Please sign in and introduce yourself to your

Please sign in and introduce yourself to your colleagues at your assigned table! Complete a Blue Nametag if you are a New Mentor. Complete a White Nametag if you are a NOT a New Mentor. Welcome Back Mentors!! September 23, 2019 4: 00 Welcome! Why are you so Awesome? Some CIT Numbers & a Pinch of Survey Data 4: 15 Share Wisdom with a Rookie (or a Veteran) 4: 35 What’s New? Some Brief CIT Updates 5: 00 Mentor Forum Staff Development 5: 20 The Instructional Framework with our Deputy Superintendent for Teaching & Learning 5: 50 Meet your CIT Governing Panel Contact and then Join Them for Supper!

Ground Rules • Respect (for this work, ideas, time, space, each other) • Participation and Focus (vs. electronics) • Open Minds

Why are you so Awesome? The Numbers CURRENT TOTALS as of September 21, 2019 Compare to June 2019 Cumulative 2018 -2019 320 362 70 79 19 21 28 29 TOTAL: 214 58 12 13 346 437 491 Independent Evaluation: 135 136 143 (73%) 188 (94%) INTERN: PS RESIDENT: PS TENURED: PS LT Sub CIT Mentors Activated:

Why are you so Awesome? Survey Data

Why are you so Awesome? Survey Data

What’s New (and almost New)… • Mentor Handbook 2019 -2020 q. Note-taking q. Peer Observation Reflection q. Checklists & Timelines • • Professional Support CIT Google Classroom Teacher Evaluation Guide At the Website. . .

At the CIT Website. . .

Observing & Taking Notes: Turn & Talk Share with someone next to you: What do you believe is the most valuable purpose for taking notes when you visit with your Interns?

Observing & Taking Notes Mentors must be intentional “active observers. ” A pre-conference can establish what to look for. Keep in mind the purposes of taking notes when a mentor observes an Intern: • Capture evidence of the Intern’s work • Capture examples of student learning, participation, behavior, etc. • Collect data for a learning-focused conference • Use as “Third Point” to support feedback • Track the Intern’s progress • Select possible focus for ongoing work with Interns • Collect positive examples of the Intern’s work • Formulate questions for coaching and extending Interns’ thinking • Document Intern’s growth for use in written reports

Observing & Taking Notes Mentors also need to sense when it is appropriate NOT to take notes. When in classrooms, mentors will often need to put down their notebooks & pitch in. Aim for the right balance of documenting, active observing, and actively supporting your Intern.

Current CIT PD Offerings (all at RTA Office/NYSUT Bldg) All can be used toward PD Incentive • Writing Progress Reports, Preparing for Annual Reviews, and Writing Quality Goals (9/18, 9/25, 10/2 – 4: 15 -6: 15) • Preparing for your Parent-Teacher Conferences (10/1 – 4: 15 -6: 15) • Classroom Management Q & A (10/9 – 4: 15 -6: 15) • Co-Teaching; A Shared Belief System for Success in Teaching and Learning. (All Co-Teaching Positions) (10/26 – Encourage teams to attend together! – This is a Saturday 9: 00 -2: 00) • Learn How To Use The Danielson Framework To Enhance Your Practice (12/2 and 12/9 – 4: 15 -6: 15)

Co-Teaching; A Shared Belief System for Success in Teaching and Learning Saturday: October 26 th, 9: 00 AM-2: 00 PM • We are encouraging team members to attend together… • Each team will receive one of the following books:

CIT Mentor Forum PD Sessions November, January, March • Facilitated by CIT Mentors based on Needs identified by you and your Interns • Forums will begin with whole group problem solving (subject/special area/grade-level) & CIT updates • Followed by Refreshments! Then. . . • 1 hour and 15 minutes with your selected Forum PD Session facilitators • Opportunity to extend into Action Research Project (wait for it. . . )

Culturally Responsive Teaching & The Brain Presenter: Sonja Griffin “Cultural responsiveness is not a practice; it’s what informs our practice so we can make better teaching choices for eliciting, engaging, motivating, supporting, and expanding the intellectual capacity of ALL of our students”. (vii) In this professional learning opportunity, mentors will receive a copy of Zaretta Hammond’s book, Culturally Responsive Teaching and The Brain; Promoting Authentic Engagement and Rigor. We will explore the framework that enables teachers to both create the connections and apply the strategies that foster independent learners in our classrooms. Based on the work from our 2017 -2018 Mentor Forums.

Mentoring through All Phases Presenter: Stefan Cohen CIT mentors will follow an “Intern" to meet the new teacher’s needs throughout all phases of the first year journey: Anticipation, Survival, Disillusionment Rejuvenation, and Reflection. Based on our work during the 2016 -2017 Mentor Forums.

Facilitating Your Intern's Growth in Classroom Environment using the Danielson Framework Rubric Presenters: Patty Pugliese and Anna. Maria Leone-Tobar During this professional learning experience, CIT mentors will gain a deeper understanding of how to use the Professional Practice Framework to facilitate true growth with their interns. We will not only look at domain/element specific strategies, but will delve deeper into the interrelatedness of each element, and how each has a direct impact on all others.

Quality Questioning: Research-Based Practice to Engage Every Learner: Presenter: Questioning and discussion are the only instructional strategies specifically referred to in the framework for teaching; this reflects their central importance to teachers’ practice. But in the framework, it is important that questioning and discussion are used as techniques to deepen student understanding, rather than serving as recitation, or a verbal “quiz. ” During these sessions, mentors will focus on the tools of metacognition through the development of classroom norms, and the use of higher level questioning and discussion techniques

Learning-Focused Conversation Training: Part Two Presenters: Katy Arzuaga & John De. Grandis Mentors will receive additional training in Learningfocused Relationships (Laura Lipton and Bruce Wellman). LFC Part II is a companion course to LFC I that will offer participants the opportunity to observe, experience and apply learning-focused conversation strategies in real conversations. We will be using video recording, live demonstration, and real classroom issues to analyze three main types of conversations mentors have with their interns: problem solving, planning, and reflecting.

The Power of Our Words Presenter: Tammy Shaw Description: Learn how teachers can use language—words, tone, and pace—to increase student engagement, build a positive classroom community, and more effectively manage behavior.

Proactive Classroom Systems Presenter: Donna Johnson In this course, mentors will explore how to create and modify learning environments to ensure that students are engaged and behaving appropriately. An emphasis will be placed on context and balancing instructional tasks, but also includes rituals and routines, establishing relationships, student performance feedback, managing low level challenging behavior, physical layout, and much more.

Extend your Mentor Forum PD Session into an Action Research Project! “Action research is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions. ” SEE CIT WEBSITE FOR THE COMPLETE PROPOSAL FORM Minimum of Twenty Hours—Working with like-minded colleagues toward a common goal—Direct Application of New Skills and New Thinking to invigorate your practice! 1. “Area-of-Focus Statement” for relevant action research. 2. Define the Variables of your action research plan. 3. Develop Essential Questions/Professional Learning Targets to guide your work. (an agenda and minutes for each meeting that reflect the EQ/targets). 4. Develop a statement of resources: (Central text, additional resources) 5. Develop measurable data collection ideas

Select your Mentor Forum PD Session

Welcome Deputy Superintendent for Teaching & Learning – Dr. Cecilia Golden https: //sites. google. com/rcsd 121. org/teachingandlearning/instructional-framework

2019 -2020 CIT Governing Panel CIT Panel Contractual Responsibilities RTA Members: Alexis Butler, ESOL Teacher, School #09 Stefan Cohen, CIT Program Director Martha Keating, RTA Labor Relations Consultant Sharon Key, Kindergarten Teacher, School #22 Randall Laird, Social Studies Teacher, SOTA John Pavone, RTA 1 st Vice-President RCSD Members: Thomas Anderson, Assistant Principal, School #29 Michael Chan, Executive Director, Science Sandra Chevalier-Blackman, Principal, Monroe H. S. Kimberly Harris-Pappin, Principal, School #53 Susan Ladd, Principal, School #28 Carmine Peluso, Chief of Schools Lead Teacher. Mentors: Interns and Professional Support Teacher Evaluation Process CIT JOINT GOVERNING PANEL Lead Teachers: Peer Reviewers & Subject-Area Lead Teachers Tenured Teachers in Intervention

For September/October • • • Complete On-line Data Forms and Google Classroom calendar if you haven’t already Complete Reading/Task for your Mentor Forum PD Session Consider CIT Professional Learning offerings IF ACTIVATED: • • • Submit Professional Support Intake Forms For New Mentors • Next Learning-focused Conversations Training: Monday, October 7 th Status Report Clinic • October 21 st 3: 15 or 4: 45 pm Mentor Forum November 18 th • Status Reports Due Check in with your Intern’s Administrative Supervisor Provide Written Feedback Forms to Interns, Residents Begin collecting evidence for Intern Status Report Update Google Classroom Mentor Calendar