1. An Example of a Large Induction Project: The Minnesota Career and Technical Education Teacher Induction Program (CTE-TIP): A Pilot Project for the ‘06-’07 Academic Year Dick Joerger, Project Leader Department of Work and Human Resource Education University of Minnesota

2. Tasks and Expectations of the Minnesota CTE-TIP Team Members The primary goal of the Minnesota Career and Technical Education Teacher Induction Program (CTE-TIP) is to deliver induction programming that will result in the retention of effective early-career career and technical education teachers.

3. CTE Teacher Educators Coordinator(1) & Teacher Org Rep(1) State CTE Specialists BME Ag Ed Health Sciences Ed Technology Ed Senior Mentors MDE, MnSCU, UM, & Funders CTE Project Leader BME - Ag Ed - Health Sciences Ed - Technology Ed Entry Level Teachers 15 1015 BMEAg EdHealth Sciences EdTechnology Ed

4. Objective 1: Provide programming to address the professional needs of entry-level CTE teachers in agriculture, business/ marketing, health science technology and trade & industrial fields. Initial Strategy: Complement induction programming being delivered by local school districts with programming that addresses the unique needs of entry-level CTE teachers Key Supporting Strategies and Activities: Responsible CTE-TIP Team Members Teacher Educators CTE – TIP Coordin ators Senior Mentors Teache r Org. Reps. State CTE Specialists CTE- TIP Program Leader CTE Leader sOther 1. Determine the nature of the common and unique professional needs of CTE teachers, focusing on instruction and management relating to career and technical education student organizations, classrooms, laboratories, and supervised occupational and work-based learning. XXXXXX

5. Objective 2: Expand our knowledge about the needs of early-career CTE teachers and about induction and mentoring of these teachers through on-going inquiry Initial Strategy: Conduct on-going systematic inquiry that builds upon and expands induction and mentoring research conducted by previous and contemporary researchers. Key Supporting Strategies and Activities: Responsible CTE-TIP Team Members Teacher Educator s CTE – TIP Coordinators Senior Mentor s Teacher Org. Reps. State CTE Specialists CTE-TIP Program Leader CTE LeadersOther 1.Examine the professional needs and difficulties of CTE teachers. XXXX 2.Explore the experiences and needs of senior mentors, program coordinators, and other program partners. XXXXX 3.Examine the influence of induction programming upon teacher effectiveness, attrition, and pace of development as professional teachers XXXXX 4.Explore the availability and nature of programming of other teacher support, assistance and evaluation systems XXXXX 5.Engage in other related research in partnership with other scholars in the Department of Education, University of Minnesota, & MnSCU. XXXXXXX

6. Objective 3: Strengthen the retention rate of effective entry-level career and technical education teachers. Initial Strategy: Monitor and attend to the psychological, technical, pedagogical, and socialization needs of the teachers. Initiate strategies known to improve teacher effectiveness. Key Supporting Strategies and Activities Responsible CTE-TIP Team Members Teacher Educators CTE – TIP Coordinators Senior Mentor s Teacher Org. Reps. State CTE Specialists CTE-TIP Program Leader CTE LeadersOther 1.Provide psychosocial support to the early career teachers. XXXXXX 1.Provide technical (pedagogical, content pedagogy, subject matter) assistance to the early career teachers. XXXXXX 1.Increase access to quality curricular and instructional materials XXXXXX 1.Optimize the socialization experience into the CTE teaching profession with an emphasis on early participation in professional teacher organizations related to the content. XXXXXX 1.Optimize teacher satisfaction through induction programming and an informed learning community for early career teachers. XXXXXX 1.Become engaged in a personalized process of professional development that meets personal, school, and professional goals. XXXXXX 1.Enhance annual induction programming using information from formative and summative program evaluations. XXXX 1.Initiate strategies to engage early career teachers in systematic formative and summative assessments of their teaching performance. XXXXX 1.Assist early career teachers to develop individual learning plans that are based upon the Minnesota Board of Teaching Standards of Effective Practice. XXXXX 10. Maintain records of information about the early career teachers (e.g., school size, student enrollment, etc.) XXX