1. Exploring and Assessing New Teacher Induction Program Models
Session #2128
© 2006, Amelia M. Hicks, Ed.D.

2. Exploring and Assessing New Teacher Induction Program Models
Mentoring Leadership and Resource Network
© 2006, Amelia M. Hicks, Ed.D.

3. Ami Hicks Mary Elin Barnish
Program Presenters
Ami Hicks
Mary Elin Barnish
© 2006, Amelia M. Hicks, Ed.D.

4. Exploring and Assessing New Teacher Induction Program Models
Ami Hicks
© 2006, Amelia M. Hicks, Ed.D.

5. Program Purpose & Rationale Mentor Teacher Preparation & Development
School District &
University
Cultures
Circle of Quality Mentoring
Implement
&
Evaluate
Program
Mentor Selection & Mentor/
Protégé Matching
Roles Mentor & Practices
© 2006, Amelia M. Hicks, Ed.D.

6. CIRCLE OF QUALITY MENTORING PROGRAMS AND PRACTICESby
Amelia Marie Hicks, Ed.D.
© 2011, Amelia M. Hicks, Ed.D.
© 2006, Amelia M. Hicks, Ed.D.

7. Mentoring and Learning
Background Research
No criteria for a quality program
Difficult to determine successful induction
This led me to continue my research at the doctoral level – The questions were how do we know that we have quality programs?
© 2006, Amelia M. Hicks, Ed.D.

8. Mentoring and Learning
Validation Study
Survey of indicators of quality
Quality Mentoring for Novice Teachers
Sandra Odell and Leslie Huling, editors
Kappa Delta Pi
© 2006, Amelia M. Hicks, Ed.D.

9. Mentoring and Learning
Quality Mentoring Programs
Content of mentoring program
Teacher retention
New teacher needs
© 2006, Amelia M. Hicks, Ed.D.

10. Program Purpose Dimension 1
Professional practice aligned with standards for teaching
Professional identity through reflection and inquiry
Content is learned in college but not necessarily methods of instructional delivery and classroom management. Employers did not help much either.
© 2006, Amelia M. Hicks, Ed.D.

11. Program Purpose – Dimension I
Manage the day-to-day challenges of teaching.
Prepare, select, and retain quality teachers.
Provide personal and professional support.
Of the five indicators, the program purposes were identified and linked to perception of quality, there is no evidence that program purpose was being communicated to stakeholders. Criteria were mainly support focused.
© 2006, Amelia M. Hicks, Ed.D.

12. Roles/Cultures Dimension II
School, District, and University Cultures and Responsibilities
Developing a school community of support
School and community context
Time for teacher development
Opportunities to work with other educators
Administrator support
There are a total of 11 quality indicators selected from 20 in Dimension II.
© 2006, Amelia M. Hicks, Ed.D.

13. Roles/Cultures/Partnerships Dimension II
University engagement
Pre-service programs
On-going professional development
Research-based knowledge related to quality teaching
© 2006, Amelia M. Hicks, Ed.D.

14. Roles/Cultures Dimension II
Mentor role
Learning to teach: a career-long process
Teaching diverse learners
Reflecting with novices
Receiving recognition and compensation
© 2006, Amelia M. Hicks, Ed.D.

15. Mentor Selection/Matching Dimension III
Committed to developing own practice
Knowledgeable about standards-based teaching
Competent in working with adults from diverse backgrounds
Sensitive to the viewpoints of others
There are 8 standards in this Dimension from a potential of 17. The focus was on devloping criteria as opposed to a process for implementation.
© 2006, Amelia M. Hicks, Ed.D.

16. Mentor Selection Dimension III
Commitment to mentor responsibilities
Dedication to ethical practices
Professional and emotional support
Similar teaching assignments
© 2006, Amelia M. Hicks, Ed.D.

17. Mentor Preparation Dimension IV
Analyze and reflect on classroom teaching and mentor/novice interactions
Understand needs/concerns of novices
Foster productive conversations
This dimension focuses on the professional development of the mentor. 12 criteria were selected from the 23 potential indicators. These standards selected identify criteria for preparation but no current practices included intensive and ongoing professional development.
© 2006, Amelia M. Hicks, Ed.D.

18. Mentor Preparation Dimension IV
Analyze the learning of diverse students
Work with novices as adult learners
Coach and provide feedback on mentoring practices and problem solving
The criteria selected focused on school and district cultures but not on university roles
© 2006, Amelia M. Hicks, Ed.D.

19. Mentor Preparation Dimension IV
Share mentoring practices with other mentors
Explore strategies to build and strengthen the mentor/novice relationship
Receive monetary or other compensation
© 2006, Amelia M. Hicks, Ed.D.

20. Mentor Roles Dimension V
Support and facilitate standards-based practice
Facilitate and model self-reflection, problem-solving, and instructional improvement
Eight quality indicators met the benchmark from a potential of 15 quality indicators.
© 2006, Amelia M. Hicks, Ed.D.

21. Mentor Roles Dimension V
Build a professional relationship with the novice
Support the novice before and during the school year
The quality criteria that met the benchmark of quality and current practices again identified criteria but not the process and no standards for ongoing training.
© 2006, Amelia M. Hicks, Ed.D.

22. Mentor Roles Dimension V
Support and challenge the novice on his or her teaching practices
Interact both formally and informally
Offer empathy and assistance to novices coping with the stresses of teaching
© 2006, Amelia M. Hicks, Ed.D.

23. Coordinator Dimension VI
Program Coordination, Implementation and Evaluation
Committed to program purposes
Knowledgeable and experienced in mentoring initiatives
Effective in working with people of diverse backgrounds
Adept in coordinating professional development for mentors and novices
Of the potential 15 quality indicators only four were selected. There is no mention of evaluation of program to be linked to program purpose.
© 2006, Amelia M. Hicks, Ed.D.

24. The Mentoring Framework
Six dimensions represent the ideal structures and practices promoting quality mentoring
Assistance
Assessment
© 2006, Amelia M. Hicks, Ed.D.

25. The Mentoring Framework
Represents a standards-based approach to Mentoring
Improves teacher quality to enhance student learning
© 2006, Amelia M. Hicks, Ed.D.

26. The Mentoring Framework
For further information
© 2006, Amelia M. Hicks, Ed.D.

27. Program Purpose & Rationale Mentor Teacher Preparation & Development
School District &
University
Cultures
Circle of Quality Mentoring
Implement
&
Evaluate
Program
Mentor Selection & Mentor/
Protégé Matching
Roles Mentor & Practices
© 2006, Amelia M. Hicks, Ed.D.

28. Mary Elin Barnish, Ed.D. Illinois New Teacher Collaborative
University of Illinois

29. New Teacher Support
Illinois New Teacher Collaborative (INTC)

30. Presentation Outcomes
Introduce the Illinois New Teacher Collaborative (INTC)
Share information about Illinois induction and mentoring of new teachers
Present resources on induction and mentoring

31. INTC Mission
To coordinate a network of services and resources through a state-wide partnership of concerned stakeholders in order to attract and retain new teachers and enhance their ability to promote student learning
Talk about why IEA and others are INTC – that it isn’t just one group

32. INTC Activities & Resources
Statewide conference
Regional professional development
Website and online resources
Program site visits
Statewide networking
Liaison with ISBE
New teacher summer conference
Consultations, trainings, workshops

33. Collaboration Illinois State Board of Education University of Illinois
Illinois Education Association
Illinois Federation of Teachers
Illinois Principals Association
Regional Offices of Education
Large Unit District Association
Institutions of Higher Education
Research Organizations (SRI, IERC)
Foundations (State Farm Companies Foundation)
Training Providers (NTC, ICE21, CEC, Learning Points)
and others
This is an example…

34. INTC Challenges Provide support for all programs
Work with a variety of program models
Conduct research relevant to the state
Distribute resources applicable to all programs
Conduct germane web meetings and discussions
Focus on student learning
Collaborate with all stakeholders
Serve as a leader in induction and mentoring

35. Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs
Standards as the basis for program consistency, development, and assessment

36. Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

38. The Illinois Induction Program Continuum
Based on Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs
Provides:
Clear framework
Research-base for all programs
Common language

39. The Illinois Induction Program Continuum
Based on Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs
Uses:
Guide program development
Support self-assessment
Lead to goal writing and action planning
Support continuous improvement

40. The Illinois Induction Program Continuum
“From the outset, our goal has been to craft a useful document that will prompt both thinking and action around the professional needs of new teachers in the state. Our aim is for this document to be used as a formative assessment tool as opposed to a summative assessment tool. In that regard, this document may be used effectively to promote program development through a cycle of continuous improvement.”

41. Cycle of Continuous Improvement

43. Advocacy Importance of communication and shared commitment with
Stakeholders
Community members
Educators
Parents
Politicians

44. The Illinois Induction Program Continuum

45. Advocacy
Tracy’s document

46. Available on the ASCD website
PowerPoint slides
Illinois Induction Standards
Advocacy document
Moving Toward document
Illinois Induction Program Continuum (on the INTC website)

47. Executive Director, New Teacher Center
“Improving educator quality and assisting struggling schools requires a comprehensive solution, and induction is a critical component.”
Ellen Moir, 2008
Executive Director, New Teacher Center

48. Contact Information
Illinois New Teacher Collaborative
Mary Elin Barnish, Ed.D.
Coordinator, ISBE New Teacher Induction Programs