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Shauna Lane, Education Specialist Lela Taubert, Education Specialist Induction and Support: Keeping Teachers Teaching.

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Presentation on theme: "Shauna Lane, Education Specialist Lela Taubert, Education Specialist Induction and Support: Keeping Teachers Teaching."— Presentation transcript:

1 Shauna Lane, Education Specialist Lela Taubert, Education Specialist Induction and Support: Keeping Teachers Teaching

2 Purpose 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? 2

3 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. 3

4 To understand, we must know why we need an induction program… 4

5 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. 5 The crisis:

6 Beginning Teacher Attrition (national data) Source: Richard Ingersoll 6 Five Year Attrition Rate for Teachers (Source: analysis of 2007 TEA and SBEC Texas data by Dr. Ed Fuller) Minimum field experience hours required

7 What’s the Point? 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. 7

8 Cost of Teacher Turnover 8 Partner Talk: 2 Minutes2 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

9 To help, we must understand who they are and where they are… 9

10 10 Steps to Success Unconscious Incompetence Conscious Competence Conscious Incompetence Unconscious Competence Conscious Unconscious Competence Where are they?

11 Stage I: Survival Stage (1 st year) Stage 2: Adjustment Stage (2 nd, 3 rd, 4 th ) Stage 3: Mature Stage (5 th and beyond) 11 Stages of Teacher Development

12 …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! 12 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… Remember…NEW teachers are NEW!

13 To implement, we need to know what they need and when… 13

14 14 FYTs need: Mentoring & Support Training and Coaching Time to try Feedback and follow up

15 When and how much? from Ellen Moir’s work at UCSC 15 Anticipation Survival Rejuvenation Reflection Anticipation Disillusionment

16 First Year Teacher Needs: 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? 16

17 First Year Teacher Needs: 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! 17

18 First Year Teacher Needs: 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… 18

19 To evaluate our process, we need to know what a system of support looks like… 19

20 Issues in Teacher Induction 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 20

21 The Solution? 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) 21

22 How do we do this? What does a system of support look like? 22 FYT Mentors & Coaches Campus Support District Support

23 Beginning Teacher Attrition After One Year According to Amount of Induction Help Source: Smith, T.M & Ingersoll, R. M. (2004 ) 23 * 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.

24 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 24 Induction Program Recommendations

25 Induction Components 1. Collegiality: Mentoring and CoachingMentoring 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. 25

26 Induction Components 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. 26

27 Some non-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! 27

28 Resources… 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 28

29 INUCTION AND SUPPORT: KEEPING TEACHERS TEACHING 29 Shauna Lane ESC 17 Education Specialist Lela Taubert ESC 17 Education Specialist

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