1. S UPPORTING THE B EGINNING EDUCATOR — AN INVESTMENT IN THE FUTURE Marlin Jeffers—NWAEA Connie Richardson—GHAEA Pat Shipley--ISEA

2. W ELCOME ! Who are we? Why are we here? Marlin, Connie and Pat Beginning Educators Derek Robinson and Ashleigh Sons, Daniel Mahn Where we’re headed today... Why is it important to support beginning educators in Iowa? What do Beginning Educators need? What is the role of the mentor? What role does the Association have in this process? Questions?

3. W HO ARE YOU AND WHY DID YOU CHOOSE THIS SESSION ?

4. W HY M ENTORING AND I NDUCTION ? Thirty-three percent of new teachers are hired after the school year has already started, and 62 percent are hired within thirty days of when they start teaching (Kardos and Liu, 2003). Fifty-six percent of new teachers report that no extra assistance is available to them as new teachers (Kardos and Liu, 2003). While 87 percent of the new teachers in a particular state said they had a mentor, only 17 percent said their mentors ever observed them teach (Kardos and Liu, 2003). Few teachers began teaching with a clear, operational curriculum in hand and even fewer received curricula that aligned with state standards. Only 1% of beginning teachers currently receive the ongoing support that constitutes comprehensive induction when they enter the profession (Alliance for Excellent Education, 2004)

5. W HAT DO THE N UMBERS SAY ? anywhere between 40 and 50 percentanywhere between 40 and 50 percent of teachers will leave the classroom within their first five years (that includes the nine and a half percent that leave before the end of their first year.) teaching is about four percent higher than other professions.four percent higher than other professions. Approximately 15.7 percent of teachersApproximately 15.7 percent of teachers leave their posts every year, and 40 percent of teachers who pursue undergraduate degrees in teaching never even enter the classroom at all. the workload, the emotional toll, the low pay— was just too much. The Atlantic, October 18, 2013

6. Engage, educate, equip, encourage, empower, energize, and elevate. Those are the methods for maximizing the potential of any individual, team, organization, or institution for ultimate success and significance. Those are the methods of a mentor leader.” ― Tony Dungy, The Mentor Leader: Secrets to Building People & Teams That Win ConsistentlyTony Dungy The Mentor Leader: Secrets to Building People & Teams That Win Consistently

7. T OP 5 R EASONS FOR T EACHER T URN - OVER 50% leave education in the first 5 years; in-and-out filtering of educators creates discontinuity and costs school districts across the country $2.2 billion annually, according to social action network Take Part.costs school districts across the country $2.2 billion annually 5. Burn-out Researchers think that extended hours are wearing out educators. 4. Threats of Layoff Tens of thousands of teachers have been laid off over the last four years. 3. Low Wages national average starting salary for teachers is just above $35,000. 2. Testing Pressure 1. Poor Working Conditions offered few resources and little support Huffington Post, 10/11/11

8. E XPECTATIONS OF A NEW TEACHER Ethics Ethics Professional Growth Professional Growth Association Activism Association Activism Local, State and Federal Legislative Initiatives Local, State and Federal Legislative Initiatives Sustainability in the profession Sustainability in the profession Professionalism

9. “From their first day on the job, brand new teachers are expected to perform essentially the same tasks as experienced veterans. The trial-by-fire method of casting novices into the fray of the classroom has been the traditional welcome into the teaching profession.” Mentoring Matters, p. ix

10. H OW ?  Orientation  Acculturation  I NDUCTION ◦ 2 year District Mentoring and Induction Plan 10

11. L OCAL S UPPORTIVE E NVIRONMENT FOR M ENTORING AND I NDUCTION : Orientation Central Office Administrator Building secretary Acculturation Colleagues Secretary Mentor Administrator Induction Mentor District Facilitator Administrator Program Trainers

12. A SSUMPTIONS ABOUT M ENTORING M ENTORING M ATTERS, P. X - XI  Induction is an investment in retention, integration and continual growth  Emotional safety is necessary to produce cognitive complexity  Mentoring relationships offer opportunity for reciprocal growth and learning  The central goal … is to improve student learning  A successful mentoring program will be integral to the implementation of other school and district initiatives.

13. A MENTOR IS A GROWTH AGENT … “…the mentor is a growth agent whose role is to develop self- reliant, reflective beginning educators, able to make effective instructional decisions as they strive for high performance for themselves and their students. Wellman & Lipton, 2006 Learning Focused Relationships 13

14. Iowa Induction Program Components Quality Mentorin g Iowa Teaching Standard s Classroom-based Teacher Learning Supportive Organization al Structure

15. WHAT ARE THE B EGINNING E DUCATOR ’ S RESPONSES ? What were things that you needed as a beginning educator? What things did you get that were helpful? What things did you get that were not helpful? Advice to new teachers coming into the profession? Advice to seasoned teachers? Was the association helpful to you in your transition to becoming an educator?

16. R OLE C LARIFICATION What is the make-up of the Beginning Educator’s team? Who does what?

17. M ENTORING AND I NDUCTION R OLES : “Y OUR T EAM ” Mento r Beginni ng Educato r Administrator / Evaluator District M/I Facilitator Colleagues / Staff Mentor Trainers

18. FORMATIVE ASSESSMENT … Maintains confidentiality between mentor and beginning educator MentorEvaluator

19. Beginning Educator Evaluator Mentor

20. E SSENTIALS OF R EFLECTION Reflection is a skill; it must be taught and practiced. Reflection is a skill; it must be taught and practiced. Reflection requires structure and procedure. Reflection requires structure and procedure. Reflection must be based upon evidence and it produces evidence. Reflection must be based upon evidence and it produces evidence. Reflection must be deep and specific. Reflection must be deep and specific.

21. B EGINNING E DUCATORS G ROWTH : Built into the learning projects will be self- assessment activities for the mentor and the beginning teacher using the book - A Framework for Understanding the Iowa Teaching Standards and Criteria. Beginning Educator Growth Planning Is included within many of the learning projects

22. S TRATEGIES AND R ESOURCES Classroom Management Classroom Management Time Management Time Management Behavior Management Behavior Management Classroom Management Classroom Management www.pbisworld.com https://sites.google.com/a/nwaea.org/mentor- induction/change-the-banner/resources https://sites.google.com/a/nwaea.org/mentor- induction/change-the-banner/resources

23. Q UESTIONS

24. Thanks! T HANKS !!!