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Exploring and Assessing New Teacher Induction Program Models. Session #3216 http://www.ascd.org/my downloads. Exploring and Assessing New Teacher Induction Program Models. Mentoring Leadership and Resource Network. Program Presenters. Richard Lange Ami Hicks Mary Elin Barnish Pat Riley.

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exploring and assessing new teacher induction program models

Exploring and Assessing New Teacher Induction Program Models

Session #3216

http://www.ascd.org/my downloads

exploring and assessing new teacher induction program models1

Exploring and Assessing New Teacher Induction Program Models

Mentoring Leadership and Resource Network

program presenters

Program Presenters

Richard Lange

Ami Hicks

Mary Elin Barnish

Pat Riley

student teacher new teacher professional development program
Student Teacher/New Teacher Professional Development Program
  • Richard Lange – Program Coordinator
  • Patrick Riley – Student Teacher
professional development program
Professional Development Program

The professional development coordinator will work with student teachers and new teachers to develop their teaching capacity and collaborative ability.

professional development program1
Professional Development Program

The coordinator will focus on the following areas of development adapted from Tucker and Stronge’s (2003) Linking Teacher Evaluation and Student Learning.

prerequisites of effective teaching
Prerequisites of Effective Teaching
  • Work to develop the relationship between teacher preparation and effective teaching
  • Demonstrate the benefits of reflecting upon experiences
the teacher as a person
The Teacher as a Person
  • Use numerous examples that link personality traits and effective teachers
  • Demonstrate how effective teachers interact with their students
classroom management and organization
Classroom Management and Organization
  • Illustrate the key classroom management skills of effective teachers
  • Provide effective classroom organizational guidelines
organizing and orienting for instruction
Organizing and Orienting for Instruction
  • Demonstrate how to utilize instructional time effectively
  • Demonstrate how to plan effectively for instruction
implementing instruction
Implementing Instruction
  • Provide guidelines for enhancing instruction
  • Demonstrate how to communicate content and expectations to students
monitoring student progress and potential
Monitoring Student Progress and Potential
  • Illustrate how to monitor student learning
  • Utilize the findings to foster progress
organizing and orienting for instruction1
Organizing and Orienting for Instruction
  • Utilize instructional time effectively
  • Plan effectively for instruction
slide15

Program Purpose & Rationale

Mentor Teacher Preparation & Development

School District &

University

Cultures

Circle of Quality Mentoring

Implement

&

Evaluate

Program

Mentor Selection & Mentor/

Protégé Matching

Roles Mentor & Practices

circle of quality mentoring programs and practices

CIRCLE OF QUALITY MENTORINGPROGRAMS AND PRACTICES

by

Amelia Marie Hicks, Ed.D.

© 2011, Amelia M. Hicks, Ed.D.

mentoring and learning
Mentoring and Learning

Background Research

  • No criteria for a quality program
  • Difficult to determine successful induction
mentoring and learning1
Mentoring and Learning
  • Validation Study
  • Survey of indicators of quality

Quality Mentoring for Novice Teachers

Sandra Odell and Leslie Huling, editors

Kappa Delta Pi

www.kdp.org

mentoring and learning2
Mentoring and Learning

Quality Mentoring Programs

  • Content of mentoring program
  • Teacher retention
  • New teacher needs
program purpose dimension 1
Program PurposeDimension 1
  • Professional practice aligned with standards for teaching
  • Professional identity through reflection and inquiry
program purpose dimension i
Program Purpose – Dimension I
  • Manage the day-to-day challenges of teaching.
  • Prepare, select, and retain quality teachers.
  • Provide personal and professional support.
roles cultures dimension ii
Roles/Cultures Dimension II

School, District, and University Cultures and Responsibilities

Developing a school community of support

  • School and community context
  • Time for teacher development
  • Opportunities to work with other educators
  • Administrator support
roles cultures partnerships dimension ii
Roles/Cultures/PartnershipsDimension II

University engagement

  • Pre-service programs
    • On-going professional development
    • Research-based knowledge related to quality teaching
roles cultures dimension ii1
Roles/Cultures Dimension II

Mentor role

  • Learning to teach: a career-long process
  • Teaching diverse learners
  • Reflecting with novices
  • Receiving recognition and compensation
mentor selection matching dimension iii
Mentor Selection/MatchingDimension III

Mentor Selection

  • Committed to developing own practice
  • Knowledgeable about standards-based teaching
  • Competent in working with adults from diverse backgrounds
  • Sensitive to the viewpoints of others
mentor selection dimension iii
Mentor SelectionDimension III
  • Commitment to mentor responsibilities
  • Dedication to ethical practices
  • Professional and emotional support
  • Similar teaching assignments
mentor preparation dimension iv
Mentor PreparationDimension IV
  • Analyze and reflect on classroom teaching and mentor/novice interactions
  • Understand needs/concerns of novices
  • Foster productive conversations
mentor preparation dimension iv1
Mentor Preparation Dimension IV
  • Analyze the learning of diverse students
  • Work with novices as adult learners
  • Coach and provide feedback on mentoring practices and problem solving
mentor preparation dimension iv2
Mentor PreparationDimension IV
  • Share mentoring practices with other mentors
  • Explore strategies to build and strengthen the mentor/novice relationship
  • Receive monetary or other compensation
mentor roles dimension v
Mentor RolesDimension V
  • Support and facilitate standards-based practice
  • Facilitate and model self-reflection, problem-solving, and instructional improvement
mentor roles dimension v1
Mentor Roles Dimension V
  • Build a professional relationship with the novice
  • Support the novice before and during the school year
mentor roles dimension v2
Mentor RolesDimension V
  • Support and challenge the novice on his or her teaching practices
  • Interact both formally and informally
  • Offer empathy and assistance to novices coping with the stresses of teaching
coordinator dimension vi
CoordinatorDimension VI

Program Coordination, Implementation and Evaluation

  • Committed to program purposes
  • Knowledgeable and experienced in mentoring initiatives
  • Effective in working with people of diverse backgrounds
  • Adept in coordinating professional development for mentors and novices
the mentoring framework
The Mentoring Framework
  • Six dimensions represent the ideal structures and practices promoting quality mentoring
    • Assistance
    • Assessment
the mentoring framework1
The Mentoring Framework
  • Represents a standards-based approach to Mentoring
  • Improves teacher quality to enhance student learning
the mentoring framework2

The Mentoring Framework

For further information

[email protected]

www.mentors.net

slide37

Program Purpose & Rationale

Mentor Teacher Preparation & Development

School District &

University

Cultures

Circle of Quality Mentoring

Implement

&

Evaluate

Program

Mentor Selection & Mentor/

Protégé Matching

Roles Mentor & Practices

slide38
Mary Elin Barnish, Ed.D.

Illinois New Teacher Collaborative

University of Illinois

[email protected]

presentation outcomes
Presentation Outcomes
  • Introduce the Illinois New Teacher Collaborative (INTC)
  • Share information about Illinois induction and mentoring of new teachers
  • Present resources on induction and mentoring
intc mission
INTC Mission

To coordinate a network of services and resources through a state-wide partnership of concerned stakeholders in order to attract and retain new teachers and enhance their ability to promote student learning

intc activities resources
INTC Activities & Resources
  • Statewide conference
  • Regional professional development
  • Website and online resources
  • Program site visits
  • Statewide networking
  • Liaison with ISBE
  • Administration of ISBE grants
  • Research on grant-funded programs
collaboration
Collaboration

Illinois State Board of Education

University of Illinois

Illinois Education Association

Illinois Federation of Teachers

Illinois Principals Association

Regional Offices of Education

Large Unit District Association

Institutions of Higher Education

Research Organizations (SRI, IERC)

Foundations (State Farm Companies Foundation)

Training Providers (NTC, ICE21, CEC, Learning Points)

and others

intc challenges
INTC Challenges
  • Provide support for all programs
  • Work with a variety of program models
  • Conduct research relevant to the state
  • Distribute resources applicable to all programs
  • Conduct germane web meetings and discussions
  • Focus on student learning
  • Collaborate with all stakeholders
  • Serve as a leader in induction and mentoring
illinois standards of quality and effectiveness for beginning teacher induction programs
Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

Standards as the basis for program consistency, development, and assessment

illinois standards of quality and effectiveness for beginning teacher induction programs1
Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs
the illinois induction program continuum
The Illinois Induction Program Continuum

Based on Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

Provides:

  • Clear framework
  • Research-base for all programs
  • Common language
the illinois induction program continuum1
The Illinois Induction Program Continuum

Based on Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

Uses:

  • Guide program development
  • Support self-assessment
  • Lead to goal writing and action planning
  • Support continuous improvement
the illinois induction program continuum2
The Illinois Induction Program Continuum

“From the outset, our goal has been to craft a useful

document that will prompt both thinking and action

around the professional needs of new teachers in the state. Our aim is for this document to be used as a formative assessment tool as opposed to a summative assessment tool. In that regard, this document may be used effectively to promote program development through a cycle of continuous improvement.”

advocacy
Advocacy
  • Importance of communication and shared commitment with
    • Stakeholders
    • Community members
    • Educators
    • Parents
    • Politicians
advocacy1
Advocacy
  • Tracy’s document
available on the ascd website
Available on the ASCD website
  • PowerPoint slides
  • Illinois Induction Standards
  • Illinois Induction Program Continuum
  • Advocacy document
  • Moving Toward document
slide56

“Improving educator quality and assisting struggling schools requires a comprehensive solution, and induction is a critical component.”

Ellen Moir, 2008

Executive Director, New Teacher Center

contact information
Contact Information

Illinois New Teacher Collaborative

[email protected]

http://intc.education.illinois.edu

217-244-7389

Mary Elin Barnish, Ed.D.

Coordinator, ISBE New Teacher Induction Programs

[email protected]

630-569-9556

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