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NEW JERSEY MENTORING FOR QUALITY INDUCTION: A Toolkit for Program Development. Victoria Duff, Coordinator Mentoring for Quality Induction Initiative Office of Academic and Professional Standards New Jersey Department of Education (609) 292-0189 [email protected]

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new jersey mentoring for quality induction a toolkit for program development

NEW JERSEY MENTORING FOR QUALITY INDUCTION:A Toolkit for Program Development

Victoria Duff, Coordinator

Mentoring for Quality Induction Initiative

Office of Academic and Professional Standards

New Jersey Department of Education

(609) 292-0189 [email protected]

Linda Munger, Ph.D., Project Facilitator

National Staff Development Council

[email protected]

welcome and introductions
Welcome and Introductions
  • Introductions
  • Acknowledgments
  • Introductions and preparation for working in pairs or small groups during the session
    • Share name, district/school, position relevant to a mentoring program (e.g., LPDC member, school leader, district administrator, county superintendent, DOE)
    • Reflection: Remember your first teaching job.
      • What helped you most?
      • What hurt you most?
      • What support do you wish you’d had?
outcomes for the session
Outcomes for the Session

Participants will be able to:

  • Turn-key the information about the toolkit to other LPDC members and other mentoring stakeholders
  • Access information in the toolkit to align the district mentoring plan with the state regulations and New Jersey Professional Standards for Teachers
norms
Norms

Maintain focus on the purpose and content of the toolkit

Engage in the activities

Note issues and concerns to be addressed on index cards

Take time to reflect on how this impacts your mentoring program

Organize your questions around implementation of the toolkit

Respect different points of view

overview of the session
Overview of the Session
  • Purpose of the session
  • Agenda
    • Review items on the agenda
    • Examine folder titles and icons (O-2)
  • Review Table of Contents
  • Walk through Folder One
  • Q & A (e.g., use of index cards)
review of table of contents
Review of Table of Contents
  • Overview
  • Folder One: Understanding Mentoring for Quality Induction
  • Folder Two: District Mentoring Plan: The District Mentoring Plan Development and Approval Process
  • Folder Three: District Mentoring Plan: Program Evaluation Process
review of table of contents7
Review of Table of Contents
  • Folder Four: Districting Mentoring Plan: Components of Mentor Training
  • Folder Five: District Mentoring Plan: Components of Novice Teacher Training
  • Folder Six: The School Leader’s Role in Mentoring in Quality Induction
  • Folder Seven: Plan Approval and the Local Board of Education
  • Appendices
slide8
“Supporting new teachers is complex and demanding work, and it involves learning skills other than those that most classroom teachers possess. It is critical, therefore, that we think not only about what a new teacher needs to be successful but also what a mentor teacher needs to know and be able to do in order to support a new teacher.”

Moir and Gless, New Teacher Center @ UCSC

slide9

Institutional

Commitment &

Support

Program

Vision

Induction Program

Essential

Components

Quality

Mentoring

Professional

Standards

Classroom-based

Teacher Learning

New Teacher Center @ UCSC

what is induction
What is Induction?
  • Phases of Teacher Development
  • Period of Socialization & Enculturation
  • A Formal Program for Beginning Teachers

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 collaboration and on-going learning
  • Improved teaching performance
  • Increased student achievement, especially among traditionally underachieved student populations

New Teacher Center @ UCSC

folder 1 understanding mentoring for quality induction
Folder 1: Understanding Mentoring for Quality Induction
  • Introduction
    • Guiding Questions
    • Glossary
    • Key Resources
  • The Case for Mentoring for Quality Induction
    • Research on Mentoring and Induction
    • Critical Attributes of Effective Mentoring
    • Why Mentoring is Vital
  • Key Principles in Mentoring for Quality Induction
  • Mentoring for Quality Induction Program Guidelines (8 guidelines)
  • References
  • Appendix: Resources
folder 1 narrative section
Folder 1: Narrative Section

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

  • What are the critical attributes (F1-2) that you would use to guide the development or revisions of your local mentoring plan?
  • 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
Folder 1: Resources
  • Resource 1: New Jersey Regulations Governing Mentoring (N.J.A.C. 6A:9-8.4)
  • Resource 2: New Jersey Regulations Governing Evaluation of Provisional Teachers (N.J.A.C. 6A:9-8.6)
  • Resource 3: New Jersey Professional Standards for Teachers (N.J.A.C. 6A:9-3.3)
  • Resource 4: NCLB Key Elements of High Quality Professional Development
  • Annotated Bibliography
folder 2 district mentoring plan the district plan development and approval process
Folder 2: District Mentoring Plan: The District Plan Development and Approval Process
  • Introduction
    • Guiding Questions
    • Glossary
    • Key Resources
  • State Regulations Governing the District Mentoring Plan
    • To the LPDC: Before You Begin
    • Assess Current Status of District/School Mentoring Efforts
    • Begin with the End in Mind - IT’S ALL ABOUT VISION!
  • Write the District Mentoring Plan
    • Sections 1 – 11
    • District Plan Approval Plan
    • District Plan Approval Timeline
  • Appendix: Resources
new jersey professional standards for teachers
Standard One: Subject Matter Knowledge

Standard Two: Human Growth and Development

Standard Three: Diverse Learners

Standard Four: Instructional Planning and Strategies

Standard Five: Assessment

Standard Six: Learning Environment

Standard Seven: Special Needs

Standard Eight: Communication

Standard Nine:

Collaboration and Partnership

Standard Ten: Professional Development

New Jersey Professional Standards for Teachers

F2-R3

resource 2 new jersey professional standards for teachers awareness activity
Resource 2: New Jersey Professional Standards for Teachers Awareness Activity

Directions

  • Each person gets 7 post-its.
  • Identify what a teacher needs to know and be able to do to be an effective teacher in the classroom and write on comment per post-it.
  • In pairs or triads, share and place post-its in the appropriate boxes for the New Jersey Professional Standards for Teachers

F2-R2

reflection
Reflection
  • What teaching standards have the most post-its? Why?
  • Do novice teachers need to focus on certain teaching standards more during their first year of teaching? Why?
  • Did you notice any overlap where a post-it idea might fit with several teaching standards? Why?
  • How will this knowledge enable you to develop an effective mentoring/induction plan?
rubric for assessment of current status of district mentoring plan
Needs Assessment Process

Vision

Goals

Objectives

Mentor Selection

Roles and Responsibilities

Professional Learning – Mentors

Professional Learning – Novice Teachers

Action Plan and Resource Options

Funding Resources

Program Evaluation

Rubric for Assessment of Current Status of District Mentoring Plan

F2-R7

section 3 of the district mentoring plan vision and goals
Section 3 of the District Mentoring Plan: Vision and Goals

At a minimum goals must:

  • Enhance teacher knowledge of and strategies related to the CCCS in order to facilitate student achievement;
  • Identify exemplary teaching skills and educational practices necessary to acquire and maintain excellence in teaching; and
  • Assist novice teachers in the performance of their duties and adjustment to the challenges of teaching.

F2-5

smart goal
SMART Goal

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

smart goal26
SMART Goal

S – specific, standards-based

M – Measurable

A – Achievable

R – Relevant

T – Tactically sound

F2-R14

smart goal27
SMART Goal

During a three-year induction program (achievable),

90% of all novice teachers (measurable)

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

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

folder 2 resource section
Folder 2: Resource Section
  • Graphic District Mentoring Plan Development and Approval Process

(F2-R1)

  • Mentoring for Quality Induction Program Checklist (F2-R6a-b)
  • Rubric for Assessment of a District/School Mentoring Plan (F2-R7)
  • District Mentoring Plan Checklist (F2-R8)
    • Resources for each section (F2-R9 - R31)

F2-2

folder 2 district mentoring plan the district plan development and approval process29
Folder 2: District Mentoring Plan: The District Plan Development and Approval Process

What needs to be in a district mentoring plan?

  • F2-R9: District Profile Sheet
  • F2-R11: Signoff Sheet
  • F2-R10: Sample Table of Contents for District Mentoring Plan
  • F2-R8: District Mentoring Plan Checklist
  • Narrative section (must include 20 mentoring plan for alternate route)

F2-5 - 7

timeline overview
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

timeline
Timeline

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

  • Approved plan
  • Statement of Assurance (Folder 7)
  • Approval/ Comment form (Folder 7)

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

timeline32
Timeline

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
Folder 3: District Mentoring Plan: Program Evaluation Process
  • Introduction
    • Guiding Questions
    • Glossary
    • Key Resources
  • Overview of Program Evaluation
  • Understanding the Evaluation Process
    • Identify Indicators
    • Identify Evaluation Questions
    • Identify Data Methods and Sources
    • Analyze Data
    • Interpret Data
    • Report Results/Findings
  • Understanding the Evaluation Framework
    • Creating an Evaluation Plan
  • Responsibility to Stakeholders and QAAR Requirements
  • References
  • Appendix: Resources
folder 3 program evaluation process
Folder 3: Program Evaluation Process

Figure 2. Evaluation Framework Components

  • Program goals
    • What does the program intend to accomplish?
  • Measurable objectives
    • What are the anticipated changes for teachers?
    • What are the anticipated changes for students?
  • Data collection
    • How will the data be collected?
  • Data analysis
  • Information/data needed
  • Data source
  • Time line
  • Location Killion (2002)

F3-6

understanding the evaluation framework
Understanding the Evaluation Framework

Level 1: Participants’ Reactions

Level 2: Participants’ Learning

Level 3: Organization Support and Change

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

Level 4: Use of Knowledge and Skills

Level 5: Student Learning Outcomes

Kirkpatrick (1998) & Guskey (2000)

F3-6 and F3-R4

baseline data
Baseline Data
  • Number of novice teachers with a Certificate of Eligibility
  • Number of novice teachers with a Certificate of Eligibility with Advanced Standing
  • Number of novice special education teachers with a standard license
  • Identify number of novice teachers in following areas: K-5, 6-8, 9-12, special education (all grades)
  • Number of mentors
scavenger hunt
Scavenger Hunt

Each folder (1 - 3) begins with a list of guiding questions, a

glossary, and key resources. This activity will allow you an

opportunity to explore the content of the folders and

specific resources.

  • Directions: Find the folder(s) with the answer to the specific guiding question and put the folder number(s) on the blank line.
    • Note: The guiding question may be worded differently depending on the intended audience. The answer can be found in multiple folders.
  • Directions: Find the resource with specific title and put the folder number (s) on the blank line.
    • Note: The resource can be in multiple folders.
folder 4 components of mentor training
Folder 4 : Components of Mentor Training

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

Discussion Questions:

  • What are the minimum professional learning components your district will need to provide mentors so they will become effective in the mentoring process?
  • How do the training components align with the New Jersey Professional Standards for Teachers?
  • What are the resources that can support the mentor in guiding the novice teacher toward effective classroom practice?
folder 5 components of novice teacher training
Folder 5 : Components of Novice Teacher Training

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

Discussion Questions:

1. What are the minimum professional learning components your district will need to provide so a novice teacher will become effective during is his/her first year in the classroom?

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

folder 6 the school leader s role in mentoring for quality induction
Folder 6: The School Leader’s Role in Mentoring for Quality Induction

Guiding Questions:

  • What are the roles and responsibilities of the school leader with regard to mentoring?
  • What types of support can school leaders provide?
folder 7 plan approval and the local board of education
Folder 7: Plan Approval and the Local Board of Education

Guiding Questions:

  • What are the state requirements for a local mentoring plan?
  • What are the New Jersey Professional Standards for Teachers?
  • What are the required components of a mentoring plan?
  • What are the procedures for the approval process?
  • What is the role of the local board of education in the approval process?
appendices
Appendices
  • Glossary
  • Annotated Bibliography
  • State Mentoring Web Site

(http://www.state.nj.us/njded/profdev/mentor/)

  • Resources
    • Electronic Resources
    • Print Resources
slide46
Q & A

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

For additional questions: [email protected]

reflection47
Reflection

3 important things I’ve learned …

2ideas/thoughts I would like to share

with others …

1action I will take immediately is …

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