Careers
Staff Only
Personnel
Sub Call-In Service
Health & Safety
Resources for New Teachers (from Orientation)
Who Wants to Be a BOCES Millionaire Poll the Audience
Yesterday and Today
2010-2011 Assessment Schedule
BOCES Mission Statement
CNYRIC Phone Directory
OCM BOCES Vision Statement
Goals and Target Areas
Grading Protocol
2010-2011 OCM BOCES Mentoring Plan
Quick Reference Guide
School Library Service
Staff Directory
Student Services Handout
Links for Mentors and "21st Century Mentors"
Back to School video
2010-2011 OCM BOCES Mentoring Plan
21st Century Mentor Program Description
Mentoring in the 21st Century Column: Do You Hear What I Say? Do You Hear What I Say?
Just ASK's The Mentor's Opening of School Checklist
Calendar of upcoming sessions:
September 29th ½ day AM (to allow observations of mentee teachers by mentors)
October 27 Homework for the next session:
1. Read Chapters 2 and 3 in Meeting the Needs of Diverse Learners (Who are our learners? and What do you do when...?)
2. Try new learnings from our last meeting (peer observation). Experiment with a new peer observation strategy. Experiment with what to look for during observations (see, hear T-table).
3. Experiment with support around assessment. Use assessment tools.
Write a one page reflection on this work. Please remember to bring all of your books to each session.
November 17 ½ day AM (to allow observations of mentee teachers by mentors)
December 14 ½ day AM
Links for "Why Didn't I Learn This in College" Participants
Why Didn't I Learn This in College Program Description
When I Become a Teacher video
Calendar of upcoming sessions:
Who Wants to Be a BOCES Millionaire Poll the Audience
Yesterday and Today
2010-2011 Assessment Schedule
BOCES Mission Statement
CNYRIC Phone Directory
OCM BOCES Vision Statement
Goals and Target Areas
Grading Protocol
2010-2011 OCM BOCES Mentoring Plan
Quick Reference Guide
School Library Service
Staff Directory
Student Services Handout
Links for Mentors and "21st Century Mentors"
Back to School video
2010-2011 OCM BOCES Mentoring Plan
21st Century Mentor Program Description
Mentoring in the 21st Century Column: Do You Hear What I Say? Do You Hear What I Say?
Just ASK's The Mentor's Opening of School Checklist
Calendar of upcoming sessions:
September 29th ½ day AM (to allow observations of mentee teachers by mentors)
October 27 Homework for the next session:
1. Read Chapters 2 and 3 in Meeting the Needs of Diverse Learners (Who are our learners? and What do you do when...?)
2. Try new learnings from our last meeting (peer observation). Experiment with a new peer observation strategy. Experiment with what to look for during observations (see, hear T-table).
3. Experiment with support around assessment. Use assessment tools.
Write a one page reflection on this work. Please remember to bring all of your books to each session.
November 17 ½ day AM (to allow observations of mentee teachers by mentors)
December 14 ½ day AM
Links for "Why Didn't I Learn This in College" Participants
Why Didn't I Learn This in College Program Description
When I Become a Teacher video
Calendar of upcoming sessions:
September 28
October 26 AM 1/2 day (to allow observations of mentor teachers by mentees) Homework for the next session:
1. Read and react to Chapter 10, Working with Parents as Partners in Why
Didn't I Learn this in College? Use p. 44 in your binder, which is a 3:2:1, to share your reactions.
2. Action Research: Try new assessment strategies with your students. Please come to the next session on November 16th ready to share examples of different ways you have provided opportunities for students to learn through the use of formative assessments. Bring student work and prepare a written reflection on your action research.
3. Monitor the kind of feedback you give students. Bring to the next session three examples of growth producing feedback you have given students. ***Please note, your professional practice has been extended. Please also reflect on the afternoon you spent in your mentor's classroom by including a paragraph in your written reflection about it.
November 16 Homework for the next session:
1. Read Chapter 3 “What Do You Do When?” in Meeting the Needs of Diverse Learners. Connect ideas to the needs of your own students as you write your reflection.
2. Use Unit Plan A or B (pages 35-37 in your binder) to plan a standards-based unit that is coming up in your curriculum. Focus especially on assessment and task analysis. Assessment planning should include pre-assessment, formative assessment and summative assessment strategies. Use the task analysis and potential assessment data to plan more precisely for your students’ learning needs as you move into oval 3.
3. Try new strategies for organizing yourself, your classroom and/or your students. Be prepared to share examples with artifacts, photos, etc.
December 13
October 26 AM 1/2 day (to allow observations of mentor teachers by mentees) Homework for the next session:
1. Read and react to Chapter 10, Working with Parents as Partners in Why
Didn't I Learn this in College? Use p. 44 in your binder, which is a 3:2:1, to share your reactions.
2. Action Research: Try new assessment strategies with your students. Please come to the next session on November 16th ready to share examples of different ways you have provided opportunities for students to learn through the use of formative assessments. Bring student work and prepare a written reflection on your action research.
3. Monitor the kind of feedback you give students. Bring to the next session three examples of growth producing feedback you have given students. ***Please note, your professional practice has been extended. Please also reflect on the afternoon you spent in your mentor's classroom by including a paragraph in your written reflection about it.
November 16 Homework for the next session:
1. Read Chapter 3 “What Do You Do When?” in Meeting the Needs of Diverse Learners. Connect ideas to the needs of your own students as you write your reflection.
2. Use Unit Plan A or B (pages 35-37 in your binder) to plan a standards-based unit that is coming up in your curriculum. Focus especially on assessment and task analysis. Assessment planning should include pre-assessment, formative assessment and summative assessment strategies. Use the task analysis and potential assessment data to plan more precisely for your students’ learning needs as you move into oval 3.
3. Try new strategies for organizing yourself, your classroom and/or your students. Be prepared to share examples with artifacts, photos, etc.
December 13
