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Initial Educator License Stage

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Initial Educator License Stage. PI 34 Tells Us: Who the Initial Educator is; ... Qualified means holding the appropriate license. Best Practices in Wisconsin include: ... – PowerPoint PPT presentation

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Title: Initial Educator License Stage


1
Initial Educator License Stage
2
PI 34 Tells Us
  • Who the Initial Educator is
  • What the school district requirements are
  • Who a mentor is
  • Who is on the Initial Educator Team.

3
INITIAL EDUCATOR
  • An individual who has completed an approved
    program after August 31, 2004 and who is licensed
    by the Department for the first time in a
    particular level or category

4
Initial Educator School District Requirements
  • Must provide collaboratively developed
    orientation to Initial Educator
  • Must provide support seminars reflecting the
    Standards
  • Must provide a qualified mentor to the Initial
    Educator
  • Qualified means holding the appropriate license

5
Best Practices in Wisconsin include
  • District steering committee to oversee the
    program.
  • An effective mentoring program.
  • Support of the Initial Educator through ongoing
    orientation and support seminars.
  • Focus on WI Teacher Standards.

6
1. District Steering Committee
  • The committee may include teachers,
    administrators, parents, support staff, and
    school board members.
  • Provides oversite of the Initial Educator support
    system.

7
2. Effective Mentoring Programs
  • Many stakeholders benefit
  • for parents and students - better teaching
  • for new teachers - the difference between success
    and failure
  • for school administration - mentoring aids
    recruitment and retention
  • for teacher associations - leadership roles for
    teachers
  • for IHEs - a smooth transition from campus to
    classroom

8
Mentor Qualifications
  • The mentor
  • is an educator and colleague
  • is trained to provide support assistance to the
    Initial Educators
  • may provide feedback to the Initial Educator
  • is not part of the formal employment evaluation
    process.

9
2. Effective Mentoring Programs
  • Define the Roles and Responsibilities of
  • Mentor
  • Administrator
  • Initial Educator

10
Role of Mentor
  • Helps Initial Educators utilize the instructional
    strategies they learned so they may crystallize
    into teaching styles that will be used throughout
    their careers
  • Offers support through listening and sharing
  • Gives advice and ideas
  • Allows Initial Educator to observe you and your
    colleagues
  • Promotes self-reflection about teaching
  • Models professionalism

11
Role of Administrator
  • Support the program in every way possible.
  • Arrange class schedules of mentors and Initial
    Educators to facilitate meeting and to ease their
    load
  • Be a roving substitute to offer release time
  • Collaborate with outside organizations to
    strengthen program.
  • Provide professional development activities for
    all participants.

12
Role of the Initial Educator
  • Learn how to more effectively meet the needs of
    students.
  • Identify personal and professional needs.
  • Participate in training sessions.
  • Ask questions, observe and learn from mentors and
    colleagues.
  • Reflect and prepare Professional Development Plan
    (PDP).

13
Criteria for Selecting Mentors
  • Holds a WI Professional Educator license
  • Strong interpersonal skills
  • Credibility with peers and administrators
  • Knowledge of 10 WI Standards
  • Demonstrates a commitment to professional growth
  • Excellent classroom practice and knowledge of
    subject matter

14
Training and Supporting Mentors
  • Factors to consider
  • Content of the training
  • Mentor accountability
  • Budget
  • Incentives
  • Mentor support meetings

15
3. Provide Ongoing Orientation and Support
Seminars
  • Are collaboratively developed and delivered by
    school boards, administrators, teachers, support
    staff and parents.
  • Reflect the WI Teaching Standards and the mission
    and goals of the school district.

16
Ongoing Orientation
  • Orientation sessions scheduled prior to opening
    day and throughout the year that may include
  • An initial meeting between the Educator and
    mentor
  • District building policies and procedures
  • The culture and climate of the school and
    community
  • Scope and sequence of school curriculum

17
Support Seminars
  • Best practices in professional development
    suggest the following
  • They are ongoing, not one-shot inservices.
  • They are embedded in educators daily practice.
  • Educators are provided ample opportunity for
    experimentation and reflection.
  • Educators experiences are collegial and
    team-oriented.

18
4. Focus on WI Teaching Standards
  • Standards require Educators to recognize the link
    between teaching and student learning.
  • Initial Educators develop a PDP that addresses
    two or more of the Wisconsin Standards.

19
Elements of Strong Support Programs
  • Collaboration
  • Reflection
  • Shared vision for professional growth
  • Evaluation of the support program
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