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NEW JERSEY MENTORING FOR QUALITY INDUCTION: A Toolkit for Program Development Victoria Duff, Coordinator Mentoring for Quality Induction Initiative Office.

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Presentation on theme: "NEW JERSEY MENTORING FOR QUALITY INDUCTION: A Toolkit for Program Development Victoria Duff, Coordinator Mentoring for Quality Induction Initiative Office."— Presentation transcript:

1 NEW JERSEY MENTORING FOR QUALITY INDUCTION: A Toolkit for Program Development Victoria Duff, Coordinator Mentoring for Quality Induction Initiative Office of Academic and Professional Standards New Jersey Department of Education (609) (609) Linda Munger, Ph.D., Project Facilitator National Staff Development Council

2 Welcome and Introductions IntroductionsAcknowledgments Introductions and preparation for working in pairs or small groups during the session –Share name, district/school, position relevant to a mentoring program (e.g., LPDC member, school leader, district administrator, county superintendent, DOE) –Reflection: Remember your first teaching job. What helped you most? What hurt you most? What support do you wish youd had?

3 Outcomes for the Session Participants will be able to: Turn-key the information about the toolkit to other LPDC members and other mentoring stakeholders Access information in the toolkit to align the district mentoring plan with the state regulations and New Jersey Professional Standards for Teachers

4 Norms M aintain focus on the purpose and content of the toolkit E ngage in the activities N ote issues and concerns to be addressed on index cards T ake time to reflect on how this impacts your mentoring program O rganize your questions around implementation of the toolkit R espect different points of view

5 Overview of the Session Purpose of the session Agenda –Review items on the agenda –Examine folder titles and icons (O-2) Review Table of Contents Walk through Folder One Q & A (e.g., use of index cards)

6 Review of Table of Contents Overview : Understanding Mentoring for Quality Induction Folder One: Understanding Mentoring for Quality Induction : District Mentoring Plan: The District Mentoring Plan Development and Approval Process Folder Two: District Mentoring Plan: The District Mentoring Plan Development and Approval Process : District Mentoring Plan: Program Evaluation Process Folder Three: District Mentoring Plan: Program Evaluation Process

7 Review of Table of Contents : Districting Mentoring Plan: Components of Mentor Training Folder Four: Districting Mentoring Plan: Components of Mentor Training : District Mentoring Plan: Components of Novice Teacher Training Folder Five: District Mentoring Plan: Components of Novice Teacher Training : The School Leaders Role in Mentoring in Quality Induction Folder Six: The School Leaders Role in Mentoring in Quality Induction : Plan Approval and the Local Board of Education Folder Seven: Plan Approval and the Local Board of Education Appendices

8 Supporting new teachers is complex and demanding work, and it involves learning skills other than those that most classroom teachers possess. It is critical, therefore, that we think not only about what a new teacher needs to be successful but also what a mentor teacher needs to know and be able to do in order to support a new teacher. Moir and Gless, New Teacher UCSC

9 Induction Program Essential Components Institutional Commitment & Support Classroom-based Teacher Learning Quality Mentoring New Teacher UCSC Professional Standards Program Vision

10 What is Induction? Phases of Teacher Development Period of Socialization & Enculturation A Formal Program for Beginning Teachers Sources: Sharon Feiman-Nemser, Opening Address,New Teacher Center Research Forum, Jan New Teacher UCSC

11 Induction for What? New professional norms of collaboration and on-going learning Improved teaching performance Increased student achievement, especially among traditionally underachieved student populations New Teacher UCSC New Teacher UCSC

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13 Folder 1: Understanding Mentoring for Quality Induction Introduction –Guiding Questions –Glossary –Key Resources The Case for Mentoring for Quality Induction –Research on Mentoring and Induction –Critical Attributes of Effective Mentoring –Why Mentoring is Vital Key Principles in Mentoring for Quality Induction Mentoring for Quality Induction Program Guidelines (8 guidelines) References Appendix: Resources

14 Folder 1: Narrative Section Directions: Skim the content of Folder 1 to answer these questions: What are the critical attributes (F1-2) that you would use to guide the development or revisions of your local mentoring plan? Which key principles (F1-3 & 4) are critical for your district to focus on as you develop, revise, or expand your mentoring plan?

15 Folder 1: Resources Resource 1: New Jersey Regulations Governing Mentoring (N.J.A.C. 6A:9-8.4) Resource 2: New Jersey Regulations Governing Evaluation of Provisional Teachers (N.J.A.C. 6A:9-8.6) Resource 3: New Jersey Professional Standards for Teachers (N.J.A.C. 6A:9-3.3) Resource 4: NCLB Key Elements of High Quality Professional Development Annotated Bibliography

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17 Folder 2: District Mentoring Plan: The District Plan Development and Approval Process Introduction –Guiding Questions –Glossary –Key Resources State Regulations Governing the District Mentoring Plan –To the LPDC: Before You Begin –Assess Current Status of District/School Mentoring Efforts –Begin with the End in Mind - ITS ALL ABOUT VISION! Write the District Mentoring Plan –Sections 1 – 11 –District Plan Approval Plan –District Plan Approval Timeline Appendix: Resources

18 New Jersey Professional Standards for Teachers Standard One: Subject Matter Knowledge Standard Two: Human Growth and Development Standard Three: Diverse Learners Standard Four: Instructional Planning and Strategies Standard Five: Assessment Standard Six: Learning Environment Standard Seven: Special Needs Standard Eight: Communication Standard Nine: Collaboration and Partnership Standard Ten: Professional Development F2-R3

19 Subject Matter KnowledgeHuman Growth and Development Diverse LearnersInstructional Planning and Strategies AssessmentLearning Environment Special NeedsCommunication Collaboration and Partnerships Professional Development F2-R2

20 Resource 2: New Jersey Professional Standards for Teachers Awareness Activity Directions Each person gets 7 post-its. Identify what a teacher needs to know and be able to do to be an effective teacher in the classroom and write on comment per post-it. In pairs or triads, share and place post-its in the appropriate boxes for the New Jersey Professional Standards for Teachers F2-R2

21 Reflection What teaching standards have the most post- its? Why? Do novice teachers need to focus on certain teaching standards more during their first year of teaching? Why? Did you notice any overlap where a post-it idea might fit with several teaching standards? Why? How will this knowledge enable you to develop an effective mentoring/induction plan?

22 Key Components of District Mentoring Plan RegulationsComponents of District Mentoring Plan Section 1: District Profile Section 2: Needs Assessment Section 3: Vision and Goals Section 4: Mentor Selection Section 5: Roles and Responsibilities for Mentors Section 6: Professional Learning Components for Mentors Section 7: Professional Learning Components for Novices Section 8: Action Plan for Implementation Section 9: Resource Options Used Section 10: Funding Resources Section 11: Program Evaluation F2-R8

23 Rubric for Assessment of Current Status of District Mentoring Plan Needs Assessment Process VisionGoalsObjectives Mentor Selection Roles and Responsibilities Professional Learning – Mentors Professional Learning – Novice Teachers Action Plan and Resource Options Funding Resources Program Evaluation F2-R7

24 Section 3 of the District Mentoring Plan: Vision and Goals At a minimum goals must: Enhance teacher knowledge of and strategies related to the CCCS in order to facilitate student achievement; Identify exemplary teaching skills and educational practices necessary to acquire and maintain excellence in teaching; and Assist novice teachers in the performance of their duties and adjustment to the challenges of teaching. F2-5

25 SMART Goal During a three-year induction program, 90% of all novice teachers in the Toms River School District will be retained as measured by job satisfaction, teacher efficacy, and impact of teacher effectiveness aligned to the New Jersey Professional Standards for Teachers. During a three-year induction program, 90% of all novice teachers in the Toms River School District will be retained as measured by job satisfaction, teacher efficacy, and impact of teacher effectiveness aligned to the New Jersey Professional Standards for Teachers.

26 SMART Goal S – specific, standards-based M – Measurable A – Achievable R – Relevant T – Tactically sound F2-R14

27 SMART Goal During a three-year induction program (achievable), During a three-year induction program (achievable), 90% of all novice teachers (measurable) 90% of all novice teachers (measurable) in the Toms River School District will be retained (specific) as measured by job satisfaction, teacher efficacy, and impact of teacher effectiveness (relevant, tactically sound) in the Toms River School District will be retained (specific) as measured by job satisfaction, teacher efficacy, and impact of teacher effectiveness (relevant, tactically sound) aligned to the New Jersey Professional Standards for Teachers (standards-based).

28 Folder 2: Resource Section Graphic District Mentoring Plan Development and Approval Process (F2-R1) Mentoring for Quality Induction Program Checklist (F2-R6a-b) Rubric for Assessment of a District/School Mentoring Plan (F2-R7) District Mentoring Plan Checklist (F2-R8) –Resources for each section (F2-R9 - R31) F2-2

29 Folder 2: District Mentoring Plan: The District Plan Development and Approval Process What needs to be in a district mentoring plan? –F2-R9: District Profile Sheet –F2-R11: Signoff Sheet –F2-R10: Sample Table of Contents for District Mentoring Plan –F2-R8: District Mentoring Plan Checklist –Narrative section (must include 20 mentoring plan for alternate route) F

30 Timeline Overview April-August 05: Plan development by the LPDC and stakeholders begins September 1, 05: Initial plan goes to local board of education September 05: Local board of education begins approval process September 05: District begins program implementation and mentor assignments F2-8

31 Timeline October 1, 05: Plan goes to county superintendent. It should include: a) a) Approved plan b) b) Statement of Assurance (Folder 7) c) c) Approval/ Comment form (Folder 7) The plan approval/comment form should be sent back to the LPDC

32 Timeline September 05-06: Ongoing mentoring plan implementation and program evaluation begins; action plan further developed. June 1, 06: Revised mentoring plan (including completed action plan) based on program evaluation results due to local board of education September 1, 06 – Board approval to County Superintendent (3-year plan) November 06: First QAAR Report on mentoring program (department form)

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34 Folder 3: District Mentoring Plan: Program Evaluation Process Introduction –Guiding Questions –Glossary –Key Resources Overview of Program Evaluation Understanding the Evaluation Process –Identify Indicators –Identify Evaluation Questions –Identify Data Methods and Sources –Analyze Data –Interpret Data –Report Results/Findings Understanding the Evaluation Framework –Creating an Evaluation Plan Responsibility to Stakeholders and QAAR Requirements References Appendix: Resources

35 Folder 3: Program Evaluation Process Figure 2. Evaluation Framework Components Program goals –What does the program intend to accomplish? Measurable objectives –What are the anticipated changes for teachers? –What are the anticipated changes for students? Data collection –How will the data be collected? Data analysis Information/data needed Data source Time line Location Killion (2002) F3-6

36 Understanding the Evaluation Framework Level 1: Participants Reactions Level 2: Participants Learning Level 3: Organization Support and Change Level 4: Use of Knowledge and Skills Level 5: Student Learning Outcomes Kirkpatrick (1998) & Guskey (2000) Kirkpatrick (1998) & Guskey (2000) F3-6 and F3-R4

37 Baseline Data Number of novice teachers with a Certificate of Eligibility Number of novice teachers with a Certificate of Eligibility with Advanced Standing Number of novice special education teachers with a standard license Identify number of novice teachers in following areas: K-5, 6-8, 9-12, special education (all grades) Number of mentors

38 Scavenger Hunt Each folder (1 - 3) begins with a list of guiding questions, a glossary, and key resources. This activity will allow you an opportunity to explore the content of the folders and specific resources. Directions: Find the folder(s) with the answer to the specific guiding question and put the folder number(s) on the blank line. –Note: The guiding question may be worded differently depending on the intended audience. The answer can be found in multiple folders. Directions: Find the resource with specific title and put the folder number (s) on the blank line. –Note: The resource can be in multiple folders.

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40 Folder 4 : Components of Mentor Training This will be helpful in completing Section 6 of the district mentoring plan. Discussion Questions: 1. What are the minimum professional learning components your district will need to provide mentors so they will become effective in the mentoring process? 2. How do the training components align with the New Jersey Professional Standards for Teachers? 3. What are the resources that can support the mentor in guiding the novice teacher toward effective classroom practice?

41 Folder 5 : Components of Novice Teacher Training This will be helpful in completing Section 7 of the district mentoring plan. Discussion Questions: 1. What are the minimum professional learning components your district will need to provide so a novice teacher will become effective during is his/her first year in the classroom? 2.How do the training components align with the New Jersey Professional Standards for Teachers?

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43 Folder 6: The School Leaders Role in Mentoring for Quality Induction Guiding Questions: What are the roles and responsibilities of the school leader with regard to mentoring? What types of support can school leaders provide?

44 Folder 7: Plan Approval and the Local Board of Education Guiding Questions: What are the state requirements for a local mentoring plan? What are the New Jersey Professional Standards for Teachers? What are the required components of a mentoring plan? What are the procedures for the approval process? What is the role of the local board of education in the approval process?

45 Appendices Glossary Annotated Bibliography State Mentoring Web Site (http://www.state.nj.us/njded/profdev/mentor/)Resources –Electronic Resources –Print Resources

46 Q & A What questions do you have related to the use of the mentoring toolkit? For additional questions:

47 Reflection 3 important things Ive learned … 2 ideas/thoughts I would like to share with others … with others … 1 action I will take immediately is …


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