New+Teacher+Developer+Q+&+A

**We will keep a running record of Questions & Answers here! Please post up questions that arise, and we will try to respond to them in a timely fashion.**
//Please post up new questions here, in this space immediately below. We will respond to them as quickly as possible, and then will periodically "archive" questions along with past questions on the bottom of the page.// //To post questions, click on the "Edit" tab to the top right of the page and make sure to "Save" in the Editor toolbar when you are done!//
 * __New questions__:**

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//Q: Are we supposed to be working through every Formative Assessment System (FAS) tool with our teacher? // A: At each Forum, we introduce the tools that we believe are important to use with your teacher. It is critical to be using the Collaborative Assessment Logs (CALs) weekly. In addition, you should schedule time to observe and capture data on your teacher's practice at least once, if not twice a month. The related tools for observations are the Selective Scripting and Seating Chart tools. Furthermore, in December you should have begun - if not completed - the Professional Goal Setting process with your teacher. This protocol would have included a self-assessment on the Continuum of the Dimensions of Effective Teaching, as well as the development of a Self-Assessment Summary and Individual Learning Plan.
 * __Below are questions that came up following our professional development session on December 10, 2009__:**

Other tools that we will not be discussing as formally in our Forums but which we recommend that you consider using, depending on your teacher's needs, include:
 * School and Community Resources: Particularly helpful at the beginning of the year, when a teacher is new to the building and not familiar with the various resources that are available to them and their students.
 * Class Profiles I & II: May help your teacher better understand the backgrounds and specific needs of their students, as well as consider groupings for differentiated instruction. If you did not use these tools at the beginning of the year, they may still be helpful when planning out units or during the start of new semesters/quarters, particularly for older grades when teachers will get new class assignments.
 * Communicating with Parents: This can be used throughout the year, especially to support teachers in structuring and preparing for effective conversations with parents.

Also, don't forget about the Resources tab in your mentor padfolio. Although you are not required to use these resources, you may find that there are helpful templates in this section related to:
 * Differentiating Instruction
 * Standards-based Lesson Planning
 * Building Partnerships with Parents

If you have particular questions or concerns about using the tools, please contact Senior Program Manager of New Teacher Development Victoria Hom (vhom@boston.k12.ma.us), or Full-time New Teacher Developers Kathy Aldred (kaldred@boston.k12.ma.us) or Emily Woods (elwoods11@gmail.com).

//Q: Are Beginning Teachers expected to attend our Part-time New Teacher Developer Forums?// A: We invited Beginning Teachers to join us for our December 10th Forum so that you could experience the Professional Goal Setting process together, but we are not planning on having them attend any future Forums.

//Q: Do new teachers get mentored a second year?// A: At this point in time, we do not provide New Teacher Developer support to teachers in their second year of teaching. However, we do offer professional development that is targeted to these teachers. For example, each year we offer an on-line mentoring course that is open to second- and third-year teachers. For school year 2009-2010, this course will be available beginning in January/February. More information is forthcoming on MyLearningPlan.

//Q: Can we learn about what our mentees will need for their Professional teacher's license?// A: The Massachusetts Department of Elementary and Secondary Education (DESE) has a helpful on-line help page here, where you can find out more about the requirements for particular licenses:

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In addition, teachers can consult with BPS Office of Human Resources Director of Licensure and Educator Quality Sarah Daniels at sdaniels@boston.k12.ma.us or 617-635-9610.

//MORE INFORMATION ABOUT LICENSURE posted as of 1/12/2010:// If the teacher does not have a Master's degree already...They should either seek out an "approved Professional licensure program" (can be degree or non-degree as long as approved) on the DESE web site ([|www.doe.mass.edu/gem]). National Board Certification is an alternate option to consider.    If the teacher already possess a Master's degree... Then read on...      If you decide that you want to advance your license from Initial to Professional, here are the steps you should take:
 * Go onto the DESE web site and formally submit the license application. It will cost $25. Even if you have not yet met all of the requirements, this is DESE's opportunity to evaluate your standing with regard to the current requirements, and give you written instructions on what remains to be done. They leave all applications open until you are granted the license. To apply for the license, please visit [|www.doe.mass.edu/licensure] and click on the "ELAR" icon on the right. That will bring you to a security portal where you will be asked to enter a username and password. In my experience, people usually either don't know it or don't remember it; if that is the case, click on "Forgot username/password" and it will walk you through some steps to retrieve the user name, and reset the password. If you still have difficulty, you can call the DESE at 781-338-6600 and they should be able to reset it for you.


 *  Once you are logged in, it will ask what you would "like to do today", and you select "apply for a new license". You will chose from some dropdown boxes as follows:


 * Field (e.g., Academic teacher)


 * Content Area (e.g., Severe Disabilities)


 * Grade (e.g., All Levels)


 * Type (e.g., Professional)


 * Follow all of the prompts through to make your $25 payment using Visa or MasterCard online.


 *  You should then make sure that the DESE has a copy of your master's degree transcript (showing the date your degree was granted) and a letter from BPS verifying your teaching experience (they probably don't have this). Again, you can call the DESE at 781-338-6600 to verify what they do and don't still have. Or, there is a dark blue button on your license status screen within "ELAR" that will show you a list of documents they have and the date they received them.


 * If you need to obtain the employment verification, the best person here in BPS' HR office to contact is Ed Kelleher at ekelleher@boston.k12.ma.us or 617-635-9670, and he will get my assistance in forwarding an appropriate letter to DESE addressing both your employment as well as the induction/mentoring requirement.


 * __Below are questions that came up following our professional development sessions on October 8, 2009__:**

//Q. I need more information on how/when to use all the information in the padfolios. Are there ones that are more important to focus on?// A: Right now, it is important to use the Collaborative Assessment Logs (CALs) weekly. Each month, there will be training on other Formative Assessment System (FAS) tools, so you will be gradually introduced to them. One other tool you might try at this point in time is one of the classroom observation tools, either the Selective Scripting or the Classroom Movement. Please refer to your mentor padfolio for guidelines in using the tool. Please also remember that //it is __not__ necessary to use all of them right away.// //Q: How do you approach using the padfolio?// A: I usually ask the beginning teacher (BT) if they would feel comfortable if I used a tool to observe their class. I stress that it is simply like a graphic organizer and only the BT and I have access to the information. I only take out the one paper, not the whole padfolio. Also, when introducing the CAL, stress that it is a record of your conversations together. //Q: Can we get digital versions of some of these things, such as the CAL?// A: Unfortunately, there are copyright laws involved, so currently, they are not available. // Q: What are some ways to modify tools and keep records/logs when the teachers service 200+ students? // A: We suggest making sure you use a CAL every week and try to fit in an observation or two with a couple of the more challenging classes. Don’t try to do it all!
 * PADFOLIOS & USE OF FORMATIVE ASSESSMENT SYSTEM (FAS) TOOLS**

// Q: I would like to hear about concrete examples of mentor-mentee interactions, particularly from mentees who had excellent or poor mentors about their experiences .// A: Perhaps we can do this at a future Forum. We have done it in the past and people found it helpful. // Q: Is there a time where we do professional development with our mentee? // A: Similar to the above question, we will look to integrate this into one of our future Forums.
 * NEW TEACHER DEVELOPER & BEGINNING TEACHER INTERACTIONS**

// Q: How can I best support a teacher in a different subject area? // //How will I address all of the needs of my BT, seeing as we are different content areas?// A: First of all, the teacher SHOULD be content savvy. Keep in mind the 8 Dimensions of Effective Teaching. One deals with Content. The other 7 are where we do heavy mentoring. Second, you can go to MYBPS (www.mybps.org) and access the curriculum and standards for most content areas. Familiarize yourself with them. Third, many content areas have content coaches who are more than willing to make a classroom visit to a new teacher. They will be listed on the department page on MyBPS.

 //Q: How do I deal with an obstinate mentee who is underperforming?// A: BE PATIENT (and remember that we are NOT evaluators). Many new teachers are overwhelmed at this time of year. Build the relationship. Maybe you will find out why they are having difficulties. Sometimes a cup of coffee away from school or a walk reveals much.

//Q: How can I manage a situation of disagreement or conflict that occurs with my teacher?// A: This sounds personal. E-mail or call Full-time New Teacher Developers Kathy Aldred (kaldred@boston.k12.ma.us) or Emily Woods (elwoods11@gmail.com).

//Q: How can I best connect with the administrator(s) so we are all on the same page?// A: A five minute ‘touch base’ each week is a good start. Remember that all of our interactions, observations, and conversations with our BT’s are confidential. We do not report to administrators. It is perfectly OK, however, to ask an administrator, “Is there anything I should know about [BT]’s practice that you are concerned about?” or “I know you have observed [BT]. Can you suggest some next steps?” Many administrators will tell you anyway. //Q: Can you explain the time sheet codings?// A: On the bottom part of the [|PT NTD NTS Log.doc] are codes for the FAS tools and the Dimensions of Effective Teaching. We ask that you indicate in the column on the top part of the Log that is labeled "FAS Tool(s) Used" which //FAS tools// (CAL, SCR, SD, etc.) you used. We ask that you indicate in the area for "Focus of Support" which Dimension (HE, PR, LC, etc.) your interaction with your BTwas related to. If it is still confusing to you or you have more specific questions, please email Tamika Estwick (testwick@boston.k12.ma.us) or Victoria Hom (vhom@boston.k12.ma.us).
 * COMMUNICATIONS WITH ADMINISTRATORS**
 * LOGISTICS/OTHER**

//Q: How many PDPs can we receive for our attendance at the Forums?// A: Keeping in mind that the Forums are mandatory, NTDs who attend all of the Forums from October through May are eligible to receive 16 PDPs. New PT NTDs who attended the Academy on Foundations in Mentoring would also receive additional PDPs based on the number of hours of the training. The state guidelines call for 1 PDP per clock hour after the successful completion of a professional development activity with a minimum of 10 hours on a topic and an observable demonstration of learning that could include a written product or other documentable product (which would, in our case, be the NTD reflections due at the end of the year).

//Q: Can we have an email list of the New Teacher Developers involved so that we can keep up with communications// //outside of the Forums?// A: We will send out a list of all of the Part-time New Teacher Developers' names and email addresses soon. Given that this is currently a public wiki that can be accessed by anyone, we do not want to put this information on the wiki itself.