Presentation to the MDE Tiered Licensure Work Group December 6, 2011 (DEBBI) slides 1-9 Review of TSP – who we are, how we got started, the focus of our work (this is primarily to bring several new board members up to speed)   For the past 20 years there has been considerable efforts to move forward more support tonew teachers in ther first years in the profession. For example: BOT – mentoring grants ranging from a million dollar R & D grant to a few thousand spent this year for regional mentor training Ed MN – eMentoring program connecting National Board Certified teacher to new teachers using the internet MNSCU & U of MN – residencies, grants, partnerships & networks with school districts MDE – Federal TQE grant funded the three year First Five Mentorship program; created and implemented to form policy All our efforts were and are well intended but in too many cases, new teachers across the state are not having access to a high-quality, comprehensive induction or mentoring program. In all our efforts, teacher induction is still “hit-or-miss” and designed along the continuum from Sink/swim to buddy system to induction lite to a comprehensive 2-3 year program In many cases, work has been abandoned due to lack of funding, change of leadership or shifting priorities.   AND YET, TEACHERS AND SCHOOL ADMINISTRATORS ARE ASKING FOR HELP and assistance in a good induction program looks like and how it be meaningful, relevant and reasonably provided to staff.    Presentation to the MDE Tiered Licensure Work Group December 6, 2011 1 1

In the Fall of 2006, ED MN invited 4 groups to band together around the cause of new teacher induction University of Minnesota – college of education and human development Ed Mn MDE MNSCU Today we wish to share about our work, particularly with the Minnesota Educator Induction Guidelines and the next steps for roll-out. We also would like to learn about BOT interest in support new teachers and how TSP may help you “connect the dots.” 2

Purpose of the TSP We believe all new teachers should have access to a comprehensive induction program that supports teachers new to the profession and their students. Underlying Premise Schools that invest in effective induction practices can provide the support beginning teachers need to become highly skilled, committed, and caring professionals—the teacher leaders of tomorrow. Bridge between pre-service and professional service---student teacher to master teacher. Today I ask that you look at the information I’m sharing primarily focused on teachers new to the career of teaching BUT….how can these practices may also apply to the other tiers. What I have found in practice, many of the best practices applied with new teachers, experienced teachers also benefit from the same practices but at a different level. AND……how teacher leaders are often leaders of the best practices.

Roll out! MN Induction Network TSP Accomplishments TSP first mission accomplished – Mn Induction Guidelines TSP second mission accomplished – TSP Website TSP third mission accomplished – Establishment of the MN Induction Network 4 4

What is induction? Period of transition from preparation into first professional assignments Early career development for teachers Addresses a variety of development needs: logistical, emotional and social support, creating a pattern of professional learning that will carry forward as a career-long process What is induction? What is mentoring? People often view these two areas as one and the same. Induction – big umbrella of new teacher supports (program, leadership, professional learning, mentoring Mentoring – 1:1 relationship between a exemplary teacher and a new teacher

Why should we support high-quality induction? Payoff for students Increased teacher effectiveness Improved opportunity for learning Greater student achievement We know that student achievement is affected by the quality of teacher providing instruction and that the achievement effect is cumulative . . . Consistency in effective teachers over time provides greater achievement than periodically having a teacher provides effective instruction. Induction support can provide the early career development for teachers that increases the rate at which they would improve their practices if left on their own with no support. Thus, students who are assigned to the beginning teacher with induction support will have a greater probability of experience instruction that is being guided by the induction supports the teacher has access to. We also know that teachers’ practices generally improve with time . . . They develop an eye for monitoring classroom interactions, their repertoires become more diverse, and they have greater confidence in their own pedagogy and subject matter knowledge. When induction improves the retention of teachers past the critical 3 and 5 year marks when we lose a lot of teachers, the whole teaching work force retains its experienced teachers. And again, students have a greater probability of having access to experienced and effective teachers.

Why should we support high-quality induction? Payoff for teachers Improving teaching practices Increasing the rate at which a beginning teacher develops his/her practice Developing a stance of ongoing professional learning Creating schools as places of professional learning

Why should we support high-quality induction? Payoff for districts Increased retention of early career teachers Financial return for districts who invest in induction Overall improvement of teaching quality and student learning Influence the types of practices new teachers develop to align with district goals

Why induction in Minnesota? Few districts in Minnesota provide a comprehensive induction program Of the districts reporting* to have an induction program for at least one year (89%) ……. Only 55% have expectations to meet regularly with a mentor or colleague for lesson planning. Only 58% provide professional development specific to new teachers in their content or program area. Only 64% provide training to mentors (coaching skills, observation strategies, etc.). Only 75% provide mentor observations aimed at improving teacher practice. In addition, 36% of these programs report providing 8 hours or less of formal new teacher support. Induction Data – allow time to review data in packet Continuum 1- sink/swim 2- buddy system 3- induction lite 4- comprehensive 2 yr *Minnesota Department of Education Staff Development Report 2009-10

Guidelines for Induction Practices Purpose: Define and describe high-quality induction practices at various levels of the educational system Development Principles: Research-based practices Models from other states and MN districts Sensitive to the Minnesota context Share the Guidelines document        Guidelines looks at teacher development as an on-going, career-long process Systematic approach to induction – Minnesota’s need to move from current to comprehensive programs Moving from theoretical to practical application – intended use of the Guidelines document

Outline of the Guidelines Introduction: Professional learning as a career-long process What is an induction system? Developing a district-level educator support system Professional development within induction systems Mentoring Resources Professional learning is a career-long process   What is an induction system? Comprehensive induction system design Components of an induction system Administrative leadership Professional learning Mentoring Developing a district-level educator support system Keep an eye on the vision of the induction system Working in collaboration Building an induction system over time Professional Development within Induction Systems The role of professional teaching standards in guiding professional development within induction systems Professional growth plans as a way to differentiate support Assessing the quality of professional development opportunities Designing a mentoring program Careful selection of mentors Ongoing preparation and development of mentors Intentional assignment of mentors Alignment of mentoring practices and teaching evaluation Resources

Key Ideas about Induction Practices in the Guidelines Comprehensive: They provide for a variety of support mechanisms and opportunities for professional learning. Coherent: Activities are coordinated and purposeful for the educator’s needs. Sustained: Supports last for multiple years and are differentiated as the educator develops.

What are potential implications for tiered licensure? Seamless entry of educators into the field and smooth movement forward to the next level of the profession Consistent high-quality career support for all educators Balance the support of district and educator responsibility

Minnesota Teacher Induction Data Report -February 2011-

New Teacher Induction Program How Many Districts In Minnesota Report Have An Induction Program? 2010 Percentages, charts and graphs presented in this report are based on the data derived from all district data that were reported by December 23, 2008. Districts Reporting Having an Induction Program in 2009-10 MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

New Teacher Induction Program Districts Reporting Having An Induction Program 2008 2009 2010 The chart compares FY 2007 to FY 2010 data in relation to percent of district provided New Teacher Mentoring Program. MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

New Teacher Induction Program How Many Years Of Program Support Do Districts Provide New Teachers ? 2008 2009 2010 MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

New Teacher Expectations: Time How Much Time Do Districts Require of New Teachers to Participate in their Induction Program? Increased student achievement was associated with sustained teacher learning opportunities, like teachers more intense participation in the professional development (Yoon, Duncan, Lee, Scarloss, & Shapley, 2007; Banilower, 2002). MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

Mentor Expectations: Time How Much Time Do Districts Require of Mentors to Meet with New Teachers? MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

Induction Activities for New Teachers What Activities Are Districts Providing New Teachers? Spearman correlations between program for first three year teachers and induction activities. **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

Induction Activities for New Teachers What Activities Are Districts Providing New Teachers? Spearman correlations between program for first three year teachers and induction activities. **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

New Teacher Seminars or Workshops What Seminars Or Workshops Are Districts Providing New Teachers? MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

New Teacher Seminars or Workshops What Seminars Or Workshops Are Districts Providing New Teachers? MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

Formative Assessments with New Teachers What Formative Assessments Are Used With New Teachers to Inform Next Mentoring Steps? MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

Mentor Training Activities What Training Are Districts Providing Their Mentors? MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

Mentor Training Activities What Training Are Districts Providing Their Mentors? MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

Program Evaluation Measures How are Districts Evaluating Their Induction Program? MN Staff Development Report 2009-10 Self-Reported Data on Teacher Induction

Minnesota Department of Education School Support Division Contact Information Deborah Luedtke Minnesota Department of Education School Support Division 1500 Highway 36 West Roseville, MN 55113 deborah.luedtke@state.mn.us 651-582-8440