1. 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

2. 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

3. 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.

4. 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

5. 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

6. 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.

7. 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

8. 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

9. 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

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

11. 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

12. 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.

13. 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

14. Minnesota Teacher Induction Data Report -February 2011-

15. 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
MN Staff Development Report
Self-Reported Data on Teacher Induction

16. 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
Self-Reported Data on Teacher Induction

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

18. 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
Self-Reported Data on Teacher Induction

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

20. 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
Self-Reported Data on Teacher Induction

21. 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
Self-Reported Data on Teacher Induction

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

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

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

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

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

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

28. 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