Exploring and Assessing New Teacher Induction Program Models Session #2128 .

Exploring and Assessing New Teacher Induction

Program Models

Session #2128

http://www.ascd.org/achandouts


Program Models

Mentoring Leadership and Resource Network

Program Presenters

Ami Hicks Mary Elin Barnish


Program Models

Ami Hicks

School District & UniversityCultures

Program Purpose & Rationale

Mentor Teacher Preparation & Development

Mentor Selection & Mentor/

Protégé Matching

Roles Mentor & Practices

Implement&

EvaluateProgram

Circle of Quality Mentoring

© 2011, Amelia M. Hicks, Ed.D.

CIRCLE OF QUALITY MENTORING

PROGRAMS AND PRACTICES

by

Amelia Marie Hicks, Ed.D.

Mentoring and Learning

Background Research

No criteria for a quality program

Difficult to determine successful induction


Validation StudySurvey of indicators of quality

Quality Mentoring for Novice Teachers Sandra Odell and Leslie Huling, editors

Kappa Delta Piwww.kdp.org


Quality Mentoring Programs

Content of mentoring programTeacher retentionNew teacher needs

Program PurposeDimension 1

Professional practice aligned with standards for teachingProfessional identity through reflection and inquiry

Program Purpose – Dimension I

Manage the day-to-day challenges of teaching.Prepare, select, and retain quality teachers.Provide personal and professional support.

Roles/Cultures Dimension II

School, District, and University Cultures and Responsibilities

Developing a school community of supportSchool and community contextTime for teacher developmentOpportunities to work with other educatorsAdministrator support

Roles/Cultures/PartnershipsDimension IIUniversity engagement

Pre-service programsOn-going professional developmentResearch-based knowledge related to quality teaching

Roles/Cultures Dimension II

Mentor roleLearning to teach: a career-long processTeaching diverse learners Reflecting with novicesReceiving recognition and compensation

Mentor Selection/Matching Dimension III

Mentor Selection

Committed to developing own practiceKnowledgeable about standards-based teaching Competent in working with adults from diverse backgroundsSensitive to the viewpoints of others

Mentor SelectionDimension III

Commitment to mentor responsibilities Dedication to ethical practicesProfessional and emotional supportSimilar teaching assignments

Mentor Preparation Dimension IV

Analyze and reflect on classroom teaching and mentor/novice interactionsUnderstand needs/concerns of novicesFoster productive conversations


Analyze the learning of diverse students Work with novices as adult learnersCoach and provide feedback on mentoring practices and problem solving


Share mentoring practices with other mentorsExplore strategies to build and strengthen the mentor/novice relationshipReceive monetary or other compensation

Mentor Roles Dimension V

Support and facilitate standards-based practiceFacilitate and model self-reflection, problem-solving, and instructional improvement

Mentor Roles Dimension V

Build a professional relationship with the noviceSupport the novice before and during the school year

Mentor RolesDimension V

Support and challenge the novice on his or her teaching practicesInteract both formally and informallyOffer empathy and assistance to novices coping with the stresses of teaching

CoordinatorDimension VI

Program Coordination, Implementation and Evaluation

Committed to program purposesKnowledgeable and experienced in mentoring initiativesEffective in working with people of diverse backgroundsAdept in coordinating professional development for mentors and novices

The Mentoring Framework

Six dimensions represent the ideal structures and practices promoting quality mentoring

AssistanceAssessment


Represents a standards-based approach to Mentoring

Improves teacher quality to enhance student learning


For further information

[email protected]

School District & UniversityCultures

Program Purpose & Rationale

Mentor Teacher Preparation & Development

Mentor Selection & Mentor/

Protégé Matching

Roles Mentor & Practices

Implement&

EvaluateProgram

Circle of Quality Mentoring

[email protected] http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

Mary Elin Barnish, Ed.D.


University of Illinois

[email protected]



New Teacher Support

Illinois New Teacher Collaborative (INTC)



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



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



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



CollaborationIllinois State Board of Education

University of IllinoisIllinois Education AssociationIllinois Federation of TeachersIllinois Principals AssociationRegional Offices of EducationLarge Unit District AssociationInstitutions of Higher Education

Research Organizations (SRI, IERC)Foundations (State Farm Companies Foundation)

Training Providers (NTC, ICE21, CEC, Learning Points)and others



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



Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

Standards as the basis for program consistency, development, and assessment



Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs





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




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




“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.”


Illinois New Teacher CollaborativeCycle of Continuous Improvement





Advocacy

• Importance of communication and shared commitment with– Stakeholders– Community members– Educators– Parents– Politicians






Advocacy

• Tracy’s document



Available on the ASCD website

• PowerPoint slides

• Illinois Induction Standards

• Advocacy document

• Moving Toward document

• Illinois Induction Program Continuum (on the INTC website)



“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



Contact Information

Illinois New Teacher [email protected]

http://intc.education.illinois.edu217-244-7389

Mary Elin Barnish, Ed.D. Coordinator, ISBE New Teacher Induction Programs

[email protected]

Exploring and Assessing New Teacher Induction Program Models Session #2128 .

Documents

quality teaching slide

compensation slide

inquiry slide

mentor selection dimension

quality quality mentoring

successful induction

program purpose dimension

resource network slide