Comprehensive Induction: A Key Connection Valdosta State University April 23, 2004.

Comprehensive Induction: A Key Connection

Valdosta State University

April 23, 2004

Gail A. Epps

Program Manager

New Teacher Induction Program

Office of Staff Development

Montgomery County Public Schools

Beyond Mentoring Jon Saphier, Susan Freedman, Barbara Aschheim

A comprehensive induction program involves more than just mentors. In fact, mentors alone, though a critical part of good induction, cannot hope by themselves to provide the range of input, feedback, and support beginning teachers’ need. Well-designed induction programs include specific roles for principals, superintendents, central office personnel, the teacher's union, parents, school board, and particularly the other staff members in the school or department where the beginning teacher works.

Abstract

A comprehensive induction program provides professional growth for the new teacher, increases professional collegiality among all staff, and enhances student learning. The Montgomery County Public Schools (MCPS) has developed a quality comprehensive induction program. The induction program in MCPS accommodates a variety of backgrounds and needs of new teachers. To sustain new teachers several aspects of induction are used including: New Educator Orientation, peer mentor program, professional development, technology networks, MCPS support, peer support, and university partnerships.

Essential Question

What do school districts and their leadership teams need to know and do to create a comprehensive induction program for new educators in their schools?

Research Says:

Which strategy do principals believe is the most effective for recruiting and retaining teachers?

a. Providing financial incentivesb. Providing mentoring and on-going support

for new teachersc. Involving teachers in the creation of

policies that they will be implementingd. Providing career growth opportunities

Research Says:

What percentage of public school teachers believe that being mentored formally by another teacher at least once a week improves their classroom teaching moderately or better?

a. 58%

b. 68%

c. 78%

d. 88%

Research Says:

According to the public, what is the most important characteristic for teachers to possess?

a. Ability to communicate with parentsb. Thoroughly educated in subject areac. Understanding how people learnd. Well-trained and knowledgeable about

how to teach effectively

Michigan State University College of Education

The researchers also call for using a greater variety of induction activities, including improving initial teaching assignments, enhanced mentoring practices, more variety of teaching observations, and facilitating peer support.

New Educator Orientation

New Educator Orientation

Build an orientation that would take place over several days

Include topics such as curriculum, professional learning community, benefits, state standards, union, school policy and networking

Embed skill builders such as classroom management, diversity training, technology and special education/ESOL strategies into the orientation

Build in incentives for attending such as door prizes, stipends, and/or salary

New Educator Orientation

At the school level, include the following: Tour of the building Introductions of key personnel Distribution of classroom supplies Time to organize the teacher’s classroom Time to have an initial meeting with an

assigned mentor Prepare for the 1st day, 1st week or 1st unit of

curriculum

Peer Mentor Program

What is a mentor?

A mentor is a wise and trusted teacher, guide, and friend.

Webster’s Dictionary

Mentor Criteria

Exemplary classroom teaching experience for the past three years

Commitment to constant learning about the craft, collegiality, and experimentation in one’s teaching

Effective communication and interpersonal skills

Able to maintain confidential relationships

Appointment by principal, supervisor, or coordinator

Completion of the Mentoring the New Teacher (TOT-02) course

Mentor Duties

Meet with the new educator weekly for at least one hour or monthly for 4 hours

Maintain a mentor log and electronically submit it monthly

Establish a supportive relationship with the new teacher

Promote the socialization of the new teacher in the school setting

Help the new teacher identify pressing duties and prioritize time

Mentor Duties

Assist the new teacher with ideas to organize and manage the classroom

Recommend ways to plan and deliver instructional materials

Conduct observations which includes pre and post conferences

Help the new teacher access resources

Suggest ways to communicate effectively with parents

Work collaboratively with the Staff Development Teacher and other staff in the school setting

Mentors are guides. They lead us along the journey of our lives. We trust them because they have been there before. They embody our hopes, cast light on the way ahead, interpret arcane signs, warn us of lurking dangers, and point out unexpected delights along the way…

Mentor: Guiding the Journey of Adult LearnersLaurent A. Daloz

Professional Development

Professional Development

Courses for mentors and new teachersWorkshops for mentors and new teachersSeminars given by experts in the field of

induction such as Ellen Moir, Laura Lipton and Jon Saphier

Conferences and workshops such as the Induction Institute hosted by The New Teacher Center at the University of California

Local symposium within districts

Technology Networks

Technology Networks

Newsletters, The Mentor Communicator

Newsletters, The Newbie Press

Electronic communication, The Mentor Update

Website

MCPS Support

MCPS Support

Mentors for novice and new–to–MCPS teachers

Staff Development Teachers in every school

Consulting Teachers for every novice teacher

Administrators as instructional leaders of the school

Peer Support

Peer Support

Councils of Teaching and LearningProfessional Learning CommunityMonthly new teacher committee meetings at

the school levelMentor ForumsMentor Focus GroupsDirectory of demonstration classes

University Partnerships

University PartnershipsRuss Fazio, Ph.D.

Coordinator of University Partnerships, MCPS

At some point, the public schools will recognize their responsibility toward developing teacher candidates; and higher education will see teacher education that goes beyond graduation. Only then, will the real value of induction become visible. The ideal would be for higher education and the public schools to act as one in teacher education with induction as the teacher candidate’s transition between the two experiences.

University Partnerships

Professional Development Schools (PDS)

Creative Initiatives in Teacher Education Program (CITE)

Special Education Teacher Immersion Training Program (SET-IT)

Full-time Mentoring Program

Summary

Implementing a high quality induction program helps attract and retain high quality teachers

Selecting and training quality mentors will improve the program so that new teachers will be retained

District–wide planning process, including all stakeholders, is needed for success

On–going assessment is critical for continuous improvement

Modification of an African ProverbJon Saphier, Teachers 21

It takes a whole district to raise a teacher.