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SCHOOL LEADERS: THE KEY TO SUCCESSFUL INDUCTION. Victoria Duff Mentor Training Coordinator NJ Department of Education 609-292-0189 Victoria.firstname.lastname@example.org. The task of a leader is to get his/her people from where they are to where they have to be. Henry Kissenger. Reflections.
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SCHOOL LEADERS: THE KEY TO SUCCESSFUL INDUCTION Victoria Duff Mentor Training Coordinator NJ Department of Education 609-292-0189 Victoria.email@example.com
The task of a leader is to get his/her people from where they are to where they have to be. Henry Kissenger
Reflections • What skills do new teachers need to be successful? • What supports will you put in place to help novice teachers become successful?
Mentoring An action Assists novice in making successful transition Experience is facilitated and guided Makes connections to realities of teaching Induction A process Program over time Targeted professional learning Mentoring is a component Mentoring - Induction
Why a Formal Mentor Program? • Aligned to the CCCS and the Professional Standards • Targeted Professional Development • Provides access to communities of practice • Supports the culture of the school • Links pre-service instruction to actual practice
School Leader Responsibilities: State Requirements • Inform new teachers about the mentoring program • Select the mentors based on district criteria • Match the mentors and novice teachers • Respect the confidentiality of the program • Contribute to ongoing program evaluation
Additional Roles for School Leaders • Encourage veterans to become mentors • Schedule common planning time • Support classroom observations between the mentoring pair • Continue to be a resource • Understand all of the components of mentor training • Serve as the FIRST MENTOR of the novice
Quality Induction Programs • All novice teachers are involved • Programs are comprehensive and goals are clearly articulated • Mentoring is a minimum of one year • Mentors are qualified • High expectations are set for all involved in the program • Considerations are made about additional teaching loads for participants • Support is ongoing for mentors and novice teacher through networking • Provides data for ongoing improvement from program evaluation
Who Is Mentored? • Those with a CE (Certificate of Eligibility) alternate route • Those with a CEAS (Certificate of Eligibility with Advanced Standing) • Special Education (CE or CEAS) • Special Education (standard) • New to District
Effective teachers explain content to their students from different perspectives, respond accurately to their questions, plan lessons intelligently, qualify assertions appropriately, and choose wisely what to include, exclude, and emphasize in the curriculum. L.S. Schulman (1987) Harvard Education Review
Quality Teaching • A professional norm • The standard • The model • The behaviors What are the professional norms we wish to create for novice teachers?
The Professional Standards for Teachers • A common language • A definition of the knowledge, skills and dispositions for effective teaching • A conversation tool • A self-assessment tool • A lens for the mentor to view practice • A mirror for the novice to view practice
The Professional Standards for Teachers • Subject matter knowledge • Human growth and development • Diverse learners • Instructional planning and strategies • Assessment • Learning environment • Special needs • Communication • Collaboration and partnerships • Professional development
A Mentor Is…. • Knowledgeable in the content • Committed to the mentoring process confidentiality • Knowledgeable in pedagogy • Articulates instructional practices at high levels • Trained as a mentor
The Focus for Novice Teachers • Teaching is a developmental process. • Teaching must be assessed through self-assessment, formative assessment, and summative assessment. • Teacher growth is constant when supports are in place. • Teacher growth should be based on competencies, not deficits. • Teaching must focus on high levels of student learning.
Mentor Needs • The understanding of skill sets • Roles and responsibilities • Adult learning theory • Coaching • Communication skills • Problem –solving/ conflict resolution skills • Formative assessment (non-evaluative • The understanding of professional standards
Novice Teacher Needs • Transfer of knowledge from theory to practice • Understanding of the demands of the profession • Encouragement to ask questions • Assignments linked to expertise • Recognition that they are learning
Mentors and Novice Responsibilities • Meet frequently to discuss challenges and successes • Document meeting times • Make time for observation of teaching and feedback of the observations • Use reflection journals as a conversation tool • Use the Professional Standards to develop teaching practice
School Leader Supports for Mentoring and Induction • A welcome letter or call • A school orientation day with the mentor • A curriculum packet • A full explanation of first year activities and expectations • An explanation of the Provisional Teacher Program • Introductions to staff and special introductions on day one
Supports • Remember what your first year was like • Take care in placement • Provide novice focus groups • Form professional learning teams • Provide access to professional learning resources • Keep an open door policy
Formative Assessment in the Mentoring Program • Provides an ongoing measurement of growth over time - strengths and weaknesses • Provides the novice with evidence of student learning • Provides objectivity through data • Responsive to teacher needs • Supports collaboration • Creates a reflective and inquiry based environment
Formative Assessment in Supervision • 10 weeks – state required formative evaluation aligned to standards • 20 weeks – state required formative evaluation aligned to standards • 30 weeks – state required summative evaluation aligned to standards (leads to standard certification)