Transcript Comprehensive Induction: Why Is It Important?

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 incentives
b. Providing mentoring and on-going support
for new teachers
c. Involving teachers in the creation of
policies that they will be implementing
d. 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 parents
b. Thoroughly educated in subject area
c. Understanding how people learn
d. 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
Mentor: Guiding the Journey of Adult Learners
Laurent A. Daloz
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…
Professional Development
Professional Development
 Courses for mentors and new teachers
 Workshops for mentors and new teachers
 Seminars 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 Learning
 Professional Learning Community
 Monthly new teacher committee meetings at
the school level
 Mentor Forums
 Mentor Focus Groups
 Directory of demonstration classes
University Partnerships
University Partnerships
Russ 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 Proverb
Jon Saphier, Teachers 21
It takes a whole district to raise a teacher.