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using the FCPS pacing guide for resources and lesson ideas for differentiation 

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using the FCPS pacing guide for resources and lesson ideas for differentiation 

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By utilizing the different mentoring stances based on the needs of the mentee. Sharing materials and ideas, but also letting the mentee take control of the design of their lesson and the reasoning for the context of their lesson. 

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By utilizing the different mentoring stances based on the needs of the mentee. Sharing materials and ideas, but also letting the mentee take control of the design of their lesson and the reasoning for the context of their lesson. 

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Teacher would be thrown off by unexpected student responses and would be scrambling to salvage a lesson. Students would be losing interest and be distracted.

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talking through thoughts

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The mentor can observe a lesson that was generated by the new teacher and plan next steps after providing feedback.

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Keeping focus on standards to teach and student data, so that you can best support students and meet their needs.

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Keeping focus on standards to teach and student data, so that you can best support students and meet their needs.

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Unpacking standards collaboratively and sharing strategies for differentiation

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Unpacking standards collaboratively and sharing strategies for differentiation

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Discussing ways they might further streamline their processes, because we can all use that advice.

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Discussing ways they might further streamline their processes, because we can all use that advice.

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text

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Hopefully, I would see the Planning and Pacing guide, the POS and POG being used as a guide. 

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Hopefully, I would see the Planning and Pacing guide, the POS and POG being used as a guide. 

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Observing and then meeting to give appropriate feedback

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Observing and then meeting to give appropriate feedback

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....showing them alternative ways of teaching, other resources, and programs. 

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....showing them alternative ways of teaching, other resources, and programs. 

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POG attributes posted (ex. looks like and sounds like anchor charts)

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POG attributes posted (ex. looks like and sounds like anchor charts)

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Data digging with their Mentee to plan the needs of individual students. 

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Data digging with their Mentee to plan the needs of individual students. 

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Whole group lesson with little differentiation.

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Whole group lesson with little differentiation.

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I would probably see a lesson not thoroughly planned or connected to the learning target with few or little high level thinking questions

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going through a lesson planned with others but not 'reading the room' to see what this particular class may need on the spot

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going through a lesson planned with others but not 'reading the room' to see what this particular class may need on the spot

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students on task and when asked, know why they are doing what they are doing.

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students on task and when asked, know why they are doing what they are doing.

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A new teacher can certainly put his/her own spin on something, but it would't be reasonable to expect a brand new teacher to re-create everything individually when there are materials/resources already available.

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Offering quality feedback (the way they want to receive feedback) shortly after an observation

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Offering quality feedback (the way they want to receive feedback) shortly after an observation

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A Learning Environment.  Walls filled with educational posters and a welcoming feel.

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A Learning Environment.  Walls filled with educational posters and a welcoming feel.

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lesson aligned

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showing them where to find resources and helping by guiding them in the planning but not doing it for them

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....helping their mentee with finding resources, co-planning, and matching resource to goal appropriately. 

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....helping their mentee with finding resources, co-planning, and matching resource to goal appropriately. 

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offering feedback and providing opportunities to reflect and extend the lesson

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co-creating lesson plans, guiding how to unpack standards

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co-creating lesson plans, guiding how to unpack standards

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assisting the teacher to find resources to support their grade level and curriculum

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specific learning targets (that are displayed/shared with students), smooth transitions, engaging activities, materials prepared, pre-meditated stopping points for questioning, discussion, turn and talk, etc.

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making sure the teacher was clear what resources were available.

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making sure the teacher was clear what resources were available.

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Utilizing resources that have been already created and assisting their mentee to adapt them and make them their own. 

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Utilizing resources that have been already created and assisting their mentee to adapt them and make them their own. 

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Materials being evaluated, collaboration with peers, thought concerning students' needs, a variety of learning activities being considered. 

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Materials being evaluated, collaboration with peers, thought concerning students' needs, a variety of learning activities being considered. 

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Reflection

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A thoughtful lesson with some execution errors. 

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A thoughtful lesson with some execution errors. 

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Supporting teacher language/moves. "It might sound like..." 

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Supporting teacher language/moves. "It might sound like..." 

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Depends on what you mean by developing. Someone who is on the right path would have an agenda or a learning target, most routines systematized, etc. If "developing" means needs a lot of help, then there would not be agendas or learning targets, the room would probably look somewhat chaotic, and the students would not be clear on what they were doing.

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Depends on what you mean by developing. Someone who is on the right path would have an agenda or a learning target, most routines systematized, etc. If "developing" means needs a lot of help, then there would not be agendas or learning targets, the room would probably look somewhat chaotic, and the students would not be clear on what they were doing.

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smooth transitions, specific targets for instruction

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Learning Targets!

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offering feedback after observations, giving advice on extension activities

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Providing meaningful feedback after an observation

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Providing meaningful feedback after an observation

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materials prepared
the teacher (and students) clear about learning outcomes

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a variety of instructional strategies being used

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a variety of instructional strategies being used

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Supports in place in the room that allow students to access the lessons and help them reach unit goals. 

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Supports in place in the room that allow students to access the lessons and help them reach unit goals. 

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helping find resources from a variety of places. Use the experts around your school. Example: AART

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Showing them how to access pacing guides/ materials

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collaborating in creating lessons

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Offering different options of how lessons can be planned.

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Offering different options of how lessons can be planned.

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Team works on same subject and creates plan vs. individuals create lessons for one subject and share with the team.

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Working with their mentee to unpack units, think aloud as they unpack a unit together

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Modeling

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Appropriate materials
Student engagement

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Offering feedback on upcoming lessons/units and giving advice on how to use student data to drive and improve instruction.

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Students engaged in the lesson

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modeling backward planning design, through CLTs or other opportunities. 

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modeling backward planning design, through CLTs or other opportunities. 

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agenda, learning targets, routines in action, variety of activities for all learners

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agenda, learning targets, routines in action, variety of activities for all learners

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you would see data being taken, explicit directions, and coordinated efforts with staff members.

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Some transitions are messy at times, learning targets are general, students may not be aware of learning targets

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Resources that we planned/discussed in CLTs. 

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Resources that we planned/discussed in CLTs. 

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materials and supplies readily available during the lesson

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materials and supplies readily available during the lesson

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Helping to pace lessons so that time management is more effective, helping to gather appropriate materials for the lesson, and collaborating to link standards to larger units

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quick and quiet transitions, collaboration/partner talk

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A clear learning target and formative check-ins

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providing resources and where to locate resources

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providing resources and where to locate resources

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anchor charts

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An agenda on the board with times

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If I walked into a classroom of a new teacher, I would anticipate seeing a lesson that closely resembles what the CT has generated and discussed together. It would be similar to what all of the teachers that teach the same content would be doing.

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Teacher is aware of learning goal but students are not, lack of time management to accomplish tasks, and materials that may not be best suited for the lesson

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Learning targets, goals for students visible (in notebooks or on board)

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Offering to let their mentee observe their classroom

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Helping teachers navigate school specific resources, planning documents, etc.

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Helping teachers navigate school specific resources, planning documents, etc.

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Good use of time management and pacing, a learning goal that is displayed in the room, and a variety of diverse learning materials that are actively being used.

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Transitions between instructional activities are cohesive and intentional.

Materials chosen for the lesson are academically and developmentally appropriate.

The teacher is an active presence in the class room, working to guide students on the chosen activities.