1. New Teacher Support Team Coordinator Spring Training
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Human Capital Management: Onboarding and Retention

2. Table Talk Positivi-TEA
Share a positive moment that you have shared with new teachers at your campus OR share a story about positive growth that a new teacher has experienced at your campus.

3. Session Norms
We will respect the time of our attendees by starting on time and ending on time.
We will invite the contributions of our community and actively listen to each other.
We will ensure all technology use remains on-task.
We will look for a “third way” to encourage both our professional growth and that of those around us.

4. Session Objectives
Review the components of the New Teacher Mentoring Program and articulate best practices for teacher mentoring
Examine the Fall New Teacher Support data and determine implications for your campus
Learn best practices from the field

5. 2016-2017 Induction Plan YOU ARE HERE
Support the professional development, instructional capacity, and personal well-being of new and novice teachers
Increase student academic achievement by diversifying the instructional skills of new/novice teachers to ensure student success
Provide mentor teachers with research-based peer coaching training
Build campus leadership density by cultivating leadership potential in veteran teachers serving as mentors
Improve teacher retention
YOU ARE HERE

6. TMP: Recommended Guidelines
Intentional pairing of mentors/mentees
Ongoing professional development and support for mentors
Sanctioned time for mentor-teacher interaction
Conversations centered on teaching standards and student data
Rigorous mentor selection based on qualities of an effective mentor
Qualities may include: evidence of outstanding teaching practice, strong intra- and inter-personal skills, experience with adult learners, respect of peers, current knowledge of professional development.
Ongoing professional development and support for mentors
Effective teachers don’t always know what it is about their teaching that is effective. Many mentors are also surprised to find that translating knowledge to students is not the same as translating knowledge to adults. High quality and ongoing training, as well as a professional learning community, are needed to help mentors develop the skills to identify and translate the elements of effective teaching to beginning teachers.
Informal: Though the majority of states mandate and sometimes fund formal teacher-mentor programs, many do not. Concerned principals in these states may assign buddy teachers, pairing new teachers with experienced volunteers. Buddy teachers usually focus on psychological support and coping strategies rather than educational development.
Master teachers: Mandatory programs pair beginning teachers with tenured teachers, teachers with master's degrees, or those with three or more years of experience. Districts may pay stipends with local or state funds and often give release time for mentors to observe new teachers in the classroom. In rare cases, mentors provide formal evaluations.
Mentor teams: A portion of state-mandated programs require a team approach in which some mentors fulfill the social-support function; others assess the novice's performance for purposes of employment or certification.
Outside mentors: Some districts partner with nearby universities to bring college faculty on site to mentor new teachers. The universities or state grants usually fund these programs

7. Fall Mentor and Mentee Data

8. New/Novice Teacher Survey Data

9. New/Novice Teacher Survey Data

10. New/Novice Teacher Survey Data

11. New/Novice Teacher Survey Data

12. Mentor Survey Data

13. Mini-NTA 3D: Develop, Discover, Differentiate
February 21, 2017 at 4:30-7:30PM, H.B. Bell Building
Teachers will:
Discover tools that answer some of their most pressing questions.
Gain knowledge and practical techniques to assist with providing quality instruction, effectively managing classroom expectations and behaviors, and differentiating instruction to meet the needs of all students.
Ongoing beginning teacher professional development
Beginning teachers benefit from a professional learning community that is guided by professional teaching standards and the appropriate content area standards, and focused on
teacher development, problem solving and mutual support. Opportunities such as regularly scheduled seminars and online learning communities provide a context for rich networking, professional dialogue and reflection, as well as combating isolation.
Professional development NOT specifically tailored to the needs of beginning teachers
Novices are in a unique developmental phase that can not be addressed by “one size fits all” workshops or trainings. Professional development disconnected from teacher needs can feel irrelevant, at best, and in many situations, only serves to overwhelm beginning teachers.

14. Mentor Survey Data

15. Mentor Survey Data

16. Mentor Survey Data

17. Mentor Survey Data

18. Spring Preparation for New Teachers
SLO Accomplishment
Extended Observations
Summative Observations
STAAR Testing
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19. TMP: Important Spring Dates
Actions
Timeline
Mentor/Mentee Matching in Google
By Oct 30, 2016
Fourth Six Week Needs Survey (All New and Novice Teachers)
Sent on Feb 3, 2017; DUE Feb 10, 2017
Spring Mentee/Mentor Observations
Feb- March 2017,
DUE March 24, 2017
New Teacher Support Coordinator Meeting
May 9, 2017,
May 10, 2017
End of year Mentor and Coordinator Survey
Sent on May 9, 2017; DUE May 16, 2017

20. Check for Understanding

21. TMP: Additional Resources
Today’s NTST training slides
Google reference documents
TMP resources
Mentoring Training Session Guide and presentation slides

22. New Teacher Support We are committed to student success.
We are committed to your success.
We are here for you.
Dallas ISD Onboarding and Retention Team
Human Capital Management