Transcript Building the Bridge

Silicon Valley
New Teacher Project
A California State BTSA
Induction Program
On the whole, the school reform movement
has ignored the obvious: What teachers know
and can do makes the crucial difference in
what children learn. Policies can improve
schools only if the people in them are armed
with the knowledge, skills, and supports they
need. Student learning in this country will
improve only when we focus our efforts on
improving teaching.
The Report of the National Commission on Teaching and America’s Future
What Is Induction?
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A phase of teacher development
A period of socialization and
enculturation
A formal program for beginning
teachers
Goals of an Induction Program
To support teacher practice that results in high
student achievement
 To assist new teachers holding a California
Preliminary Credential in meeting criteria for
the attainment of a Professional Clear
Credential within two years
 To retain high quality, reflective teachers
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California’s Learning to Teach System
Professional Clear
Credential Preparation
Preliminary Credential
Preparation
Blended Program
• Subject-Matter Preparation
• Professional Preparation
• Support and Supervision
• Teaching Performance
Assessment on the TPEs
Post-Baccalaureate
Program
• Subject matter Preparation
• Professional Preparation
• Support and Supervision
• Teaching Performance
Assessment on the TPEs
Internship Program
• (Subject matter Preparation)
• Professional Preparation
• Support and Supervision
• Teaching Performance
Assessment on the TPEs
March 2006
P
R
E
L
I
M
IN
A
R
Y
Induction
Program
• Advanced
Curriculum
Preparation
• Formative
Assessment and
Support
• Frequent ,
Focused
Reflection on
Practice
• Individual
Induction Plan
• Application of
Prior Learning
Continuous Learning
P
R
O
F
E
S
S
I
O
N
A
L
Professional
Growth
Program
• Individual Development
Plan
• Based on Teacher’s
Goals
• Advanced Curriculum
Studies
• Advanced Subject Matter
• National Board
Certification
• Reflection on Practice
Teacher Retention Data:
SCNTP Alumni after 7 Years
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94% still in education
88% teaching
38% in same school
72% in leadership roles
[1998/99 Retention Study conducted on 1992/93 SCNTP participants]
Direct
Services
Partnerships
Policy
Professional
Development
NTC
Dissemination
Research
Silicon Valley
New Teacher Project
Santa Cruz/Silicon Valley New Teacher Project
BTSA Induction Program
COMPONENTS:
Complete program components each year for two years
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Weekly Meetings with NTP Mentor
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NTC Formative Assessment System
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Professional Development: Seminar Series and
Related Applications
Weekly Meetings with Mentor
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Full release model: 1/15 caseload
Impact on 450-2700 students
Non-evaluative support
Focus on Standards
 Student
Content Standards
 California Standards for the Teaching Profession
 BTSA Induction Program Standards
NTC Formative Assessment System
FAS Training
First Year Mentors:
4 Full Day Trainings:
 Foundations in Instructional Mentoring
 Content and Pedagogy, Standard 15
 Mentoring for Special Populations Success Induction Standard 20
Second Year Mentors
3 Full Day Trainings:
 Mentoring for Language Learner Success, Induction Standard 19
 Mentoring for Equity, Induction Standard 17
Third Year + Mentors
3 Trainings:
 Literacy in Content Areas
Forum Logistics
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When :
8:30–11:45 a.m.
Where:
UCSC Extension
How Often:
3 times a month
Expectation:
All mentors attend
Field Friday:
Once a Month
Mentors independently pursue professional development
activities:
 Mentor Shadowing
 Meeting with Steering Committee Representative
 District Mentor Team Meeting
 Planning/Debriefing a District Seminar
 Project Seminar Planning
Mentor Learning Community
-- Mentor Forums -Mentor Forums serve important purposes:
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Provide a collaborative community of practice for mentors
Deepen mentoring skills and advance induction practice
Support program implementation
Provide mentor accountability in a supportive environment
Support each mentor’s emerging leadership capacity
Peer Coaching
Coaching Partners within and outside of Forums
 Veteran mentor coaches a new mentor
 Using an Advisor Collaborative Log
 Mentor Shadowing
 A two-way cycle of peer observation
 Cohort Groups
 Several mentors from 5-6 different districts make up a
cohort group. They meet to support and learn from one
another.
Benefits to Mentors
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Expand repertoire of teaching strategies
Increased sense of professional efficacy
Broader perspective on teaching and learning
Greater likelihood to emerge in leadership roles
Increased appreciation for collaboration and reflective
practice
 Heightened commitment to teaching profession
 Renewed professional vigor
Benefits to the School Culture
 Recruitment of the best and brightest mentors
 Teachers hungry for new leadership roles
 Retired teachers who want to give back to
their profession
 Induction Program that seeks to transform
classroom practice and school culture
Silicon Valley
New Teacher Project
Professional Development:
Induction Program Standards 15-20
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15: K-12 Core Academic Content and Subject Specific
Pedagogy
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16: Using Technology to Support Student Learning
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17: supporting Equity, Diversity, and Access to the Core
Curriculum
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18: Creating a Supportive and Healthy Environment for
Student Learning
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19: Teaching English Learners
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20: Teaching Special Populations
Professional Development Curriculum:
Seminar Series and Related Applications
Year One
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Program Orientation
Content & Pedagogy
Healthy Classroom
Environment
Teaching Special
Populations
Year Two
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Launching Your Second
Year
Teaching English
Learners
Technology
Supporting Equity,
Diversity, and Access to
Core Curriculum
Professional
Development
Model for
Teachers
A Comprehensive System of Professional Development
Level I Preparation
Preliminary Credential
Level II Preparations
Clear Credential
BTSA Induction
Development of
Teaching Practice for
Experienced Teachers
Instructional
Leadership
(1-2 years)
Pre-service Study/
Student Teaching
Application of Prior
Learning
Based on Teacher’s
Goals
Concurrent Study
(Internship Program)
Formative
Assessment and
Support
Based on Site/District
Goals
Alternate Certification
(Teach for America,
Transitions to
Teaching, etc.)
Out-of-State Teachers
Individual Induction
Plan
Frequent Reflections
on Practice
Advanced Curriculum
and Subject Matter
Studies
Intern and/or BTSA
Mentor
Content Specialist/
Coach
Administrator
Development
National Board
Certification
Union Leadership
New Teacher Center @UCSC, 2007
Self
Assessment
Summary
Induction Standard Action Plan
CHOICE B O ARD: Se ssio n I I
Program Standard 15:
K-1 2 Core Academ ic C onte nt and Subject Specific Pedagogy
1
( a) Documents improvement in
teaching that is aligned with t he
CSTP’s beyo nd what was
demonstrated for the preliminary
credential.
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Read Chapter 7.
Design a lesson that
incorporates the use of
cooperative learning groups.
Prepare students for working
in groups and assign roles to
each member of the group.
Reflect on the success of the
lesson.
Evidence: 1) FAS Lesson Plan
Tool 2) Collaborative Log
2
(a) Documents improvement in
teaching that is aligned with t he CSTPs
beyond what was demonstrated for the
preliminary credential.
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Read Chapter 10.
Using cues, questions and/or
advance organizers,
incorporate methods for
activating prior knowledge
into lesson plans in ILP
content area for one week.
Reflect on how these
techniques helped develop
student understanding.
Evidence: 1) Collaborative Log 2)
Lesson Plans
4
( b) Continues to learn and apply
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knowledge of content standards,
performance levels, fr ameworks, and
adopted m aterials.
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Read Chapter 11.
Plan a lesson in which you
apply 1 or more theories
derived from Research, OR
implement a strategy for
classroom practice to teach
one of the 5 specific types of
knowledge: Vocabulary terms
and phrases, details,
organizing ideas, skills and
tactics, or process.
Reflect on the success an
challenges of the lesson a nd
student work.
Teacher’s
Choice*
*Requires approval by
Presenter or Advisor
3
(a) Documents improvement in
teaching that is aligned with t he
CSTP’s beyo nd what was
demonstrated for the preliminary
credential.
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Read Chapter 10.
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Create questions that elicit
inferences (p.115) or analytic
questions (p.116) with t he goal
of improving the quality of your
questions. (CSTP 1 .4)
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Use Bloom’s Taxonomy to
evaluate the level of your
questions.
Evidence: 1) Assignment with
questions 2) Collaborative Log
evaluating questions using
Bloom’s taxonom y
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(d) Creates an effective classroom
envir onment that provides a climate
conducive to learning.
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Read Chapter 8
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Choose an academic
standard in ILP content area
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Clearly communicate the
standard to students.
Have students write a
personal goal regarding
standard or
Develop student contracts
for meeting standard.
Evidence: 1) Examples of
Student personalized go als or
contracts 2) Collaborative Log
Evidence: 1) Lesson Plan 2)
Collaborative Log
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(e) Plans and delivers standards-
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(e) Plans and delivers standards-
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(f) Interprets and uses multiple
based instruction that is differentiated
to meet the needs of diverse learners.
based instruction that is differentiated
to meet the needs of diverse learners.
types of formative and summative
assessment data i n relation to content
standards and performance levels.
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Read Chapter 7.
Plan a lesson in ILP content
area that uses the Informal,
Formal and Base Groups as
described in Chapter 7. (See
pages 89-91 o f Marzano)
Reflect on the success of this
lesson and the use of the
three types of cooperative
learning groups.
Evidence: 1) Collaborative Log
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Choose on e of the 5
structured tasks for
generating and testing
hypotheses from Chapter 9.
Utilizing the framework
provided or creating a new
framework, plan a lesson i n
ILP content area in which
students generate, t est, and
explain their hypothesis and
conclusions.
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Read Chapter 8.
Choose a standard or skill in
ILP content area.
Create a Rubric to measure
progress.
Assess skill using rubric.
Communicate progress on
skill to students.
Evidence: 1) Rubric 2)
Collaborative Log
Choice
Board for
Action Plans
Benefits to New Teachers
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Increased sense of professional efficacy
Stronger skills in working with English Language
Learners
Higher retention rate
Greater job satisfaction
Improved ability to articulate and document
professional growth
More frequent professional collaboration
Increased willingness to assume leadership roles
Benefits to Schools
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Better classroom instruction
Heightened attention to issues of diversity and
responsive pedagogy
Sanctioned time for reflection and observation
Improved teacher morale
Increased collaboration
Positive impact on school culture
Silicon Valley
New Teacher Project
Who Are the “Leavers”?
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Beginning teachers who do not participate in an
induction program are twice as likely to leave as
those who do participate.
The teachers who choose to leave are the
brightest, as measured by their college entrance
exams.
Novice teachers who are dissatisfied with student
discipline and the school environment are twice
as likely to leave.
—Susan Moore Johnson, 2005
High Costs of Turnover and Attrition:
SCHOOLS
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Loss of public teacher preparation and
investment
Cost of hiring, preparation and replacement
Churning loss of continuity and coherence
Lost professional development investments
Undercutting of school reforms
No Dream Denied
National Commission on Teaching and America’s Future, January 2003
High Costs of Turnover and Attrition:
STUDENTS
Low Income Students Lose the Most
 Highest turnover
 Highest number of first year teachers
 Highest number of out-of-field teachers
 Fewest accomplished teachers
No Dream Denied
National Commission on Teaching and America’s Future, January 2003
Direct Services to SV Districts
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Direct Coaching to Novice Administrators
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Clear Credential Program
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Coaching to Experienced Administrators
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Professional Development for School Leaders
(Improving Student Achievement Through
Teacher Observation and Feedback)
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Establishing Professional Learning
Communities
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Establishing Leadership Coaching Capacity
& Programs
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Support for District Office Leadership
NTC’s Leadership Development Services
RESULTS: Case Study Comparisons of
Supported vs. Unsupported Principals
SUPPORTED
UNSUPPORTED
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Reactive, problem
driven
Receive limited
feedback
Engage in little
reflection
Receive sporadic
assistance
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Focus on instructional
issues
Engage in deliberate
planning
Receive feedback and
engage in reflective
conversations
Receive consistent
assistance
Impact of ISA in WCC and GUSD:
As a result of work w/NTC, to what extent have you...
100
90
80
70
60
50
40
30
20
10
0
Some
Quite a bit
A great deal
Changed
your
practices
Increased Provided
classroom
better
visits
feedback
Used
more data
sources
Seen a
shift in
school
culture
A Direct Impact on Teaching & Learning
“Principals I spoke with discussed how their evaluation of
teaching is qualitatively different as a result of the NTC large
group/coaching work. They spoke of the support they have felt
from NTC coaches to tackle difficult issues with teachers who are
performing in substandard ways, and how the NTC work has
enabled them to have the tools and language necessary to help
teachers to improve, or in other cases, to help remove poor
instructors from the classroom. These are results that building
leaders clearly see having a direct impact on teaching and
learning on a daily basis, and among the most powerful evidence
of the work that I uncovered.”
Michael Copland - University of Washington
External Evaluator
Silicon Valley
New Teacher Project
Many studies show that the
single most important thing
in turning lives around is the
ongoing presence of
a caring adult.
Nell Noddings
Professor, Stanford University
Former K-12 Math Teacher
The stakes are high. Every day, we wager
the future of this country on our teachers.
We are daily entrusting the dreams of our
young people to those who teach them.
Whether those dreams are delayed, denied,
or fulfilled is ours [as leaders] to decide.
No Dream Denied
National Commission on Teaching and America’s Future, January 2003