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Silicon Valley New Teacher Project

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Presentation on theme: "Silicon Valley New Teacher Project"— Presentation transcript:

1 Silicon Valley New Teacher Project
A California State BTSA Induction Program

2  On the whole, the school reform movement has ignored the obvious: What teachers know and can do makes the crucial difference in what children learn. Policies can improve schools only if the people in them are armed with the knowledge, skills, and supports they need. Student learning in this country will improve only when we focus our efforts on improving teaching. The Report of the National Commission on Teaching and America’s Future

3 What Is Induction? A phase of teacher development
A period of socialization and enculturation A formal program for beginning teachers

4 Goals of an Induction Program
To support teacher practice that results in high student achievement To assist new teachers holding a California Preliminary Credential in meeting criteria for the attainment of a Professional Clear Credential within two years To retain high quality, reflective teachers

5 California’s Learning to Teach System
Preliminary Credential Preparation PREL IMINARY Professional Clear Credential Preparation Continuous Learning P R O F E S I N A L Blended Program Subject-Matter Preparation Professional Preparation Support and Supervision Teaching Performance Assessment on the TPEs Induction Program Advanced Curriculum Preparation Formative Assessment and Support Frequent , Focused Reflection on Practice Individual Induction Plan Application of Prior Learning Professional Growth Program Individual Development Plan Based on Teacher’s Goals Advanced Curriculum Studies Advanced Subject Matter National Board Certification Reflection on Practice Post-Baccalaureate Program Subject matter Preparation Professional Preparation Support and Supervision Teaching Performance Assessment on the TPEs Internship Program (Subject matter Preparation) Professional Preparation Support and Supervision Teaching Performance Assessment on the TPEs March 2006

6 Teacher Retention Data: SCNTP Alumni after 7 Years
94% still in education 88% teaching 38% in same school 72% in leadership roles [1998/99 Retention Study conducted on 1992/93 SCNTP participants]

7 NTC Direct Services Partnerships Dissemination Policy Research
Professional Development NTC Partnerships Dissemination Research Policy

8 Silicon Valley New Teacher Project

9 Santa Cruz/Silicon Valley New Teacher Project BTSA Induction Program
COMPONENTS: Complete program components each year for two years Weekly Meetings with NTP Mentor NTC Formative Assessment System Professional Development: Seminar Series and Related Applications

10 Weekly Meetings with Mentor
Full release model: 1/15 caseload Impact on students Non-evaluative support Focus on Standards Student Content Standards California Standards for the Teaching Profession BTSA Induction Program Standards

11 NTC Formative Assessment System

12 FAS Training First Year Mentors: Second Year Mentors
4 Full Day Trainings: Foundations in Instructional Mentoring Content and Pedagogy, Standard 15 Mentoring for Special Populations Success Induction Standard 20 Second Year Mentors 3 Full Day Trainings: Mentoring for Language Learner Success, Induction Standard 19 Mentoring for Equity, Induction Standard 17 Third Year + Mentors 3 Trainings: Literacy in Content Areas

13 Forum Logistics When : 8:30–11:45 a.m. Where: UCSC Extension
How Often: 3 times a month Expectation: All mentors attend Field Friday: Once a Month Mentors independently pursue professional development activities: Mentor Shadowing Meeting with Steering Committee Representative District Mentor Team Meeting Planning/Debriefing a District Seminar Project Seminar Planning

14 Mentor Learning Community -- Mentor Forums --
Mentor Forums serve important purposes: Provide a collaborative community of practice for mentors Deepen mentoring skills and advance induction practice Support program implementation Provide mentor accountability in a supportive environment Support each mentor’s emerging leadership capacity

15 Peer Coaching Coaching Partners within and outside of Forums
Veteran mentor coaches a new mentor Using an Advisor Collaborative Log Mentor Shadowing A two-way cycle of peer observation Cohort Groups Several mentors from 5-6 different districts make up a cohort group. They meet to support and learn from one another.

16 Benefits to Mentors Expand repertoire of teaching strategies
Increased sense of professional efficacy Broader perspective on teaching and learning Greater likelihood to emerge in leadership roles Increased appreciation for collaboration and reflective practice Heightened commitment to teaching profession Renewed professional vigor

17 Benefits to the School Culture
Recruitment of the best and brightest mentors Teachers hungry for new leadership roles Retired teachers who want to give back to their profession Induction Program that seeks to transform classroom practice and school culture

18 Silicon Valley New Teacher Project

19 Professional Development: Induction Program Standards 15-20
15: K-12 Core Academic Content and Subject Specific Pedagogy 16: Using Technology to Support Student Learning 17: supporting Equity, Diversity, and Access to the Core Curriculum 18: Creating a Supportive and Healthy Environment for Student Learning 19: Teaching English Learners 20: Teaching Special Populations

20 Professional Development Curriculum: Seminar Series and Related Applications
Year One Program Orientation Content & Pedagogy Healthy Classroom Environment Teaching Special Populations Year Two Launching Your Second Year Teaching English Learners Technology Supporting Equity, Diversity, and Access to Core Curriculum

21 Professional Development Model for Teachers

22 A Comprehensive System of Professional Development
Level I Preparation Preliminary Credential Pre-service Study/ Student Teaching Concurrent Study (Internship Program) Alternate Certification (Teach for America, Transitions to Teaching, etc.) Out-of-State Teachers Level II Preparations Clear Credential BTSA Induction (1-2 years) Application of Prior Learning Formative Assessment and Support Individual Induction Plan Frequent Reflections on Practice Development of Teaching Practice for Experienced Teachers Based on Teacher’s Goals Based on Site/District Advanced Curriculum and Subject Matter Studies Instructional Leadership Intern and/or BTSA Mentor Content Specialist/ Coach Administrator Development National Board Certification Union Leadership New Teacher 2007

23 Self Assessment Summary

24 Induction Standard Action Plan

25 Choice Board for Action Plans

26 Benefits to New Teachers
Increased sense of professional efficacy Stronger skills in working with English Language Learners Higher retention rate Greater job satisfaction Improved ability to articulate and document professional growth More frequent professional collaboration Increased willingness to assume leadership roles

27 Benefits to Schools Better classroom instruction
Heightened attention to issues of diversity and responsive pedagogy Sanctioned time for reflection and observation Improved teacher morale Increased collaboration Positive impact on school culture

28 Silicon Valley New Teacher Project

29 Who Are the “Leavers”? Beginning teachers who do not participate in an induction program are twice as likely to leave as those who do participate. The teachers who choose to leave are the brightest, as measured by their college entrance exams. Novice teachers who are dissatisfied with student discipline and the school environment are twice as likely to leave. —Susan Moore Johnson, 2005

30 High Costs of Turnover and Attrition: SCHOOLS
Loss of public teacher preparation and investment Cost of hiring, preparation and replacement Churning loss of continuity and coherence Lost professional development investments Undercutting of school reforms No Dream Denied National Commission on Teaching and America’s Future, January 2003

31 High Costs of Turnover and Attrition: STUDENTS
Low Income Students Lose the Most Highest turnover Highest number of first year teachers Highest number of out-of-field teachers Fewest accomplished teachers No Dream Denied National Commission on Teaching and America’s Future, January 2003

32 Direct Services to SV Districts
Direct Coaching to Novice Administrators Clear Credential Program Coaching to Experienced Administrators Professional Development for School Leaders (Improving Student Achievement Through Teacher Observation and Feedback) Establishing Professional Learning Communities Establishing Leadership Coaching Capacity & Programs Support for District Office Leadership

33 NTC’s Leadership Development Services

34 RESULTS: Case Study Comparisons of Supported vs. Unsupported Principals
Reactive, problem driven Receive limited feedback Engage in little reflection Receive sporadic assistance SUPPORTED Focus on instructional issues Engage in deliberate planning Receive feedback and engage in reflective conversations Receive consistent assistance

35 Impact of ISA in WCC and GUSD: As a result of work w/NTC, to what extent have you...

36 A Direct Impact on Teaching & Learning
“Principals I spoke with discussed how their evaluation of teaching is qualitatively different as a result of the NTC large group/coaching work. They spoke of the support they have felt from NTC coaches to tackle difficult issues with teachers who are performing in substandard ways, and how the NTC work has enabled them to have the tools and language necessary to help teachers to improve, or in other cases, to help remove poor instructors from the classroom. These are results that building leaders clearly see having a direct impact on teaching and learning on a daily basis, and among the most powerful evidence of the work that I uncovered.” Michael Copland - University of Washington External Evaluator

37 Silicon Valley New Teacher Project

38 single most important thing in turning lives around is the
Many studies show that the single most important thing in turning lives around is the ongoing presence of a caring adult. Nell Noddings Professor, Stanford University Former K-12 Math Teacher

39 The stakes are high. Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours [as leaders] to decide. No Dream Denied National Commission on Teaching and America’s Future, January 2003

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