Professional Documents
Culture Documents
Resident
Educator:
Miss
Marissa
Eddleman
Mentor:
Mr.
Michael
Coppa
Program Coordinator: Patty Niewierski & Mark Reiman Date: April 5, 2013
PURPOSE
This
Formative
Progress
Review
provides
an
opportunity
for
Resident
Educators
(RE),
mentors
and
program
coordinators
to
synthesize
evidence
of
practice,
reflect
on
collaborative
effectiveness
and
identify
areas
for
professional
growth
in
Year
2
of
the
Ohio
Resident
Educator
Program.
THIS
RESIDENT
EDUCATOR
YEAR
1
FORMATIVE
PROGRESS
REVIEW
IS
NOT
TO
BE
USED
FOR
EVALUATIVE
PURPOSES.
IT
IS
THE
PROPERTY
OF
THE
1
RESIDENT
EDUCATOR
AND
SHOULD
NOT
BE
SUBMITTED
TO
ODE.
THIS
RESIDENT
EDUCATOR
YEAR
1
FORMATIVE
PROGRESS
REVIEW
IS
NOT
TO
BE
USED
FOR
EVALUATIVE
PURPOSES.
IT
IS
THE
PROPERTY
OF
THE
2
RESIDENT
EDUCATOR
AND
SHOULD
NOT
BE
SUBMITTED
TO
ODE.
day's
lesson
before
exiting
my
room.
This
would
also
show
me
what
areas
a
student
may
be
struglling
with
that
I
need
to
go
over
again.
These
exit
tickets
as
well
as
activities
performed
in
class
provide
opportunities
to
inform
students
of
their
progress
on
certain
skills
and
for
me
to
keep
track
of
their
progress.
I
have
also
learned
to
let
students
know
what
we
are
focusing
on
by
providing
the
goals
on
the
board
and
bringing
attention
to
them
throughout
my
lesson.
Making
lessons
exciting
and
providing
various
activities
from
time
to
time
aides
in
helping
students
gain
and
not
memorize
knowledge.
This
will
be
helpful
when
reviewing
multiple
concept
skills.
THIS
RESIDENT
EDUCATOR
YEAR
1
FORMATIVE
PROGRESS
REVIEW
IS
NOT
TO
BE
USED
FOR
EVALUATIVE
PURPOSES.
IT
IS
THE
PROPERTY
OF
THE
3
RESIDENT
EDUCATOR
AND
SHOULD
NOT
BE
SUBMITTED
TO
ODE.
FPR:
Step
2
[RESIDENT
EDUCATOR]
Role
PROMPT
RE
Respond
to
one
(1)
of
the
following
prompts:
[Please
respond
in
2-‐3
paragraphs.]
PROMPT:
Describe
at
least
2
challenges
you
encountered
in
meeting
your
Year
1
goals.
Explain
what
you
did
to
address
those
challenges.
PROMPT:
Review
the
evidence
collected
on
the
tracking
of
2
or
more
students.
Provide
and
discuss
at
least
2
specific
examples
of
how
this
process
and
the
evidence
you
gathered,
influenced
your
teaching.
PROMPT:
The
RE
Program
provides
opportunities
for
ongoing
professional
collaboration,
conversation
and
formative
assessment.
During
Year
1
of
your
residency,
how
have
these
processes
influenced
your
professional
growth?
How
might
you
connect
these
processes
to
your
Year
2
professional
goals?
By
taking
the
time
to
reflect
and
assess
myself
at
the
beginning
of
the
year,
I
learned
specifically
what
my
strengths
and
weaknesses
are.
From
the
self
assessment,
I
could
really
zone
in
on
which
areas
I
needed
to
deveop
more.
Now
that
the
year
is
coming
to
an
end,
I
can
see
what
areas
I
have
grown
in
which
makes
me
feel
very
accomplished
as
a
first
year
teacher.
Reflecting
at
the
end
of
the
year
also
aides
in
determining
what
my
goals
would
be
for
the
future
year
both
short
and
long
term.
Sometimes
there
are
things
I
do
each
and
everyday
but
didn't
realize
that
it
feel
under
one
of
the
standards
until
I
assessed
myself.
I
am
more
aware
of
what
I
do
and
how
it
truly
can
have
an
effect
of
student
learning
and
my
professional
development.
Having
a
mentor
during
the
first
few
years
of
teaching
serves
as
an
excellent
source
of
someone
that
can
assist
you
with
anything
you
may
deal
with.
I
have
really
enjoyed
having
Mike
Coppa
as
my
mentor
for
many
reasons.
The
first
being
that
he
works
in
the
same
building
as
I
which
makes
it
convient
when
I
need
any
assistance
including
technology.
He
has
worked
in
the
district
for
several
years
and
is
very
informative
in
many
aspects.
Some
other
reasons
would
include
knowing
certain
individuals
to
contact
that
may
be
of
extra
assitance
for
specific
questions
and
that
he
is
knowledgeable
of
and
shares
what
is
to
come
in
the
future.
He
can
obseverve
me
on
a
daily
basis
collaboring
with
students,
teachers,
administrators,
and
parents.
This
program
has
helped
me
document
strategies
and
ideas
for
future
lessons.
It
has
served
as
an
extra
purpose
to
conversate
and
collaborate
with
other
colleagues
on
techniques,
strategies,
any
other
ways
to
go
about
things
too.
I
enjoyed
observing
other
teachers
in
my
building
and
networking
throughtout
the
district.
Completing
the
"Data
Measures
Inventory
for
the
Classrom"
worsheet
made
me
more
aware
of
certain
student
I
work
with
along
with
being
knowledgable
about
the
performance
and
the
demographics
of
the
elementary
school
in
which
I
teach.
THIS
RESIDENT
EDUCATOR
YEAR
1
FORMATIVE
PROGRESS
REVIEW
IS
NOT
TO
BE
USED
FOR
EVALUATIVE
PURPOSES.
IT
IS
THE
PROPERTY
OF
THE
4
RESIDENT
EDUCATOR
AND
SHOULD
NOT
BE
SUBMITTED
TO
ODE.
RE
Please
check
the
box
indicating
that
all
Year
1
Resident
Educator
Program
tools
and
processes
have
been
completed.
THIS
RESIDENT
EDUCATOR
YEAR
1
FORMATIVE
PROGRESS
REVIEW
IS
NOT
TO
BE
USED
FOR
EVALUATIVE
PURPOSES.
IT
IS
THE
PROPERTY
OF
THE
5
RESIDENT
EDUCATOR
AND
SHOULD
NOT
BE
SUBMITTED
TO
ODE.
adapted
to
her
asigned
position
with
both
ease
and
success.
I
have
observed
professional
growth
within
her
ability
to
take
more
focused
control
of
her
classroom
when
student
behavior
begibs
to
supercede
instruction.
Marissa
hasalso
improved
her
instructional
practice
by
implementing
learning
targets
as
a
means
to
secure
the
focus
of
her
instruction
as
well
as
her
students.
Furthermore,
Marissa
has
implemented
exit
tickets
as
the
basis
of
informal
assessments
and
to
target
as
well
as
measure
the
level
of
understanding
students
elicit
on
a
daily
basis.
I
am
please
to
see
Marissa
not
only
engage
in
practicies
to
enhance
student
learning
achievement,
but
to
nicrease
the
success
within
her
daily
practice.
THIS
RESIDENT
EDUCATOR
YEAR
1
FORMATIVE
PROGRESS
REVIEW
IS
NOT
TO
BE
USED
FOR
EVALUATIVE
PURPOSES.
IT
IS
THE
PROPERTY
OF
THE
6
RESIDENT
EDUCATOR
AND
SHOULD
NOT
BE
SUBMITTED
TO
ODE.
FPR:
Step
4
[MENTOR]
Role
PROMPT
Mentor
The
role
of
the
mentor
is
one
of
both
change
agent
and
navigator.
Cite
at
least
2
examples
when
your
RE
made
significant
professional
strides
as
a
result
of
the
support
you
provided.
[Please
respond
in
2-‐3
paragraphs.]
Professional
Collaboration:
Marissa
has
gained
both
confidence
as
well
as
professional
knowledge
by
collaborating
on
a
more
consistent
basis
with
grade
level
teachers.
As
Marissa
provides
feedback
to
classroom
teachers
as
well
as
obtain
more
information
on
individual
student
progress.
Marissa
continues
to
gather
essential
informaion
pertinent
for
individual
student
growth.
Student
Behavior:
Marissa
has
demonstrated
growth
in
the
area
of
classroom
control.
As
an
ISGI,
Marissa
would
often
share
incidents
with
the
classroom
teacher.
Whereas
of
late,
Marissa
is
taking
more
control
of
the
situation
at
the
time
of
infraction
as
well
as
informing
the
classroom
teacher.
This
not
only
enhances
the
overall
structure
of
the
classroom
but
also
allows
more
instructional
time
to
continue
with
a
greater
focus
on
conceptual
building.
THIS
RESIDENT
EDUCATOR
YEAR
1
FORMATIVE
PROGRESS
REVIEW
IS
NOT
TO
BE
USED
FOR
EVALUATIVE
PURPOSES.
IT
IS
THE
PROPERTY
OF
THE
7
RESIDENT
EDUCATOR
AND
SHOULD
NOT
BE
SUBMITTED
TO
ODE.
Mentor
Please
check
the
box
indicating
that
all
Year
1
Resident
Educator
Program
tools
and
processes
have
been
completed.
THIS
RESIDENT
EDUCATOR
YEAR
1
FORMATIVE
PROGRESS
REVIEW
IS
NOT
TO
BE
USED
FOR
EVALUATIVE
PURPOSES.
IT
IS
THE
PROPERTY
OF
THE
8
RESIDENT
EDUCATOR
AND
SHOULD
NOT
BE
SUBMITTED
TO
ODE.
THIS
RESIDENT
EDUCATOR
YEAR
1
FORMATIVE
PROGRESS
REVIEW
IS
NOT
TO
BE
USED
FOR
EVALUATIVE
PURPOSES.
IT
IS
THE
PROPERTY
OF
THE
9
RESIDENT
EDUCATOR
AND
SHOULD
NOT
BE
SUBMITTED
TO
ODE.
THIS
RESIDENT
EDUCATOR
YEAR
1
FORMATIVE
PROGRESS
REVIEW
IS
NOT
TO
BE
USED
FOR
EVALUATIVE
PURPOSES.
IT
IS
THE
PROPERTY
OF
THE
10
RESIDENT
EDUCATOR
AND
SHOULD
NOT
BE
SUBMITTED
TO
ODE.