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Innovative Practices in the Professional Induction of Teachers

Innovative Practices in the Professional Induction of Teachers. AQPC Symposium, June 3, 2010 Normand Bourgeois Sylvie Bruneau Marilyn Cantara Denis Deschamps. OBJECTIVES. Outline. Definitions Practice Innovation Innovative practices in PI Roundtable

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Innovative Practices in the Professional Induction of Teachers

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  1. Innovative Practices in the Professional Induction of Teachers AQPC Symposium, June 3, 2010 Normand Bourgeois Sylvie Bruneau Marilyn Cantara Denis Deschamps

  2. OBJECTIVES Normand Bourgeois

  3. Outline • Definitions • Practice • Innovation • Innovative practices in PI • Roundtable • Innovative practices in 3 Anglophones and 3 Francophone CEGEPS • Establishing a list of potential courses of action for PI • Take one: a preliminarysynthesis • Taketwo: Discussions withpanelists • Takethree: Taking note of ideas • Take four: A message on Twitter http://twitter.com/BourgeoisN • Take five: Comments and synthesis on a Blog Normand Bourgeois

  4. PRACTICE • « Educational practice isdefined as professionalactivityundertaken by a teacher, the college administration or a professional. » (Pierre Potvin) http://rire.ctreq.qc.ca/les-pratiques-innovantes-en-education-version-integrale/ Normand Bourgeois

  5. INNOVATION • Innovation refers to • an intentionalundertakingaimedatimproving an organization or its services; • the introduction of ideas, practices or programs that are new within the context of an organization; • its long lasting effect on institutional practices. (Pierre Potvin) http://rire.ctreq.qc.ca/les-pratiques-innovantes-en-education-version-integrale/ Normand Bourgeois

  6. INNOVATIVE PI • To beinnovative,PIactivities must be • New within the college • Planned • Long lasting • Tailored to the needs of new teachers • Aimedatenhancing the PI services at the institutional, departmental or pedagogicallevels. Normand Bourgeois

  7. ROUNDTABLE ON PI • Marilyn Cantara, Cégep de Saint-Jérôme • Sylvie Bruneau, Cégep André-Laurendeau • Denis Deschamps, Cégep de Victoriaville • Normand Bourgeois, IPPICT Project (Champlain – St. Lawrence, Champlain – Lennoxville, MarianopolisCollege and HeritageCollege) Sylvie Bruneau

  8. PI AT CÉGEP de SAINT-JÉRÔME (1) • Measurestakensince 1993 • Orientation programme • Pedagogical induction • Institutional Policy on the Evaluation of Teaching Marilyn Cantara et Sylvie Bruneau

  9. IP AT CÉGEP de SAINT-JÉRÔME (2) • Factor leading to an innovative practice in 2009 – 2010 • A CRT agreement on release time to begiven to teachersengaged in the college’spedagogical induction program • Note: The collegedecided to not maintain the agreement for the upcomingyear. Marilyn Cantara et Sylvie Bruneau

  10. IP AT CÉGEP André-Laurendeau (1) • Measurestaken • Orientation activityincludingtwo workshops • Pedagogical ressources and IT • Preparing for the first course and copingwith stress • Other workshops • Pedagogicalstrategies • Evaluation of learning Sylvie Bruneau et Normand Bourgeois

  11. PI At CÉGEP André-Laurendeau (2) • Factorsleading to innovative practices • A greatnumber of new teachershiredat the college • The challenges of recruiting and retainingteachers • The more complex reality of teachingtoday • A task group on pedagogical induction Sylvie Bruneau et Normand Bourgeois

  12. PI AT CÉGEP de VICTORIAVILLE (1) • Measurestaken • Introduction of new IP practices • An orientation handbook • An orientation activity • Release time for new facultythatregister in the first MIPEC course • Workshop in techno-pedagogy • Workshop on the collective agreement • Individual meeting Denis Deschamps et Sylvie Bruneau

  13. PI AT CÉGEP de VICTORIAVILLE (2) • Factorsleading to innovative practices in 2010 – 2011 • A greatnumber of new teachersarrivingat the college • A priority for the college administration • Fundsfrom the FederalGovernment • A project manager • The revised MIPEC Program (PED-750) Denis Deschamps et Sylvie Bruneau

  14. PI AND THE IPPICT PROJECT (1) • Measurestaken • Induction programs • Participatingcolleges • Champlain – St. Lawrence • Champlain – Lennoxville • MarianopolisCollege • HeritageCollege • Based on dialogue Normand Bourgeois and Sylvie Bruneau

  15. PI AND THE IPPICT PROJECT(2)

  16. PI AND THE IPPICT PROJECT(3) • Factorsleading to innovative practices • A personal objective • A sparkplug • A mandate from Champlain – St. Lawrence (Fall 2008) • A grantfrom the MELS and the Entente Canada – Québec (Beginning in 2009) Normand Bourgeois et Sylvie Bruneau

  17. COURSES OF ACTION • Preliminarysynthesis • Eachpanelistprepared a list of challenges and suggestedpracticalmeans of implementing or maintaining PI services. • This information wascollated by Normand Bourgeois and classifiedinto five domains of intervention. Each item describes a course of action thatcanbetaken by an educationadvisor. • Members of the panel, and a few educationadvisors, wereconsulted on the set of items in the list. Normand Bourgeois

  18. COURSES OF ACTION: FIRST DOMAIN OF INTERVENTION The college administration • Signal that PI is a means of fulfilling the college’s mission and of attaining the objectives of its action plans • Prepare an inventory of resourcesthatcanbemobilized for PI • Suggestways of helping new teachersfind the time theyneed in order to engage in induction activities • Signal to thoseresponsible for variouscollege services that PI is a joint responsibilityrequiring collaboration • Suggest to eachcollege service practicalways of contributing to the success of PI • Keep managers and committeesinformed about workaccomplished in regards to PI and about ongoingprojects and activities Normand Bourgeois

  19. COURSES OF ACTION: SECOND DOMAIN OF INTERVENTION Departments, Programs and Teachers • Collectuseful data in collaboration withdepartment and program coordinators • Support the PI initiatives of departments and programs • Informdepartments and programs of PI activities • Makeknown to teachers, both novice and seasoned, the importance and benefits of PI • Askteacherswho have completed PI activities to sharetheirthoughts about them Normand Bourgeois

  20. COURSES OF ACTION: THIRD DOMAIN OF INTERVENTION The PI measures • Be flexible • Balance individual and group interventions • Opt for practicalmeasuresgeared to the needs of • Teachers • Colleges • Professionals • Takeintoconsideration the variability in experience and in pedagogical training of new teachers. This refers to • type of experience and training • more or less extensive range of experience and training Normand Bourgeois

  21. COURSES OF ACTION: FOURTH DOMAIN OF INTERVENTION Professional demeanor • Communicateefficiently • Be pro active • Seekopportunities to meetwithothers • Be patient • Prepare the terrain for change • « Walk-the-talk » • Developdeeproots in yourcollege • Develop a professional network • Takeadvantage of opportunities • Takepleasure in helpingothers Normand Bourgeois

  22. COURSES OF ACTION FOR INNOVATION (1) • Note cards • Write • One idea per note card • As manyideas as asyouwish • Yourname and email (optional) • Picked-up at all times. Sylvie Bruneau

  23. COURSES OF ACTION FOR INNOVATION (2) • A message on Twitter? • http://twitter.com/BourgeoisN • Forwardanytime Normand Bourgeois

  24. COURSES OF ACTION FOR INNOVATION (3) ANY QUESTIONS OR IDEAS? Normand Bourgeois et Sylvie Bruneau

  25. TWO MEANS OF COMMUNICATION • Twitter http://twitter.com/BourgeoisN • A blog • Modeste • Bilingual • On IP et PI • RSS feed • http://ippinb.wordpress.com/ Normand Bourgeois

  26. SYNTHESIS OF COURSES OF ACTION FOR INNOVATION • Inductive and iteratedapproach • Preliminarysyntesis • Yourcomments and suggestions • Consultation of educationadvisors • Comments on ippi blog • When: End of September 2010 THANK YOU Normand Bourgeois

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