Role of the Principal in a High Quality Teacher Induction...

Role of the Principal in a High Quality Teacher Induction Program

Houston Independent School District Presented by Mike Heffner

Melanie Evans Smith Karl Forest

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A. Principal B. Assistant Principal, Dean C. Campus Lead Mentor D. Central Office Staff E. Other ______________

AUDIENCE SURVEY


Outcomes

•  Understand the role of the principal in HQTI. •  Understand the professional context of beginning

teachers and their effectiveness. •  Define elements of quality mentoring practices

that support beginning teacher development •  Identify the campus policies, structures, and

procedures that principals can implement on behalf of beginning teachers.

•  Reflect upon the current campus practices in support of beginning teachers.

Participants will:


Agenda

 Welcome, Norms, Outcomes, Agenda  Review current research and District

data  Beginning Teacher Development and

Student Achievement  Principal’s Role  Instructional Mentoring (Elements of

Quality Induction)  Video  Video Debrief  Reflection, Closure, Next Steps


Beginning Teachers and Effectiveness

Understand the professional context of beginning teachers and their effectiveness

The New Teacher Project 2009 March 5, 2010 Report for Administrators


Professional Development

Evaluation Procedures

Principal Engagement

Assignments

Recruitment

Resources

Instructional Mentoring

Formative Assessment

Hiring Practices

Beginning Teacher

Principal

BT Coach Teacher

Coach Professional Development

Professional Learning

Communities

Sch

ool a

nd D

istri

ct C

onte

xt School and D

istrict Context

Sta

te P

olic

y C

onte

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Orientation to School, District,

Induction Program

State P

olicy Context

Induction Context


HISD and Teacher Retention

Historically 1200 to 1500 teachers hired a year. •  ~ 70% are first-year teachers (900+) •  ~ 60% of first-year teachers are ACP

Attrition •  By 2nd year - ~25-32% teachers leave (slight increase in retention each year 1)

•  By 5th year – ~45-60% teachers leave

Cost to recruit, hire and replace 1 teacher: $17,872 (Natl. Commission on Teaching and America’s Future)

Annual national cost as a result of teacher turnover: $4.8 Billion


Higher Rates of Teacher Turnover

•  Inadequate support from school administration;

•  Student discipline problems; •  Limited faculty input into

school decision-making. Richard Ingersoll, University of Pennsylvania,

2001

After controlling for characteristics of both teachers and schools:


Teacher Choices

If given the choice between a school where they could earn a significantly higher salary and a school with better working conditions (such as well-behaved students and supportive parents, administrators who backed teachers, effective colleagues, or a mission they believed in), Public Agenda respondents consistently said that they would choose the school with better working conditions, by a margin of 3-1.

Johnson and Birkeland, Project on the Next Generation of Teachers, AERA, 2003.


Principals Who Retain Teachers

Demonstrate: • Keen awareness of issues

affecting new teachers • Proactive versus reactive

approach in supporting new teachers • Commitment to professional

growth excellence (for themselves, their students, and their teachers)

Brown & Wynn, Journal of School Leadership,Volume 17–November 2007


The Principal’s Role


Areas of Influence Web Poll

•  I will read each card two times. •  After you hear the strategy the second

time, choose which area of influence it most closely reflects.

•  Mark the letter corresponding to the area of influence on the web poll.

•  As your time permits, create at least one additional strategy for each “Area of Influence.”


Strategy 1

Visit new teacher classrooms to “kid-watch” and share your observations collaboratively with the new teacher.

A.  Evaluation B.  Trust C.  Instructional Leadership D.  Communication E.  Structure

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Strategy 2

Limit extra duties for new teachers. A.  Policy B.  Instructional Leadership C.  Trust D.  Communication E.  Policy

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Strategy 3

Look for opportunities to incorporate new teacher voices into faculty meetings, professional learning communities, and other professional development experiences.

A.  Structure B.  Evaluation C.  Trust D.  Instructional Leadership E.  Policy

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Strategy 4

Encourage the most accomplished and positive veteran teachers to serve as buddies to new teachers.

A.  Instructional Leadership B.  Communication C.  Trust D.  Policy E.  Structure

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Strategy 5

Collect data of student learning and teacher practice when observing a new teacher’s classroom; avoid only sharing your judgments and evaluative feedback.

A.  Policy B.  Evaluation C.  Instructional Leadership D.  Trust E.  Communication

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Phases of First Year Teacher’s Attitudes Towards Teaching

Anticipation

Survival

Disillusionment

Rejuvenation

Reflection

Anticipation

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun July

Back-to-School Night

Report Cards

Principal Observation

Parent Conferences

Winter Break

Lesson Planning


Instructional Mentor Model

Quality Teaching

Student Achievement

Using Data to Inform Instruction

Planning Standards-Based Instruction

Ongoing Assessment of Teacher Practice

Building Schoolwide Collaborative

Practices

Analyzing Student Work

Observing and Giving Feedback


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


The Mentor’s Approach

Coaching is the single most important part of expanding the beginning teacher’s capabilities.

It’s the difference between giving orders and teaching people how to get things done.

Good [teacher] leaders regard every encounter as an opportunity to coach.

The Discipline of Getting Things Done Larry Bossidy & Ram Charan

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Video

We will move you into a Breakout Room with ten other administrators. A video will start playing automatically when you arrive.

You may need to resize it in your browser window as it may be too large (pixilated) and you may need to adjust the sound.


Instructional Mentoring: Video Debrief

When the video ends, close the video window, and with the other administrators spend up to 10 minutes discussing:

•  Something you saw in the video that affirms your thinking;

•  A new idea about the role of principal; •  Something you noted that could be

challenging in your induction context.


Video

• Use the Chat feature to discuss, read and respond to the ideas of others. • A room facilitator will verbally engage your

ideas and prompt more ideas. • When time is up, a pop up window will

warn you that you will be moved back to the main room.


Video

To maximize the chat window for discussion purposes in your Breakout Room:

View » Layouts » Wide Layout


Instructional Mentoring: Video Debrief

When the video ends, close the video window, and with the other administrators spend up to 10 minutes discussing:

•  Something you saw in the video that affirms your thinking;

•  A new idea about the role of principal; •  Something you noted that could be

challenging in your induction context.


Reflection

•  Thinking about the last hour, reflect upon one significant insight that will support your work with beginning teachers and/or instructional mentors in support of beginning teachers.

•  Please share your one idea in the chat area.

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Where Teachers Thrive

We are seeing amazing things happen when principals and mentors work together to create the environments in which teachers – new along with their veteran colleagues – thrive. These are schools where all teachers are supported in being learners, in holding the vision that every child can and does learn, where inquiry into oneʼs practice and the use of data are simply a fact of everyday professional life, and where teachers participate in professional learning communities that foster public practice coupled with supports for teacher learning.

Ellen Moir, New Teacher Center,

Reflections, Winter 2009.


Certification Program

Supervisor

Principal

Campus Community & Environment On-going professional development

for new teachers and support groups

Mentor Master Mentor or

Campus Lead Mentor

Years 1 and 2 • Certified Teachers

• ACP Teachers

HISD Induction Program Structure

Instructional Coaches


1.  Invite New Teachers to preservice activities (Refer to PDS website or May Memorandum)

–  Classroom Management –  Curriculum Institute (2 days)

–  PDAS for New Teachers   Network Security letters   ID Badge pictures

–  District-wide New Teacher Welcome   August 4, 2010   Chavez High School

2.  Plan New Teacher Campus Orientation   Between August 5 – 20, 2010

HISD Comprehensive Induction Program NEXT STEPS


HISD Comprehensive Induction Program NEXT STEPS

3.  Campus Mentor Program Model selection

5.  Mentor selection based on selection criteria •  Selection upon hire to allow early and timely support

Traditional Mentoring Model with

Campus Lead (CLM) or Campus Contact Person

(CCP)

Research-driven Master Mentoring (MM)

Model

This model supports campus based mentoring through on-line training.

This model supports the development of an identified teacher leader serving as a Master Mentor who provides differentiated on-going, foundational training for campus mentors.

Houston Independent School District

Presented by…

Mike Heffner [email protected] Melanie Evans-Smith [email protected]

Lori Grossman [email protected] Clara Yates [email protected]




Houston Independent School District EXTRA CREDITS

Technical Support Robert Adams Pamela Anderson Denise Martinez Heleodoro Espinoza

Moderators/Facilitators Lori Grossman/Pearl Black Michelle Thomas/ Carol Webber Alison Faseler/Sandra Hypolite Debra Butt/Tremeka Collins Karan Shelton/Stacey Haskin Kim Seals/Marcy Divinity Gail McGee/Kelci Gabriel Ashlei Brass/Gustavo Gallardo Clara Yates/Mintha Brown Jose Zamora/Saquib Ahmed


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Role of the Principal in a High Quality Teacher Induction...

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