Transcript Entry Years Enhancement EYE - Salt Lake City School District

Entry Years Enhancement
EYE
Mentor Seminar
October 10, 2013
Stand up if…

You’ve been parachuting or bungee jumping

You have a child who’s under age 12

You work directly with new teachers

You enjoy spending time with a grandchild

You use mentoring journals

You’ve been swimming in 3 or more different oceans

You’ve coached or been coached using a collaborative coaching style

You’ve ever fallen out of a tree

You’ve begun implementing the Utah Effective Teaching Standards

You know how to fly an airplane

You’ve been involved in the STAR Mentoring program for more than 3 years

You’ve ever owned a snake

You’ve served in the armed forces

You’ve taught another language

You cannot click your fingers on your non-dominant hand

You’ve mentored more than 2 new teachers at a time

You know a good joke
The Urgency for Effective Teachers

In Texas, the increase in student test scores can be traced
to a teacher’s effectiveness and it is 20 times more likely
to improve student achievement than any other variable

In Los Angeles schools, the difference between the
performance of a student assigned to a top-quartile
teacher rather than a bottom-quartile teacher averaged
10 percentile points on a standardized math test; and

In North Carolina, a strong teacher in a classroom has 14
times the impact on student achievement as decreasing
the class size by five students.
Source: Partnership for Learning (2010),
The Impact of Effective Teachers and Principals
Importance of the
Intangible
3% of the differences in student
achievement that are attributable to
their teachers’ influence:
•
Years of Experience
•
Education Level
•
Performance on Vocabulary Tests
The remaining 97% is from intangible
aspects of teacher quality such as:
•
Enthusiasm
•
Skill in Conveying Knowledge
Source: Goldhaber, Dan. (2002).
The Mystery of Good Teaching
Diminishing Forces
30 - 50% leave the
profession within
the first three years
of teaching.
Source: Darling-Hammond, Linda. (2000).
Teacher Quality and Student Achievement
Improving Student Earnings and
Quality of Life
 “Replacing
a teacher whose true [valueadded] quality is in the bottom 5 percent with
one of average quality would generate
cumulative earnings gains of $52,000 per
student, or more than $1.4 million for the
average classroom.”
Source: National Bureau of Economic Research
© 2011 by Raj Chetty, John N. Friedman, and Jonah E. Rockoff
.
Improving Student Earnings and
Quality of Life (cont.)
It doesn’t stop with test scores. The study findings
indicate students of better teachers “are more likely
to attend college, earn higher salaries, live in better
neighborhoods, and save more for retirement. They
are also less likely to have children as teenagers.”
Cost of Teacher Attrition
 Conservative
estimates of the cost of
replacing a new teacher is
50% of a new teacher’s salary.
 Some
researchers have cited figures
Of up to 150% of a new teacher’s salary.
Source: Villar, Anthony and Strong Michael. (2007).
Is Mentoring Worth the Money? A Benefit Cost Analysis and Five-Year Rate of Return of a
Comprehensive Mentoring Program for Beginning Teachers. Regents of the University of California
.
The Irreplaceables (3 – 2 – 1)
WHAT ARE THE IMPLICATIONS FOR MENTORS AND INDUCTION?



Individually read the article/take notes (10 min.)

What are 3 things you learned?

What are 2 things you found interesting?

What is 1 question you still have?
In pairs (10 min.)

Share your thoughts with each other

Take notes to share with the group
Group Reflection (10 min.)
**This report and its related documents do not represent the opinions
or beliefs of the Utah State Office of Education or Salt Lake School Distruict as an agency.
Why Good Teachers Leave

Isolating and non-supportive teaching environments

Poor working conditions

Overwhelming teaching assignments
Source: Washington, D. C. Alliance for Excellent Education (2005)
Teacher Attrition: A Costly Loss to the Nation and to the States (Issue
Brief)
Effects of Induction and Mentoring on
Beginning Teacher Turnover
Shift from Mentor
Standards
to
Competencies
Reframing mentor
expectations
and support.
Table Buzz

What do you think of when you hear the word,
“standard?” What do standards mean when it comes to
education? What are standards used for, and by whom?

Traditionally, standards are about:

Reflection

Measurement

Evaluation
Then…
Table Buzz

What do you think of when you hear the word,
“competencies?” What do “competencies” mean
compared to “standards”?
Competencies are about:

Building capacity

Defining roles

Self-reflection

Self-refinement
Now… The New Mentor Competencies
Thinking Outside the Box about the Competencies

Design a graphic to represent your assigned competency

Choose the ONE statement (indicated by the small, blue
arrow) that, in your opinion, has the highest leverage
(write underneath graphic)

List 3 ways a mentor can exemplify their chosen
statement (underneath statement already written on the
poster)