1. Professional Development and Mentoring for NJ Educators
NJAFPA, October 23, 2014
Cathy Pine, Ph.D.
Director, Office of Prof. Development TLE Division, NJDOE

2. Agenda Office Overview What’s New: Teacher Mentoring
Role of the School Improvement Panel
What’s New: Professional Standards for Teachers

3. TLE Division: Areas of Focus
Recruitment and Preparation
Licensure and Certification
Evaluation
Professional Development
Retention and Separation

4. PD Office Focus
State-level policies and programs supporting on-going professional growth and development of teachers and school leaders including:
Professional development requirements
Standards for professional development
Professional standards for teachers and school leaders
Induction and mentoring supports for new teachers and school leaders
Key questions going forward: What are impacts of supports on educator effectiveness & student learning? What is the State’s role?

5. Brief History of Educator Support Work in NJ
– State teacher PD initiative launched; PTSB appointed
2001 – Teacher PD requirements implem.; initial PD stds adopted
2003 – Prof. Standards for Teaching and Leadership adopted; mentoring first required for novice teachers
PDAC for school leaders formed; mentoring toolkit introduced
2005 – School leader PD requirements implemented; mentoring for novice school leaders initiated
2006 – NJ Collaborative Prof. Learning Toolkit piloted
2007 – PD standards updated; school-level PD planning regs added
2009 – Collaborative PL partnership initiated; PLC initiative launched
2010 – NJ PD policies cited as exemplary in Stanford research study
2012 – TEACH NJ statute adopted; transformation taskforce report
2013 – PD regulations revised; PD standards updated
Teacher mentoring regulations revised; professional teaching standards updated; PD policies reviewed by PD coached review working group ; State Committee on Professional Learning begins

6. Current Work State PD requirements chart
District support on revised regulations for PD (2013) and teacher mentoring (2014)
State PD requirements chart
Guidance materials (SCIP handbook; revised mentoring toolkit and district mentoring plan template)
Review of administrator mentoring programs
Title IIA discretionary grant oversight: Using Formative Assessments to Improve Teaching and Learning
Proposal to USDE to collect exploratory data on districts’ PD plans and PD implementation

7. For More Information
Websites:
Help Line:
Office contact info:

8. Agenda Office Overview What’s New: Teacher Mentoring
Role of the School Improvement Panel
What’s New: Professional Standards for Teachers

9. Vocabulary: Induction and Mentoring
Induction = Programs and practices used to help beginning teachers become competent and effective professionals, including developing an understanding of local school, community and culture.
Mentoring = The predominant form of induction practice in which an experienced teacher provides dedicated support to a beginning teacher. .

10. Why We Need Systems of Beginning Teacher Support
Conditions of the beginning teacher’s workplace
Full responsibility from day one - Novice teachers perform the same work as veteran teachers
Inequities in teaching assignments – Novice teachers are frequently assigned to teach least proficient students
Lack of curriculum and other key resources
Isolation - Teachers spend most of their time physically apart from colleagues

11. Reasons for New Teacher Support (cont.)
Teacher turnover epidemic
20% of teachers leave the profession after first year; 40-50% of new teachers leave the profession in first 5 years; cite poor support and working conditions, ineffective leadership
Each day, 1000 teachers leave the profession
Each day, 1000 teachers change districts
Nationally, billions of dollars are spent each year to counteract teacher attrition

12. Benefits of Induction for Beginning Teachers
Introduction to culture and norms of the professional community
Reduced isolation; increased emotional support
Individual support and feedback on professional practice
Improved confidence and job satisfaction
Improved instruction

13. Benefits of Induction for School/District
Improved staff retention rates and reduced costs of teacher turnover
Opportunities for experienced staff to provide leadership and strengthen their own practice
Improved professional community, collaboration and organizational stability
Improved teaching performance leading to improved student learning

14. Investing in high quality induction
High Quality Induction Is a Good Investment
Investing in high quality induction
More effective practice; more organizational stability
Improved student achievement

15. Revised NJ Mentoring Regulations: May 5, 2014
Impetus for change - to align with:
TEACH NJ requirements/language
Revised PD regulations
Research and best practices
Intent of revisions:
Specify baseline supports for all non-tenured teachers (not just novice)
Maintain accountability but reduce district reporting burden
Build in flexibility for district design and implementation
Update the vocabulary and organization of current regulations
Key areas addressed:
Mentoring support
Mentor selection
Mentor training
District accountability for implem.; mentor payment process

16. Mentoring Support
Supports added for experienced teachers new to a district
Via extensive district orientation and individual supports organized through the PDP process based on levels of preparation and experience
Continued 1-1 supports for novice teachers
For full academic year
Includes guided self-assessment on district eval. instrument
Alternate route teachers meet with mentor at least once per week for first 8 weeks; support linked to teacher prep curriculum
Traditional route teachers meet with mentor at least once per week for first 4 weeks
Mentors keep logs of contact time

17. Mentor Selection and Training
Mentors must receive an effective or highly effective rating on district evaluation rubric after 2014 ratings are compiled
Mentor must have completed three years of full-time teaching experience, two within the past five years
Mentor may not serve as mentee’s direct supervisor or conduct teacher evaluations
Mentor training curriculum must include: district evaluation rubric; classroom observation skills; facilitating adult learning; leading reflective conversations about practice; CCSS; NJ professional teaching standards .

18. District Level Implementation and Accountability
CSA responsible for creating the mentoring plan
District board of education reviews for fiscal impact
CSA/superintendent submits annual statement of assurance (SOA) to County Office
Non-publics submit annual SOA to Provisional Teacher Program Office/Licensing
Plan is kept in district
Plan shared with each School Improvement Panel (ScIP)
Mentor logs submitted to central office
Central office mediates mentor payments

19. School Level Implementation and Accountability
ScIP oversees implementation of district mentoring program at school level, keeping in mind confidentiality concerns

20. Going Forward Districts should:
Revise their mentoring plans to align with new regulations, particularly to ensure the proper orientations are in place for experienced teachers new to the district
Submit SOA to county office (SOAs were due July 1)
Share district plan with School Improvement Panels and discuss how ScIPs can support it at the building level
Create a mentor contact log sheet ,a process for collecting these in central office, and a process for paying mentors
(No paid mentors are required for experienced first-year teachers new to the district)
Identify or create mentor training activities

21. Going Forward Schools should:
Create a climate of support and collaboration
Determine how ScIPs will support the mentoring program
Ensure each provisional teacher receives a 1-1 mentor and is registered with the Provisional Teacher Program
Ensure new teachers have an individual PD plan
Ensure mentors’ needs for resources and contact time are met
Ensure other requirements of Provisional Teacher Program are met

22. Agenda Office Overview What’s New: Teacher Mentoring
Role of the School Improvement Panel
What’s New: Professional Standards for Teachers

23. TEACHNJ Act Emphasizes Support and Growth
Identifies mentoring, evaluation and professional development as elements needed to assure educator effectiveness
Requires PD for teaching staff members through an individual PD plan
Creates the School Improvement Panel (SCIP) with responsibility for oversight of teacher mentoring, recommending PD opportunities and ensuring that evaluations are implemented
Requires a corrective action plan and additional PD for struggling teaching staff members not meeting performance standards in summative performance evaluation
Requires all new first-year teachers to be mentored in a research-based program that is based on professional standards for teachers

24. Important ScIP Considerations
Will the ScIP be expanded to include more teachers? (teachers must make up at least 1/3 of the committee)
What is the ScIP’s relationship to the school-level PD committee (if one still exists)?
What is the ScIP’s relationship to the district-level DEAC?
How will the principal share necessary data and information with the ScIP while respecting confidentiality concerns?
How will this committee have powerful conversations about teacher support and growth while respecting the confidentiality of individuals?

25. What the ScIP Should and Should Not Do
Review aggregate mentorship, evaluation and professional learning data to make informed program improvements
Promote organized, transparent communication
ScIP should not:
Allow teachers to conduct observations without approval from local representation
Examine evaluation or mentorship data at the individual teacher level

26. How the ScIP Can Support Professional Learning
Identify PL learning needs:
Analyze aggregate evaluation data according to the observation instrument
Use needs assessments, surveys, s, other staff input
Create plans for implementing the necessary activities and supports
Short-term PL activities
Long-term PD planning
Support the principal in developing the school-level PD plan and revise as necessary
Review the NJ Standards for Professional Learning to ensure that the PL is of high quality

27. How the ScIP Can Support the District Mentoring Program
Identify new teachers in building, be accessible and serve as source of information and encouragement
Ensure that each new teacher has a PD plan - the mentor can assist in developing this
Identify the critical needs of new teachers
Analyzing aggregate evaluation data according to the observation instrument
Surveys or s to get feedback from new teachers
Ensure that teachers who are hired later in the year receive appropriate training and support
Support mentor teachers by helping to arrange scheduling and substitutes; ensuring they have necessary training and resources

28. Agenda Office Overview What’s New: Teacher Mentoring
Role of the School Improvement Panel
What’s New: Professional Standards for Teachers

29. (InTASC Model Core Teaching Standards, CCSSO, 2011)
Updated NJ Professional Teaching Standards: May 5, 2014
Impetus for change
Previous standards 10 years old
Implement recommendation from the 2012 NJ Transformation Task Force that standards should reflect new national standards
 Align with cooperative national effort that created the revised InTASC “Model Core Teaching Standards” (released in April, 2011)
Align standards with all parts of our effectiveness system – evaluation practice instruments and pre-service accreditation standards
“These Model Core Teaching Standards articulate what effective teaching and learning looks like in a transformed public education system – one that empowers every learner to take ownership of their learning, that emphasizes the learning content and application of knowledge and skill to real world problems, that values the differences each learner brings to the learning experience, and leverages rapidly changing learning environments by recognizing the possibilities they bring to maximize learning and engage learners.”
(InTASC Model Core Teaching Standards, CCSSO, 2011)

30. Overview of 2014 NJ Professional Teaching Standards
Previous Standards (2003)
New Standards
Adapted from INTASC (Interstate New Teacher Assessment & Support Consortium) national standards to reflect NJ priorities and statutory requirements
Adapted from 2011 InTASC (Interstate Teacher Assessment & Support Consortium) Model Core Standards to reflect NJ priorities and statutory requirements
Focus is on professional practice of new teachers
Focus on professional practice across the continuum of teacher development
Reflect knowledge, performances and dispositions teachers need to support student learning
Reflect knowledge, performances and dispositions teachers need to be effective in supporting all students to be college- and career-ready and to implement the Common Core State Standards
Incorporate an evidence-base on effective practice
Incorporate updated and most current evidence-base on effective practice
Not explicitly aligned with approved evaluation teacher practice instruments
Align with approved evaluation teacher practice instruments; pre-service accreditation standards

31. Organization of 2014 NJ Professional Teaching Standards
Previous Standards (2003)
2014 Standards
Specify Knowledge, Dispositions & Performances under each standard
Specify Performances, Essential Knowledge, & Critical Dispositions under each standard
Std 1: Subject Matter Knowledge
Std 2: Human Growth and Development
Std 3: Diverse Learners
Std 4: Instructional Planning and Strategies
Std 5: Assessment
Std 6: Learning Environment
Std 7: Special Needs
Std 8: Communication
Std 9: Collaboration and Partnership
Std 10: Professional Development
Std 11: Professional Responsibility
The Learner and Learning (Stds 1-3)
Std 1: Learner Development
Std 2: Learning Differences
Std 3: Learning Environments
Content (Stds 4-5)
Std 4: Content Knowledge
Std 5: Application of Content
Instructional Practice (Stds 6-8)
Std 6: Assessment
Std 7: Planning for Instruction
Std 8: Instructional Strategies
Professional Responsibility (Stds 9-11)
Std 9: Professional Learning
Std 10: Leadership and Collaboration
Std 11: Ethical Practice

32. Updated Standards: Key Themes
Rationale
Students’ application of knowledge and skills
Teachers need to support students in acquiring 21st century skills and meeting more rigorous content standards by designing learning opportunities which incorporate the use of high-order skills to solve real-world problems
Personalized learning for diverse learners
Teachers must be able to customize learning for students with a range of individual differences
Assessment literacy
Teachers must have the skills to develop a range of assessments and to use assessment data to improve instruction
Collaborative professional culture
Teachers, administrators and others share responsibility for student learning; teaching is not done in isolation.
Teacher leadership
Teachers must actively investigate and share new ideas to advance the profession; teachers advocate for student needs.

33. Connecting the Education Workforce Dots
Student Success
Growth Opportunities & Supports
High Quality Instruction & Leadership
Educator & System Accountability
Core Teaching Standards
Professional Development Standards
Common Core State Standards for Students
Data Standards
School Leader Standards
Connecting the Education Workforce Dots

34. For More Information
Websites:
Help Line:
Office contact info: