Mentoring Jewish Students and Teachers/ALL Pages/Syllabus/Mentoring Jewish Students and Teachers

Richard D. Solomon, Ph.D.

Gratz College

Course Description
The purpose of this course is to develop, shape and refine skills in professional practice through mentoring, collaborative supervision and staff development for pre-service and in-service Judaic educators.

Students will explore:


 * recent trends in Jewish education and staff development


 * the knowledge base and skills needed for mentoring and supervising pre-service and in-service teachers


 * the knowledge base for teaching and learning, learning to teach, and reflection
 * clinical supervision models
 * observation forms and techniques for observation
 * giving and receiving professional feedback
 * conducting professional feedback conferences

Course Learning Objectives

 * 1) Participants will be able to identify and discuss the prerequisite knowledge base that supervisors, mentoring teachers, and staff developers need to possess in order to help develop the capabilities of pre-service and in-service teachers. This knowledge base includes expertise in mentoring and supervision, teaching and learning, learning to teach, job-embedded staff development and reflection. (Assessed through Weekly Assignments and Forums)
 * 2) Participants will experience, practice, discuss and reflect upon six models of instruction (presentation, direct instruction, concept attainment, group discussion, cooperative learning, and problem-based) and related areas including classroom management and assessment. (Assessed through Weekly Assignments and Forums)
 * 3) Participants will experience, practice, discuss and reflect upon the following supervision and mentoring practices including: the clinical supervision models, non-directive, collaborative and directive approaches to supervision and mentoring, wide and narrow range observation instruments and techniques, and the giving and receiving of constructive positive, negative, and corrective feedback. (Assessed through Weekly Assignments and Forums)
 * 4) Participants will create a handbook for the mentee which will include essential information and recent trends regarding (a) teaching and learning and b) school policies and procedures, and an individual professional development plan. See the rubric for the handbook for the mentee on pages five and six in this syllabus. (Assessed through Weekly Assignments and the Final Project)

Course Requirements
Part 1'''. Attendance, participation, and assignments (60%).'''

Participants are expected to attend all class sessions, and fully participate and contribute meaningfully to all discussions and group activities. All course readings and preparation for mini-teaching assignments must be completed. (40%) All participants will participate in several small group activities which occur throughout the course. (20%)

In particular the participants will be expected to fulfill the following requirements:

1.Prepare and demonstrate six five minute mini-lessons using these models of instruction:


 * Presentation
 * Direct teaching
 * Concept Attainment
 * Group Discussion
 * Cooperative Learning
 * Problem-based instruction
 * Group discussion

Satisfactory Participation in Forum Discussions

(Learning Objective#1, #2 and #3)

2.Demonstrate C. Glickman’s four approaches to mentoring


 * Non-directive
 * Collaborative
 * Directive-informational
 * Directive-control

Satisfactory Participation in Forum Discussions

(Learning Objectives #1, #2 and #3)

3.Apply four generic types of coaching conferences


 * Technical
 * Feedback (constructive positive, negative and corrective)
 * Cognitive
 * Problem solving

(Learning Objectives #1, #2 and #3)

4.Apply M. Hunter’s five types of coaching or feedback conferences


 * Mentor CPF conference
 * Brainstorming conference
 * Mentee CNF conference
 * Mentor CNF conference
 * Enhancement conference

(Learning Objectives #1, #2 and #3)

5.Apply four types of observation methods


 * Student on task
 * Teacher movement
 * Teacher to student verbal flow
 * Generic observation template

(Learning Objectives #1, #2 and #3)

Graduate Requirements

1. Satisfactory Participation in Forum Discussions

(Learning Objectives #1, #3, and #4)

2. Satisfactory Completion of Weekly Assignments

(Learning Objectives #1, #2, #3, and #5)

3. Satisfactory Completion of the Final Project:

See rubric for the final project on pages 34-36 of this syllabus.

(Learning Objectives #3 and #5)

Guidelines for Forum Participation

1. Students are expected to be respectful of others' opinions, whether or not they agree or disagree with those opinions.

2. No proselytizing of any kind is permitted.

3. There are Forum Discussions every week, and students must participate in a minimum of 11 out of 15 Forum Discussions to pass the course. If you participate in less than 11 Forums, you will not be able to pass the course. IF YOU HAVE TO CHOOSE BETWEEN DOING THE WRITTEN ASSIGNMENTS AND PARTICIPATING IN A FORUM, ALWAYS DO THE FORUMS FIRST!

Forum Grading

Forum participation is not given a letter grade. Instead, Forum participation will be rated as Excellent, Adequate, or Incomplete (Incomplete does NOT mean that you can redo the Forum for a better rating).

There are Forum Discussions every week, and students must participate in a minimum of 11 out of 15 Forum Discussions to pass the course. If you participate in less than 11 Forums, you will not be able to pass the course. IF YOU HAVE TO CHOOSE BETWEEN DOING A WRITTEN ASSIGNMENT OR PARTICIPATING IN A FORUM, ALWAYS DO THE FORUMS FIRST!

To receive an Excellent in a Forum, you must:

1. Start participating early in each weekly Forum (i.e., each session begins on Wednesday, so this would mean posting your first comments on the Forum by Friday at the latest)

2. Post at least two comments on your own.

3. Respond to at least two other students’ comments.

To receive an Adequate in a Forum, you must:

1. Start participating by Monday of each week.

2. Post one comment.

3. Respond to one other student.

Anything less than this will result in an Incomplete for the Forum.

Percentages for Grading (Letter Grades used)

Written Assignments – 40% of grade

Forum Participation – 30% of grade

Undergraduate Final Exam or Graduate Term Paper – 30% of grade

Let me repeat what I wrote above:

There are Forum Discussions every week, and students must participate in a minimum of 11 out of 15 Forum Discussions to pass the course. If you participate in less than 11 Forums, you will not be able to pass the course. IF YOU HAVE TO CHOOSE BETWEEN DOING A WRITTEN ASSIGNMENT OR PARTICIPATING IN A FORUM, ALWAYS DO THE FORUMS FIRST!

Grading Rubric for Final Project

A Grading Rubric for the Final Project is found on pages 34-36 in this Syllabus.

Implementation of the Americans With Disabilities Act (ADA)

Gratz College will make reasonable accommodations for persons with documented disabilities. If you have a disability which may have some impact on your work in this course, please contact me immediately.

Required Texts

Solomon, R.D., &amp; Solomon, E.C. (2009). Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond. Tucson, AZ: Wheatmark Press.

Solomon, R.D., Davidson, N., &amp; Solomon, E.C.L. (2003). ''Mentoring Teachers in a Professional Learning Community. ''Columbia, MD: National Institute for Relationship Training, Inc. Portions of this text will be provided online.

Additional readings will be provided online.

Session Ideas for weekly class room and online discussions 

WEEKLY SYLLABUS

Week 1 Date:

Topic: The knowledge base required of the mentor/supervisor in a Jewish day or supplemental school

Essential Question: What is the knowledge base required of a mentor or supervisor in a Jewish day or supplemental school?

- Regarding Judaics : Read Toolbox- 13-24, 29-47

- Regarding Supervision and Mentoring: Read Toolbox- 285-289

- Regarding Teaching and Learning: Read Toolbox- 259-284

- Regarding Job-Embedded Staff Development- Read Mentoring Teachers- Chapter 5, page 5

-Course description, objectives, requirements and the final project, technology skills (i.e. use of Web Study, email, Facebook, Internet, etc)-Syllabus

Week 2 –Date:

Topic #1- The Eight Stage Developmental Ladder for Jewish Educators

Essential Question #1: What is the eight stage career development ladder for recruiting, developing, promoting and retaining exceptional Jewish educators for our day and supplemental schools?

- Read Solomon, R. Development Ladder for Students and Teachers in a Jewish Say School. RAVSAK Journal, HaYidion. 18-21. http://www.ravsak.org/news/155/125/Developmental-Ladder-for-Students-and-Teachers-in-a-Jewish-Day-School/d,HaYidion/

-Read Solomon, R., Solomon, E. &amp; Bor, H. (Fall, 2007). From Madrichim to Expert Educators: New Career Ladder for Professional Development for Supplementary and Day School Teachers, Jewish Education News, CAJE, 28 (3). http://caje.wikispaces.com/JEN+Article+Solomon+Solomon+Bar

Topic #2- Interpersonal Competencies Required of the Mentor/Supervisor

Essential Question #2: What are the interpersonal competencies required of the mentor? Read Toolbox, 171-181

Essential Question #3: What are the major differences between a mentor and a supervisor? Toolbox, 216-217

Week 3 – Date

Topic #1-Clinical Supervision/Mentoring Cycle

Essential Question: What is the clinical supervision/mentoring cycle?

Toolbox- 215-216

Topic #2- Four Approaches To Mentoring/Supervising Teachers

Essential Question: What are C. Glickman’s Four Approaches to Mentoring and Supervision?


 * Directive-control
 * Directive-informational
 * Collaborative
 * Non-directive

Toolbox, 217-222

Week 4 – Date

Topic #1: Five Approaches to Doing Post-Observation Conferences

Essential Question: What are M. Hunter’s Five Post-Observation Conferences?

Mentor Constructive Negative and Corrective Feedback Conference

Mentee Constructive Negative and Corrective Feed back Conference

Mentor Constructive Positive Feedback Conference

Brainstorming Conference

Enhancement Conference

Toolbox, 222-226

Four Generic Types of Coaching Conferences


 * Technical
 * Feedback (constructive positive, negative and corrective)
 * Cognitive
 * Problem solving

Mentoring Teachers- Mentoring Teachers, 41-52

Topic #2: Observation Instruments

Essential Question: What are some of the observation instruments mentors or supervisors can use to improve the professional practice of their mentees?

Teacher to Student, Student to Teacher and Student to Student Verbal Flow Instrument

Student on-Task Observation Form

Teacher Movement Observation Form

General observation instruments

Wide Lens Observation Techniques: video-taping, audio-taping, verbatim dictation and select verbatim dictation

Toolbox, 203-214

Week 5 – Date

Topic #1: Reflection

Essential Questions:

Why is reflection an essential component to teaching, mentoring and supervision?

Toolbox, 186-187

Topic #2- Internal Reflection

Essential Question: What is internal reflection?

Internal Reflection Formats

The EIAG Journal

Reflection Journal

Professional Reflection Log

Individual Professional Development Plan

End of the Week Reflection Journal

Student Goals Planning Format

Reflection on the Past Year Format

Toolbox, 188-185

Week 6 – Date

Topic #1: External Reflection

Essential Questions: What is external reflection?

What are some advantages of external reflection over internal reflection?

External Reflection Formats

Novice Teacher Self-Assessment Inventory

Strategic Questions

Guidelines for Weekly Conversations

New Teacher Group Problem Solving Protocol

The Tuning Protocol

Reflection Questions that Guide the Examination of Student Work

Toolbox, 195-200

Week 7 – Date

Topic: Teacher-Directed Models of Teaching

Essential Questions: What is a model of teaching? What is a teacher-directed model of teaching?

Three Teacher Directed Models of Teaching

Presentation Model of Teaching

Direct Instruction Model of Teaching

Concept Attainment Model of Teaching

Toolbox, 48-60

Week 8 – Date

Topic: Student-Engaged Models of Teaching-

Essential Question; What is a student-engaged model of teaching?

Group Discussion Model of Teaching

Cooperative Learning Model of Teaching

Problem-Solving Model of Teaching

Authentic Learning

Difference between the teacher directed and student engaged

models of teaching

Toolbox, 67-98

Week 9 – Date

Topic: Reaching All Students in the Judaic Classroom

Essential Question: Is it possible for a teacher to reach all the students in the classroom? What instructional methodologies can a teacher utilize to maximize learning?

Differentiated instruction including the application of the theory of learning styles, and multiple intelligences.

Individualized instruction to address the academic needs of students with learning challenges

Toolbox, 104-120

Week 10 – Date

Topic: Managing Student Behavior-Part One

Essential Questions: Why do some students disrupt classroom instruction?

What can a teacher do to effectively handle students who disrupt classroom instruction?

Cognitive-Behavioral strategies to empower students to gain self-control of their thoughts, feelings and behaviors.

Teaching students relationship skills that facilitate pro-social and on-task classroom behavior

Toolbox, 126-142

Week 11 – Date

Topic: Managing Student Behavior-Part Two

Essential Questions: Why do some students disrupt classroom instruction?

What can a teacher do to effectively handle students who disrupt classroom instruction? What is a Jewish community of cooperative learners?

Instructional activities that can transform the traditional classroom into a community of cooperative learners

Toolbox, 143-165

Week 12 – Date

Topic: Learning to Teach

Essential Question: What does a mentor teacher or supervisor need to know about the development stages that teachers go through during their career?

Perceived problems of novice or first year teachers

Phases of a first year teacher’s attitude toward teaching

Stages of concern of beginning teachers during the first five years of their career

Development stages of concern that teachers encounter when adopting a new instructional or classroom management procedure

The role of a mentee’s commitment to teaching and ability to engage in abstract thinking as variable in mentoring/supervising teachers

The role of adult learning principles as a variable in mentoring/supervising teachers

Assessment instruments to measure the professional growth of pre-service and in-service teachers

Toolbox, 244-290

Week 13– Date

Topic #1: Job-Embedded Staff Development

Essential Questions: What is job-embedded staff development? How is job-embedded staff development different from traditional staff development?

What is a professional learning community?

Mentoring Teachers: Chapter Five

Topic #2: Other Forms of Mentoring, Coaching and Job-Embedded Staff Development

Peer

Expert

Departmental or Team

E-mentoring

Mentoring Teachers: Chapter Five

Topic #3- Demystifying Teaching

Essential Question:How do we demystify teaching?

Cognitive coaching

Toolbox, 181-186

Week 14 – Date

Topic #1: Recent Trends in Jewish Education 

Essential Question: What are some of the recent trends in Jewish education?

Toolbox: 293-317

Topic #2- Recent Trends in Staff Development

Essential Question: What are some of the recent trends in staff development?

Handout on Recent Trends in Staff Development

Topic #3: Preparation of a Group Investigation of the Entire Course

Essential Question: How do you implement a sophisticated problem-based instructional strategy online?

See rubric for the group investigation on pages 15-18 in this syllabus.

Week 15 – Date

Topic #1- Culminating Activity: Groups Investigation of the Course

Topic #2- Sharing of our Final Projects

Topic #3- Closure and evaluation

Essential Question and Summative Assessment Activity: What have we learned in this class?

ASSIGNMENT: '''Planning for the Group Investigation. '''This is the culminating activity for the entire course.

Dr. Solomon will explain the steps of the Group Investigation Culminating Activity for the course as described on the next page.

In essence, the class will be divided into small cooperative inquiry groups. The size of each inquiry group will be determined by the number of students in the class. Each group will be assigned one of these major topic area of the course:

Inquiry group #1 Topic: Mentoring and Supervision including these sub-topics: difference between mentoring and supervision; the interpersonal, reflection and observational skills of mentoring and supervision, internal and external reflection and reflection tools, clinical supervision, Glickman’s four approaching to mentoring and supervision, Hunter’s five approaches to the post-observation conference, cognitive coaching

Inquiry group #2 Topic: Teaching and Learning including these sub-topics: models of teaching, three teacher-directed and three student engaged models of teaching, the difference between teacher-directed and student-engaged models of teaching, authentic learning, differentiated instruction (i.e. learning styles and multiple intelligences), individualized instruction; intrapersonal, interpersonal and group and community dimensions to understanding, preventing and terminating student disruptive behavior, the difference between a traditional classroom and a Jewish community of cooperative learners.

Inquiry group #3 Topic: Learning to Teach including these sub-topics: perceived problems of novice or first year teachers; phases of a first year teacher’s attitude toward teaching; stages of concern of beginning teachers during the first five years of their career; developmental stages of concern that teachers encounter when adopting a new instructional or classroom management procedure; the role of a mentee’s commitment to teaching and ability to engage in abstract thinking as a variable in mentoring/supervising teachers; the role of adult learning principles as a variable in mentoring/supervising teachers

The length of each inquiry groups presentation will be determined by Dr. Solomon.

The Steps of the Group Investigation Culminating Activity

Each inquiry group does the following:

1. Investigates its topic

2. Sub-divides its topic into sub-topics or clusters of sub-topics.

3. Determines which members of the group are responsible for learning and teaching its topic or sub-topic/s to the members of the class.

4. Follows the six standards of the rubric for the inquiry group presentation that are described on the next two pages.

5. Creates a plan on how to present its topic to the class. This plan includes creating and emailing the inquiry project to the members of the class prior to the presentation. The presentation will occur during the last class session as a culminating activity. Information on the inquiry group project is described below.

6. Rehearses it presentation prior to the online presentation to the class.

What Might the Inquiry Group Presentation Project for the Group Investigation Look Like?

It can be: a/an:


 * power point
 * video
 * podcast
 * role-play
 * skit
 * game or quiz show
 * crossword or other puzzle
 * handouts for a workshop
 * story telling
 * interview
 * fairy tale
 * art, music or kinesthetic activity

If you have a different idea for the presentation project, consult with the instructor.

Rubric for the Group Investigation Presentations

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