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Happy Thanksgiving!

Combining Mentoring and Data.  When I read Mentoring That Fits, 2012, by Pam Grossman and Emily Davis, my initial takeaway was that a new teacher should come prepared, i.e. have a curriculum lesson plan based on TEKS, and the mentor was mainly a campus and staff guide.     Grossman and Davis stated effective mentoring included three features:  highly trained mentors, a focus on content, and allocated time for mentoring.

After considering mentoring and the articles about data collection, I thought about how mentoring a new teacher could be used as an opportunity to instruct a new teacher on data collection, and start the collection at the beginning.   In Data:  Now What? Answering the Questions That Count, David Ronka et al, discusses organizing data around essential questions about student performance.  Asking questions such as these enables administrator and teachers to focus on what is most important, identify the data they need to address their questions, and use the questions as a lens for data analysis and interpretation (Ronka, et al, 2008).
A mentor who is trained on what the school and district want to achieve, can start a new teacher from day one collecting and using student data.

If a mentor coaches and instructs a new teacher on the necessary data collection, the teacher is more likely to consistently incorporate data collection into her daily or weekly routines.
It seems efficient to start a data collection habit from the beginning  as a teacher develops routines.  This might be easier than re-training her later by trying to change her routine.

As a new teacher, I would utilize data driven teaching, and have this tool to track the progress of my students and pinpoint areas of struggle.
As an administrator or leader, this type of data collection mentoring would set a standard, and could save a lot of time down the road with staff training and new procedures implementation.
Resources:

Grossman, Pam and Davis, Emily.  2012.  Mentoring That Fits.  Retrieved from

http://www.ascd.org/publictions/educational-leadership/may12/vol69/number8.

Ronka David, et al.  2008/2009.  Data:  Now What? Answering the Questions That Count, December

2008/January 2009, Volume 66, Number 4, pages 18-24.

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Happy Thanksgiving Everyone! Yvonne Martinez

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Happy Thanksgiving Everyone! Yvonne Martinez

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I have learned a lot about data collection and how and why it is important from both a teacher’s standpoint and that of an administrator. Analysis of information collected can lead to such a plethora of opportunities during which we can better serve our students. Understanding the limitations of standardized assessment measures as well as benefits contained therein has been one of the most significant ways this class has enhanced my understanding. While I was familiar with this process as a student, this has been totally foreign territory for me as a novice educator. I really enjoyed looking for frameworks in which I can fit this knowledge in both my current and future fields, as found in Kratochwill, et al’s, research on how Psychology and Education intertwine and the ways research can be designed and analyzed for maximum effectiveness (2015).

Kratochwill, T. R., & Levin, J. R. (Eds.). (2015). Single-Case Research Design and Analysis (Psychology Revivals): New Directions for Psychology and Education. Routledge.

Another area of new learning that really struck me as significant during this course was educational supervision. Mentorship and direct supervision have been illuminated for me as a learner, and I plan to utilize both techniques in a modified way as I enter my first job teaching in higher education this spring. As a continuing graduate student pursuing a doctorate after graduation this December, it has been imperative that I gain the foundational knowledge I have obtained in this course regarding effective supervision from both the viewpoint of a supervisor and supervisee. This has enhanced my best professional practice in my own field since the supervisory process is an integral part of my career. Reviewing research from theorists such as Hibbert, et al, who are blazing new trails in other countries, has allowed me to learn how to be more effective in both roles while learning the benefits which can come from an effective and open collaborative supervision relationship, as well as the drawbacks and damage a negative one can create (2014). This course has been truly rewarding in that it led me to new theorists and cutting edge ideas that have allowed me to expand my research base and personal academic interests such that I am growing as a student.

Hibbert, K., Lingard, L., Vanstone, M., Kinsella, E. A., McKenzie, P., Pitman, A., & Wilson, T. D. (2014). The quest for effective interdisciplinary graduate supervision: A critical narrative analysis. The Canadian Journal of Higher Education, 44(2), 85.

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As a first-year teacher, last year I was thrown into the fire was just expected to wave my students through, and survive the year. I don’t believe I even had the notion to think of how to import data could be at that point. Now as a second-year teacher and taking this course, I have read, exercised, and witnessed how collecting data the right way can be a lantern to your feet. “The first reason, your obligation to students, rests on the premise that the education of the community's young is a sacred trust placed upon you as an educator. Therefore, the decisions you make on behalf of students are actions of no small consequence. No one, least of all teachers, would wish to see students victimized by malpractice. When you make teaching decisions by sloppy research, you place your students at risk.” (Sagor, 2017) Meaningful data that is collected and tracked often can help eliminate learning gaps with our students.
Educational leadership was also brought out into a new light. Creating a healthy and connected environment with the community of the school is just as important as the demanding to-do lists administration has to put into place. Without setting the tone of “value,” across the board, teachers are less likely to care, and that does impact student’s learning outcome. Great leaders are always visible in their school instead of being behind closed doors. “You can’t run a school from behind a desk. As the principal, you need to constantly make your presence known. The more effort you put into getting to know the students and teachers, the greater the impact you’ll be able to make. Spend time out in the halls between periods, sit in on classroom lessons, attend school events and anything else you can do to be actively involved." (Argosy University, 2017) They engage in small talk to learn how their teachers and staff are personally doing to show emotional support as well as professional. Showing up and participating in the afterschool activities displays more positive connotations about administration rather than disciplinary presence.

References:

Sagor, R. (n.d.). Chapter 9. Data Collection: Building a Valid and Reliable Data Collection Plan. ASCD. doi:http://www.ascd.org/publications/books/100047/chapters/Data-Collection@-Building-a-Valid-and-Reliable-Data-Collection-Plan.aspx

“5 Characteristics of a Great School Principal.” Argosy University Care. Learn. Live., Argosy University, 2017, www.argosy.edu/our-community/blog/5-characteristics-of-a-great-school-principal.

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I had a lot of preconceptions about leadership prior to this course, and my views were very black and white. I believed that school leaders were educators first, who wanted to manage a school campus or district as they gained experience. While that is partially true, I now understand and realize the full extent of educational leadership.  Educational leadership is so much more than managing the daily operations of a campus. Excellent educational leaders are innovators at heart, who have clear visions of where they want to go with the ability to inspire others to follow them. In other words, they can vividly describe their vision of the future (Zenger & Folkman, 2014). I realize now that as a future educational leader, I need to commit not only to academic rigor and success, but I also need to dedicate time to creating clear visions for my campus. The greatest service I can provide to my future campuses is to constantly look for ways to improve our instruction for our students.

Secondly, I learned how effective data-driven planning and instruction can be when it is implemented correctly. School leaders who understand the importance of collecting data about student performance with the intent of enriching student’s educational experience are invaluable on their campus. They understand how to gather quality data, and put the its’ information to immediate use to improve instruction. They also coordinate and organize teams of teachers who collaborate to target specific campus weakness. I feel prepared to examine real-world weaknesses within a campus or district, and feel like I could competently come up with appropriate strategies. I understand the pitfalls associated with data gathering, and how to effectively filter meaningful data from “noise” (Engels, 2015).  Whether I am serving in a classroom, or as a campus leader I’ve learned that being proactive with data-informed instruction is critical for success. I want to approach data in a three step process of assessing, analyzing, and adjusting instruction (Engels, 2015). As long as the process never stagnates, and I keep my students at the forefront of my focus, I know I can effectively execute data-informed planning and instruction.

References:

Engels, K. (2015). Double Take: Educational Leadership. Vol 73 (3). pp. 8-9. Retrieved from: http://www.ascd.org/publications/educational-leadership/nov15/vol73/num03/Double-Take.aspx

Zenger, J. & Folkman, J. (2014). Research: 10 Traits of Innovative Leaders: Harvard Business Review. Retreived from: https://hbr.org/2014/12/research-10-traits-of-innovative-leaders

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The two concepts that stuck with me the most during this course were the “coaching” aspect in teaching, and also the use of data analysis as an educator. Coaching in education is a crucial part of most teachers’ experience, because it not only is aimed to establish a more effective teacher, but it also is defined by communication. I was not aware that there were coaches in education, but to think that schools try their hardest to help you, and not lead you astray in education were awesome for me. I was definitely nervous going in, and I know some cases are different depending on the district but having this type of support could be reassuring for newcomers. An article I enjoyed was “Effective Coaching by Design” by Elena Aguilar. She established a new understanding for me because she concluded that there has to be a level of receptiveness and willingness to learn, despite prior knowledge. The concept of using data analysis was mind blowing for me, because I had no idea that using data in education had such positive effects as educators, for your students. After Bernhardt (2003) stated, “Schools can get a better picture of how to improve learning for all students by gathering, intersecting, and organizing different categories of data more effectively.” This was definitely something I chose to read about even more, to figure out effective ways to actually use that data given from the students. Both of these interesting skills promoted my interest in self growth as a professional educator, so that I can be the best for my future students.

Aguilar, E. (2014). Professional Learning: Reimagined. Effective Coaching by Design. 71(8).

http://www.ascd.org/publications/educational-leadership/may14/vol71/num08/Effective-Coaching-by-Design.aspx

Bernhardt, V. (2003). Using Data To Improve Student Achievement: No Schools Left Behind.60(5). 26-30.

http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/No-Schools-Left-Behind.aspx

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Ashley Keating                                                         The first and arguably the most important aspect of this course was learning how to coach new teachers. I really think this is the key to producing educators that last for many years and quality educators that are confident and sure of what they are doing and teaching. I have had first-hand examples of both what to do and what not to do when coaching new teachers. The coach can NOT be a supervisor, but supervisors still have to know how to coach when necessary. Like Bruce Oliver said in "Send me in Coach," they have to 'leave the ego at the door,' and that is sometimes hard to do for supervisors.  The main coach has to be a peer that is confident in their teaching style, but still willing to adapt and change with the times. And, they have to be someone that the new teacher is not afraid to make mistakes around, because that is where the guidance starts really mattering.

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Ashley Keating                                                         The first and arguably the most important aspect of this course was learning how to coach new teachers. I really think this is the key to producing educators that last for many years and quality educators that are confident and sure of what they are doing and teaching. I have had first-hand examples of both what to do and what not to do when coaching new teachers. The coach can NOT be a supervisor, but supervisors still have to know how to coach when necessary. Like Bruce Oliver said in "Send me in Coach," they have to 'leave the ego at the door,' and that is sometimes hard to do for supervisors.  The main coach has to be a peer that is confident in their teaching style, but still willing to adapt and change with the times. And, they have to be someone that the new teacher is not afraid to make mistakes around, because that is where the guidance starts really mattering.

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The second aspect of the course that has struck my interest is that the environment of the school has to be conducive to learning, just like the class room must be. The admin has to support the teachers in order for the teachers to support the students. They must be supported in their data reflection, their behavioral needs, and in their instructional needs. This has become apparent in this class as well as in my first year of teaching.

References

Oliver, Bruce (2007). Send me in coach. Just for the ASKing September 2007 4(9).

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Some important concepts that I gained better understanding while taking this course was the need to be both a manager and a leader. When dealing with these two it is important to utilize the best qualities of both. While reading the papers as well as doing my supervisor interview I heard the phrase a manager does things the right way and a leader does the right thing. When dealing with high school students I have realized that the balance between the two is important. Teenage students need a strong person to show them the importance of becoming both a leader and a manager.
Also, teachers need a sturdy foundation to achieve what’s necessary to teach students. The old saying it takes a village is definitely true when the education system is concerned. A good support system in the beginning is what builds the foundation of a good educator. New teachers should have periodical check ins with well-established educators to help establish this foundation. Discussion groups with their peers would also be helpful when finding their footing in the classroom. Being able to discuss new ideas and debate new strategies helps teachers find the best fit for their classroom.
What Great Teachers Do Differently, 2nd Ed. (2011). doi:10.4324/9781315854847

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The two examples that I found profound was utilizing data and fostering a welcoming and safe environment which will promote a creative atmosphere.  This facilitate a powerful setting which will engage students in harboring critical thinking.  This can achieve a well-rounded individual that is able to build on prior knowledge which will enhance future knowledge.  This will also foster self confidence that will lead to independent growth.   On the teacher’s part when he/she collects data and uses it as a tool by dissecting it, all students needs will be met.  This tool will enable a teacher to plan a successful environment in their classroom because every child will have the opportunity to grow by using the data for everyone’s advantage.  Formative assessment, summative assessments, and student’s background knowledge are important components for an educator to find success in the education field.  While formative assessments are used to primarily observe student’s progress; summative assessments reflect back on a teacher’s teaching and make adjustments when necessary.  Knowing the student’s background status, such as a child experiencing a hardship at home, can help teacher’s be more understanding and intuitive of the child’s needs that must take place in the classroom for him or her to feel safe.  An example that I would like to share is that this year I noticed a student in the cafeteria home; so I decided that I could help in some way.  I was making sandwiches for him to have something to eat at lunch.  This is one criteria that not only benefits a child, but the teacher as well. Therefore, reading each child’s cumulative file is essential and pertinent practice.  Understanding that most educators agree that one test does not truly evaluate a child, it is to an educator’s advantage to still look at the results of the test and share among their colleagues.  In my experience being in the classroom setting, I have seen when student are engaged in learning because they are not distracted by any outside threat.  I agree that students IEP’s, as well as their cumulative file are important instruments in given a teacher a “heads up” which helps implement the proper instruction for that student. I find that some students that come from other districts, may not be at the same level of our curriculum.  This allows educators, not only to welcome a child to safe and new environment, but to assist the student to find success.  Data found in these files are most definitely an educator’s important tool.

http://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca
http://ascd.org/publication/books/109003/chapters/fostering-a-healthy-safe-and-supportive-learning-environment-HP-HP-schools-do-it.aspx

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One of the assignments that led to great insights as I think of myself as a future leader in education was the interview with a supervisor. I was lucky or blessed to have a principal at the time that I think was an effective educational leader and supervisor. Her passion for education was evident as well as her commitment to ensure both teachers and kids succeed. I suspect that this led her to fearlessly question, challenge established systems and pushed back on futile requests from central office administrators. I think that may have been a reason she was here for only a few weeks, to my great disappointment. One of the deepest things she mentioned in the interview was that she identified a lack of trust throughout the whole district and at every level. That was a jewel of wisdom to me that I will take with me as part of effective leadership: effective supervisors prepare, train, give heads up, set people up for success and trust.  And one of my favorite quotes along this idea is from Steve Jobs who said: "We don't hire smart people and then tell them what to do, we hire smart people so they tell us what to do."  Evidently, his approach worked as it innovated the technology world.  If given the opportunity to lead, I will use this approach.  Train, equip teachers with tools to help them set up to be successful, listen to them, respond to them and trust their capacity as the professionals that they are.  Secondly, I started this class with mixed feelings about data.  I was afraid that too much time was spent - not invested - on data, something that I wasn't sure had a positive impact on students' learning.  But I am ending this class  with the conviction that educational leaders should not make decisions based solely on intuition as Creighton states.  Rather, decisions must be made based on evidence and data, which should be tightly connected to questions as Jennifer Morrison states.  I have learned so much in this program and in this particular class.  And these two things have deeply shaped my idea of being an effective supervisor and educational leader.

References:
Bernhardt, V. 2003. No schools left behind.  Retrieved from: http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/No-Schools-Left-Behind.aspx
Morrison, J. (2008/2009). Why teachers must be data experts.  ASCD. Retrieved from: http://www.ascd.org/publications/educational-leadership/dec08/vol66/num04/Why-Teachers-Must-Be-Data-Experts.aspx

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Taking this course in my second semester of graduate studies has been filled with a lot of great experiences. The first new concept that I’ve become more knowledgeable in, is supervising. Before this course, I didn’t realize how important supervisors are and the great difference they make in both the educational field and in business. In an ASCD article, the author mentions something about leadership that really stood out to me, which is that “leadership is an elusive but recognizable quality”. The second concept is about data in education and schools. As a first-year teacher, I have been reviewing and analyzing data like crazy! I have personally learned the importance of data in the classroom for student success. In another ASCD article that I enjoyed reading, the author states that data "will allow you to see trends, to understand the learning environment from the students' perspectives, and to know how to deliver instruction to get the best possible results for all students". Analyzing data lets teachers meet the individual needs of all students. Both concepts have been important to me because I am still learning about them and their relationship with student success. I will use these in my teaching career to become the greatest educator I can be.

Instructional Supervision:
Issues and Trends
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197705_unruh.pdf
No Schools Left Behind
http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/No-Schools-Left-Behind.aspx

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This course on research-based instruction has extended my knowledge immensely. I came into the course thinking that there wasn’t much more to learn about the subject. Research-based instruction works and every school needs it, right? I was not prepared to learn so much more than that, especially specific techniques in collecting, analyzing, and implementing data into schools. The most compelling article that I read this semester was the ASCD article Five (Good) Ways to Talk About Data by Amanda Datnow and Vicki Park (2015). I really enjoyed the specific components that they highlighted that will get everyone in the school on the same page about data. It is important to me because I have spent my entire teaching career just “winging it” and trying teaching techniques without any data to reinforce my decisions. I would just rely on my teaching charisma and jump in to a lesson and hope for the best. That article and this course gave me exactly what I wanted in that now I am able to justify my actions with hard data.

Another part of this course that I really enjoyed was the focus on coaching and feedback. These are integral components of an educational leader and it is so important to effectively coach and give feedback to all members of faculty. I will definitely remember to separate evaluation and coaching sessions in order to maximize their effects (Stone & David-Lang, 2017). Then it all came together in the wonderful education conference last week. It was so nice to actually, face-to-face collaborate with other teachers instead of just over an online forum. That was so nice for someone like me who is not in a school yet. Thank you Dr. Bowman!

Datnow, A., Park, V. (2015). Five (Good) Ways to Talk About Data. Educational Leadership 73(3), 10-15. Retrieved from: https://info.schreiner.edu/ICS/Portlets/ICS/Handoutportlet/viewhandler.ashx?handout_id=db821c42-d38d-46db-908b-17ccd1917a42

Stone, D., David-Lang, J. (2017). Stop Sabotaging Feedback. Educational Leadership 74(8), 47-50. Retrieved from: http://www.ascd.org/publications/educational-leadership/may17/vol74/num08/Stop-Sabotaging-Feedback.aspx

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This course has given me such GREAT insight on supervision within the school district. One of my biggest insights came from Pam Grossman and Emily Davis’s article “Mentoring that Fits”. In the article, it states that “Teaching is complex work that cannot be fully learned in the short period of preservice teacher education”. (Davis and Grossman, 2012) Thus, the amount of time that you are mentored matters as well. Ideally, it would be great to have a mentor for two years or more because that increases the effectiveness of the mentoring program. As for implementing a strong mentor program at our school, I would suggest that there needs to be a structured training curriculum for those teachers who are mentors. As for my second insight, I gained more of an understanding of good, quality intervention for the right reasons. With RtI, schools are “fixing the student, instead of considering the quality of instruction”. (Bryson et al. 2010) To knock this roadblock down, our district needs to place a greater emphasis on teacher efficacy, curriculum alignment, multiple opportunities to demonstrate learning, differentiated instruction, frequent monitoring, and opportunity to apply skills. In the summary, these insights I have gained have given me a different view on mentoring and RtI. I realize that it is very important for teachers to be prepared to be mentors. And also realize that RtI should be data-driven and not test driven.

https://info.schreiner.edu/ICS/icsfs/Article__5_Mentoring_That_Fits.pdf?target=70cd0303-4765-42a8-8c35-14438b71e903

http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Doing-RTI-Right.aspx

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I learned many things in this course.  Of the many things I acquired one in particular that really proved useful was the use of data in proving effective instruction in classrooms.  Working in the medical field especially at the VA data is a constant basis on which vital information is obtained and used to benefit our clients.  This same concept applies in education.  Teachers can use data analysis to provide educators with what students know, what they need to know, and what can be done to meet their educational needs.  By using input from other educators, school leaders, in class assessments, and student relationships we can acquire data from our students that can assist us in providing quality instruction and learning in the classroom.

Another useful technique I learned was coaching and mentoring.  I for one have never been afraid to admit when I am wrong or don’t know something.  As teachers I think sometimes we are expected to know all the answers.  That assumption in my opinion is ridiculous.  Educators in school systems often have coaches or mentors that offer guidance, inspiration, and wisdom to help enhance and improve instruction in student learning.  These resources for educators provide assistance for improvement in instruction, opportunities for new teaching methods, and accountability to staying on point academically for our students.  In education one of biggest and best resources are each other.  Much like my current career as a therapist we bounce ideas off each other, share new modalities we can use in therapy, provide feedback on group sessions for improvement, and continuously attempt to educate ourselves on new advances and techniques.  Education is ever changing in its methods to reach and engage student learning.  We must be renaissance educators.  In other words, we need to be open minded and work together to provide our students with quality and effective learning experiences.   As a future educator I may find myself with a mentor or coach.  Later in my career there is a possibility I could be a mentor or coach myself to other new educators.  It is about passing on knowledge and experience while also gaining new knowledge to ultimately benefit student learning.

These two concepts were most important to me this semester.  Data analysis is a concept I am most familiar with already.  However, after this course I feel I now have an even firmer grasp on what it means to gather information and be able to use it effectively.  I now have an understanding of how to acquire data in future classroom settings and ways I can utilize the results of that information in classroom instruction.  Simple data analysis of how students interpret and understand can provide me with needed information on how to develop appropriate instruction to enhance student learning.  With the support and utilization of other educators, coaches, mentors, and other education professionals I feel comfortable in my future trials as an educator.  One thing I loved about these concepts is that they can be applied to just about any profession.  As a future educator I take comfort in knowing that there are a variety of resources at our finger tips to provide us with opportunities to be successful in the classroom.  Our success as educators is crucial to the success of our students.

References:

http://www.ascd.org/publications/educational-leadership.may99/vol56/num08/The-Good-Mentor.aspx

http://www.ascd.org/publications/educational-leadership/oct11/vol69/num02/The-Coach-and-the-Evaluator.aspx

http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/First-Things-First@-Demystifying-Data-Analysis.aspx

http://www.ascd.org/publications/books/114007/chapters/Data-Meeting-1@-Reviewing-Existing-Data-and-Asking-Questions.aspx

http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx

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Yvonne E. Martinez

EDUC 5313

Dr. Bowman

November 12, 2017

Padlet #2

New Found Discoveries

Well I Have found that while taking this course EDUC 5313 that I really like using social media to connect with others. Whether it be for turning in my assignments to my professors or for having instantaneous contact with my peers and or my classmates. Using different types of social media like Blogs and Padlet make me a better technology person and that was important to me. This has made me a better educator since in my opinion this course made me use my laptop for something other than emails or Word. The second item I found in this course that pushed me into a deeper portion of myself was the use of the concept of “Reflection”.  I can honestly say that since I was an undergraduate (May of 1990) nobody has ever really asked me “about my thoughts”.  And I have found since taking this class that I really like giving my thoughts not just is essays but in forum discussions and in article reflections forms.  Anyways, this class has truly been beneficial to me and now my classroom. I will be able to teach others not just my subject content but now I can help others (my peers and colleagues at school) to be able to learn how to express themselves on Blogs, Twitter, Padlet and Remind 101 without batting an eye and for that I say, “Thank you, Dr. Bowman” for making me learn “outside of the box!”