NEW JERSEY MENTORING FOR QUALITY INDUCTION:

A Toolkit for Program Development

Victoria Duff, CoordinatorVictoria Duff, CoordinatorMentoring for Quality Induction InitiativeMentoring for Quality Induction Initiative

Office of Academic and Professional StandardsOffice of Academic and Professional StandardsNew Jersey Department of EducationNew Jersey Department of Education

(609) 292-0189 (609) 292-0189 victoria.duff@doe.state.nj.usvictoria.duff@doe.state.nj.us

Linda Munger, Ph.D., Project FacilitatorLinda Munger, Ph.D., Project FacilitatorNational Staff Development CouncilNational Staff Development Council

linda@mungeredu.comlinda@mungeredu.com

Welcome and IntroductionsWelcome and Introductions

Introductions Introductions AcknowledgmentsAcknowledgmentsIntroductions and preparation for working in Introductions and preparation for working in pairs or small groups during the sessionpairs or small groups during the session– Share name, district/school, position relevant to a Share name, district/school, position relevant to a

mentoring program (e.g., LPDC member, school mentoring program (e.g., LPDC member, school leader, district administrator, county superintendent, leader, district administrator, county superintendent, DOE)DOE)

– Reflection: Remember your first teaching job.Reflection: Remember your first teaching job.What helped you most?What helped you most?What hurt you most?What hurt you most?What support do you wish you’d had?What support do you wish you’d had?

Outcomes for the Session

Participants will be able to:Participants will be able to:

Turn-key the information about the toolkit Turn-key the information about the toolkit to other LPDC members and other to other LPDC members and other mentoring stakeholdersmentoring stakeholders

Access information in the toolkit to align Access information in the toolkit to align the district mentoring plan with the state the district mentoring plan with the state regulations and New Jersey Professional regulations and New Jersey Professional Standards for TeachersStandards for Teachers

NormsNorms

MMaintain focus on the purpose and content of the toolkitaintain focus on the purpose and content of the toolkit

EEngage in the activitiesngage in the activities

NNote issues and concerns to be addressed on index cardsote issues and concerns to be addressed on index cards

TTake time to reflect on how this impacts your mentoring ake time to reflect on how this impacts your mentoring programprogram

OOrganize your questions around implementation of the rganize your questions around implementation of the toolkittoolkit

RRespect different points of viewespect different points of view

Overview of the SessionOverview of the Session

Purpose of the sessionPurpose of the session

AgendaAgenda– Review items on the agendaReview items on the agenda– Examine folder titles and icons (O-2)Examine folder titles and icons (O-2)

Review Table of ContentsReview Table of Contents

Walk through Folder OneWalk through Folder One

Q & A (e.g., use of index cards)Q & A (e.g., use of index cards)

Review of Table of Contents

Overview

Folder One: Understanding Mentoring for : Understanding Mentoring for Quality InductionQuality Induction

Folder Two: District Mentoring Plan: The : District Mentoring Plan: The District Mentoring Plan Development and District Mentoring Plan Development and Approval ProcessApproval Process

Folder Three: District Mentoring Plan: : District Mentoring Plan: Program Evaluation ProcessProgram Evaluation Process

Review of Table of Contents

Folder Four: Districting Mentoring Plan: : Districting Mentoring Plan: Components of Mentor TrainingComponents of Mentor TrainingFolder Five: District Mentoring Plan: : District Mentoring Plan: Components of Novice Teacher TrainingComponents of Novice Teacher TrainingFolder Six: The School Leader’s Role in : The School Leader’s Role in Mentoring in Quality InductionMentoring in Quality InductionFolder Seven: Plan Approval and the : Plan Approval and the Local Board of EducationLocal Board of EducationAppendices

““Supporting new teachers is complex and Supporting new teachers is complex and demanding work, and it involves learning demanding work, and it involves learning skills other than those that most classroom skills other than those that most classroom teachers possess. It is critical, therefore, teachers possess. It is critical, therefore, that we think not only about what a new that we think not only about what a new teacher needs to be successful but also teacher needs to be successful but also what a mentor teacher needs to know and what a mentor teacher needs to know and be able to do in order to support a new be able to do in order to support a new teacher.”teacher.”

Moir and Gless, New Teacher Center @ UCSC

Induction ProgramEssential

Components

Institutional Commitment &

Support

Classroom-basedTeacher Learning

Quality Mentoring

New Teacher Center @ UCSC

Professional Standards

Program Vision

What is Induction?What is Induction?

Phases of Teacher DevelopmentPhases of Teacher DevelopmentPeriod of Socialization & Period of Socialization & EnculturationEnculturationA Formal Program for Beginning A Formal Program for Beginning TeachersTeachers

Sources:Sources:Sharon Feiman-Nemser, Opening Address,New Teacher Center Research Forum, Jan. 2000.New Teacher Center @ UCSC

Induction for What?Induction for What?

New professional norms of New professional norms of collaboration and on-going learningcollaboration and on-going learningImproved teaching performanceImproved teaching performanceIncreased student achievement, Increased student achievement, especially among traditionally especially among traditionally underachieved student populationsunderachieved student populations

New Teacher Center @ UCSCNew Teacher Center @ UCSC

Folder 1: Understanding Mentoring for Quality Induction

IntroductionIntroduction– Guiding QuestionsGuiding Questions– GlossaryGlossary– Key ResourcesKey Resources

The Case for Mentoring for Quality InductionThe Case for Mentoring for Quality Induction– Research on Mentoring and InductionResearch on Mentoring and Induction– Critical Attributes of Effective MentoringCritical Attributes of Effective Mentoring– Why Mentoring is VitalWhy Mentoring is Vital

Key Principles in Mentoring for Quality InductionKey Principles in Mentoring for Quality InductionMentoring for Quality Induction Program Guidelines Mentoring for Quality Induction Program Guidelines (8 guidelines)(8 guidelines)ReferencesReferencesAppendix: Resources Appendix: Resources

Folder 1: Narrative Section

DirectionsDirections: : Skim the content of Folder 1 to Skim the content of Folder 1 to answer these questions:answer these questions:

1. What are the critical attributes (F1-2) that you would use to guide the development or revisions of your local mentoring plan?

2. Which key principles (F1-3&4) are critical for your district to focus on as you develop, revise, or expand your mentoring plan?

Folder 1: Resources

Resource 1: New Jersey Regulations Governing Resource 1: New Jersey Regulations Governing Mentoring Mentoring (N.J.A.C. 6A:9-8.4)(N.J.A.C. 6A:9-8.4)

Resource 2: New Jersey Regulations Governing Resource 2: New Jersey Regulations Governing Evaluation of Provisional Teachers Evaluation of Provisional Teachers (N.J.A.C. 6A:9-8.6)(N.J.A.C. 6A:9-8.6)

Resource 3: New Jersey Professional Standards Resource 3: New Jersey Professional Standards for Teachers for Teachers (N.J.A.C. 6A:9-3.3)(N.J.A.C. 6A:9-3.3)

Resource 4: NCLB Key Elements of High Quality Resource 4: NCLB Key Elements of High Quality Professional DevelopmentProfessional Development

Annotated BibliographyAnnotated Bibliography

Folder 2: District Mentoring Plan: The District Plan Development and Approval Process

IntroductionIntroduction– Guiding QuestionsGuiding Questions– GlossaryGlossary– Key ResourcesKey Resources

State Regulations Governing the District Mentoring PlanState Regulations Governing the District Mentoring Plan– To the LPDC: Before You BeginTo the LPDC: Before You Begin– Assess Current Status of District/School Mentoring EffortsAssess Current Status of District/School Mentoring Efforts– Begin with the End in Mind - IT’S ALL ABOUT VISION!Begin with the End in Mind - IT’S ALL ABOUT VISION!

Write the District Mentoring Plan Write the District Mentoring Plan – Sections 1 – 11Sections 1 – 11– District Plan Approval PlanDistrict Plan Approval Plan– District Plan Approval TimelineDistrict Plan Approval Timeline

Appendix: ResourcesAppendix: Resources

New Jersey Professional Standards for Teachers

Standard One:Standard One: Subject Subject Matter KnowledgeMatter KnowledgeStandard Two:Standard Two: Human Human Growth and DevelopmentGrowth and DevelopmentStandard Three:Standard Three: Diverse Diverse LearnersLearnersStandard Four:Standard Four: Instructional Planning and Instructional Planning and StrategiesStrategiesStandard Five:Standard Five: AssessmentAssessment

Standard Six:Standard Six: Learning Learning EnvironmentEnvironmentStandard Seven: Special Standard Seven: Special NeedsNeedsStandard Eight:Standard Eight: CommunicationCommunicationStandard Nine:Standard Nine:Collaboration and Collaboration and PartnershipPartnershipStandard Ten:Standard Ten: Professional Professional DevelopmentDevelopment

F2-R3

Subject Matter Knowledge Human Growth and Development

Diverse Learners Instructional Planning and Strategies

Assessment Learning Environment

Special Needs Communication

Collaboration and Partnerships

Professional Development

F2-R2

Resource 2: New Jersey Professional Standards for Teachers Awareness Activity

Directions

Each person gets 7 post-its. Each person gets 7 post-its.

Identify what a teacher needs to know and be Identify what a teacher needs to know and be able to do to be an effective teacher in the able to do to be an effective teacher in the classroom and write on comment per post-it.classroom and write on comment per post-it.

In pairs or triads, share and place post-its in the In pairs or triads, share and place post-its in the appropriate boxes for the New Jersey appropriate boxes for the New Jersey Professional Standards for TeachersProfessional Standards for Teachers

F2-R2

Reflection

What teaching standards have the most post-What teaching standards have the most post-its? Why?its? Why?

Do novice teachers need to focus on certain Do novice teachers need to focus on certain teaching standards more during their first year of teaching standards more during their first year of teaching? Why?teaching? Why?

Did you notice any overlap where a post-it idea Did you notice any overlap where a post-it idea might fit with several teaching standards? Why?might fit with several teaching standards? Why?

How will this knowledge enable you to develop How will this knowledge enable you to develop an effective mentoring/induction plan?an effective mentoring/induction plan?

Key Components of District Mentoring Plan

Regulations Components of District Mentoring Plan

Section 1: District ProfileSection 1: District Profile

Section 2: Needs AssessmentSection 2: Needs Assessment

Section 3: Vision and GoalsSection 3: Vision and Goals

Section 4: Mentor SelectionSection 4: Mentor Selection

Section 5: Roles and Responsibilities for MentorsSection 5: Roles and Responsibilities for Mentors

Section 6: Professional Learning Components for Section 6: Professional Learning Components for MentorsMentors

Section 7: Professional Learning Components for Section 7: Professional Learning Components for NovicesNovices

Section 8: Action Plan for ImplementationSection 8: Action Plan for Implementation

Section 9: Resource Options UsedSection 9: Resource Options Used

Section 10: Funding ResourcesSection 10: Funding Resources

Section 11: Program EvaluationSection 11: Program Evaluation F2-R8

Rubric for Assessment of Current Status of District Mentoring Plan

Needs Assessment Needs Assessment ProcessProcess

VisionVision

GoalsGoals

ObjectivesObjectives

Mentor SelectionMentor Selection

Roles and Roles and ResponsibilitiesResponsibilities

Professional Learning Professional Learning – Mentors– Mentors

Professional Learning Professional Learning – Novice Teachers– Novice Teachers

Action Plan and Action Plan and Resource OptionsResource Options

Funding ResourcesFunding Resources

Program EvaluationProgram Evaluation

F2-R7

Section 3 of the District Mentoring Plan: Vision and Goals

At a minimum goals must:At a minimum goals must:Enhance teacher knowledge of and strategies Enhance teacher knowledge of and strategies related to the CCCS in order to facilitate student related to the CCCS in order to facilitate student achievement;achievement;Identify exemplary teaching skills and Identify exemplary teaching skills and educational practices necessary to acquire and educational practices necessary to acquire and maintain excellence in teaching; andmaintain excellence in teaching; andAssist novice teachers in the performance of Assist novice teachers in the performance of their duties and adjustment to the challenges of their duties and adjustment to the challenges of teaching.teaching.

F2-5

SMART GoalSMART Goal

During a three-year induction program, During a three-year induction program, 90% of all novice teachers in the Toms 90% of all novice teachers in the Toms River School District will be retained as River School District will be retained as measured by job satisfaction, teacher measured by job satisfaction, teacher efficacy, and impact of teacher efficacy, and impact of teacher effectiveness aligned to the New Jersey effectiveness aligned to the New Jersey Professional Standards for Teachers.Professional Standards for Teachers.

SMART Goal

SS – specific, standards-based – specific, standards-based

MM – Measurable – Measurable

AA – Achievable – Achievable

RR – Relevant – Relevant

TT – Tactically sound – Tactically sound

F2-R14

SMARTSMART Goal Goal

During a three-year induction program During a three-year induction program (achievable)(achievable),,

90% of all novice teachers 90% of all novice teachers (measurable)(measurable)

in the Toms River School District will be retained in the Toms River School District will be retained (specific) (specific) as as measured by job satisfaction, teacher efficacy, andmeasured by job satisfaction, teacher efficacy, and impact of teacher effectiveness impact of teacher effectiveness (relevant, tactically sound)(relevant, tactically sound)

aligned to the New Jersey Professional Standards for aligned to the New Jersey Professional Standards for Teachers Teachers (standards-based)(standards-based)..

Folder 2: Resource Section

Graphic District Mentoring Plan Graphic District Mentoring Plan Development and Approval Process Development and Approval Process (F2-R1)(F2-R1)Mentoring for Quality Induction Program Mentoring for Quality Induction Program Checklist (F2-R6a-b)Checklist (F2-R6a-b)Rubric for Assessment of a District/School Rubric for Assessment of a District/School Mentoring Plan (F2-R7)Mentoring Plan (F2-R7)District Mentoring Plan Checklist (F2-R8)District Mentoring Plan Checklist (F2-R8)– Resources for each section (F2-R9 - R31)Resources for each section (F2-R9 - R31)

F2-2

Folder 2: District Mentoring Plan: The District Plan Development and Approval Process

What needs to be in a district mentoring What needs to be in a district mentoring plan?plan?– F2-R9: District Profile SheetF2-R9: District Profile Sheet– F2-R11: Signoff SheetF2-R11: Signoff Sheet– F2-R10: Sample Table of Contents for District F2-R10: Sample Table of Contents for District

Mentoring PlanMentoring Plan– F2-R8: District Mentoring Plan ChecklistF2-R8: District Mentoring Plan Checklist– Narrative section (must include 20 mentoring Narrative section (must include 20 mentoring

plan for alternate route)plan for alternate route) F2-5 - 7

Timeline Overview

April-August ’05: Plan development by the LPDC and stakeholders begins

September 1, ’05: Initial plan goes to local board of education

September ’05: Local board of education begins approval process

September ’05: District begins program implementation and mentor assignments

F2-8

TimelineTimeline

October 1, ’05: Plan goes to county superintendent. It should include:

a) Approved plan

b) Statement of Assurance (Folder 7)

c) Approval/ Comment form (Folder 7)

The plan approval/comment form should be sent back to the LPDC

TimelineTimeline

September ’05-’06: Ongoing mentoring plan implementation and program evaluation begins; action plan further developed.

June 1,’ 06: Revised mentoring plan (including completed action plan) based on program evaluation results due to local board of education

September 1, ’06 – Board approval to County Superintendent (3-year plan)

November ‘06: First QAAR Report on mentoring program (department form)

Folder 3: District Mentoring Plan: Program Evaluation Process

IntroductionIntroduction– Guiding QuestionsGuiding Questions– GlossaryGlossary– Key ResourcesKey Resources

Overview of Program EvaluationOverview of Program EvaluationUnderstanding the Evaluation ProcessUnderstanding the Evaluation Process– Identify IndicatorsIdentify Indicators– Identify Evaluation QuestionsIdentify Evaluation Questions– Identify Data Methods and SourcesIdentify Data Methods and Sources– Analyze DataAnalyze Data– Interpret DataInterpret Data– Report Results/FindingsReport Results/Findings

Understanding the Evaluation FrameworkUnderstanding the Evaluation Framework– Creating an Evaluation PlanCreating an Evaluation Plan

Responsibility to Stakeholders and QAAR RequirementsResponsibility to Stakeholders and QAAR RequirementsReferencesReferencesAppendix: Resources Appendix: Resources

Folder 3: Program Evaluation Process

Figure 2. Evaluation Framework ComponentsProgram goals Program goals – What does the program intend to accomplish?What does the program intend to accomplish?

Measurable objectivesMeasurable objectives– What are the anticipated changes for teachers?What are the anticipated changes for teachers?– What are the anticipated changes for students?What are the anticipated changes for students?

Data collectionData collection– How will the data be collected?How will the data be collected?

Data analysisData analysisInformation/data neededInformation/data neededData sourceData sourceTime line Time line

Location Location Killion (2002)Killion (2002) F3-6

Understanding the Evaluation Framework

Level 1: Participants’ ReactionsLevel 1: Participants’ Reactions

Level 2: Participants’ LearningLevel 2: Participants’ Learning

Level 3: Organization Support and ChangeLevel 3: Organization Support and Change

----------------------------------------------------------------------------------------------------------------------

Level 4: Use of Knowledge and SkillsLevel 4: Use of Knowledge and Skills

Level 5: Student Learning OutcomesLevel 5: Student Learning Outcomes

Kirkpatrick (1998) & Guskey Kirkpatrick (1998) & Guskey (2000)(2000)

F3-6 and F3-R4

Baseline DataBaseline Data

Number of novice teachers with a Certificate of Number of novice teachers with a Certificate of EligibilityEligibilityNumber of novice teachers with a Certificate of Number of novice teachers with a Certificate of Eligibility with Advanced StandingEligibility with Advanced StandingNumber of novice special education teachers Number of novice special education teachers with a standard licensewith a standard licenseIdentify number of novice teachers in following Identify number of novice teachers in following areas: K-5, 6-8, 9-12, special education (all areas: K-5, 6-8, 9-12, special education (all grades)grades)Number of mentorsNumber of mentors

Scavenger Hunt

Each folder (1 - 3) begins with a list of guiding questions, a Each folder (1 - 3) begins with a list of guiding questions, a glossary, and key resources. This activity will allow you an glossary, and key resources. This activity will allow you an opportunity to opportunity to explore the content of the foldersexplore the content of the folders and and specific specific resourcesresources..

DirectionsDirections: : Find the folder(s) with the answer to the specific Find the folder(s) with the answer to the specific guiding question and put the folder number(s) on the blank line. guiding question and put the folder number(s) on the blank line. – Note: The Note: The guiding questionguiding question may be worded differently may be worded differently

depending on the intended audience. The answer can be found depending on the intended audience. The answer can be found in multiple folders.in multiple folders.

DirectionsDirections: : Find the resource with specific title and put the folder Find the resource with specific title and put the folder number (s) on the blank line. number (s) on the blank line. – Note: The Note: The resourceresource can be in multiple folders. can be in multiple folders.

Folder 4 : Components of Mentor Training

This will be helpful in completing Section 6 of the district This will be helpful in completing Section 6 of the district mentoring plan.mentoring plan.

Discussion QuestionsDiscussion Questions::1.1. What are the minimum professional learning What are the minimum professional learning

components your district will need to provide mentors components your district will need to provide mentors so they will become effective in the mentoring so they will become effective in the mentoring process?process?

2.2. How do the training components align with the New How do the training components align with the New Jersey Professional Standards for Teachers?Jersey Professional Standards for Teachers?

3.3. What are the resources that can support the mentor in What are the resources that can support the mentor in guiding the novice teacher toward effective classroom guiding the novice teacher toward effective classroom practice? practice?

Folder 5 : Components of Novice Teacher Training

This will be helpful in completing Section 7 of the This will be helpful in completing Section 7 of the district mentoring plan.district mentoring plan.

Discussion QuestionsDiscussion Questions::1. What are the minimum professional learning 1. What are the minimum professional learning

components your district will need to provide components your district will need to provide so a novice teacher will become effective so a novice teacher will become effective during is his/her first year in the classroom?during is his/her first year in the classroom?

2.2. How do the training components align with the How do the training components align with the New Jersey Professional Standards for New Jersey Professional Standards for Teachers?Teachers?

Folder 6: The School Leader’s Role in Mentoring for Quality Induction

Guiding Questions:Guiding Questions:

What are the roles and responsibilities of What are the roles and responsibilities of the school leader with regard to the school leader with regard to mentoring?mentoring?

What types of support can school leaders What types of support can school leaders provide?provide?

Folder 7: Plan Approval and the Local Board of Education

Guiding Questions:Guiding Questions:What are the state requirements for a local What are the state requirements for a local mentoring plan?mentoring plan?What are the New Jersey Professional What are the New Jersey Professional Standards for Teachers?Standards for Teachers?What are the required components of a What are the required components of a mentoring plan?mentoring plan?What are the procedures for the approval What are the procedures for the approval process?process?What is the role of the local board of education What is the role of the local board of education in the approval process?in the approval process?

Appendices

GlossaryGlossary

Annotated BibliographyAnnotated Bibliography

State Mentoring Web SiteState Mentoring Web Site(http://www.state.nj.us/njded/profdev/mentor/)(http://www.state.nj.us/njded/profdev/mentor/)

ResourcesResources– Electronic ResourcesElectronic Resources– Print ResourcesPrint Resources

Q & A

What questions do you have related to the use of the mentoring toolkit?

For additional questions: mentoring@doe.state.nj.us

Reflection

33 important things I’ve learned … important things I’ve learned …

22 ideas/thoughts I would like to share ideas/thoughts I would like to share

with others …with others …

11 action I will take immediately is …action I will take immediately is …