NTC’s Professional Learning Series (PLS) is a targeted professional development series designed to advance the skills, abilities, and knowledge of mentors and coaches with limited release time. The series is designed to ensure that experienced teachers, who are recruited to mentor beginning teachers, become effective teachers of teachers.
The Professional Learning Series (PLS) is grounded in NTC’s Formative Assessment and Support (FAS) system. The PLS and FAS are key components of NTC’s high-impact teacher induction model for programs with partial-release mentors. The PLS provides a sequenced curriculum that develops foundational mentoring knowledge, and skills using a selection of Formative Assessment and Support system tools and protocols. The PLS also builds a community of learners who support each other’s growth as mentors.
The PLS curriculum and its accompanying FAS tools, protocols, and resources have been specifically designed for mentors and coaches with limited release time who are supporting one to four beginning teachers. The design and delivery of the Professional Learning Series ensures mentors and coaches receive the learning, tools, and protocols needed to advance teaching practice and impact student achievement. Together these two components help induction programs develop highly skilled, limited release mentors and promote cohesive, quality practice throughout the teacher induction program.
2016-2017 Session Schedule
Professional Learning for New Mentors/Instructional Coaches
Instructional Mentoring (PLS1)
Introduces mentoring language, skills, and a key tool and process for collaboratively assessing and supporting teaching practice.
Outcomes: Employ the roles, language, and stances of effective instructional mentoring; Build collaborative, trusting relationships with and among beginning teachers; Use the Collaborative Assessment Log to assess and advance teaching practice; Use standards and criteria to anchor assessments about teaching and learning
Observing and Conferencing (PLS2)
Teaches mentors and coaches how to collect and collaboratively analyze observation data that is aligned with professional teaching standards.
Outcomes: Reflect upon and analyze mentoring experiences since Instructional Mentoring; Extend and expand upon the use of instructional mentoring language; Use protocols and tools that support an effective classroom observation cycle; Communicate, collaborate, and coordinate with a site administrator for beginning teacher assessment and support
Using Data to Inform Instruction (PLS3)
Leads mentors and coaches through the process of analyzing student work in order to differentiate instruction and reach all learners.
Outcomes: Reflect upon and analyze mentoring experiences since Observing and Conferencing; Use protocols for analyzing student work; Incorporate relevant aspects of brain research to inform and transform instructional mentoring and teaching practice; Extend and expand upon the use of instructional mentoring language
Designing Effective Instruction (PLS4)
Advances mentoring skills necessary to guide beginning teachers in planning standards-based, differentiated instruction that engages students and advances learning.
Outcomes: Reflect upon and analyze mentoring experiences since Using Data to Inform Instruction; Support teachers to plan differentiated instruction that is based on students’ assessed needs and is aligned to content standards; Apply strategies for providing meaningful feedback; Reflect upon professional growth and set next steps
Professional Learning for Experienced Mentors/Instructional Coaches
Creating Conditions for Equitable Instruction (PLS5)
Teaches mentors how to advance mentoring, teaching and learning practices that support equity and develop social and emotional learning (SEL) competencies.
Outcomes: Select and use appropriate strategies, tools and/or processes to respond; to beginning teachers’ needs; Articulate the role of equity in effective instruction and student learning; Support teachers to examine the influence of race, language, and culture on learning and to apply elements of culturally responsive teaching; Use a social-emotional learning framework to support teachers in creating an equitable environment of safety, respect, and rapport
Advancing Instruction to Support Language Development (PLS6)
Is designed to deepen and extend mentoring practice that improve teachers' abilities to meet their students' language and literacy needs.
Outcomes: Support teachers to identify and addresss students' literacy and language needs; Articulate best practices for instructional support in alignment with the Common Core State Standards (CCSS); Facilitate and advance teachers' ability to engage in a focused inquiry (analyze/reflect; plan/prepare; teach/assess) designed to improve teaching practice and student learning
Differentiating Instruction to Support Diverse Learners (PLS7)
Focuses on using tools and strategies that improve teaching and learning for students with learning differences.
Outcomes: Use FAS tools and processes to support teachers in meeting needs of diverse learners, particularly students with learning differences; Use Response to Intervention and Differentiated Instruction as a framework for responsive and equitable instruction; Advance mentoring skills in relation to using entry points, planning differentiated instruction, assessing teaching practice, providing feedback, and navigating complex conversations; Use the 3 Cs (Coordination, Communication, Collaboration) to support a teacher’s engagement with resource personnel and co-teachers
Mentoring as Leadership (PLS8)
Supports and challenges mentors to consider their roles as leaders and change agents in education. Mentors assess their own development and the growth of their teachers in order to inform next steps.
Outcomes: Explore building collective efficacy through professional inquiry, language, and collaborative culture; Develop knowledge and skills that support mentor leadership and organizational literacy to advocate for equitable teaching and learning conditions; Assess mentoring practice and examine its impact on teaching and learning in order to set professional next steps
Administrator Mentor Professional Learning Opportunities
CLASS Network Meetings (4 per year)
Four additional one-day CLASS Network Meetings will be held throughout the year for anyone who has completed the initial 2 day workshop. It is highly recommended that individuals who are selected as mentors in the Oregon Mentoring Grant attend these meetings. New Teacher Center (NTC) Certified coaches or funded mentoring projects using the NTC mentor training as their professional development are required to attend three of the four CLASS Network meetings. Dates, times, and registration information for CLASS Network Meetings will be posted next Fall.