1. Simmons/NCTAF; March 27, 2007 Designing Comprehensive Induction: Subject-Specific, US and International Examples Edward (Ted) Britton, WestEd; Lynn Paine, MSU

2. Opener: tales of inspiring induction…..

3. Basis of our information Three studies of induction programs for beginning mathematics and science teachers 1999-2009 1. International case studies 2. Case studies of U.S. programs 3. More study of beginning teachers’ needs in same/additional U.S. programs

4. Data in U.S. studies: 8 induction programs across 2 U.S. studies following 5-10 mathematics and science novices, per program 3-4 observations/interviews of each novice over 2 years interviews with mentors, program leaders, activity providers observations of program activities

5. Session Overview Part 1: What is “comprehensive” induction? Part 2: What are “subject-specific needs” of beginning secondary teachers? Part 3: How can programs design for subject-specific needs?

6. What are features of “comprehensive” induction programs? (participant discussion)

7. Limited vs. Comprehensive Teacher Induction ProgramLimited InductionComprehensive Induction Goals Focuses on teacher orientationAlso promotes career learning, enhances teaching quality Policies Provides optional participation and modest time, usually unpaid Requires participation and provides substantial, paid time Overall Program Design Employs a limited number of ad hoc induction providers and activities Plans an induction system involving a complementary set of providers and activities Induction as a transitional phase Treats induction as an isolated phase, without explicit attention to teachers’ prior knowledge or future development Considers the influence of teacher preparation and professional development on induction program design Initial teaching conditions Limited attention to initial teaching conditions Attention to assigned courses, pupils, non-teaching duties Level of Effort Invests limited total effort, or all effort in few providers, activities Requires substantial overall effort

8. Limited vs. Comprehensive Teacher Induction ProgramLimited InductionComprehensive Induction Resources Does not provide resources sufficient to meet program goals Provides adequate resources to meet program goals Levels of the education system involved Involves some levels of the system, perhaps in isolation Involves all relevant levels of system in articulated roles Length of program One year or lessMore than one year Source of support Primarily or solely uses one mentorUses multiple, complimentary induction providers Conditions for novices and providers Usually attends to learning conditions for novices Also provides good conditions and training for providers Activities Uses a few types of induction activitiesUses a set or articulated, varied activities

10. Part II What are “subject-specific” needs of beginning secondary teachers? (Participant discussion)

11. Part II What are “subject-specific” needs of beginning secondary teachers? (Participant discussion)

12. Four types of subject-specific“needs” 1.content 2.curricular 3. pedagogical content 4. practical

13. Subject-specific needs -- content knowledge: college math versus school math workplace math versus school math connecting to real world, students’ lives

14. Subject-specific needs -- curricular knowledge: selecting/placing/pacing math topics relationships between testing and curriculum connections to other math courses, and courses in other subjects

15. Subject-specific needs -- pedagogical knowledge: multiple ways of representing content constructing content-and-student appropriate tasks understanding specific content within the disciplinary and curricular contexts identifying student prior knowledge understanding student errors and addressing student misconceptions assessing student understanding

16. Subject-specific needs -- practical knowledge: acquiring classroom math resources using math supplies, equipment using community math resources

17. Ways that programs address subject-specific needs Prior caveats: subject-explicit versus subject embedded programs; subject-specific versus general, not dichotomy

18. Ways that programs address subject-specific needs Subject-matched mentors Issues: How much of a match? Dealing with general needs. Staffing a match e-mentoring

19. Other Program Elements 1. ‘General’ courses taught in math context 2. Mini- math courses 3. Math curriculum focus 4. National community of math teachers 5. Summer school as a beginning teacher lab 6. Professional mathematics conferences