful. Most students are aware classroom choices and culture to ensure
is inconvenienced or upset and that punishment will result if teacher Teacher implements positive interventions student empowerment and positive mindsets
many are apathetic about is aware of inappropriate behavior and conflict resolution supports for individual are cultivated and supported in all
consequences. Students do not and are covertly off task. Students students as needed. Teacher reflects on interactions.
trust that teacher genuinely rely heavily on teacher for conflict pedagogical practices that foster student
cares for their learning. resolution. empowerment and positive mindsets. Teacher educates students on the
Teacher addresses conflict only importance of and implementation of conflict
when it impacts classroom resolution and restorative justice practices.
instruction.
2-6. Classroom Teacher assumes students Teacher establishes and articulates Teacher establishes and articulates routines Teacher facilitates and guides students in
Climate know acceptable behavioral routines and procedures but does not and procedures consistently and enforces maintaining, monitoring, and adjusting
standards for the classroom and consistently enforce them during them during instruction, recognizing, routines and procedures for positive
does not clearly establish or instruction. Teacher is inconsistent addressing, and efficiently redirecting classroom behavior and for student to
articulate routines and with recognizing, addressing, or disruptions to student learning. Teacher student and student to teacher interactions.
procedures. Most students redirecting disruptions to student recognizes and promotes positive student Teacher provides students increasing
assume a quiet, passive role as learning or redirections are inefficient behavior from all students. Students are opportunities communicate classroom
acceptable behavior. Teacher and/or ineffective. Teacher attempts aware of and invested in established norms, routines, procedures, and norms to students
does not recognize, address, to recognize and promote positive routines, and procedures, self-correcting and families and responsibly and
nor redirect disruptions to student behavior and most students their behavior or responding to minimally appropriately address and redirect
student learning. When are aware of and are invested in invasive corrections. Teacher regularly disruptions to student learning. Classroom
challenged with overt and established norms, routines, and reaches out to most families to communicate climate integrates school standards and
repeated misbehavior from procedures, assuming a quiet, positive behavioral progress and jointly culturally relevant norms. Teachers,
student(s), teacher removes passive role. Teacher reaches out to create and monitor interventions for specific families, and students jointly create and
student from classroom, refers families to share positive and/or students. monitor interventions for specific students.
student to school leadership, unproductive behavior for a subset of
and/or reaches out to families students to establish behavioral
for support without a clear intervention plans as needed.
ladder of consequences.11
Cycle 2: August 27th – September 7th
High Leverage Practice: Implementing norms and routines
Teaching students what they are, why they are important, and how to use them is crucial to
building understanding and capability in a given subject. Teachers may use explicit explanation,
modeling, and repeated practice to do this.
DES Cycle 2 Prep:
Review ✓ What’s happening in the classroom through September 7th
by Aug 27th ✓ Key Mentoring Terms: call the shots, isolate the skill, think
(10 min) aloud, what to do
Where: Pages 12-14 of this document
Review, respond, ✓ Mentor rubric reflection (10 min)
and print ✓ Bite-sized feedback (15 min)
by Aug 27th
(25 min) To be shared.
DES/Resident ✓ Meetings will be held at: Center for Collaborative
Meeting Aug 29th Education, 634 South Spring Street, Edison Room- 1st Floor.
5:00-7:00 ✓ Parking validation will be provided for the lot at: 530 South
Spring Street
✓ Early dinner served at 4:30
Schedule for Cycle ✓ An in-classroom support meeting with Vanessa. Look for an
2 email or reach out if you would like to schedule on sooner
Complete ✓ Cycle 2 resident progress monitoring form
by Sept 7th
Where: Pages 15-17 is a sample form. You will receive your
(10 min) personalized SurveyMonkey link to complete this form12
DES Cycle 2 Prep: Review by August 27th
✓ What’s happening in the classroom through September 7th
Support Resident to: Support Resident by: Data Driven Feedback
-Ensure Residents plans, Facilitate one teach-one assist At the end of this cycle,
implements, and practices co-teaching model Resident should be able to:
one routine with students
daily for two weeks Share classroom norms, -Deliver clear directions
procedures, and routines and -Maintain balance between
-Resident delivers one low articulate how they contribute warm/strict tone
impact task/portion of to classroom culture, rapport, -Enact one portion of at least
lesson one to two times per and management 1-2 lessons daily
day -Deliver at least one low
Model norm-setting and impact task/portion of a
-Resident assists at all practice with students and lesson one to two times a day
other times during the engage in quick feedback
lesson with small groups or loops to ensure resident
individual students practice in HLP. Assign DES collects low inference
Residents specific areas of notes on:
instruction/student to observe
during modeling -Next steps outlined in
previous resident progress
Assign Residents one low monitoring form and
impact task/portion of lesson feedback sessions
and provide them the portion of -Resident initiative in
the plan 1-2 days ahead of attending to delegated in
delivery so they have adequate class responsibilities
time to practice -Resident delivery of
instructions/directions
Provide residents opportunities -Highlighted components of
to role play and practice Cycle 2 RPM (pg. 15-17)
balance of warm-strict tone13
DES Cycle 2 Prep: Review by August 27th
✓ Key Mentoring Terms: call the shots, isolate the skill, think-aloud, what to do
Mentoring Strategies:
Call the shots What: Why:
“Watch for how I provide Before you model a strategy Novice teachers have very
specific steps for the activity, in a lesson, call your shots to different understandings of
incorporate a visual aid, then your resident. Tell them the events they were
follow through to ensure exactly what you intend to do watching than did expert
student understanding. Take where and guide them to take teachers. Calling your shots
notes on what I say, where I notes on specific teacher helps residents observe you
stand, and how I respond to actions and student actions. with a lens on what they need
students so we can review it to incorporate into their own
later.” teaching.
Isolate the skill What: Why:
“After providing the what to Identify and name each Having a common language
do, circulate to ensure technique of a complex task helps facilitate feedback
understanding. You can as an important building conversations and practice.
correct behaviors as needed block for maximizing resident Sharing a common language
with proximity and narrate growth. helps build a culture of
positive behavior.” continuous learning for
residents.
Teaching Strategies for resident:
Think-aloud What: Why:
Video and notes on think- The teacher thinks aloud, For the students to be able to
alouds to share with modeling a specific skill. The self monitor his/her own
residents. While this video is goal is for students to watch development of skills
for comprehension, proficient modeling, practice compared to a model.
applications are across with guidance, and eventually
subject areas and can be control his/her application of
used to model strategies by the strategy.
mentor for resident as well.
What to do What: Why:
Visuals to share with resident So Caveman—acronym for Providing clear directions and
providing specific and ensuring understanding
observable directions with supports a positive classroom
visuals, ensuring14 understanding and culture and saves time for compliance, addressing instruction and practice. misunderstandings, and narrating positive behavior.
15
DES Cycle 2 Prep: Review the questions/evidence required in the RPM in this form by August
27th.
Resident Progress Monitoring Form Components
✓ Instructions on completing the RPM:
o Collect low inference data on resident as described in the Cycle 2 Prep Table
o Schedule a weekly debrief session with your Resident to review the RPM data
o Complete the RPM by September 7th
Part I: Please rate your resident in the following dispositional areas
You will be asked to rate your resident on a five point scale. You will be asked to include any
comments for ratings that diverge from an average of “3” on a scale of 1-5.
Attendance:
Communication
Organization, Planning, and Punctuality
Tact/Judgment:
Reliability, Dependability & Persistence:
Self-Initiative, Independence & Personal Responsibility
Interactions:
Collaboration and Collegiality
Feedback--Receiving and Soliciting
Respects/Advocates for Learning
Respects/Advocates for Diversity and Social Justice:
Respects/Advocates for Community's role in learning
Reflecting on teaching and learning
Developing as a Professional EducatorPart II: Rate your resident in the following teacher performance expectations
4-7. Student Teacher plans instruction that The learning tasks and activities are Teacher plans instructional strategies that Teacher plans instruction that promotes a
Engagement requires only minimal thinking aligned with the instructional outcomes are aligned to learning goals and aligned to range of communication strategies and
and participation of students. and are designed to promote active needs of most students. Most students are activity modes between teacher and student
The content, delivery, and/or student thinking. Teacher scaffolds intellectually engaged and participate in and among students that encourage student
pacing of the lesson contributes engagement with challenging content challenging content, with teacher scaffolding participation in learning. Student
to significant time when student sporadically. Content and delivery to support that engagement. Tasks invite engagement organically allows the pacing of
is a passive recipient, merely engages and meets the needs of most students to participate and make their the lesson to be intellectually engaging,
compliant, or unengaged. students limited times during the thinking visible. The pacing of the lesson is empowering students to recognize and
lesson. appropriate in allowing most students advocate for their own needs through
inclusion and consistent intellectual inclusive and varied communication
stimulation. strategies and activities. Instructional goals
and activities are designed to meet the
learning needs of all students.
2-1. Respectful Teacher establishes an Teacher establishes an autocratic Teacher promotes student choice and Teacher integrates student choice and
Community autocratic learning environment learning environment, develops fair responsibility by collaboratively developing responsibility in the creation, monitoring, and
Culture and is random and inconsistent and equitable behavioral standards behavioral standards and norms with maintenance of behavioral standards and
with the implementation of and norms, but is inconsistent in students. Teacher ensures all teacher- norms. Teacher creates structures and
behavioral standards and norms. implementing them. student and student-student interactions are expectations for students to maintain positive
respectful and is consistent with classroom interactions and implements
Teacher assumes students are Teacher models respectful behavior implementing interventions. Most students positive interventions as needed.
not capable of making choices. but may be inconsistent with are invested in maintaining a positive
Students are aware that ensuring student interactions are classroom environment. Teacher and students jointly reflect on
punishment will result if teacher respectful. Most students are aware classroom choices and culture to ensure
is inconvenienced or upset and that punishment will result if teacher Teacher implements positive interventions student empowerment and positive mindsets
many are apathetic about is aware of inappropriate behavior and conflict resolution supports for individual are cultivated and supported in all
consequences. Students do not and are covertly off task. Students students as needed. Teacher reflects on interactions.
trust that teacher genuinely rely heavily on teacher for conflict pedagogical practices that foster student
cares for their learning. resolution. empowerment and positive mindsets. Teacher educates students on the
Teacher addresses conflict only importance of and implementation of conflict
when it impacts classroom resolution and restorative justice practices.
instruction.
2-6. Classroom Teacher assumes students Teacher establishes and articulates Teacher establishes and articulates routines Teacher facilitates and guides students in
Climate know acceptable behavioral routines and procedures but does not and procedures consistently and enforces maintaining, monitoring, and adjusting
standards for the classroom and consistently enforce them during them during instruction, recognizing, routines and procedures for positive
does not clearly establish or instruction. Teacher is inconsistent addressing, and efficiently redirecting classroom behavior and for student to17 articulate routines and with recognizing, addressing, or disruptions to student learning. Teacher student and student to teacher interactions. procedures. Most students redirecting disruptions to student recognizes and promotes positive student Teacher provides students increasing assume a quiet, passive role as learning or redirections are inefficient behavior from all students. Students are opportunities communicate classroom acceptable behavior. Teacher and/or ineffective. Teacher attempts aware of and invested in established norms, routines, procedures, and norms to students does not recognize, address, to recognize and promote positive routines, and procedures, self-correcting and families and responsibly and nor redirect disruptions to student behavior and most students their behavior or responding to minimally appropriately address and redirect student learning. When are aware of and are invested in invasive corrections. Teacher regularly disruptions to student learning. Classroom challenged with overt and established norms, routines, and reaches out to most families to communicate climate integrates school standards and repeated misbehavior from procedures, assuming a quiet, positive behavioral progress and jointly culturally relevant norms. Teachers, student(s), teacher removes passive role. Teacher reaches out to create and monitor interventions for specific families, and students jointly create and student from classroom, refers families to share positive and/or students. monitor interventions for specific students. student to school leadership, unproductive behavior for a subset of and/or reaches out to families students to establish behavioral for support without a clear intervention plans as needed. ladder of consequences.
18
Cycle 3: September 10th – September 28th
High Leverage Practice: Specifying and reinforcing productive student behavior
Clear expectations for student behavior and careful work on the teacher’s part to teach
productive behavior to students, reward it, and strategically redirect off-task behavior to help
create classrooms that are productive learning environments for all. This practice includes not
only skills for laying out classroom rules and managing truly disruptive behavior, but for
recognizing the many ways that children might act when they actually are engaged and for
teaching students how to interact with each other and the teacher while in class.
DES Cycle 3 Prep:
Review ✓ What’s happening in the classroom through September 28th
by Sept 10th ✓ Key Mentoring Terms: role play, least invasive interventions,
(10 min) huddling
Where: Pages 19-21 of this document
Review, respond, ✓ LAUTR DES feedback preparation template and bite sized
and print feedback (5 min)
by Sept 10th ✓ Lesson planning template (5 min)
(25 min) ✓ Behavior management video prompt (15 min)
To be shared
DES Meeting ✓ Meetings will be held at: Center for Collaborative
Sept 12th Education, 634 South Spring Street, Edison Room- 1st Floor.
5-7pm ✓ Parking validation will be provided for the lot at: 530 South
Spring Street
✓ Early dinner served at 4:00
Complete ✓ Cycle 3 resident progress monitoring form
by September 28th
Where: Pages 22-24 is a sample form. You will receive your
(10 min) personalized SurveyMonkey link to complete this form19
DES Cycle 3 Prep: Review by September 10th
✓ What’s happening in the classroom through September 28th
Support Resident to: Support Resident by: Data Driven Feedback
-Resident delivers one Facilitate parallel teaching, At the end of this cycle,
portion of a lesson daily, alternate teaching, or station Resident should be able to:
including planning, co-teaching models
preparing, instructing, and -Deliver clear directions
assessment Model behavior management -Maintain balance between
and practice with students and warm/strict tone
-Residents assist small engage in quick feedback -Enact one portion of a
groups or individual loops to ensure resident lesson daily and co-teaching
students at all other times practice in HLP. Assign with mentor at all other times
Residents specific areas of -Reflect on personal areas of
-Resident assists at all instruction/student to observe strength, growth, and next
other times during the during modeling steps for development
lesson with small groups or
individual students Provide residents lesson DES collects low inference
objectives to plan at least 3 notes on:
days in advance ahead of
delivery so they have adequate -Next steps outlined in
time to practice previous resident progress
monitoring form and
Provide residents opportunities feedback sessions
to role play and practice clear -Resident initiative in
directions and behavior attending to delegated in
management class responsibilities
-Resident behavior
management
-Highlighted components of
Cycle 3 RPM (pg. 21)20
DES Cycle 3 Prep: Review by September 12th
✓ Key Mentoring Terms: least invasive interventions, role play, bite-sized feedback,
huddling
Teaching Strategies for Residents:
Least Invasive What: Why:
Interventions
Examples with accompanying Least invasive behavior Building a new teacher’s
videos here to share with management strategies capacity for behavior
resident. include: management includes
-nonverbal interventions making sure they do not build
Explanations to share with -positive group correction the bad habit of talking over
resident here. -anonymous individual students or ignoring
correction disruptive behaviors before
-private individual corrections they get out of hand. By
-consequences providing residents these
strategies, we are focusing
(see Teaching with Love and their attention towards
Logic strategies for additional student attention and
resources on more understanding, without which
challenging behaviors) learning is not possible.
These strategies push
residents to hold high
expectations for themselves
as teachers as well as for
their students as learners,
ensuring both are completely
in tune with each other for
smooth instruction.21
Mentoring Strategies:
Role Play Why:
Your resident is scheduled to teach a portion • Much like a dancer or musician, the classroom
of your lessons daily. Provide them a copy of is your resident’s stage as they perfect their
the lesson plan with details for their portion skills. Providing them opportunities to hear,
highlighted and provide them space in the feel, and reflect on their words and actions in
classroom to practice this to an empty an empty classroom prepares them for the
classroom. Interrupt them to help with clarity delivery of instruction when students are
of directions, circulation, when to check for present and distractions are inevitable. This
understanding etc. Have them practice at practice also increases trust between you and
least two rounds so they feel comfortable your resident, leading way to better feedback
with their delivery and adjustments. conversations and co-teaching dynamics.
•
Huddling Why:
The process of providing residents with • Many mentors have the question of “How
focused and in the moment direction, much do I let my resident struggle before I
modeling, and feedback during instruction. step in?” or “Is it fair for me to watch my
students not understand material at the
--During the lesson, briefly focus your expense of accommodating for my resident’s
resident in on a specific method/technique learning curve?” Huddling is a method of
you will be modeling. balancing the needs of your students while
-Have residents repeat, practice with the developing your resident’s skills. Choose
students specific skills to work on with huddling (i.e.
-Have residents reflect on and provide getting 100% attention or checking for
feedback on method. understanding). Build your resident’s
understanding and capacity for accepting and
Another variation of this is to provide incorporating in the moment feedback. Role
Residents awareness of a teacher action playing is a perfect segue into huddling
they can incorporate to change student practice.
actions in the moment. This might require a
brief pause in instruction. Resident “course
corrects” as a result.22
DES Cycle 3 Prep: Review the questions/evidence required in the RPM in this form by
September 10th. Complete by September 28th.
Resident Progress Monitoring Form Components
✓ Instructions on completing the RPM:
o Collect low inference data on resident as described in the Cycle 1 Prep Table
o Schedule a weekly debrief session with your Resident to review the RPM data
o Complete the RPM by September 28th. You will receive a personalized
SurveyMonkey link.
Part I: Please rate your resident in the following dispositional areas
You will be asked to rate your resident on a five point scale. You will be asked to include any
comments for ratings that diverge from an average of “3”.
Attendance:
Communication
Organization, Planning, and Punctuality
Tact/Judgment:
Reliability, Dependability & Persistence:
Self-Initiative, Independence & Personal Responsibility
Interactions:
Collaboration and Collegiality
Feedback--Receiving and Soliciting
Respects/Advocates for Learning
Respects/Advocates for Diversity and Social Justice:
Respects/Advocates for Community's role in learning
Reflecting on teaching and learning
Developing as a Professional EducatorPart II: Rate your resident in the following teacher performance expectations
2-1. Respectful Teacher establishes an Teacher establishes an autocratic Teacher promotes student choice and Teacher integrates student choice and
Community autocratic learning environment learning environment, develops fair responsibility by collaboratively developing responsibility in the creation, monitoring, and
Culture and is random and inconsistent and equitable behavioral standards behavioral standards and norms with maintenance of behavioral standards and
with the implementation of and norms, but is inconsistent in students. Teacher ensures all teacher- norms. Teacher creates structures and
behavioral standards and norms. implementing them. student and student-student interactions are expectations for students to maintain positive
respectful and is consistent with classroom interactions and implements
Teacher assumes students are Teacher models respectful behavior implementing interventions. Most students positive interventions as needed.
not capable of making choices. but may be inconsistent with are invested in maintaining a positive
Students are aware that ensuring student interactions are classroom environment. Teacher and students jointly reflect on
punishment will result if teacher respectful. Most students are aware classroom choices and culture to ensure
is inconvenienced or upset and that punishment will result if teacher Teacher implements positive interventions student empowerment and positive mindsets
many are apathetic about is aware of inappropriate behavior and conflict resolution supports for individual are cultivated and supported in all
consequences. Students do not and are covertly off task. Students students as needed. Teacher reflects on interactions.
trust that teacher genuinely rely heavily on teacher for conflict pedagogical practices that foster student
cares for their learning. resolution. empowerment and positive mindsets. Teacher educates students on the
Teacher addresses conflict only importance of and implementation of conflict
when it impacts classroom resolution and restorative justice practices.
instruction.
2-3. Inclusive Teacher temperament and/or Teacher is approachable, caring, and Teacher establishes, maintains, and Teacher facilitates and guides students in
Learning actions convey a disinterested appreciates differences between monitors positive, caring, and respectful maintaining and monitoring a positive, caring,
Environments affect or favoritism. Teacher students. Teacher demonstrates teacher-student and student-student and respectful learning environment that is
dismisses disrespect, unconditional positive regard for all interactions at all times and proactively physically, mentally, intellectually, and
intolerance, and/or harassment students and models respectful educates students on recognizing and emotionally healthy and safe. With teacher
among students as interactions. Teacher attempts to addressing bullying, racism, and sexism. facilitation, students actively and responsibly
developmentally appropriate maintain respectful, positive student- Teacher establishes student address instances of bullying, racism, and
and fails to address all student interactions at all times and interdependence and inter-reliance as a sexism. In an interdependent and inter-reliant
incidences, including bullying, addresses all instances of disrespect, cultural norm and the instruction promotes culture, students are invested in the success
racism, and sexism. Teacher bullying, racism, and sexism they are risk-taking and equally recognizes student of all and view learning as the process of
establishes complete authority aware of. Teacher establishes learning processes and products in attaining acquiring skills and knowledge. All students
over learning environment. student cooperation and participation learning goals. demonstrate total effort in the learning
Instruction highly promotes as a pedagogical routine. Instruction process and are not discouraged by failure.
successfully completing assesses participation and
independent work as the collaboration as a component of
primary method of attaining attaining performance goals.
performance goals.24
2-6. Classroom Teacher assumes students Teacher establishes and articulates Teacher establishes and articulates routines Teacher facilitates and guides students in
Climate know acceptable behavioral routines and procedures but does not and procedures consistently and enforces maintaining, monitoring, and adjusting
standards for the classroom and consistently enforce them during them during instruction, recognizing, routines and procedures for positive
does not clearly establish or instruction. Teacher is inconsistent addressing, and efficiently redirecting classroom behavior and for student to
articulate routines and with recognizing, addressing, or disruptions to student learning. Teacher student and student to teacher interactions.
procedures. Most students redirecting disruptions to student recognizes and promotes positive student Teacher provides students increasing
assume a quiet, passive role as learning or redirections are inefficient behavior from all students. Students are opportunities communicate classroom
acceptable behavior. Teacher and/or ineffective. Teacher attempts aware of and invested in established norms, routines, procedures, and norms to students
does not recognize, address, to recognize and promote positive routines, and procedures, self-correcting and families and responsibly and
nor redirect disruptions to student behavior and most students their behavior or responding to minimally appropriately address and redirect
student learning. When are aware of and are invested in invasive corrections. Teacher regularly disruptions to student learning. Classroom
challenged with overt and established norms, routines, and reaches out to most families to communicate climate integrates school standards and
repeated misbehavior from procedures, assuming a quiet, positive behavioral progress and jointly culturally relevant norms. Teachers,
student(s), teacher removes passive role. Teacher reaches out to create and monitor interventions for specific families, and students jointly create and
student from classroom, refers families to share positive and/or students. monitor interventions for specific students.
student to school leadership, unproductive behavior for a subset of
and/or reaches out to families students to establish behavioral
for support without a clear intervention plans as needed.
ladder of consequences.25
Cycle 4a: October 1st – October 12th
High Leverage Practice: Designing single lessons
Teachers design and sequence lessons with an eye toward providing opportunities for student
inquiry and discovery and include opportunities for students to practice and master foundational
concepts and skills before moving on to more advanced ones. Effectively-sequenced lessons
maintain a coherent focus while keeping students engaged; they also help students achieve
appreciation of what they have learned.
DES Cycle 4a Prep:
Review ✓ What’s happening in the classroom through October 12th
by Oct 1st
(5 min) Where: Pages 25-26 of this document
Review, respond, ✓ Mentor rubric reflection (10 min)
and print ✓ Norm on mid-semester evaluation/actionable feedback (20
by Oct 1st min)
(40 min) ✓ Huddling (10 min)
Schedule for Cycle ✓ An in-classroom support meeting with Vanessa. Look for an
4a email or reach out if you would like to schedule on sooner.
Complete ✓ Cycle 4a resident progress monitoring form
by Oct 12th
Where: Page 27-28 is a sample form. You will receive your
(10 min) personalized SurveyMonkey link to complete this form26
DES Cycle 4a Prep: Review by October 1st
✓ What’s happening in the classroom through October 12th
Support Resident to: Support Resident by: Data Driven Feedback
-Plan and deliver one Facilitate parallel teaching, At the end of this cycle,
period two times per week alternate teaching, or station Resident should be able to:
including: planning, co-teaching models
preparing, instructing, -Regularly teach on
grading, assessing, and Model backwards design in determined days/times
using data for continued lesson planning
planning -Be able to articulate student
Establish lesson planning, strengths and areas of
-Assist with small groups or submission, feedback, and growth related to specific
individual students using practice timeline for residents content objectives
co-teaching models as
directed by DES Assign residents one period -Plan using the LAUTR
that they will “own” and build lesson planning template and
teaching capacity for in backwards design
planning, delivery, and accommodating specific
assessment with time needs of PUSD/LAUSD
lesson planning requirements
Assign Residents specific
areas of instruction/student to
observe during modeling DES collects low inference
notes on:
Provide Residents
opportunities to role play -Resident delivery of
lesson before delivery instructions/directions
-Highlighted components of
Cycle 4a RPM (pg. 27)27
DES Cycle 4a Prep: Review the questions/evidence required in the RPM in this form by
September October 1st. Complete by October 12th.
Resident Progress Monitoring Form Components
✓ Instructions on completing the RPM:
o Collect low inference data on resident as described in the Cycle 1 Prep Table
o Schedule a weekly debrief session with your Resident to review the RPM data
o Complete the RPM by October 12th. You will receive a personalized
SurveyMonkey link.
Part I: Please rate your resident in the following dispositional areas
You will be asked to rate your resident on a five point scale. You will be asked to include any
comments for ratings that diverge from an average of “3”.
Attendance:
Communication
Organization, Planning, and Punctuality
Tact/Judgment:
Reliability, Dependability & Persistence:
Self-Initiative, Independence & Personal Responsibility
Interactions:
Collaboration and Collegiality
Feedback--Receiving and Soliciting
Respects/Advocates for Learning
Respects/Advocates for Diversity and Social Justice:
Respects/Advocates for Community's role in learning
Reflecting on teaching and learning
Developing as a Professional EducatorPart II: Rate your resident in the following teacher performance expectations
4-4a. Unit/Lesson Learning objectives not clearly written Learning objectives are loosely Learning objectives are written in teacher- Learning objectives are written in
Planning: Learning in terms of measurable student aligned to relevant curriculum, centered language. Learning objectives student-centered language. Learning
Objectives outcomes. Learning objectives do not standards, and/or long-term planning are linked to content standards, relevant objectives are linked to content
describe the major concepts, skills, or benchmarks/goals. Learning curriculum, relevant assessment and/or standards, relevant curriculum, and/or
dispositions the students will learn or objectives are stated as an activity or long-term planning goals. Learning long-term planning goals. Learning
objectives not aligned to goals. experience, excluding desired objectives include specific skills or objectives include specific skills and
outcomes. Learning objectives are knowledge students will acquire, how knowledge students will acquire, how
heavily knowledge based and do not students will demonstrate mastery of students will demonstrate mastery of
highlight skills reinforced or acquired objective, and the process and materials objective, and the process and
in instruction. through which students will acquire materials through which students will
skills/knowledge. Language and skills acquire skills/knowledge. Language
driven objectives are generalized for class and skills driven objectives are
and targeted students with specific included for all students building upon
learning needs. the individual’s specific learning needs.
4-4b. Unit/Lesson Common Core standards and/or state Common Core standards and/or Common Core standards and state Common Core standards and/or state
Planning: Standards and frameworks are not identified state frameworks are identified but frameworks are identified and aligned. frameworks are identified and
Benchmarks Unit goals do not describe the major may not be appropriate for unit Unit goals have been identified by the deliberated by both teacher and
concepts, skills, or dispositions the content or grade level. teacher and a plan to meet the standards students.
students will learn or goals not aligned Unit goals describe the major is described explicitly. The major Unit goals and standards are shared
to standards. concepts, skills, or dispositions the concepts, skills, and dispositions the with students and students have input
students will learn and goals loosely students will learn and goals aligned to into how they can best demonstrate
aligned to standards. standards. mastery of concepts, skills, and
dispositions.
4-4c. Unit/Lesson Essential questions for unit/lesson not Essential questions are trivial and/or Essential questions are significant and Essential questions are informed by
Planning: identified. closed ended requiring a “yes” or open-ended enough to help students think student’s lives and are significant and
Questioning/Rigor “no” answer or rote answer that can deeply about the content. Questions are open-ended enough to drive student
be found in references or through driven by student inquiry and force the inquiry and/or student evaluation.
basic research (e.g., literal questions, application and/or evaluation of content. Questions are purposefully organized
not inferential or evaluative). Questions are linked to discipline specific and explicitly linked to discipline
Questions are also focused on theme or issue (e.g., inferential questions specific theme or issue which guides
recalling memorized knowledge. that require students to read between larger discussion.
lines or synthesize information from
diverse resources).
4-4d. Unit/Lesson Lessons include minimal detail or lack Lessons articulated with sufficient Lessons clearly articulated and describe Lessons articulated describe specific
Planning: Instructional clear articulation and resemble a “to- detail (e.g., a substitute teacher could specific concept, skills, or dispositions the concept, skills, or dispositions the
Articulation do-list”. Lessons do not describe implement based on level of written students will learn. students will learn. Lesson also
specific concept, skills, or dispositions detail and some guesswork) and Lesson plans align objectives, activities, includes teacher’s role and students’
the students will learn. Lessons do not describe specific concept, skills, or and assessments. Lesson plans follow roles in the creation of a student-
align objectives, activities, and dispositions the students will learn. logical sequence with minor centered classroom.
assessments for majority of lessons. Lesson(s) loosely align objectives, inconsistencies and follow required format Lesson plans fully align objectives,
activities, and assessments. and include all required elements activities, and assessments29
Lesson plans follow logical sequence
and follow required format and include
all required elements.
4-4e. Unit/Lesson Lessons reflect a consistently teacher- Lessons reflect a more teacher- Lessons reflect a more student-centered Lessons reflect a consistently student-
Planning: Delivery of centered focus (e.g., teacher lecture, centered focus than student-centered focus than teacher-centered focus (e.g., centered focus (e.g., inquiry, open
Instruction teacher-directed activities). with more than half of lesson(s) using inquiry, open ended activities) with more ended activities) with all lessons using
Insufficient variety present in teacher-centered approaches. than half of lessons using student- student-centered approaches.
instructional strategies (e.g. two or Some variety present in instructional centered approaches. Lessons include a variety of
fewer strategies present) with focus on strategies (e.g. three instructional Lessons include a variety of instructional instructional strategies (e.g., more than
finding one “right” or “correct” answer strategies present) but focus remains strategies (e.g., 3-4) with options for more 4) with options for more than one
or solution. on finding one “right” or “correct” than one “right” or “correct” answer or “right” or “correct” answer or solution.
Little to no evidence of collaboration answer or solution. solution. Methods allow learner autonomy Methods allow learner autonomy in
between teacher/student and Minimal evidence of collaboration in examining new concepts in relationship examining new concepts in
student/student throughout lesson between teacher/student or to their existing content knowledge or and relationship to their existing content
(e.g. two or fewer collaboration student/student throughout lesson. engages learners in identifying diverse knowledge and engages learners in
opportunities present). Collaboration Collaboration may take form of group perspectives in the discipline. identifying diverse perspectives in the
may take form of group work and does work may involve students having Evidence of multiple opportunities for discipline.
not involve students having roles roles and/or responsibilities and collaboration between teacher/student or Evidence of frequent opportunities for
and/or responsibilities and individual individual accountability, but this student/student throughout unit (e.g., collaboration between teacher/student
accountability accountability is poorly defined or collaboration opportunities present in and student/student through unit in all
planned. more than half of the lessons). lessons. Collaboration is more than
Collaboration is more than simply “group simply “group work” and involves
work” and involves students having roles, students having roles, responsibilities,
responsibilities, and individual and individual accountability.
accountability.
4-4f. Unit/Lesson Candidate uses, designs, or adapts (a) Candidate uses, designs, or adapts Candidate uses, designs, and adapts a With input from the students, candidate
Planning: Assessments classroom summative assessment(s) classroom formative and summative variety of classroom formative and uses, designs, or adapts a variety of
without aligning the assessment(s) to assessments and loosely aligns the summative assessments and aligns the classroom formative assessments
the learning objective or activities. assessment to the learning objective assessment to the learning objective and ensuring alignment with the learning
Formative assessment is either or activities. activities. Assessments include a variety objectives and activities. Both
unaccounted for or inappropriately Formative Assessments include of approaches (e.g., 3-4) with options for formative and summative assessments
employed. Insufficient variety present some variety of appropriate more than one “right” or “correct” answer include culturally affirming approaches
(e.g., two or fewer assessment approaches (e.g. three instructional or solution. All pre/post/ formative and and focus on assessing process rather
strategies present). Focus of strategies present) but focus remains summative assessments and than product. Assessment invites
assessment(s) is on finding one “right” on finding one “right” or “correct” accompanying rubrics provided. Students students to focus on developing
or “correct” answer or solution. answer or solution. given opportunity to reflect on own work. multiple options for more than one
“right” or “correct” answer or solution.
All pre/post/ formative assessments
and rubrics are provided. Students
given opportunity to self-evaluate and
reflect on own work and/or give peers
feedback and/or create assessment
criteria.
4-4g. Unit/Lesson Planning for the active engagement of Teacher’s planned activities call for Teacher’s planned activities call for Teacher’s planned activities call for
Planning: Pacing all students is not evident. Activities passive learning and/or are students to actively access and students to not only actively engageYou can also read
