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How Illinois districts are inducting their new teachers

How Illinois districts are inducting their new teachers. Dr. Patricia Brady, Research Coordinator Dr. Mary Elin Barnish, Program Coordinator Illinois New Teacher Collaborative at the University of Illinois at Urbana-Champaign. Introductions Predictions. Session agenda.

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How Illinois districts are inducting their new teachers

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  1. How Illinois districts are inducting their new teachers Dr. Patricia Brady, Research Coordinator Dr. Mary Elin Barnish, Program Coordinator Illinois New Teacher Collaborative at the University of Illinois at Urbana-Champaign

  2. Introductions Predictions

  3. Session agenda • Introduction of Illinois landscape • Study methodology and findings • Conclusions and discussion • The present and the future

  4. Illinois District Context 871 school districts Illinois ranks 49th in funding disparities Number of schools: 1 – 613 Average teacher salary: $28,000 - $103,000 Average teacher experience: 3.4 years – 24 years

  5. History of Illinois induction funding

  6. ISBE Funded Programs at a Glance = funded program = districts served by a consortium

  7. 2011 Illinois Districts Survey

  8. Survey Overviews Funded programs survey: fall 2010 Unfunded districts survey: January 2011 • Online surveys • Sent to superintendent or program coordinator • Questions: • supports provided to new teachers • mentor training and selection • induction program organization, leadership, and funding

  9. Findings: Unfunded districts survey

  10. Number of new teachers per district

  11. New teachers attend a special orientation or workshop before school begins. % of districts indicating “required”

  12. Required induction components

  13. Mentor selection, training, rewards

  14. Mentor initial training

  15. Mentor activity requirements • Large districts have more requirements for mentors’ activities and their frequency • Meet with mentee • Observe mentee teach • Attend mentor training or workshops • Submit a record of mentoring activities

  16. Division of responsibility

  17. Findings: Comparison with funded programs

  18. Beginning teacher requirements

  19. Mentor selection, training, rewards

  20. Program coordinator role

  21. Mentor/ mentee meetings provisions

  22. Conclusions

  23. There is a vast discrepancy between what beginning teachers receive in certain districts (small, rural, high-poverty) compared with others (large, urban or suburban, well-resourced).

  24. The unfunded districts which offer the most new teacher supports (large, suburban) still provide less than the average grant-funded induction program—even though the funded programs include small and rural districts in proportion with the state average.

  25. Questions for discussion • How do these research findings compare with your own experience? • In a time of tight budgets, what advice do you have for: Small districts? Rural districts? ISBE? • Can you imagine a low-cost statewide induction program that small/rural districts could tap into—perhaps with shared regional mentors and professional development, online components, and some local services?

  26. Questions for discussion • What do you need to keep your program functioning well? • What do you need to develop and grow your program? • How can INTC be of assistance to you in your program?

  27. Illinois: present and future Budget Cuts and Repercussions: • Changes in mentor training and support • Fewer new teacher initiatives (lesson study) • Need for local funding support • Fewer opportunities for instructional mentoring • Less contact time for mentors and new teachers

  28. New Challenges • Online professional development • Support for programs statewide • Regional networks • Expanded research • Program evaluation and revision • Illinois State Board of Education expectations • Link with student achievement • Systematic and systemic induction and mentoring Illinois New Teacher Collaborative

  29. The Future or I & M • Continue with current service provider (NTC, CEC, ICE21, etc.) • Use local (district or ROE) funds for training and workshops • Maintain local programs with trained mentors • Work with independent consultants

  30. The Future of I & M • Link induction and mentoring to student achievement • Online mentoring • Work with INTC regional specialists

  31. Induction and Mentoring Priorities • Trained mentor for each new teacher • Instructional mentoring • Observations • Analyzing student work • Collaborative conversations • Training for administrators

  32. Induction and Mentoring Priorities • Information to the community, parents, board of education • Training of trainers to maintain the program internally • Training for new teachers (HR, C&I, “Hot Topics”) • Research

  33. Discussion Questions

  34. Contact Information Patricia Brady, Ph.D., Research Coordinator pbrady@illinois.edu 217.244.7376 Mary Elin Barnish, Ed.D., Program Coordinator mbarnish@illinois.edu 630.569.9556

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