Presentation on theme: "Victoria Duff, Coordinator Mentoring for Quality Induction Initiative"— Presentation transcript:
1NEW JERSEY MENTORING FOR QUALITY INDUCTION: A Toolkit for Program Development Victoria Duff, CoordinatorMentoring for Quality Induction InitiativeOffice of Academic and Professional StandardsNew Jersey Department of Education(609)Linda Munger, Ph.D., Project FacilitatorNational Staff Development CouncilWelcomeLet me add my deepest thanks to all of you who made this toolkit become a reality –most particularly the mentoring task force for their wisdom and expertise and unending desire to make this practical and effectiveThe Professional Teaching Standards Board for paving the wayThe National Staff Development Council for guidance, support, consultation, writing and editingThe staff and friends with whom I work (Jan) for seeing me through the highs and lows of the publication processThe LPDC’s who reviewed and gave initial feedback on the toolkitThe regional offices of the DOEToday is about giving you a basic overview of mentoring and induction, while giving you an overview of your role as LPDC’It is about looking at a process adopted into state regulation that was developed to ensure that all novice teachers in the state of New Jersey receive adequate support and guidance in their first year/years.It is about providing all district LPDC’s and other stakeholders with tools to develop effective mentoring plans, not only develop – but implement.It is about walking through this tool so you have a sense of where this is headed.The responsibility of the LPDC is to design and help the implementation of the mentoring. They do not need to do the actual work of training, evaluating, etc.NormsBathrooms, Refreshments, cell phones to vibrateWe will walk you through the toolkit as if this was a regular training session.MaterialsCards to jot down questionsPost-its for an activityAgendaActivity SheetsContact listTraining EvaluationBaseline Mentoring SurveyRubric For AssessmentWhy have the LPDC’s been chosen?You are the experts in your district for professional developmentThis is targeted professional development that should be connected to all the reform issues and initiatives in your district. This should not be an add-on.
2Welcome and Introductions AcknowledgmentsIntroductions and preparation for working in pairs or small groups during the sessionShare 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 you’d had?Acknowledgement pages included in Overview FolderIt is important to put yourself in the shoes of a new teacher as you begin the process of developing a program/plan.Novice teachers are not fully cooked – Novice teachers carry a purse rather than a trunk.
3Outcomes for the Session Participants will be able to:Turn-key the information about the toolkit to other LPDC members and other mentoring stakeholdersAccess information in the toolkit to align the district mentoring plan with the state regulations and New Jersey Professional Standards for TeachersThe purpose of today is to give you initial training on what is expected in a mentoring plan. The toolkit was specifically written for you – it is not a how to mentor toolkit.Induction and Mentoring are effective when-there is a plan in place that provides the mentor and the novice the supports necessary to work together-the school leader provides guidance and support for the program – the school leaders champion the needs of the novice and the mentor-the district invests in the process-the process focuses on effective instruction based on the needs of the students in the district
4Norms Maintain focus on the purpose and content of the toolkit Engage in the activitiesNote issues and concerns to be addressed on index cardsTake time to reflect on how this impacts your mentoring programOrganize your questions around implementation of the toolkitRespect different points of view
5Overview of the Session Purpose of the sessionAgendaReview items on the agendaExamine folder titles and icons (O-2)Review Table of ContentsWalk through Folder OneQ & A (e.g., use of index cards)Overview FolderReference 0-2: What is the Mentoring Resource Toolkit?Table of ContentsWalk Through Folder OneIntroductionEach district LPDC will receive one toolkit, each local board will receive one toolkitEach district will receive two CD’sThe entire toolkit will be accessed on our website and will be updated annually.Handling the toolkit – You may want to:Put a piece of stock paper between the narrative and the resourcesPut the crucial pieces in a notebook
6Review of Table of Contents OverviewFolder One: Understanding Mentoring for Quality InductionFolder Two: District Mentoring Plan: The District Mentoring Plan Development and Approval ProcessFolder Three: District Mentoring Plan: Program Evaluation ProcessFolder One – begins the conversation, provides you with research and recommendations for an effective mentoring and induction plan; should be the folder that begins the conversation for all groups involved in the process.; Folder one talks about vision and goalsFolder Two – Defines how the mentoring plan will be written, give guidelines and resources to support the writing; for the LPDCFolder 3 – provides the information you will need to support a good evaluation of your plan, evaluation is required by the regulation and must be reported annually through the QAAR process: supports the LPDC and the administration in program evaluation
7Review of Table of Contents Folder Four: Districting Mentoring Plan: Components of Mentor TrainingFolder Five: District Mentoring Plan: Components of Novice Teacher TrainingFolder Six: The School Leader’s Role in Mentoring in Quality InductionFolder Seven: Plan Approval and the Local Board of EducationAppendicesFolder six is critical for all school leaders in the district. Their support makes or breaks an effective program.This toolkit is designed to help you establish the a mentoring program that meets the requirements set forth in the regulations or move beyond. We have provided tools from districts within the state, as well as tools from research. There are districts that have more than a one year program and want to move further into the induction process. There are districts with relatively no turnover, who will develop a program that may not be implemented for several years. There are districts that have an ongoing program that merely needs refining and connections to other programs in the district. Mentoring should not be an add-on, rather it should enhance what already occurs.
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.”Quote is found in Overview FolderWhile this toolkit is not about how to mentor, but rather about how to develop a program, we need to always keep the reasons we mentor in the forefront:-to ensure that all students have qualified teachers-to strengthen teaching and learning in all classrooms-to provide novice teachers with the tools to become more effective more quickly in their classroom-to retain the teachers we hire within the district and within teachingWe know that it takes years to become an excellent teacher, years of experience that allows successful teachers to build a repertoire of strategies and knowledge to support learning in the classroom. Yet – we expect those that come to us straight out of college, or those that come from an alternate career – to walk in with that knowledge.That is an unrealistic expectation. At a time when accountability is the very heart of what is expected, we need more than ever to have a formal period of induction and mentoring support that:-provides support in setting goals and classroom expectations-provides tools for setting classroom routines or behavior management techniques-provides practice in differentiating instruction, motivating students, and using research-based strategies that allow students to build knowledge-provides guidance on interpersonal skills with students, parents and colleaguesAs we walk through the toolkit and review how to build an effective program – let’s also walk in the shoes of the novice and the mentor and think in terms of their needs, their fears, their frustrations.Moir and Gless, New Teacher UCSC
9Institutional Commitment & Support Program Vision Induction Program EssentialComponentsQualityMentoringProfessionalStandardsMany of you have excellent programs – for mentoring and for induction. Developing district plans helps to ensure that novice teachers receive the support they need and mentors are trained in the skills necessary to be effective in the mentoring relationship – interpersonal skills, articulation skills, question skills. For too long most of our mentors have only been trained in roles and responsibilities or the very basics of collegial work. Mentoring is hard, but extremely satisfying work when done correctly.This is a piece of helping you to articulate your goals and vision to the board of education.Classroom-basedTeacher LearningNew Teacher UCSC
10What is Induction? Phases of Teacher Development Period of Socialization & EnculturationA Formal Program for Beginning TeachersSources:Sharon Feiman-Nemser, Opening Address,New Teacher Center Research Forum, JanNew Teacher UCSC
11Induction for What?New professional norms of collaboration and on-going learningImproved teaching performanceIncreased student achievement, especially among traditionally underachieved student populationsNew Teacher UCSCToday’s teachers (veteran and new) are faced with:Understanding how students learnMeeting very diverse student needs within one classroom settingCreating and fostering a safe, respectful and motivating classroom learning environmentPersonalizing and making relevant learning experiencesProviding quality instruction to every childTHE PURPOSE OF YOUR MENTORING PLAN WILL BE TO ENSURE THAT YOU ARE CREATING TEACHER CAPACITY TO MAKE THESE THINGS HAPPEN
13Folder 1: Understanding Mentoring for Quality Induction IntroductionGuiding QuestionsGlossaryKey ResourcesThe Case for Mentoring for Quality InductionResearch on Mentoring and InductionCritical Attributes of Effective MentoringWhy Mentoring is VitalKey Principles in Mentoring for Quality InductionMentoring for Quality Induction Program Guidelines (8 guidelines)ReferencesAppendix: Resources
14Folder 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?Think about your existing program. Based on these attributes – what does your program do and what doesn’t it do?Based on the principles. These beliefs are reflected in our programThese principles are not yet reflected in their program.
15Folder 1: ResourcesResource 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 DevelopmentAnnotated BibliographyWhat are some of the key pieces of the regulations?LPDC develops the planLocal Board of Education approves the planone year mentoringapplication process for mentorsestablished criteria for mentorscomprehensive mentor trainingrigorous mentoring program for novice teachersnovice teacher pays mentor stipend in lieu of state fundmonitored through program evaluation and QAAR (QSAK)Which folders will help the LPDC and other stakeholders develop a plan?Folders 2 – The PlanFolder 3 – Program EvaluationFolder 4 & 5 - Support for the Mentor and the Novice TeacherKey Principles – What are your beliefs and assumptions about mentoring?Guidelines help to set the tone for the plan.Folder one begins the conversation that enriches the teaching and learning process within a district and validates the concept of teacher as learner.
17Folder 2: District Mentoring Plan: The District Plan Development and Approval Process IntroductionGuiding QuestionsGlossaryKey ResourcesState Regulations Governing the District Mentoring PlanTo the LPDC: Before You BeginAssess Current Status of District/School Mentoring EffortsBegin with the End in Mind - IT’S ALL ABOUT VISION!Write the District Mentoring PlanSections 1 – 11District Plan Approval PlanDistrict Plan Approval TimelineAppendix: Resources
18New Jersey Professional Standards for Teachers Standard One: Subject Matter KnowledgeStandard Two: Human Growth and DevelopmentStandard Three: Diverse LearnersStandard Four: Instructional Planning and StrategiesStandard Five: AssessmentStandard Six: Learning EnvironmentStandard Seven: Special NeedsStandard Eight: CommunicationStandard Nine:Collaboration and PartnershipStandard Ten: Professional DevelopmentOne of the best tools for understanding the Professional Standard for Teachers – should be used first with the group who will write the plan, the local board of education, the mentors, the novice teachers, veteran teachers and parents. It gives us a common language, a definition of effective teaching, a tool for conversation and dialogue, a guide for professional learning, a lens for the mentor to view practice and a mirror for the novice to reflect on practice.F2-R3
19Subject Matter Knowledge Human Growth and Development Diverse LearnersInstructional Planning and StrategiesAssessmentLearning EnvironmentSpecial NeedsCommunicationCollaboration and PartnershipsProfessional DevelopmentNovice teachers need to learn how to teach before they can teach content effectively.F2-R2
20Each person gets 7 post-its. Resource 2: New Jersey Professional Standards for Teachers Awareness ActivityDirectionsEach 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 TeachersF2-R2
21Reflection 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?How will novice teachers in your district/school be supported to implement the New Jersey Professional Standards for Teachers?
22Key Components of District Mentoring Plan RegulationsComponents of District Mentoring PlanSection 1: District ProfileSection 2: Needs AssessmentPSection 3: Vision and GoalsSection 4: Mentor SelectionSection 5: Roles and Responsibilities for MentorsSection 6: Professional Learning Components for MentorsSection 7: Professional Learning Components for NovicesSection 8: Action Plan for ImplementationSection 9: Resource Options UsedSection 10: Funding ResourcesSection 11: Program EvaluationDistricts will develop plans that are: (green activity sheet)practicaldesigned to meet the needs of the novice within the culture of the districtdeveloped to ensure successful teachingfocused on the studentsThere are no minimum number of pages and no maximum. You have to develop a plan that is right for the district but the meets the minimum requirements of the regulations.Plans should follow a template.Who can be involved in providing input for a mentoring program?LPDCSchool LeadersMentoring Coordinator or Staff DeveloperAssociationMentorsNovice teachersSchool BoardParentsNeeds AssessmentWhere will you get the data to support the components of your plan? Who will provide input?F2-R8
23Rubric for Assessment of Current Status of District Mentoring Plan Needs Assessment ProcessVisionGoalsObjectivesMentor SelectionRoles and ResponsibilitiesProfessional Learning – MentorsProfessional Learning – Novice TeachersAction Plan and Resource OptionsFunding ResourcesProgram EvaluationWe will use the rubric throughout the rest of the training. You will identify for yourselves where you are on the rubric. The rubric is key to helping you assess where you are now and where you want to be.Where would you find yourself in the area of needs assessment? Who are you asking for input? What questions will support your thinking?F2-R7
24Section 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; andAssist novice teachers in the performance of their duties and adjustment to the challenges of teaching.What is your vision for mentoring? How will that be articulated and to whom? (assess yourself on this component of the rubric)-recruitment-effective practice-retention of teachers in the district and in the professionF2-5
25SMART GoalDuring 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.
27SMART Goal During a three-year induction program (achievable), 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)aligned to the New Jersey Professional Standards for Teachers (standards-based).Look at rubric and identify where you are in the first six areas. We will get to the other five areas after the break.The rubric will help you understand where your program is and where it needs to go.
28Folder 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)Pull out the yellow rubric. We will begin looking at this rubric in view of your existing plan., It is this rubric that will help you to revise or rework your plan. ****You do not need to write a whole new plan. You should be able to start with an existing plan.Mentor Selection is done through specific criteria and application – a variety of tools to help in that process.Roles and Responsibilities – make public all of the roles of the key stakeholders using the various folders to help you define those.What supports will you put in place? A handbook, observation time, time for meetings within the partnership, focus groups for mentors and novices, e-mentoringF2-2
29What needs to be in a district mentoring plan? Folder 2: District Mentoring Plan: The District Plan Development and Approval ProcessWhat needs to be in a district mentoring plan?F2-R9: District Profile SheetF2-R11: Signoff SheetF2-R10: Sample Table of Contents for District Mentoring PlanF2-R8: District Mentoring Plan ChecklistNarrative section (must include 20 mentoring plan for alternate route)F
30Timeline OverviewApril-August ’05: Plan development by the LPDC and stakeholders beginsSeptember 1, ’05: Initial plan goes to local board of educationSeptember ’05: Local board of education begins approval processSeptember ’05: District begins program implementation and mentor assignmentsNote: Action plan: By May-June of 06 you will need a formal action plan that you will carry out and report on over the next three years. See FF2-8
31TimelineOctober 1, ’05: Plan goes to county superintendent. It should include:Approved planStatement of Assurance (Folder 7)Approval/ Comment form (Folder 7)The plan approval/comment form should be sent back to the LPDC
32TimelineSeptember ’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 educationSeptember 1, ’06 – Board approval to County Superintendent (3-year plan)November ‘06: First QAAR Report on mentoring program (department form)
34Folder 3: District Mentoring Plan: Program Evaluation Process IntroductionGuiding QuestionsGlossaryKey ResourcesOverview of Program EvaluationUnderstanding the Evaluation ProcessIdentify IndicatorsIdentify Evaluation QuestionsIdentify Data Methods and SourcesAnalyze DataInterpret DataReport Results/FindingsUnderstanding the Evaluation FrameworkCreating an Evaluation PlanResponsibility to Stakeholders and QAAR RequirementsReferencesAppendix: ResourcesSlide 33: Folder 3 is meant to help LPDC plan an evaluation of their mentoring program. It is important to plan an evaluation while you are planning the mentoring program.
35Folder 3: Program Evaluation Process Figure 2. Evaluation Framework ComponentsProgram goalsWhat does the program intend to accomplish?Measurable objectivesWhat are the anticipated changes for teachers?What are the anticipated changes for students?Data collectionHow will the data be collected?Data analysisInformation/data neededData sourceTime lineLocation Killion (2002)Note: This folder will help you to understand the evaluation process as well as how to create an evaluation plan.Slide 34Within the narrative section on page 6 – Figure 2 will identify the components that need to be defined in an evaluation plan.Please note that the program goals are critical. The evaluation plan is designed to gather evidence to see if the mentoring plan is implemented as planned and what impact the mentoring program is having on teacher effectiveness and student learning. The results of the evaluation will help to clarify what adjustments need to be made to the mentoring plan.F3-6
36Understanding the Evaluation Framework Level 1: Participants’ ReactionsLevel 2: Participants’ LearningLevel 3: Organization Support and ChangeLevel 4: Use of Knowledge and SkillsLevel 5: Student Learning OutcomesKirkpatrick (1998) & Guskey (2000)Slide 35 – Two key components of the mentoring plan are designing training for mentors and novice teachers. Kirkpatrick and then Guskey have designed different levels of evaluating training components. The first three levels are minimal requirements. We are all used to evaluating participants’ reactions. It is also important to evaluate the support from the school leader as well as other types of organization support, such as resources and the impact the support has on implementation of the mentoring program. Some districts are ready to move to a higher level of evaluation, which includes teacher application of the NJ Professional Standards for Teacher for teacher effectiveness and impact on student learning.F3-6 and F3-R4
37Baseline DataNumber of novice teachers with a Certificate of EligibilityNumber of novice teachers with a Certificate of Eligibility with Advanced StandingNumber of novice special education teachers with a standard licenseIdentify number of novice teachers in following areas: K-5, 6-8, 9-12, special education (all grades)Number of mentorsWe are asking you to help us help you. The College of New Jersey will help us develop strategies to support you in this new endeavor based on your information.
38Scavenger HuntEach folder (1 - 3) begins with a list of guiding questions, aglossary, and key resources. This activity will allow you anopportunity to explore the content of the folders andspecific 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.
40Folder 4 : Components of Mentor Training This will be helpful in completing Section 6 of the district mentoring plan.Discussion Questions:What are the minimum professional learning components your district will need to provide mentors so they will become effective in the mentoring process?How do the training components align with the New Jersey Professional Standards for Teachers?What are the resources that can support the mentor in guiding the novice teacher toward effective classroom practice?Mentoring requires some very definite skills. Many of those skills must be practice and refined if we are to be effective.There are districts who do not go beyond the basic support.Mentoring requires the veteran to be empathetic, to guide, to counsel, to clearly articulate effective teaching practice, to help the novice build confidence in dealing with challenges and to be an advocate for the novice. Most importantly it means the mentor must build a unique relationship built on trust and respect that is CONFIDENTIAL.You will want to train mentors carefully over the course of time. Mentors need to know what is expected and how they will be supported.Mentors need continuous support. In addition to training, they need opportunities to come together to discuss challenges, to assist in developing additional learning opportunities.
41Folder 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?Who should be mentoredall provisional teachersall new teachers with standard certificatesall new certificated staffall new to the district
43Folder 6: The School Leader’s 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?Who should be mentoredall provisional teachersall new teachers with standard certificatesall new certificated staffall new to the district
44Folder 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?
45Appendices Glossary Annotated Bibliography State Mentoring Web Site (http://www.state.nj.us/njded/profdev/mentor/)ResourcesElectronic ResourcesPrint Resources
46Q & AWhat questions do you have related to the use of the mentoring toolkit?For additional questions:
473 important things I’ve learned … Reflection3 important things I’ve learned …2 ideas/thoughts I would like to sharewith others …1 action I will take immediately is …