Program Overview

The Ohio Resident Educator program is a four-year induction program that provides ongoing support to Ohio’s new teachers throughout their residency. By following the link below, you can access all of Ohio Department of Education's resources for the Resident Educator Program

ODE's Resident Educator Webpage


For Resident Educators

Resident Educator Year One

Resident Educator Year 1 Suggested Timeline

Resident Educator Year Two

Resident Educator Year 2 Suggested Timeline

Resident Educator Year Four

Resident Educator Year 4 Requirements and Final Report


A Description of Resident Educator Tools and Processes

1. Self-Assessment and Professional Goal Setting

With the mentor’s support and guidance, Resident Educators reflect on their practice, determine an area of focus, set specific goals and develop a collaborative plan to reach these desired outcomes. The goals serve as the foundation for Resident Educator support and formative assessment. Principals will support goal setting that meets the needs of the RE and their students. Together, REs, mentors, and principals should revisit and refine the goals as necessary throughout the year.

Using the Self-Assessment

Resident Educators will complete the Resident Educator Self-Assessment document independently or collaboratively with their mentor. The Resident Educator lists the strengths and areas for development on the Self-Assessment document. The mentor and RE will discuss the results, narrowing the focus and selecting 2 areas of growth for goal writing. These are not building goals, but goals for the individual Resident Educator for the upcoming year. These goals will serve as a foundation for future years.

Writing the Growth Goals

Goals should meet the SMART criteria and be:

Specific – emphasizing the RE’s intention to engage in learning

Measurable – identifying concrete benchmarks for measuring progress

Attainable – representing realistic, yet challenging achievement

Relevant - prioritizing practical goals that represent urgent needs and school priorities

Time-bound – tying the goal to a specific timeline within the academic year

The Writing SMART Goals Tool

State an Intention to Engage in Learning

(action verb)

Describe an Area of Focus

(what?)

Include the Relevance

(why?)

Add the Activities

(how?)

Set a Completion Date

(when?)

I will incorporate

the use of more varied instructional strategies into my teaching practice

to help students become independent learners and problem solvers

by using multiple intelligences and cooperative learning in themes and lessons.

November 2017-February, 2018

I will improve

My proximity and attention to students

to enhance student learning

by staying focused on classroom activities and actively assessing learner engagement.

(To be observed by the mentor within the next two weeks)

Goal Setting Template Directions:

a. Collaboratively with your mentor and principal, identify and record two growth goals that are specific, measurable, attainable, relevant and time-bound (SMART). These should align with the two priorities identified on the Self-Assessment Summary for Resident Educators.

b. Identify strategies needed and specify action steps to meet each goal, with a clear timeline, and evidence that will show completion of each goal. Sources of evidence may include student participation, student work and classroom performance, assessment results, student work samples, observation data, and student achievement test data.

c. At mid-year and end-of-year, review your progress toward goal attainment, outlining the actions taken and the evidence which supports it. Revise goals if needed.

2. Student Assessment - Knowing Your Students

The Data Measures Inventory for the Classroom is a class profile which provides Resident Educators with a more comprehensive view of the students they teach. Mentors will review this document with the Resident Educator and identify possible resources for the information required. Resident Educators with multiple classes should select only one on which to focus and complete the Data Measures Inventory for the Classroom. Fields may be added to the form and data concerning particular students may be kept on the back of the form. Collaboratively the Resident Educator and mentor will examine the range of student learning needs centering the discussion on “what’s important about who you have in this class”.

The information from the Data Measures Inventory will enable Resident Educators to know their students and use flexible grouping strategies, grouping and regrouping students according to specific goals, learning activities, and individual needs. Groupings should vary and include opportunities for homogeneous and mixed-ability groupings. Mentors will assist Resident Educators in determining intentional grouping patterns which use the strengths and weaknesses of students. Grouping patterns can be discussed throughout the year. See also “Analyzing and Using Student Data” for the ongoing collection of data.

Student Work Samples

Resident Educators will collect multiple sources of evidence of student learning throughout the year. They may choose to identify a limited number of students and examine their work samples in-depth. This information can help the Resident Educator assess the effectiveness of their instructional practices. Student work samples can be brought to the weekly meetings for discussion, show progress for individuals and information about the class as a whole. Student work samples can add to the discussion at the post conference discussion for teacher observations.

3. Instructional Planning and Observations

a.Formal observations of the Resident Educator by the mentor using the Resident Educator Instructional Cycle (Teaching and Learning) are required. 

The Resident Educator completes written responses to the questions within the Plan, Teach, and Assess questions prior to teaching the lesson. These sections are discussed at the Pre-Observation conference.

The Reflection on Instruction and Revision serves as the basis for the discussion in the Post-Observation Conference. Notes may be taken but written responses are not required. The value of the reflection is in the discussion between the RE and the mentor. Work samples from 2 students may be included in the discussion of the lesson. The observation paperwork, including the Instructional Planning Guide and The Reflection on Instruction and Revision are the property of the Resident Educator and should be kept.

b. Informal Observations

The Resident Educator and mentor are encouraged to do informal observations. These can be reciprocal between the mentor and RE or the RE can observe exemplary teachers. Informal observations require no paperwork but a record of the date, class observed and purpose for the   observation should be recorded in the Collaborative Log. The time observed can range from 10-15 minutes to the entire period. These observations are highly beneficial and add to rapport and sharing between colleagues.

4. Mentor/Resident Educator Collaborative Log

The documentation of the meetings and contact between the mentor and RE is a required part of the Diocese of Columbus Resident Educator Program. The mentor and the RE must keep written documentation in the form of a Collaborative Log. The mentor and RE will complete their logs together when they meet. Both the mentor and RE will keep his/her own Collaborative Log. While such records are confidential, dates, times and general content shall be documented. Electronic forms are available on the ODE website under Educator Resources – Certification/Licensure - Resident Educator Program. Resident Educators and mentors may design their own electronic Collaborative Log.

5. Optional Professional Portfolio

All Resident Educators are encouraged (not required) to document professional growth in a Professional Portfolio. The paperwork from the Resident Educator Program can serve as a basis for the professional portfolio for the Resident Educator. The portfolio is the property of the Resident Educator. The portfolio is not submitted to the Diocese of Columbus.


Analyzing and Using Student Data

Your purpose in analyzing classroom data is to determine what your students have learned, what they need help to learn and how you need to plan instruction to ensure that they all do learn. In an Educational Leadership article entitled, "Developing Data Mentors," by Beverly Nichols and Kevin Singer, the authors say that "gathering student-assessment data is not enough. Administrators and teachers must learn to analyze the data and apply this information in the classroom."

There are a number of key questions that an examination of classroom data should address.

  •         Which content standard indicator(s) was the teacher assessing?·     
  •   What percent of students demonstrated proficiency?
  •       What implications does that have for instruction?
  •         Which students have not demonstrated that they can do this?
  • What diagnostic information did an examination of student work provide?
  • Based on individual student performance, what do I need to do next to move the student to proficiency?
  • Based on the class performance, what re-teaching do I need to do?
  • After reassessing, did my students demonstrate proficiency?
  • Is my re-teaching or other intervention resulting in improved student performance?
  • When we compare performance by subgroups (e.g., by racial group, gender, students with disabilities, ESL students, or students in the free and reduced meals program), do we see any groups not performing as well as the whole group? If so, what are we going to do about that?
  • Do we have any students who are not attaining proficiency across indicators?
  • What diagnostic information do we have about them to inform instruction?
  • What interventions have we tried? What interventions do we plan to try next?