1. 1 Presentation to the MDE Teacher Evaluation Work Group June 28, 2012 December 6, 2011

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3. 3 Purpose of the TSP We believe all new teachers should have access to a comprehensive induction program that supports teachers new to the profession and their students. Underlying Premise Schools that invest in effective induction practices can provide the support beginning teachers need to become highly skilled, committed, and caring professionals—the teacher leaders of tomorrow. Underlying Premise Schools that invest in effective induction practices can provide the support beginning teachers need to become highly skilled, committed, and caring professionals—the teacher leaders of tomorrow.

4. 4 Roll out! MN Induction Network

5. 5 What is induction?  Period of transition from preparation into first professional assignments  Early career development for teachers  Addresses a variety of development needs: logistical, emotional and social support, creating a pattern of professional learning that will carry forward as a career-long process

6. 6 Why should we support high-quality induction? Payoff for students  Increased teacher effectiveness  Improved opportunity for learning  Greater student achievement

7. 7 Why should we support high-quality induction? Payoff for teachers  Improving teaching practices  Increasing the rate at which a beginning teacher develops his/her practice  Developing a stance of ongoing professional learning  Creating schools as places of professional learning

8. 8 Why should we support high-quality induction? Payoff for districts  Increased retention of early career teachers  Financial return for districts who invest in induction  Overall improvement of teaching quality and student learning  Influence the types of practices new teachers develop to align with district goals

9. 9 Why induction in Minnesota? Of the districts reporting* to have an induction program for at least one year (74%) …….  Only 49% have expectations to meet regularly with a mentor or colleague for lesson planning.  Only 57% provide professional development specific to new teachers in their content or program area.  Only 71% provide training to mentors (coaching skills, observation strategies, etc.).  Only 54% provide mentor observations aimed at improving teacher practice. In addition, 30% of these programs report providing 8 hours or less of formal new teacher support. Few districts in Minnesota provide a comprehensive induction program *Minnesota Department of Education Staff Development Report 2010-11

10. 10 Guidelines for Induction Practices Purpose: Define and describe high-quality induction practices at various levels of the educational system Development Principles:  Research-based practices  Models from other states and MN districts  Sensitive to the Minnesota context

11. 11 Outline of the Guidelines  Introduction: Professional learning as a career-long process  What is an induction system?  Developing a district-level educator support system  Professional development within induction systems  Mentoring  Resources

12. 12 Key Ideas about Induction Practices in the Guidelines  Comprehensive: They provide for a variety of support mechanisms and opportunities for professional learning.  Coherent: Activities are coordinated and purposeful for the educator’s needs.  Sustained: Supports last for multiple years and are differentiated as the educator develops.

13. 13 What are potential implications for teacher evaluation and support?  Seamless entry of educators into the field and smooth movement forward to the next level of the profession  Consistent high-quality career support for all educators  Balance the support of district and educator responsibility

14. Minnesota Teacher Induction Data Report - June 2012 - MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction

15. New Teacher Induction Program MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction Districts Reporting Having an Induction Program in 2010-11 How Many Districts In Minnesota Report Having An Induction Program? 15

16. New Teacher Induction Program MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction Districts Reporting Having An Induction Program 16

17. New Teacher Induction Program MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction How Many Years Of Program Support Do Districts Provide New Teachers ? 17

18. How Much Time Do Districts Require New Teachers To Participate In Their Induction Program? MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction New Teacher Expectations: Time 18

19. MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction Mentor Expectations: Time How Much Time Do Districts Require Mentors To Meet With New Teachers? 19

20. Induction Activities for New Teachers MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction What Activities Are Districts Providing New Teachers? 20

21. MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction Induction Activities for New Teachers What Activities Are Districts Providing New Teachers? 21

22. New Teacher Seminars or Workshops MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction What Seminars Or Workshops Are Districts Providing New Teachers? 22

23. New Teacher Seminars or Workshops MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction What Seminars Or Workshops Are Districts Providing New Teachers? 23

24. Formative Assessments with New Teachers MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction What Formative Assessments Are Used With New Teachers to Inform Next Mentoring Steps? 24

25. Mentor Training Activities MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction What Training Are Districts Providing Their Mentors? 25

26. Mentor Training Activities MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction What Training Are Districts Providing Their Mentors? 26

27. Program Evaluation Measures MN Staff Development Report 2010-11 Self Reported Data on Teacher Induction How are Districts Evaluating Their Induction Program? 27

28. Minnesota Teacher Retention Teacher Supply and Demand Report (MDE, 2011) What is Minnesota’s Retention Data on New Teachers? Cohort Year Total 1 st Year Number Returned to Teaching in Minnesota Percent Cohort Retained 2002200320042005200620072008200920102011 200127252309208019521906187018021737170216831659 61% 20022366198018181726168816331580153215261495 63% 2003208117361616153214701443138313501338 64% 200420111744160715321494144714121385 69% 20052158184417571676162615831558 72% 2006226220001869177217351687 75% 200722931989183417511696 74% 20082408203019041759 73% 2009226418991781 79% 201023471943 83% 28

29. Minnesota Teacher Retention Five Year Data Teacher Supply and Demand Report (MDE, 2011) 29

30. Contact Information Deborah Luedtke, Supervisor Minnesota Department of Education School Improvement Division 1500 Highway 36 West Roseville, MN 55113 deborah.luedtke@state.mn.us 651-582-8440 30