1. SCHOOL LEADERS: THE KEY TO SUCCESSFUL INDUCTION
Victoria Duff
Mentor Training Coordinator
NJ Department of Education

2. The task of a leader is to get his/her people from where they are to where they have to be.
Henry Kissenger

3. Reflections What skills do new teachers need to be successful?
What supports will you put in place to help novice teachers become successful?

4. Mentoring - Induction Mentoring Induction 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. Quality Teaching A professional norm The standard The model
The behaviors
What are the professional norms we wish to create for novice teachers?

12. 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

13. 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

14. 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

15. 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.

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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)