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Exploring and Assessing New Teacher Induction Program Models Session #2128

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1 Exploring and Assessing New Teacher Induction Program Models Session #2128

2 Exploring and Assessing New Teacher Induction Program Models Mentoring Leadership and Resource Network

3 Program Presenters Ami Hicks Mary Elin Barnish

4 Exploring and Assessing New Teacher Induction Program Models Ami Hicks

5 School District & University Cultures Program Purpose & Rationale Mentor Teacher Preparation & Development Mentor Selection & Mentor/ Protégé Matching Roles Mentor & Practices Implement & Evaluate Program Circle of Quality Mentoring

6 © 2011, Amelia M. Hicks, Ed.D. CIRCLE OF QUALITY MENTORING PROGRAMS AND PRACTICES by Amelia Marie Hicks, Ed.D.

7 Mentoring and Learning Background Research No criteria for a quality program Difficult to determine successful induction

8 Mentoring and Learning Validation Study Survey of indicators of quality Quality Mentoring for Novice Teachers Sandra Odell and Leslie Huling, editors Kappa Delta Pi

9 Mentoring and Learning Quality Mentoring Programs Content of mentoring program Teacher retention New teacher needs

10 Program Purpose Dimension 1 Professional practice aligned with standards for teaching Professional identity through reflection and inquiry

11 Program Purpose – Dimension I Manage the day-to-day challenges of teaching. Prepare, select, and retain quality teachers. Provide personal and professional support.

12 Roles/Cultures Dimension II School, District, and University Cultures and Responsibilities Developing a school community of support School and community context Time for teacher development Opportunities to work with other educators Administrator support

13 Roles/Cultures/Partnerships Dimension II University engagement Pre-service programs On-going professional development Research-based knowledge related to quality teaching

14 Roles/Cultures Dimension II Mentor role Learning to teach: a career-long process Teaching diverse learners Reflecting with novices Receiving recognition and compensation

15 Mentor Selection/Matching Dimension III Mentor Selection Committed to developing own practice Knowledgeable about standards-based teaching Competent in working with adults from diverse backgrounds Sensitive to the viewpoints of others

16 Mentor Selection Dimension III Commitment to mentor responsibilities Dedication to ethical practices Professional and emotional support Similar teaching assignments

17 Mentor Preparation Dimension IV Analyze and reflect on classroom teaching and mentor/novice interactions Understand needs/concerns of novices Foster productive conversations

18 Mentor Preparation Dimension IV Analyze the learning of diverse students Work with novices as adult learners Coach and provide feedback on mentoring practices and problem solving

19 Mentor Preparation Dimension IV Share mentoring practices with other mentors Explore strategies to build and strengthen the mentor/novice relationship Receive monetary or other compensation

20 Mentor Roles Dimension V Support and facilitate standards-based practice Facilitate and model self-reflection, problem-solving, and instructional improvement

21 Mentor Roles Dimension V Build a professional relationship with the novice Support the novice before and during the school year

22 Mentor Roles Dimension V Support and challenge the novice on his or her teaching practices Interact both formally and informally Offer empathy and assistance to novices coping with the stresses of teaching

23 Coordinator Dimension VI Program Coordination, Implementation and Evaluation Committed to program purposes Knowledgeable and experienced in mentoring initiatives Effective in working with people of diverse backgrounds Adept in coordinating professional development for mentors and novices

24 The Mentoring Framework Six dimensions represent the ideal structures and practices promoting quality mentoring Assistance Assessment

25 The Mentoring Framework Represents a standards-based approach to Mentoring Improves teacher quality to enhance student learning

26 The Mentoring Framework For further information

27 School District & University Cultures Program Purpose & Rationale Mentor Teacher Preparation & Development Mentor Selection & Mentor/ Protégé Matching Roles Mentor & Practices Implement & Evaluate Program Circle of Quality Mentoring

28 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Mary Elin Barnish, Ed.D. Illinois New Teacher Collaborative University of Illinois

29 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative New Teacher Support Illinois New Teacher Collaborative (INTC)

30 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Presentation Outcomes Introduce the Illinois New Teacher Collaborative (INTC) Share information about Illinois induction and mentoring of new teachers Present resources on induction and mentoring

31 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative INTC Mission To coordinate a network of services and resources through a state-wide partnership of concerned stakeholders in order to attract and retain new teachers and enhance their ability to promote student learning

32 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative INTC Activities & Resources Statewide conference Regional professional development Website and online resources Program site visits Statewide networking Liaison with ISBE New teacher summer conference Consultations, trainings, workshops

33 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Collaboration Illinois State Board of Education University of Illinois Illinois Education Association Illinois Federation of Teachers Illinois Principals Association Regional Offices of Education Large Unit District Association Institutions of Higher Education Research Organizations (SRI, IERC) Foundations (State Farm Companies Foundation) Training Providers (NTC, ICE21, CEC, Learning Points) and others

34 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative INTC Challenges Provide support for all programs Work with a variety of program models Conduct research relevant to the state Distribute resources applicable to all programs Conduct germane web meetings and discussions Focus on student learning Collaborate with all stakeholders Serve as a leader in induction and mentoring

35 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs Standards as the basis for program consistency, development, and assessment

36 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

37 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative

38 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative The Illinois Induction Program Continuum Based on Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs Provides: –Clear framework –Research-base for all programs –Common language

39 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative The Illinois Induction Program Continuum Based on Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs Uses: –Guide program development –Support self-assessment –Lead to goal writing and action planning –Support continuous improvement

40 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative The Illinois Induction Program Continuum From the outset, our goal has been to craft a useful document that will prompt both thinking and action around the professional needs of new teachers in the state. Our aim is for this document to be used as a formative assessment tool as opposed to a summative assessment tool. In that regard, this document may be used effectively to promote program development through a cycle of continuous improvement.

41 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Cycle of Continuous Improvement

42 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative

43 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Advocacy Importance of communication and shared commitment with –Stakeholders –Community members –Educators –Parents –Politicians

44 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative The Illinois Induction Program Continuum

45 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Advocacy Tracys document

46 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Available on the ASCD website PowerPoint slides Illinois Induction Standards Advocacy document Moving Toward document Illinois Induction Program Continuum (on the INTC website)

47 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Improving educator quality and assisting struggling schools requires a comprehensive solution, and induction is a critical component. Ellen Moir, 2008 Executive Director, New Teacher Center

48 http://intc.education.illinois.edu/ Illinois New Teacher Collaborative Contact Information Illinois New Teacher Collaborative Mary Elin Barnish, Ed.D. Coordinator, ISBE New Teacher Induction Programs


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