Primary Induction Leader Training July 31, 2013

1. Primary Induction Leader TrainingJuly 31, 2013 Presented By: Shelia Dudley and Beanka Williams

2. What Is Induction? Induction is the process of systematically training and supporting new teachers The most effective school districts offer induction training programs to help train, support, and retain new teachers

3. What Is Retention Retaining promising qualified teachers who have potential and the ability to teach effectively with an impact on student learning and/or student achievement

4. Hard Facts About Retention Research reveals that teachers who make it past seven years are likely to remain in teaching for a lengthy career; however, many teachers do not make it to that point. The experiences of the initial years in teaching are crucial in determining whether a teacher will choose to remain in the profession.

5. Some Statistics About Retention • 33% of qualified new teachers leave teaching within the first three years • 50% leave within the first seven years • 95% of beginning teachers who experience support during their initial years remain in teaching after three years • 80% of the supported teachers remain after five years

6. What Does Retention Data Show • Evidence suggests that the most academically talented teachers leave in the greatest numbers • Recruiting, preparing, and retaining good teachers is the central strategy for improving our schools • If the U.S. is to address the increasing teacher shortage and distribution crisis, induction must become a top priority for school districts, state education agencies, and the nation as a whole

7. From Day One • New teachers are instructed in the rudiments of classroom management, first-day procedures, discipline, instructional strategies, and needs-based areas • Support and training must be continuous and systematic over the first three years because induction unfolds in gradual stages as a new teacher develops in the critical first years

8. Two Purposes of Induction • Provide new teachers with a planned program of coaching, mentoring, and professional development from experienced educators during the most formative stages of teacher development • Provide assurance to the state, prior to issuance of an upgraded teaching certificate, that the new teacher demonstrates performance competency based on the approved state teaching standards

9. Goals of an Induction Program • Provide support for new teachers • Provide formal and informal interactions to establish a working peer relationship • Develop learning environments that maximize student learning • Develop teachers who use effective strategies for instruction and assessment to maximize student learning • Develop a culture of learning and active inquiry

10. Primary and Secondary Induction Site Leaders • The hands on persons responsible for site-based induction at the school building level, thus given the vital role of implementation • Have the responsibility for facilitating every new teacher’s professional growth • Must build the capacity to modify beliefs and behaviors through reflection and example as new teachers become competent, confident professionals

11. As a Coachh.. • Coaches the new teacher in analyzing the instructional process and in determining how well students are learning • Coaches the new teacher in expanding effective teaching strategies, classroom management, and assessment techniques • Conducts informal conferences, observations, and debriefing feedback conferences using the Compass Rubric

12. Model • Demonstrates effective planning, instruction, and adjustment of instruction based on content knowledge • Guides management of professional responsibilities • Provides encouragement and support using a variety of techniques

13. Professional Development Specialist • Assists the new teacher in analyzing and resolving problems • Directs the new teacher to needed assistance and resources • Confers with the new teacher and principal to formulate professional development opportunities for the new teacher with revision as needed • Assists the new teacher in analyzing student achievement data and student records to plan instruction consistent with student needs and school improvement initiatives

14. Four Basic Expectations of a Primary or Secondary Induction Site Leader • Conduct, facilitate, and document weekly, bi-monthly, or monthly meetings with new teachers with a monthly minimum of two hours of interactions

15. Sample Discussion Topics • Marzano’s Strategies • Classroom Management • Wong’s First Days of School • Interpreting and Using Student Data • Questioning Techniques • COMPASS • Positive Behavior Interventions • Differentiated Instruction

16. Four Basic Expectations of a Primary and Secondary Induction Site Leader 2) Conduct or facilitate informal preconferences, observations, and debriefing postobservation conferences so that feedback through professional growth opportunities, action plans, and other forms of assistance can be given to target the weaknesses and to enhance the strengths

17. Four Basic Expectations of a Primary and Secondary Induction Site Leader 3) Welcome observation and shadowing by the new teachers and will facilitate observation and shadowing of other experienced and appropriate educators

18. Four Basic Expectations of a Primary and Secondary Induction Site Leader 4) Assist the new teacher in reviewing and interpreting achievement test results and other pertinent data to use for instructional planning, delivery, and assessment

19. Semester #1 Overview • Schools submit Induction Plans to OHR • Each teacher registers in CIS and initiates a PGP • Each teacher attends a school based orientation • Receive Induction Site Leader Assignments • Signs an Induction Agreement (Year One Teachers) • New teacher completes Needs Assessment (Year One Only) • Leader conducts observations and develops action plans with focused coaching • Weekly, Bi-Monthly, or Monthly Cluster meetings • Beginning Educator Support Track (B.E.S.T.) Activities

20. Semester #2 Overview • Conduct observations/walkthroughs • Continue with B.E.S.T. Activities and completion of end-of year survey • Continue weekly, bi-monthly, or monthly meetings • Reflect on accomplishment of activities in fulfillment of PGP objectives • Documentation is submitted to OHR

21. B.E.S.T. Activities Mandatory Activities • Register in CIS and complete PGP • Content-specific professional development workshop • Needs Assessment Form and Log of Contact Time • Videotaped lesson/Educational Book Study • Completion of an online survey

22. B.E.S.T. Activities Optional Activities • Teacher Webpage • New Teacher Professional Development Courses (Offered by Professional Develop) • Master Teacher Observation • Teachers Networking Together (TNT) Attendance

23. Question and Answer Period sdudley@ebrschools.org (225) 922-5672 bwilliams12@ebrschools.org (225) 922-5488