Presentation on theme: "SCHOOL LEADERS: THE KEY TO SUCCESSFUL INDUCTION"— Presentation transcript:
1SCHOOL LEADERS: THE KEY TO SUCCESSFUL INDUCTION Victoria DuffMentor Training CoordinatorNJ Department of Education
2The task of a leader is to get his/her people from where they are to where they have to be. Henry Kissenger
3Reflections What skills do new teachers need to be successful? What supports will you put in place to help novice teachers become successful?
4Mentoring - Induction Mentoring Induction An action Assists novice in making successful transitionExperience is facilitated and guidedMakes connections to realities of teachingInductionA processProgram over timeTargeted professional learningMentoring is a component
5Why a Formal Mentor Program? Aligned to the CCCS and the Professional StandardsTargeted Professional DevelopmentProvides access to communities of practiceSupports the culture of the schoolLinks pre-service instruction to actual practice
6School Leader Responsibilities: State Requirements Inform new teachers about the mentoring programSelect the mentors based on district criteriaMatch the mentors and novice teachersRespect the confidentiality of the programContribute to ongoing program evaluation
7Additional Roles for School Leaders Encourage veterans to become mentorsSchedule common planning timeSupport classroom observations between the mentoring pairContinue to be a resourceUnderstand all of the components of mentor trainingServe as the FIRST MENTOR of the novice
8Quality Induction Programs All novice teachers are involvedPrograms are comprehensive and goals are clearly articulatedMentoring is a minimum of one yearMentors are qualifiedHigh expectations are set for all involved in the programConsiderations are made about additional teaching loads for participantsSupport is ongoing for mentors and novice teacher through networkingProvides data for ongoing improvement from program evaluation
9Who Is Mentored?Those with a CE (Certificate of Eligibility) alternate routeThose with a CEAS (Certificate of Eligibility with Advanced Standing)Special Education (CE or CEAS)Special Education (standard)New to District
10Effective teachers explain content to their students from different perspectives, respond accurately to their questions, plan lessons intelligently, qualify assertions appropriately, and choose wisely what to include, exclude, and emphasize in the curriculum.L.S. Schulman (1987) Harvard Education Review
11Quality Teaching A professional norm The standard The model The behaviorsWhat are the professional norms we wish to create for novice teachers?
12The Professional Standards for Teachers A common languageA definition of the knowledge, skills and dispositions for effective teachingA conversation toolA self-assessment toolA lens for the mentor to view practiceA mirror for the novice to view practice
13The Professional Standards for Teachers Subject matter knowledgeHuman growth and developmentDiverse learnersInstructional planning and strategiesAssessmentLearning environmentSpecial needsCommunicationCollaboration and partnershipsProfessional development
14A Mentor Is…. Knowledgeable in the content Committed to the mentoring process confidentialityKnowledgeable in pedagogyArticulates instructional practices at high levelsTrained as a mentor
15The Focus for Novice Teachers Teaching is a developmental process.Teaching must be assessed through self-assessment, formative assessment, and summative assessment.Teacher growth is constant when supports are in place.Teacher growth should be based on competencies, not deficits.Teaching must focus on high levels of student learning.
16Mentor Needs The understanding of skill sets Roles and responsibilitiesAdult learning theoryCoachingCommunication skillsProblem –solving/ conflict resolution skillsFormative assessment (non-evaluativeThe understanding of professional standards
17Novice Teacher Needs Transfer of knowledge from theory to practice Understanding of the demands of the professionEncouragement to ask questionsAssignments linked to expertiseRecognition that they are learning
18Mentors and Novice Responsibilities Meet frequently to discuss challenges and successesDocument meeting timesMake time for observation of teaching and feedback of the observationsUse reflection journals as a conversation toolUse the Professional Standards to develop teaching practice
19School Leader Supports for Mentoring and Induction A welcome letter or callA school orientation day with the mentorA curriculum packetA full explanation of first year activities and expectationsAn explanation of the Provisional Teacher ProgramIntroductions to staff and special introductions on day one
20Supports Remember what your first year was like Take care in placement Provide novice focus groupsForm professional learning teamsProvide access to professional learning resourcesKeep an open door policy
21Formative Assessment in the Mentoring Program Provides an ongoing measurement of growth over time - strengths and weaknessesProvides the novice with evidence of student learningProvides objectivity through dataResponsive to teacher needsSupports collaborationCreates a reflective and inquiry based environment
22Formative Assessment in Supervision 10 weeks – state required formative evaluation aligned to standards20 weeks – state required formative evaluation aligned to standards30 weeks – state required summative evaluation aligned to standards (leads to standard certification)