©2008 University of California. Santa Cruz. All rights reserved. My Role in the Induction Program...

©2008 University of California. Santa Cruz. All rights reserved.

My Role in the Induction Program• Mentor• Campus Lead Mentor• Administrator• ACP Supervisor• Regional Office Support• Central Office Support• ABRAZO Induction Program Staff

WEBINAR SURVEY:New Teacher Induction and Mentoring

PDSProfessional Development Services

• PDS Staff• Other (Please specify)


1) Induction for new teachers is/includes …

2) Purpose of mentoring is …

Type your responses in the chat box and submit. The webinar will begin shortly.

WEBINAR SURVEY:New Teacher Induction and Mentoring


July 14, 2008Houston Independent School District Webinar


Presented by Facilitated byEllen Moir Houston ISDExecutive Director Professional Development ServicesNew Teacher Center

WEBINAR:New Teacher Induction and Mentoring

PDS

Professional Development Services





Melanie Evans-Smith Induction and Mentoring Program Manager

Lori Grossman Mentor Program Manager

Alison Faseler Full Time MentorsGail McGee Michelle “Shelly” Sampson

ABRAZO Induction Staff

Organizational Development/Technology Staff


July 14, 2008

Houston Independent School District Webinar

WEBINAR FOCUS:

1) To investigate together the role of district individuals in the development and success of beginning teachers

2) To learn and understand key principles of induction and mentoring

PDS



Developing Human CapitalDeveloping Human Capital

Our efforts are designed to support the most important resource in helping students become college- and career-ready — our teachers.



New Teacher Center


• Has 20 years of experience in teacher induction and research-based practices that inform work

• Dedicated to providing high quality pd, materials, resources, research, and policy information to support the advancement of teacher and administrator induction

• National influence in induction policies and practices across the US - works with school districts, universities, and other educational institutions



New Teacher Center


Partnerships with:• Alaska• Arizona• California• Chicago Public Schools• Hawaii• Las Vegas, NV (Clark County)• Memphis• New York• Virginia/Washington DC• and more …

Texas• Houston• Pasadena• Austin

Worked with over 350 programs in

30 states.



New Teacher Center


• Partnered with Houston ISD, prior to 2003, to work with the HS Literacy Coaches in a pilot program

• Began collaboration with Houston ISD Induction program in 2004 to inform district practices

• Partnered with Houston ISD in 2006 to launch and provide training for the Full Time Release Mentor teacher leadership program


Ellen MoirExecutive Director

July 14, 2008



Ellen MoirExecutive Director

July 14, 2008


Top-to-Bottom Support: Creating Systemic Change Through Powerful Professional Development

©2008 UC Regents. All rights reserved.12

What is Induction?

• Phases of Teacher Development

• Period of Socialization & Enculturation

• A Formal Program for Beginning Teachers

Sharon Feiman-Nemser, Opening Address, New Teacher Center

Research Forum, January 2000.


• New professional norms of collaboration and ongoing learning

• Improved teaching performance

• Increased student achievement, especially among traditionally underserved student populations

Induction for What?


NTC Theory of ChangeNTC Theory of ChangeAn Investment in Human CapitalAn Investment in Human Capital

.• Comprehensive mentoring and support to

accelerate new teacher development and increase retention

• Careful selection and ongoing professional development for mentors

• Learning communities of grade-level and subject area colleagues in teacher inquiry and data analysis

• Formative assessment of teacher effectiveness based on standards, criteria, and evidence of teacher practice and student learning

• Strong and engaged leadership at school and district levels

Teacher practice

Student learning

School capacity

IMPROVED


Instructional Mentors

• Hold a vision of outstanding teaching

• Can articulate their knowledge of best practice (both content and pedagogy)

• Help new teachers balance immediate concerns with long-term development

• Approach teaching as inquiry

• Are committed to collaborative partnerships


• Pedagogy of mentoring

• Professional teaching standards and formative assessment

• Collecting and analyzing classroom data to advance teacher practice

• Using student work/data to guide instruction

• Differentiation of instruction

• Strategies to support English learners

• Literacy/academic language development

What Do Mentors Need to Know and Be Able To Do?


Mentoring – A Partnership

Mentors share best practices and grow from new ideas.

The new teacher gains value from the wisdomof experience and reflecton their practices.



Mentoring and Support Cuts Turnover Rates

Source: Consortium on Chicago School Research at the University of Chicago, 2007

Teacher Intent to Remain Teaching

0%10%

20%30%

40%

50%60%

70%

80%90%

Elementary High School

Weak Mentoring andSupport

Strong Mentoring andSupport


Mentoring and Support Cuts Turnover Rates

Source: Consortium on Chicago School Research at the University of Chicago, 2007

Teacher Intent to Remain in Schools

0%

10%

20%

30%

40%

50%

60%

70%

80%

Elementary High School

Weak Mentoringand Support

Strong Mentoringand Support


Principal Support for Beginning Teachers

• Highlight the benefits of new teacher support

• Develop realistic assignments

• Limit extra-curricular responsibilities

• Provide site orientation

• Link new teachers to site resources

• Sanction time for support activities

• Communicate evaluation procedures

• Observe the new teacher regularly

• Offer rich feedback

• Promote professional standards

• Foster a climate of collegiality and learning


Lessons Learned

• Mentoring alone does not equal high-quality induction

• Induction needs to be part of a systemic approach to teacher development, recruitment and retention

• Connect induction to broader teacher quality policies within the district

• Improve school leadership and gain buy-in and support to grow and sustain induction programs

• Teacher working conditions are student learning conditions


For More Information:

Ellen Moir

[email protected]

www.newteachercenter.org


Self-Reflection

How do you [does your school] create the structure for support, collaboration, and reflection to ensure the success of your new teachers and their students in your schools?



HOUSTON INDEPENDENT SCHOOL DISTRICT

URBAN CONTEXTEmbracing Our New Teachers

Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning

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A major attribute of a profession is that there is a

systematic enculturation of its new members.

-Jon Saphier

Saphire, Jon. (1994). On Becoming a Professional. Carlisle, Mass.: Research for Better Teaching

ENCULTURATIONENCULTURATION


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An induction program begins before the first day of school for all newly hired teachers. Effective school districts teach their teachers how to become effective teachers and understand the culture and resources of the district.

Induction includes on-going, just-in-time professional development for new teachers, linked to state teaching standards (PDAS) and curriculum (TEKS/CLEAR). Support also includes classroom observation and feedback, time to observe exemplary experienced teachers model lessons and classroom managements structures, help with collection of and analyzing student data, lesson design, identification of resources, etc..

Wong and Wong. (1998). The First Days of School. Harry K. Wong Publications, Inc.

INDUCTIONINDUCTION


26


New Teacher Induction and MentoringEmbracing Our New Teachers

Induction is a systematic and system-wide approach


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• Creates a culture for collaboration

• Provides support structures for NT (mentors, observation time, etc.)

• Participates in observation and feedback of practice

• Identifies teacher leaders as mentors

• Establishes rapport

• Leads by professional example

• Serves as an advocate and a resource

• Serves as a reflective partner

• Maintains confidentiality

• Supports mentor practices

• Provides on-going professional development for new teachers by content/grade level

• Manages mentor stipends

• Guides campus mentoring and induction practices

• Connects new teachers and mentors

Roles in Supporting New TeachersRoles in Supporting New Teachers


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CMs provide support at campuses with:

• First or second year teachers hired

• Academic acceptable or higher

• Low new teacher-staff ratio

• Stable teaching staff and instructional program

FTMs provide support at campuses with:

• First year teachers hired

• Low academic performance

• Low socio-economic status

• High new teacher-staff ratio

• High teacher turn-over data over time

• Participate in mentor & district professional development

• Guide development of new teachers

• Maintain evidence of mentoring practice

• Provide feedback annually to guide induction program efforts

Campus-based Full Time Release Mentors Mentors

Why Varied Types of Mentors?Why Varied Types of Mentors?


29


Induction SupportInduction Support

Regional Staff/Instructional Coordinator

• Year 1 and 2 Certified Teachers

• ACP Teachers

Certification ProgramSupervisor/Staff

Campus-based Instructional Team


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New Teacher Induction and Mentoring

Preservice Event

Welcome and Enculturation


31

August 5-7, 2008


Self-Reflection

How will you [your school] welcome and begin support for your new staff the week of August 11, 2008?

What is critical for the new staff to know about your school, culture, students, resources, community, etc.?



Professional Development for New Teachers (NT)

2008 - 2009

October 4, 2009

January 24, 2009

Additional NT Learning Community Dates posted on the PDS website *** www.pdserv.org


33


AREAS for FOCUS and DEVELOPMENT


Supporting Teaching and Learning


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Supporting Teaching and Learning


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How do mentors work with novice teachers?

What impact are we having on student achievement?

What impact are we having on developing high quality teacher practices?

What impact are we having on teacher retention?

How can we measure the effects of mentoring on teacher development?


36

Reflection of District PracticesReflection of District Practices

©2008 UC Regents. All rights reserved.37Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning

37

Feedback from New TeachersFeedback from New Teachers

“ABRAZO has been quite helpful in understanding the culture of HISD and my mentor has been very cooperative and understanding.”

“I received so much help in my school, especially the warm welcome and the tools and materials I need for PreK class.”

“My mentor is awesome! She was very instrumental in my development as new teacher. .”

“I have learned never under estimated the power of a person that is passionate about education. I was worried about my students at the beginning of the year, because I had a lot of the lower performing children. … I appreciate the support and the educational environment at [school] and my mentor..”


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Feedback from MentorsFeedback from Mentors“Working with a new teacher was an inspiring creative process.”

- Kolter (West)

“I really enjoyed having the opportunity to watch as two very energetic and strong teachers applied their knowledge to create classrooms with high expectations, accountable talk and mutual respect. I learned from them as well.”

- Gallegos (East)

“Being a mentor has been a great learning experience for me as well.” - North

“Being a mentor is a gift and a serves as a reminder to me …” - Central

“We learned from each other.” - South


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Feedback from MentorsFeedback from Mentors

“Our CLM… is wonderful!!! She checks with us periodically to make sure everyone is progressing as expected, she answers all questions, and she makes herself available to mentors when we have specific (or ANY) questions.

- West

“I had heard horror stories about how much paperwork it would be and it was the opposite.”


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Feedback from AdministratorsFeedback from Administrators

“I truly believe that the FTM model has been more beneficial to our new teachers. The FTMs can fully devote their time to providing needed support in all areas to the new teachers. “

- East

“The one-to-one mentoring is great. It provides a personable approach to support. ” - South

“We try to assign mentors on the same grade level. That helps with support.”

- Central


1) Conditions at our campus that we can be mindful of that• create challenges for NT support• support NT development

2) We will support our new teachers by _______ during:• August 11-22, 2008• first six weeks• the 2008-2009 school year

REFLECTION:New Teacher Induction and Mentoring

PDS

“I believe that my induction practices

…”


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HOUSTON INDEPENDENT SCHOOL DISTRICT

Urban Context: Houston ISD

QUESTIONSQUESTIONS


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Please complete the post-webinar survey that will be provided to you.

We value your feedback from this learning experience.

July 14, 2008


WEBINAR SURVEYNew Teacher Induction and Mentoring


©2008 University of California. Santa Cruz. All rights reserved. My Role in the Induction Program...

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Transcript of ©2008 University of California. Santa Cruz. All rights reserved. My Role in the Induction Program...