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Bpsom Learning Forward Conference July 2011
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Bpsom Learning Forward Conference July 2011

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Boston Public Schools Online Mentoring: Using Technology to Support 2nd & 3rd Year Teachers Presentation

Boston Public Schools Online Mentoring: Using Technology to Support 2nd & 3rd Year Teachers Presentation

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  • “…beginning teachers who participated in some kind of induction had higher job satisfaction, commitment, or retention. For classroom instructional practices, the majority of studies reviewed showed that beginning teachers who participated in some kind of induction performed better at various aspects of teaching, such as keeping students on task, developing workable lesson plans, using effective student questioning practices, adjusting classroom activities to meet students’ interests, maintaining a positive classroom atmosphere, and demonstrating successful classroom management. For student achievement, almost all of the studies showed that students of beginning teachers who participated in some kind of induction had higher scores, or gains, on academic achievement tests.” 1/3 leave teaching after 3 years nearly ½ leave after 5 years
  • *Share Assignment Overview Provide copy of F2F agenda
  • Share copy of e-portfolio reflection template
  • Hand-out business cards
  • Transcript

    • 1. BPSOM : Boston Public School Online Mentoring Using Technology to Support 2 nd & 3 rd Year Teachers
    • 2. Who is Here Today?
      • Presenter:
        • Patreka J. Wood-Blain, New Teacher Developer, Boston Public Schools
      • Round Table Introductions:
        • Name
        • Title
        • Experience with Online Learning
    • 3. Why BPSOM is Needed?
      • All school districts are required to provide an induction program for all teachers in their first year of practice [603 CMR 7.12].
      • 50 additional mentoring hours are required for the professional license
      • Budget does not allow for additional full or part-time support
      • Research by Ingersoll & Strong indicates that:
      • “… support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement.”
    • 4. Online Learning Environment
      • Considered Moodle but didn’t have a shell to host the course
      • Considered Google Sites which would have worked
      • Ultimately used Wikispaces because preferred layout of WebPages, easy to use and free for educators
    • 5. About the Mentors
      • Veteran educators with over 10 years of teaching experience
      • Various content areas
      • Mostly secondary
      • Mentor to Teacher ratio = 1:10
    • 6. Organization of BPSOM
      • Learning Forums
        • Teachers explore web-based resources on a variety of topics and post new learning and insights in biweekly learning forums.
      • Community Forums
        • Teachers contribute to a weekly community forum in which they network, collaborate and share ideas with other participants.
      • Face-to-Face Meetings
        • Held at the beginning, middle and end of the course.
    • 7. Biweekly Learning Forum Sequence
      • Self-reflect on DOET or PTS
      • Identify Successes, Challenges & Area for Growth
      • Review web-based resources through the lens of their personal area for growth
        • Articles, interactive websites, videos
      • Discuss applications of resources to their classrooms
      • Develop a product implementing the new strategy or learning
        • Assessment, lesson plan, web 2.0 tool
      • Share comments, feedback and reflections with teachers in your mentor group.
      •  
    • 8. Final Course Product
      • E-Portfolio
        • All new learning and reflections on the coursework and their teaching practice will be documented in a final course portfolio that will be presented at the last face-to-face session.
        • BPSOM E-portfolio
    • 9. Successes & Challenges
      • Successes
      • Challenges
      • E-Portfolio
      • Rewarding for those that completed the course
      • Scavenger Hunt during F2F
      • Wiki environment worked well for hosting course
      • Over 40 teachers initially signed-up for course
      • Live Chat
      • Too long - participants dropped out
      • Mentors lacked support
      • More assignments lead to less mentoring
      • Some participants needed more F2F time
      • Too much work for 2 in-service credits
      • Mentor groups not organized by grade level, especially challenging for early childhood teachers
      • No formal feedback - no evaluation given, all feedback was anecdotal
    • 10. Next Steps
      • Move course from Wikispaces to a Moodle learning environment
      • Develop an online facilitation course for mentors or make completion of the New Teacher Center’s Online Facilitation course a prerequisite for new mentors
      • Integrate ongoing mentor support
      • Separate the Learning Forum from the Community Forum
        • Learning Forum last 12 weeks instead of 16 weeks
        • Community last all year long
      • Use social networks to encourage teachers to participate in BPSOM
    • 11. For More Information…
      • Email Patreka Wood-Blain
        • [email_address]
      • PowerPoint Slides and Resources
        • http://bpsom-presentation.wikispaces.com/

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