Helping New Teachers Thrive: Essentials of New Teacher Induction December 9, 2005 WERA, SeaTac Jeanne Harmon, Executive Director Center for Strengthening the Teaching Profession (CSTP) Sue Anderson, TAP Coordinator Office of Superintendent of Public Instruction (OSPI)

New Teacher Induction Project Coordinated by the Center for Strengthening the Teaching Profession (CSTP) Funded by the Paul G. Allen Family Foundation In partnership with OSPI

Essential Question What will it take to enable WA to offer its new teachers a robust and comprehensive enough support/induction program that they develop into highly capable practitioners who positively impact student learning, remain invested in the profession and in WA public schools, and partner with veteran teachers in an integrated model of adult learning?

Research and Best Practice What goes into a robust program? What conditions make that program work? Where are organizations seeing success?

Four New Learnings About Beginning Teacher Induction It calls upon a collective responsibility. Its the foundation of a powerful professional certification program. Its a core element of school improvement. Understanding how the culture of schools nurtures or negates beginning teachers is critical.

What are the essential elements of an effective induction program? Hiring Orientation Mentoring Professional Learning Formative Assessment of Instruction

Hiring… that honors the unique needs and powerful potential of beginning teachers Prehiring planning includes needs/capacity assessment, recruitment, trend analysis Information-rich process Building-based and shared Cooperation with the bargaining unit Planned/timely supports

Orientation… to school and district beliefs and practices that occurs before teaching responsibilities begin Welcome and introductions Nuts and bolts Cohort formation Planning for first days Information on: induction, evaluation, resources, guidelines, curricula

Mentoring… by a highly qualified mentor Proficiency-based selection process Well-defined model Thoughtful matching Ongoing mentor professional development Clear role, coordinated with other support

Mentoring… (contd.) Engaged in school improvement Adequately resourced Supported by leadership Subject to continuous evaluation

Professional Learning… that is purposeful, ongoing, formal and informal, and promotes reflection and professional growth Dedicated time Driven by standards Timely, need-to-know Differentiated

Professional Learning (contd) Responsive to different entry points Coordinated with other Prof Devel Includes confidential observations Values contributions of new teachers

Formative Assessment… focused on improving instructional practice Standards-based Uses evidence of student learning Includes ongoing evaluation of program impact

State Role What are actions that OSPI can take that would be helpful? What else do we need to consider?

For more information Jeanne Harmon Sue Anderson