New Teacher Development Program Tamika Estwick-Sen. Program Manager Elizabeth Kurkjian Henry- New Teacher Developer Alexis Harewood- Year II Teacher

Give One/Get One List two ways you plan to orient and support your new teachers?

Outcomes To discuss why induction matters and underscore the role of the principal in ensuring new teacher success To gain a deeper understanding of how BPS NTD program can align with school support for beginning teachers To share resources for school-based induction

Agenda The Tenants of New Teacher Induction Overview of the components of the BPS New Teacher Development Program The Role of the Principal in New Teacher Induction ▫Sharing of Resources A testimonial from a new teacher – Alexis Harewood

Why Induction? The 1993 Education Reform Act [Chapter 71, Section 38G] and the Massachusetts Regulations for Educator Licensure [603 CMR 7.00] require districts to provide systems of support for all incoming and novice educators. The regulations place special emphasis on mentoring for novices, even making participation in a mentoring program a prerequisite for the Professional License. 5 For all incoming teachers An orientation program For novice teachers  Assignment to a trained mentor within the first two weeks of teaching  Assignment of a support team that shall consist of, but not be limited to, the mentor and an administrator qualified to evaluate teachers  Release time for both the mentor and novice teacher, to be used for regular classroom observations and other mentoring activities

Teacher Induction: What Induction Looks Like in BPS State standard for inductionBPS means of meeting standard Mentoring 1.Assignment of each novice teacher to trained mentor within the first two weeks of teaching. 2.Release time for both the mentor and novice teacher, to be used for regular classroom observations and other mentoring activities 1.BPS and school administrators collaborate to match every novice teacher with a full-time or part-time New Teacher Developer 2.School administrators ensure that sufficient release time is scheduled. Professional Development Professional development aligned to the needs of new teachers BPS NTD program holds effective teaching seminars and advancing practice courses designed to meet teacher needs. School Based Support Assignment of a support team for each novice teacher that shall consist of, but not be limited to, the mentor and an administrator qualified to evaluate teachers School administrators ensure establishment and maintenance of support teams. OrientationOrientation programs for all incoming teachers BPS holds New Teacher institute; school administrators hold site-based orientations 6 The mission of the New Teacher Development program is to accelerate the academic success of Boston Public School students by providing rigorous instructional mentoring to novice teachers.

Resource Teacher Assessor Problem- Solver Trusted Listener Advocate Facilitator Coach Collaborator Learner Accelerate New Teacher Practice Increase Student Learning Accelerate New Teacher Practice Increase Student Learning The Role of The New Teacher Developer

Mentoring: BPS New Teacher Developer Models 8 Full-Time NTDPart-Time NTD Full-time mentors who each support 14 novice teachers in BPS and spend 2.5 hours each week with each teacher Current full-time teachers who spend up to 2.5 hours beyond their teaching time with each of up to two new teachers in their building. Selected centrally by joint BPS/Boston Teachers Union Current teachers who are selected by school personnel sub-committee Receive intensive professional development provided by the New Teacher Center Receive intensive professional development provided by New Teacher Center and Full-Time NTDs

Professional Development for New Teachers Effective Teaching Seminars (Yr 1) These seminars are designed to help first-year teachers cultivate effective instructional strategies, reflect on their practice, and collaborate with colleagues. Advancing Practice Courses (Yr 2) Advancing Practice Course in Assessment and Monitoring Student Progress Advancing Practice Course in Differentiating Instruction BPS Online Mentoring The BPS Online Mentoring Program provides induction support to early career teachers in a blended on-line learning environment. Teachers are supported by a mentor through guided inquiry around the Rubric of Effective Teaching. Exemplary Teacher Visits Exemplary Teacher Visits are job- embedded professional learning experiences that build the instructional practice of teachers through structured classroom observations, reflections, and planning processes that link their learning to their own teaching contexts. New Teacher Institute The New Teacher Institute is a professional development and orientation event for all teachers who are new to Boston Public Schools. The institute is organized around the Rubric of Effective Teaching with a focus on creating effective classroom communities, reflecting and networking with colleagues and learning strategies to meet the needs of all students. The Institute serves as the foundation for beginning teacher professional development in BPS.

Program Components S.Y

Creating Networks of Support for New Teachers Principals’ support for mentoring and induction programs – particularly, those related to collegial support – also appears to play a prominent role in beginning teachers’ decisions to quit or remain on the job. Smith and Ingersoll (2004) found that those who experience such support are less likely to leave teaching or change schools. From Teacher Retention Issues: How Some Principals are Supporting and Keeping New Teachers, Journal of School Leadership, v. 17 November 2007, by Kathleen Brown and Susan Wynn

Best Practices for Administrators Be explicit about your goals for school-based induction and invite incoming teachers to share their goals in return. Share not only formal information about policies and norms but also informal stories that highlight the history and culture of the school and its community. Be proactive: ask incoming teachers “How can I make your life easier?” Encourage incoming teachers to be proactive: ensure that they know where to direct questions and concerns. Treat induction as an ongoing process, with orientation as only the first step in that process. Enlist exceptional veteran teachers, teachers inducted the previous year, grade level and department heads, support staff, specialist teachers, students, families, and community members in your induction efforts.

A testimonial from Alexis Harewood- New Teacher