1. ©2008 University of California. Santa Cruz. All rights reserved. My Role in the Induction Program Mentor Campus Lead Mentor Administrator ACP Supervisor Regional Office Support Central Office Support ABRAZO Induction Program Staff WEBINAR SURVEY: New Teacher Induction and Mentoring PDS Professional Development Services PDS Staff Other (Please specify)

2. ©2008 University of California. Santa Cruz. All rights reserved. 1)Induction for new teachers is/includes … 2)Purpose of mentoring is … Type your responses in the chat box and submit. The webinar will begin shortly. WEBINAR SURVEY: New Teacher Induction and Mentoring PDS Professional Development Services July 14, 2008 Houston Independent School District Webinar

3. ©2008 University of California. Santa Cruz. All rights reserved. Presented by Facilitated by Ellen Moir Houston ISD Executive Director Professional Development Services New Teacher Center WEBINAR: New Teacher Induction and Mentoring PDS Professional Development Services July 14, 2008 Houston Independent School District Webinar

4. ©2008 University of California. Santa Cruz. All rights reserved. Professional Development Services PDS Professional Development Services Melanie Evans-SmithInduction and Mentoring Program Manager Lori GrossmanMentor Program Manager Alison Faseler Full Time Mentors Gail McGee Michelle “Shelly” Sampson ABRAZO Induction Staff Organizational Development/Technology Staff

5. ©2008 University of California. Santa Cruz. All rights reserved. July 14, 2008 Houston Independent School District Webinar WEBINAR FOCUS: 1)To investigate together the role of district individuals in the development and success of beginning teachers 2)To learn and understand key principles of induction and mentoring PDS Professional Development Services

6. ©2008 University of California. Santa Cruz. All rights reserved. Developing Human Capital Our efforts are designed to support the most important resource in helping students become college- and career-ready — our teachers.

7. ©2008 University of California. Santa Cruz. All rights reserved. July 14, 2008 Houston Independent School District Webinar New Teacher Center PDS Professional Development Services Has 20 years of experience in teacher induction and research-based practices that inform work Dedicated to providing high quality pd, materials, resources, research, and policy information to support the advancement of teacher and administrator induction National influence in induction policies and practices across the US - works with school districts, universities, and other educational institutions

8. ©2008 University of California. Santa Cruz. All rights reserved. July 14, 2008 Houston Independent School District Webinar New Teacher Center PDS Professional Development Services Partnerships with: Alaska Arizona California Chicago Public Schools Hawaii Las Vegas, NV (Clark County) Memphis New York Virginia/Washington DC and more … Texas Houston Pasadena Austin Worked with over 350 programs in 30 states.

9. ©2008 University of California. Santa Cruz. All rights reserved. July 14, 2008 Houston Independent School District Webinar New Teacher Center PDS Professional Development Services Partnered with Houston ISD, prior to 2003, to work with the HS Literacy Coaches in a pilot program Began collaboration with Houston ISD Induction program in 2004 to inform district practices Partnered with Houston ISD in 2006 to launch and provide training for the Full Time Release Mentor teacher leadership program

10. ©2008 University of California. Santa Cruz. All rights reserved. Ellen Moir Executive Director July 14, 2008 Houston Independent School District Webinar

11. ©2008 University of California. Santa Cruz. All rights reserved. Ellen Moir Executive Director July 14, 2008 Houston Independent School District Webinar Top-to-Bottom Support: Creating Systemic Change Through Powerful Professional Development

12. ©2008 UC Regents. All rights reserved. 12 What is Induction? Phases of Teacher Development Period of Socialization & Enculturation A Formal Program for Beginning Teachers Sharon Feiman-Nemser, Opening Address, New Teacher Center Research Forum, January 2000.

13. ©2008 UC Regents. All rights reserved. 13 New professional norms of collaboration and ongoing learning Improved teaching performance Increased student achievement, especially among traditionally underserved student populations Induction for What?

14. ©2008 UC Regents. All rights reserved. 14 NTC Theory of Change An Investment in Human Capital. Comprehensive mentoring and support to accelerate new teacher development and increase retention Careful selection and ongoing professional development for mentors Learning communities of grade-level and subject area colleagues in teacher inquiry and data analysis Formative assessment of teacher effectiveness based on standards, criteria, and evidence of teacher practice and student learning Strong and engaged leadership at school and district levels Teacher practice Student learning School capacity IMPROVED

15. ©2008 UC Regents. All rights reserved. 15 Instructional Mentors Hold a vision of outstanding teaching Can articulate their knowledge of best practice (both content and pedagogy) Help new teachers balance immediate concerns with long-term development Approach teaching as inquiry Are committed to collaborative partnerships

16. ©2008 UC Regents. All rights reserved. 16 Pedagogy of mentoring Professional teaching standards and formative assessment Collecting and analyzing classroom data to advance teacher practice Using student work/data to guide instruction Differentiation of instruction Strategies to support English learners Literacy/academic language development What Do Mentors Need to Know and Be Able To Do?

17. ©2008 University of California. Santa Cruz. All rights reserved. Mentoring – A Partnership Mentors share best practices and grow from new ideas. The new teacher gains value from the wisdom of experience and reflect on their practices. Developing Human Capital

18. ©2008 UC Regents. All rights reserved. 18 Mentoring and Support Cuts Turnover Rates Source: Consortium on Chicago School Research at the University of Chicago, 2007 Teacher Intent to Remain Teaching

19. ©2008 UC Regents. All rights reserved. 19 Mentoring and Support Cuts Turnover Rates Source: Consortium on Chicago School Research at the University of Chicago, 2007 Teacher Intent to Remain in Schools

20. ©2008 UC Regents. All rights reserved. 20 Principal Support for Beginning Teachers Highlight the benefits of new teacher support Develop realistic assignments Limit extra-curricular responsibilities Provide site orientation Link new teachers to site resources Sanction time for support activities Communicate evaluation procedures Observe the new teacher regularly Offer rich feedback Promote professional standards Foster a climate of collegiality and learning

21. ©2008 UC Regents. All rights reserved. 21 Lessons Learned Mentoring alone does not equal high-quality induction Induction needs to be part of a systemic approach to teacher development, recruitment and retention Connect induction to broader teacher quality policies within the district Improve school leadership and gain buy-in and support to grow and sustain induction programs Teacher working conditions are student learning conditions

22. ©2008 University of California. Santa Cruz. All rights reserved. For More Information: Ellen Moir 831.459.4323 moir@ucsc.edu www.newteachercenter.org

23. ©2008 University of California. Santa Cruz. All rights reserved. Self-Reflection How do you [does your school] create the structure for support, collaboration, and reflection to ensure the success of your new teachers and their students in your schools? Developing Human Capital

24. ©2008 UC Regents. All rights reserved. 24 HOUSTON INDEPENDENT SCHOOL DISTRICT URBAN CONTEXT Embracing Our New Teachers Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 24

25. ©2008 UC Regents. All rights reserved. 25 A major attribute of a profession is that there is a systematic enculturation of its new members. -Jon Saphier Saphire, Jon. (1994). On Becoming a Professional. Carlisle, Mass.: Research for Better Teaching ENCULTURATION Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 25

26. ©2008 UC Regents. All rights reserved. 26 An induction program begins before the first day of school for all newly hired teachers. Effective school districts teach their teachers how to become effective teachers and understand the culture and resources of the district. Induction includes on-going, just-in-time professional development for new teachers, linked to state teaching standards (PDAS) and curriculum (TEKS/CLEAR). Support also includes classroom observation and feedback, time to observe exemplary experienced teachers model lessons and classroom managements structures, help with collection of and analyzing student data, lesson design, identification of resources, etc.. Wong and Wong. (1998). The First Days of School. Harry K. Wong Publications, Inc. INDUCTION Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 26

27. ©2008 UC Regents. All rights reserved. 27 New Teacher Induction and Mentoring Embracing Our New Teachers Induction is a systematic and system-wide approach Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 27

28. ©2008 UC Regents. All rights reserved. 28 Creates a culture for collaboration Provides support structures for NT (mentors, observation time, etc.) Participates in observation and feedback of practice Identifies teacher leaders as mentors Establishes rapport Leads by professional example Serves as an advocate and a resource Serves as a reflective partner Maintains confidentiality Supports mentor practices Provides on-going professional development for new teachers by content/grade level Manages mentor stipends Guides campus mentoring and induction practices Connects new teachers and mentors Roles in Supporting New Teachers Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 28

29. ©2008 UC Regents. All rights reserved. 29 CMs provide support at campuses with: First or second year teachers hired Academic acceptable or higher Low new teacher-staff ratio Stable teaching staff and instructional program FTMs provide support at campuses with: First year teachers hired Low academic performance Low socio-economic status High new teacher-staff ratio High teacher turn-over data over time Participate in mentor & district professional development Guide development of new teachers Maintain evidence of mentoring practice Provide feedback annually to guide induction program efforts Campus-based Full Time Release Mentors Mentors Why Varied Types of Mentors? Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 29

30. ©2008 UC Regents. All rights reserved. 30 Induction Support Regional Staff/ Instructional Coordinator Year 1 and 2 Certified Teachers ACP Teachers Certification Program Supervisor/Staff Campus-based Instructional Team Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 30

31. ©2008 UC Regents. All rights reserved. 31 New Teacher Induction and Mentoring Preservice Event Welcome and Enculturation Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 31 August 5-7, 2008

32. ©2008 University of California. Santa Cruz. All rights reserved. Self-Reflection How will you [your school] welcome and begin support for your new staff the week of August 11, 2008? What is critical for the new staff to know about your school, culture, students, resources, community, etc.? Developing Human Capital

33. ©2008 UC Regents. All rights reserved. 33 Professional Development for New Teachers (NT) 2008 - 2009 October 4, 2009 January 24, 2009 Additional NT Learning Community Dates posted on the PDS website *** www.pdserv.orgwww.pdserv.org Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 33

34. ©2008 UC Regents. All rights reserved. 34 AREAS for FOCUS and DEVELOPMENT Supporting Teaching and Learning Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 34

35. ©2008 UC Regents. All rights reserved. 35 Supporting Teaching and Learning Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 35 AREAS for FOCUS and DEVELOPMENT

36. ©2008 UC Regents. All rights reserved. 36 How do mentors work with novice teachers? What impact are we having on student achievement? What impact are we having on developing high quality teacher practices? What impact are we having on teacher retention? How can we measure the effects of mentoring on teacher development? Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 36 Reflection of District Practices

37. ©2008 UC Regents. All rights reserved. 37 Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 37 Feedback from New Teachers “ABRAZO has been quite helpful in understanding the culture of HISD and my mentor has been very cooperative and understanding.” “I received so much help in my school, especially the warm welcome and the tools and materials I need for PreK class.” “My mentor is awesome! She was very instrumental in my development as new teacher..” “I have learned never under estimated the power of a person that is passionate about education. I was worried about my students at the beginning of the year, because I had a lot of the lower performing children. … I appreciate the support and the educational environment at [school] and my mentor..”

38. ©2008 UC Regents. All rights reserved. 38 Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 38 Feedback from Mentors “Working with a new teacher was an inspiring creative process.” - Kolter (West) “I really enjoyed having the opportunity to watch as two very energetic and strong teachers applied their knowledge to create classrooms with high expectations, accountable talk and mutual respect. I learned from them as well.” - Gallegos (East) “Being a mentor has been a great learning experience for me as well.” - North “Being a mentor is a gift and a serves as a reminder to me …” - Central “We learned from each other.” - South

39. ©2008 UC Regents. All rights reserved. 39 Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 39 Feedback from Mentors “Our CLM… is wonderful!!! She checks with us periodically to make sure everyone is progressing as expected, she answers all questions, and she makes herself available to mentors when we have specific (or ANY) questions. - West “I had heard horror stories about how much paperwork it would be and it was the opposite.”

40. ©2008 UC Regents. All rights reserved. 40 Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 40 Feedback from Administrators “I truly believe that the FTM model has been more beneficial to our new teachers. The FTMs can fully devote their time to providing needed support in all areas to the new teachers. “ - East “The one-to-one mentoring is great. It provides a personable approach to support. ” - South “We try to assign mentors on the same grade level. That helps with support.” - Central

41. ©2008 University of California. Santa Cruz. All rights reserved. 1)Conditions at our campus that we can be mindful of that create challenges for NT support support NT development 2)We will support our new teachers by _______ during: August 11-22, 2008 first six weeks the 2008-2009 school year REFLECTION: New Teacher Induction and Mentoring PDS “I believe that my induction practices …” Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 41

42. ©2008 UC Regents. All rights reserved. 42 HOUSTON INDEPENDENT SCHOOL DISTRICT Urban Context: Houston ISD QUESTIONS Houston ISD New Teacher and Induction Supporting Quality Teaching and Learning 42 PDS Professional Development Services

43. ©2008 University of California. Santa Cruz. All rights reserved. Please complete the post-webinar survey that will be provided to you. We value your feedback from this learning experience. July 14, 2008 Houston Independent School District Webinar WEBINAR SURVEY New Teacher Induction and Mentoring PDS Professional Development Services