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Induction and Support: Keeping Teachers Teaching. Shauna Lane, Education Specialist Lela Taubert, Education Specialist. Purpose – Guiding Questions. Look at how to create a network of support so that new teachers have more than a chance to be successful: Why do we need an induction program?

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Induction and support keeping teachers teaching

Induction and Support: Keeping Teachers Teaching

Shauna Lane, Education Specialist

Lela Taubert, Education Specialist


Purpose guiding questions
Purpose – Guiding Questions

  • Look at how to create a network of support so that new teachers have more than a chance to be successful:

    • Why do we need an induction program?

    • Who are they? Where are they? (skill level)

    • What do they need?

      • How much and when?

    • How do we do this?

      • What does a system of support look like?


Highly qualified beginning teachers nctaf
Highly Qualified Beginning Teachers-NCTAF

  • Possess a deep understanding of the subjects they teach

  • Evidence a firm understanding of how students learn

  • Demonstrate the teaching skills necessary to help all students achieve high standards

  • Create a positive learning environment

  • Use a variety of assessment strategies to diagnose and respond to individual learning needs

  • Demonstrate and integrate modern technology into the school curriculum to support student learning

  • Collaborate with colleagues, parents and community members, and other educators to improve student learning

  • Reflect on their practice to improve future teaching and student achievement

  • Pursue professional growth in both content and pedagogy

  • Instill a passion for learning in their students.



The crisis
The crisis: program…

  • Teachers are leaving the profession.

  • We are not recruiting those who would teach.

  • Many who are entering teaching have alternative certification.

  • Most who leave cite lack of support as #1 cause, above money and tough kids.


Beginning teacher attrition national data source richard ingersoll
Beginning Teacher Attrition program…(national data) Source: Richard Ingersoll

Five Year Attrition Rate for Teachers(Source: analysis of 2007 TEA and SBEC Texas data by Dr. Ed Fuller)

Minimum field experience hours required


What s the point
What’s the Point? program…

  • NCTAF’s summary report:

    • Issue—teacher supply isn’t the problem; teacher retention is the problem. Teacher supply is a symptom of the problem.

    • Just because someone has a college degree doesn’t mean he or she knows everything about being a teacher. Becoming a teacher is a life-long pursuit and a complex task!

      • Preparatory programs alone cannot prepare teachers for what teaching requires today.

  • Action Step—Effective Induction programs

    • Those without induction support leave at a rate 70% higher than those with help.


Cost of teacher turnover
Cost of Teacher Turnover program…

  • Partner Talk: 2 Minutes

    • Think: What are costs that could be calculated as a result from teacher turnover? Are there costs that are not calculable?Talk: Share with a person next to you.

  • Separation costs

  • Hiring costs

  • Training and support costs

  • Estimated national cost - $2.2 billion



Where are they
Where are they? are…

Steps to Success

Conscious Unconscious Competence

Unconscious Competence

Conscious Competence

Conscious Incompetence

Unconscious Incompetence


Stages of teacher development
Stages of Teacher Development are…

  • Stage I: Survival Stage (1st year)

  • Stage 2: Adjustment Stage(2nd, 3rd, 4th )

  • Stage 3: Mature Stage (5th and beyond)


Induction and support keeping teachers teaching

Remember…NEW teachers are NEW! are…

…it doesn’t get easier; we get better!

  • To achieve better results, we can either

    • Get better students,

    • Get better teachers, or

    • Improve the people we have!

New teachers have a variety of needs, but cannot do everything at once. We must provide on-going support that is timely and responsive to their unique needs…



Fyts need mentoring support
FYTs need: are…Mentoring & Support

  • Training and Coaching

  • Time to try

  • Feedback and follow up


When and how much from ellen moir s work at ucsc
When and how much? are…from Ellen Moir’s work at UCSC

Anticipation

Anticipation

Survival

Reflection

Rejuvenation

Disillusionment


First year teacher needs perceptions before school starts
First Year Teacher Needs: are…Perceptions before school starts

  • Needs:

    • Classroom Organization

    • Getting the room and lessons ready

    • Meeting parents

    • Getting resources

    • Who to ask; where to find…

    • Dealing with students with special needs

    • Maintaining control of the classroom

  • Thoughts:

    • Can I do it?

    • Will they like me?


First year teacher needs at the beginning of school 2 4 weeks into semester
First Year Teacher Needs: are…At the beginning of school (2-4 weeks into semester)

  • Needs:

    • Time Management

    • Classroom Organization (materials, mail, paperwork, meetings)

    • Dealing with real parents

    • Discipline (whole class and “that one”)

    • Planning lessons

    • Assessing students –how much do I count?

    • Dealing with stress

    • Dealing with other adults

    • Special Ed issues (paperwork, modifications, ARDS)

    • TEKS & STAAR

  • Thoughts:

    • How does anyone get it all done?

    • This is harder that I thought!


First year teacher needs reflections in the 2nd semester
First Year Teacher Needs: are…Reflections in the 2nd semester

  • Needs:

    • Classroom organization and management: getting a system

      • Time, materials, arrangement, behavior

    • Dealing with parents: conferencing, partners

    • Discipline

    • Instruction: planning, preparing, teaching, assessing

    • Stress Management: physically and emotional

    • Teacher evaluation

    • Professional and legal issues

    • Special Ed issues

    • Technology, TEKS, & STAAR

  • Thoughts…

    • I can do this…I know lots of things that don’t work and some that do…

    • I wish I had been stricter when I started…



Issues in teacher induction from leslie huling
Issues in Teacher Induction support looks like…From Leslie Huling

  • First day expectations

  • Isolation from peers

  • “Double barrier to assistance”

    • Beginning teacher hesitant to request assistance

    • Experienced teachers reluctant to interfere and/or give assistance

  • Teaching Assignment


The solution
The Solution? support looks like…

  • 3 Powerful Strategies

    • Teacher Preparation

    • Schools as Learning Communities

    • Comprehensive Induction Program

      Those schools without induction support for teachers have them leave at a rate 70% higher than those with help. (NCTAF)


How do we do this what does a system of support look like
How do we do this? support looks like…What does a system of support look like?

Mentors & Coaches

FYT

Campus Support

District Support


Induction and support keeping teachers teaching
Beginning Teacher Attrition After One Year support looks like…According to Amount of Induction HelpSource: Smith, T.M & Ingersoll, R. M. (2004)

* Basic Induction means having a mentor and supportive communication from administrator.

** Collaboration refers to schedule time and for collaboration with other teachers in the same field and participation in a new teacher seminar.

*** Extra resources refers to having a reduced course load, participation in an external network of teachers, and having an aide.


Induction program recommendations
Induction Program Recommendations support looks like…

  • Academies

    • District and campus plan: goal/objective for teacher retention—3 year plan

      • Year 1—induction (management)

      • Year 2—instruction (basics)

      • Year 3—assessment (advanced)

  • Beginning Educator Support Teams (BEST)

    • Mentors or mentor teams

    • FYT Support Teams: District and campus

    • Administrators, mentors, department chair

  • District Induction Team


Induction components
Induction Components support looks like…

1. Collegiality: Mentoring and Coaching

  • A trained and willing mentor/team in the same field is assigned to the new teacher with a plan.

    2. Collaboration with Peers

  • The new teacher has a common planning time with teachers in the same field with scheduled collaboration time with other teachers focused on student learning.

    3. Communication

  • The new teacher has supportive communication with admin, receives feedback from campus leaders, a safe channel for communicating needs & concerns.


Induction components1
Induction Components support looks like…

4. Commitment to Continuous Improvement

  • The new teacher participates in planned, targeted professional development through FYT Academies and other learning opportunities as part of an overall personal professional development plan with follow-up & support.

    5. Connections

  • The new teacher participates in an external network, such as online new teacher groups, content groups, etcetera and receives an orientation to the district, campus, and community.

    6. Considerations

  • The new teacher has a reduced teaching load to facilitate observations and professional development, limited number of subject preparations, help from a teacher’s aide, and not responsible for time-consuming extra-curricular assignments.


Some non negotiables
Some non- support looks like…negotiables…

  • Develop a systemic plan of support

    • Annual administrator update (Central and Campus)

    • Inform and train principals

  • Select and train mentors/teams

    • Train a cadre of mentors to choose from

      • Offer 2 tracts—veteran and novice mentors

      • Hold them accountable

    • Campus Mentor Leader OR Campus Mentoring Team instead of individuals

  • Support and challenge FYTs

    • Provide FYT Academy and mentor support sessions throughout the year. Provide academies through PLCs

  • Develop a program evaluation

    *This may be the school’s most important at-risk program!


  • Resources
    Resources… support looks like…

    Ginger Tucker’s The Heart of Teaching Series

    NCTAF National Commission on Teaching and America’s Future

    Smith, T.M. & Ingersoll, R.M., (2004)

    SBEC Texas Data by Dr. Ed Fuller

    Alliance for Excellent Education (July 2014)

    William S. Howell, Bob Pike

    Leslie Huling


    Inuction and support keeping teachers teaching

    Lela Taubert support looks like…ESC 17 Education Specialistltaubert@esc17.net

    Shauna LaneESC 17 Education Specialistslane@esc17.net

    INUCTION AND SUPPORT:KEEPING TEACHERS TEACHING