Exploring and Assessing New Teacher Induction Program Models

1. Exploring and Assessing New Teacher Induction Program Models Session #3216 http://www.ascd.org/my downloads

2. Exploring and Assessing New Teacher Induction Program Models Mentoring Leadership and Resource Network

3. Program Presenters Richard Lange Ami Hicks Mary Elin Barnish Pat Riley

4. Student Teacher/New Teacher Professional Development Program • Richard Lange – Program Coordinator • Patrick Riley – Student Teacher

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

6. 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.

7. Prerequisites of Effective Teaching • Work to develop the relationship between teacher preparation and effective teaching • Demonstrate the benefits of reflecting upon experiences

8. The Teacher as a Person • Use numerous examples that link personality traits and effective teachers • Demonstrate how effective teachers interact with their students

9. Classroom Management and Organization • Illustrate the key classroom management skills of effective teachers • Provide effective classroom organizational guidelines

10. Organizing and Orienting for Instruction • Demonstrate how to utilize instructional time effectively • Demonstrate how to plan effectively for instruction

11. Implementing Instruction • Provide guidelines for enhancing instruction • Demonstrate how to communicate content and expectations to students

12. Monitoring Student Progress and Potential • Illustrate how to monitor student learning • Utilize the findings to foster progress

13. Organizing and Orienting for Instruction • Utilize instructional time effectively • Plan effectively for instruction

14. Exploring and Assessing New Teacher Induction Program Models Ami Hicks

15. 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

16. CIRCLE OF QUALITY MENTORINGPROGRAMS AND PRACTICES by Amelia Marie Hicks, Ed.D. © 2011, Amelia M. Hicks, Ed.D.

17. Mentoring and Learning Background Research • No criteria for a quality program • Difficult to determine successful induction

18. 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

19. Mentoring and Learning Quality Mentoring Programs • Content of mentoring program • Teacher retention • New teacher needs

20. Program PurposeDimension 1 • Professional practice aligned with standards for teaching • Professional identity through reflection and inquiry

21. Program Purpose – Dimension I • Manage the day-to-day challenges of teaching. • Prepare, select, and retain quality teachers. • Provide personal and professional support.

22. 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

23. Roles/Cultures/PartnershipsDimension II University engagement • Pre-service programs • On-going professional development • Research-based knowledge related to quality teaching

24. Roles/Cultures Dimension II Mentor role • Learning to teach: a career-long process • Teaching diverse learners • Reflecting with novices • Receiving recognition and compensation

25. 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

26. Mentor SelectionDimension III • Commitment to mentor responsibilities • Dedication to ethical practices • Professional and emotional support • Similar teaching assignments

27. Mentor PreparationDimension IV • Analyze and reflect on classroom teaching and mentor/novice interactions • Understand needs/concerns of novices • Foster productive conversations

28. 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

29. Mentor PreparationDimension IV • Share mentoring practices with other mentors • Explore strategies to build and strengthen the mentor/novice relationship • Receive monetary or other compensation

30. Mentor RolesDimension V • Support and facilitate standards-based practice • Facilitate and model self-reflection, problem-solving, and instructional improvement

31. Mentor Roles Dimension V • Build a professional relationship with the novice • Support the novice before and during the school year

32. 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

33. 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

34. The Mentoring Framework • Six dimensions represent the ideal structures and practices promoting quality mentoring • Assistance • Assessment

35. The Mentoring Framework • Represents a standards-based approach to Mentoring • Improves teacher quality to enhance student learning

36. The Mentoring Framework For further information ameliamh@comcast.net www.mentors.net

37. 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

38. Mary Elin Barnish, Ed.D. Illinois New Teacher Collaborative University of Illinois mbarnish@illinois.edu

39. 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

40. 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

41. 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

42. 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

43. 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

44. Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs Standards as the basis for program consistency, development, and assessment

45. Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

47. 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

48. 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

49. 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.”

50. Cycle of Continuous Improvement