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Norms for PIIC's Virtual Mentor Video Conference
 * Be professional
 * Be positive
 * Fully participate
 * Ask and answer questions
 * Be prepared
 * Be mindful of timing/schedule
 * Avoid side conversations
 * Be aware of delays in responses
 * Wave your arms if there are any technical issues


 * Our project for June 8, 2017 **

To build awareness of the essential elements of an effective framework that builds on our previous work to sustain evidence-based literacy practices.
 * Goal for the Day: **

1: What are the essential components of an effective literacy framework? 2: How do we use what we think is important to develop an effective literacy framework?
 * Essential Questions: **

Process:
 * 1)  Participants will collaborate and determine the essential elements of an effective literacy framework.
 * 2)  Participants will interact with research regarding essential elements of an effective literacy framework.
 * 3)  Participants will identify the elements that the schools they serve will struggle with. Data will be collected to identify commonalities.
 * 4)  Participants will collaborate and begin to discuss how they will use the identified essential elements of a literacy framework in their RMC areas to support instructional coaching and evidence-based literacy practices.
 * 5)  RMC groups will share the work they have begun in their schools and RMC regions.
 * 6)  Information from the day will be collected and used to guide the work of the newly formed Literacy Framework Committee.


 * Our project for June 9, 2016 **

**Essential thought questions**
 * 1) How do coaches demonstrate their understanding of statewide/district-wide goals? What do they need to know and be able to do?
 * 2) What does a coach need to know and be able to demonstrate about their own understanding of statewide initiatives and standards driven instruction while supporting teachers in implementing effective instructional practices?
 * Process **
 * 1) Review the Candidate Competencies from the PDE Coach Endorsement, pp. 6-9, found[|here];
 * 2) Each group will be assigned one competency to explore;
 * 3) Identify at least three skills/abilities for each of the competencies that will address what coaches need to know and be able to demonstrate so they can move teacher practice forward;
 * 4) Design professional learning sessions for each of these skills to populate a professional development plan for coaches;
 * 5) Decide where, when, and the audience (novice and/or veteran) for these sessions: one-on-one mentor support, coach networking meetings, statewide PLOs (general/concurrent/B/O), etc.


 * Our project for June 11, 2015**


 * Specific tasks: **
 * The group will define a recorder, a timekeeper, and a facilitator. The facilitator will ensure that all voices are heard. **
 * 1) Each location is assigned one topic
 * 2) Each group of mentors will discuss the topic and identify what administrators need to know about the topic
 * 3) Mentors will develop materials, templates, essential questions, etc., pertaining to topic focusing on the administrative lens… how can we help administrators understand building capacity in their buildings?


 * Process: **
 * 1) Whole group review of agenda and individual tasks per location
 * 2) Define //building capacity//
 * 3) Work session 1: within groups, mentors and RMC meet F2F to work on defined task (adult learning, educator effectiveness, literacy)
 * 4) Whole group “meets” virtually to share discussions and suggestions for assigned task (adult learning, educator effectiveness, literacy)
 * 5) Work session 2: within groups, synthesize shared discussions and suggestions for implementation
 * 6) Debrief


 * Questions to guide your thinking: **


 * 1) What do administrators need to know about building capacity?
 * 2) What does building capacity look like in your building? a. Steps to initiating the conversation b. Facts, ideas, concepts administrators need to know related to the topic c. How can guiding questions be used to help administrators understand the process and details in building capacity?
 * 3) How will mentors engage in conversation with coaches to help them build their own capacity while helping administrators understand the importance of capacity building?
 * 4) How will mentors help the IUs advocate for building capacity in buildings?


 * Our project for June 10, 2014**

** Locations: **

 * ** IU 3 ** || 1, 4, 7, 27, 28 and Charley || Domain 4: Professional Responsibilities ||
 * ** IU 10 ** || 8, 10 and Kathy (virtually connected) || Domain 2: The Environment ||
 * ** IU 13 ** || 11, 13, 14, 15, 23 and Tom, Virginia, Erin, Bruce & Ellen || Domain 3: Service Delivery ||
 * ** IU 18 ** || 16, 17, 18, 20, 29 and Gen || Domain 1: Planning and Preparation ||


 * Process: **
 * 1) Whole group review of agenda and individual tasks per location
 * 2) Within groups, mentors and RMC meet F2F to work on individual domains and guiding questions
 * 3) Whole group “meets” virtually to share discussions and working plans for implementing the rubric assessment for instructional coaches
 * 4) Identify next steps

> ( Questions to help your thinking are listed below and on the Working Plans and Next Steps Google Docs listed for each domain on the Working Documents page .)
 * Goals: **
 * 1) Each location is assigned one domain and the corresponding //possible guiding questions// from the //Rubric Assessment for Instructional Coaches// draft
 * 2) Each group of mentors will “unpack” and discuss the evidence, examples, and guiding questions for the assigned domain
 * 3) Mentors will develop a working plan to engage administrators and coaches in conversation and help them understand the rubric assessment and how it applies to their practice.

> How will mentors engage in conversations about the rubric assessment with administrators?
 * Questions to guide your thinking: **
 * What do mentors need to know about the IC practice related to the assigned domain’s evidence and examples?
 * Steps to initiating the conversation
 * Facts, ideas, concepts administrators need to know related to the rubric evidence and examples
 * How can the guiding questions be used to help administrators understand the process for evaluating coaches’ performance?
 * How will mentors engage in conversation with coaches to help them understand the evidence and examples in each domain?
 * How will mentors help the coaches use the rubric assessment?


 * Our project for June 13, 2013**

As the school year concludes, we will reflect on the role of Instructional Mentor and consider how we can move from light mentoring to heavy mentoring by focusing on the mentoring levels of intensity.


 * AGENDA**
 * 9:00** Introduction: Do Now, Article


 * 9:15** Individual Review of the Mentor Levels of Intensity


 * 9:30** Small Group Work on the Mentor Levels of Intensity
 * Review, Revise, Re-order, Re-write
 * Are they measurable?
 * Are they in the right places?
 * Are we missing anything?
 * Is the language appropriate?


 * 10:30** BREAK

Processing, reflecting, and re-thinking
 * 10:50** Large Group Sharing

Revisit and Revise based on today’s work
 * 11:30** Small Group [[file:Action Plan Template for PIIC Mentors 2.docx|Action Planning]] led by RMCs


 * 12:15** Summary and Dismissal


 * Our project for Sept. 5, 2012**

1st Task: Participants at each host site will work F2F to review and connect the standards as assigned. Each group will share those connections to the whole group virtually. The mentors at each location will connect the group's standard(s) to the remaining Standards for Professional Learning.

//Locations - Each location is made up of multiple IUs. Each "location" will work on connecting the following standards:// Your connections will be shared in a Google doc. One member of your team will be the scribe to post your work so all groups will be able to view your group's work. The link to the Google doc is on your Standards page(s).
 * IU 7 (1, 7, 28) - Learning Communities & Leadership
 * IU 15 (15 & 22) - Data & Outcomes (new)
 * IU 10 (8 & 10) - Resources & Learning Designs (new)
 * IU 18 (18, 20, & 29)- Implementation

2nd task: Your location will be paired virtually with another location (//see P2P list below//) via video conference. Each group will work on its own action plan for introducing and using all of the Standards for Professional Learning with your coaches. Then each group will review and give feedback on the other group's plan. <span style="font-family: Calibri,sans-serif; font-size: 14.66px;">You will be able to collaborate via: The Google Doc will be shared by Virginia with all members of each team. Again, one person should be the scribe. <span style="font-family: Calibri,sans-serif; font-size: 15px; line-height: 22px;">At the conclusion of the collaboration, each group's action plan (Google Docs) will be displayed in the Plans for Implementing SPL page of the wiki for comment by the other team.
 * Audio
 * Video
 * Google Doc


 * P2P Group A - IUs 1, 7, 15, 22, & 28**


 * P2P Group B - IUs 8, 10, 18, 20 & 29**


 * Our project for June 19, 2012**
 * All but one IU group will work on one standard; IU 4 group has two standards
 * IU 3 - Learning Communities
 * IU 4 – Leadership
 * IU 10 - Resources
 * IU 15 - Data
 * IU 17 - Learning Designs
 * IU 20 - Implementations
 * IU 4 - Outcomes
 * Read and annotate the text in your SPL book
 * Watch the associated video on the website, if there is one
 * Explore the related links
 * Discuss what you read/viewed
 * Answer the questions on the Google Doc handout **on your page of the wiki** (the link). //For example, if you are working on the "Data" standard, go to the Data page on the wiki.// Your answers will automatically be displayed on the wiki


 * ROLES**
 * Facilitator
 * Timekeeper
 * Recorder
 * Reporter

Overview by Stephanie Hirsch @http://youtu.be/skD2hr-Z4VM