Transcript Developing High-Quality Campus Plans for Teacher Mentoring

Developing High-Quality
Campus Plans for Teacher
Mentoring
NCLB Requirements for Plan:
Teacher Mentoring
The plan shall—
• Incorporate a teacher mentoring
program.
NCLB Act of 2001, Sec. 1116(b)(3)(A)(x)
Which statement has the most
meaning for you?
• Veteran teachers are a wealth of information. (yellow)
• Beginning teachers have new, innovative strategies for the classroom.
(dark blue)
• Beginning teachers need help from veteran teachers to make an
impact in the classroom. (light blue)
• Beginning teachers may stay in the district longer if they are mentored
by an experienced teacher. (black)
• A veteran teacher helping a beginning teacher will have a renewed
teaching spirit that can increase student learning. (orange)
Kristina and David Scenarios
1. Read each scenario to yourself.
2. In your table group, discuss the following
questions:
a) Which teacher is more likely to continue to teach a
second year?
b) How are the beginning teachers’ mentoring
programs alike or different?
c) What critical elements were put into place for the
successful beginning teacher’s mentor program?
What Is Teacher Mentoring?
Mentoring is a systematic induction and
learning process for new teachers, and it is a
avenue for instructional renewal and
improvement for experienced teachers and
principals who serve as mentors.
Huling, L., & Resta, V. (2001, November). Teacher mentoring as professional
development. ERIC Digest. Washington, DC: ERIC Clearinghouse on
Teaching and Teacher Education. (ERIC No. ED460125).
What Do Teacher Mentors Do?
“A mentor serves as a role model, sponsor,
encourager, counselor, and friend to a less
skilled or less experienced person for the
purposes of promoting the latter’s professional
and/or personal development.”
Janas, M. (1996, Fall). Mentoring the mentor: A challenge for staff development.
Journal of Staff Development, 17 (6), 2-5.
What Does Research Say about a
Formal Mentoring Program?
A majority of those teachers who provided
mentoring assistance at least once a week
reported substantial improvements in their own
practice as a result of the mentoring relationship.
Huling, L., & Resta, V. (2001, November). Teacher mentoring as professional
development. ERIC Digest. Washington, DC: ERIC Clearinghouse on Teaching
and Teacher Education. (ERIC No. ED460125).
What Does Research Say About a
Formal Mentoring Program?
• New teachers who participate in mentoring programs
are nearly twice as likely to stay in their profession.
• A mentoring program can cut the dropout rate from
roughly 50% to 15% during the first 5 years of
teaching.
Brown, S. (2004). Working models: Why mentoring programs may be the key to
teacher retention. Retrieved on March 12, 2004, from
http://www,acteonline.org/members/techniques/may03_story1.cfm.
What Does Research Say about a
Formal Mentoring Program?
• Beginning teachers supported by the Texas
Beginning Educator Certification (TxBESS)
Initiative performed better in less time than
without a support, especially in the area of
instructional effectiveness, classroom
management, etc….
Texas Center for Educational Research. (2000, Nov.). The cost of teacher
turnover. Austin, TX: Author. Retrieved August 14, 2006, from
http://www.tcer.org/tcer/publications/.
What strategy does the public believe
has the greatest potential for improving
schools?
1. Reducing class size
2. Recruiting and retaining better teachers
3. Requiring standardized tests for promotion
4. Giving greater control to the local level
National Staff Development Council. (2004). Revised standards for staff development.
Retrieved February 28, 2004, from http://www.nsdc.org/standards/about/index.cfm.
What strategy do principals believe is
most effective for recruiting and
retaining teachers?
1. Providing financial incentives
2. Providing mentoring and on-going support for new
teachers
3. Involving teachers in the creation of policies that they
will be implementing
4. Providing career growth opportunities
National Staff Development Council. (2004). Revised standards for staff development.
Retrieved February 28, 2004, from http://www.nsdc.org/standards/about/index.cfm
Can We Afford a
“Sink or Swim” Approach?
• Nationally, 22% of all new teachers leave the
profession in the first 3 years because of lack
of professional support.
• After 5 years, nearly 50% of new teachers
had left teaching in the state where they
began teaching.
Southern Regional Education Board. (2001). Reduce your losses: Help new
teachers become veteran teachers. Atlanta, GA: Author.
Can We Afford a
“Sink or Swim” Approach?
• Teachers change jobs 4% more often than
professionals in other careers.
Ingersoll, R. M. (2002). The teacher shortage: A case of wrong
diagnosis and wrong prescription. NASSP Bulletin, 86, 16-31.
• More than 25% of teachers throughout the nation are
age 50 or older.
National Teacher Recruitment Clearinghouse. (2003). A guide to today’s
teacher recruitment challenge. Belmont, MA: Author. Retrieved September
29, 2003, from http://www.rnt.org.
What is the Cost of the Turnover of
Texas Teachers?
• Costing taxpayers
• Student learning
What is the Cost of the Turnover of
Texas Teachers?
“Texas schools spend between $329 million and $2.1
billion on recruiting, hiring, and training new teachers
each year.” After three years, 43% of Texas beginning
teachers had left the profession, with a turnover cost
between $81 million and $480 million.”
Texas Center for Educational Research. (2000). The cost of teacher turnover.
Austin, Texas: Author. Retrieved August 14, 2006, from
http://www.tcer.org/tcer/publications/.
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.
What is the Cost of the Turnover of
Texas Teachers?
Student Achievement
Particularly, schools where the turnover rate is consistently
high:
• Inner-city schools
• Rural schools
• Schools with a high percentage of students from low socioeconomic backgrounds
What Is the Relationship Between
Mentoring, Professional Development,
and Teacher Quality?
• The most important factor in student achievement is the quality of
the teacher.
• Quality is defined as a teacher’s expertise; ability to communicate
his/her expertise in class; and technique in assessing student work,
both orally and in writing.
Darling-Hammond, L. (1997). What matters most: Investing in quality teaching. New
York: National Commission on Teaching & America’s Future.
What Is the Relationship Between
Mentoring, Professional Development,
and Teacher Quality?
“Only when students have teachers who have received
training in effective teaching practices does student
achievement increase.”
Wenglinsky, H. (2000). How teaching matters. Princeton, NJ: Educational
Testing Service.
Different Mentoring Models
1. District and university partnerships
2. University 5th-year extensions
3. Certification and licensing
4. Beginning teachers receive special
attention for linking performance to high
standards for students.
Planning, Implementing, and
Maintaining a Quality Mentoring
Program
Planning, Implementing, and Maintaining
a Quality Mentoring Program
1.
2.
3.
4.
A standards-based system
Gathering data
Building commitment
Building the implementation infrastructure
A Standards-Based Induction
System
1. Performance Standards — make explicit the
expectations for beginning teacher
performance
2. Program Standards — make explicit the
qualities of effective induction programs
JOHNSON COUNTY PUBLIC SCHOOLS
Revised Teacher Induction Program Plan
• Goal: JCPS will retain quality teaching staff.
Objective:
• 1. JCPS will provide a comprehensive
induction program that will support an
increase in student achievement.
Strategies:
• 1.1 Provide a 3-day orientation experience
for beginning teachers prior to the
beginning of each school year.
Gathering Data
1. Demographic data
2. Process data
3. Perceptual data
Sample Document Summary List
Directions: Use this l ist to guide your efforts to get background data on the
need for a formal induction program in your school or district, previous
efforts, and current stakeholder perceptions and needs.
Demo graph ic Data: Information about the staff and previous ind uction
efforts
1. Lists of faculty members, number of years of experience in education,
number of years at this school
2. If mentors have been as signed to beginning teachers or
administrators, a l ist of matches
3. Documentation of participation in state or other formal induction
programs, such as trai ning dates and l ists of par ticipa nts
Process Data: Documents on previous induction ac tivities
1. Teach er and ad ministrator handb ooks
2. Agendas from new faculty orientation sessions
3. Agendas from mentor training sessions
4. Mentor handb ooks
5. Mentor training materials
6. Policy statements on induction
7. Mem bers of induction advisory board
8. Agendas and minutes of meetings of induction advisory board
9. Budgets for induction prog rams
Perceptual Data : Stakeholder perceptions on induction programs
1. Results of any surveys conducted with beginning educators, their
mentors, and school and district administrators
2. Any information collected from interviews with beginning educators,
their mentors, and school and d istrict administrators, including exit
interviews
3. Results or notes from focus groups
Building Commitment
1.
2.
3.
4.
Identify key stakeholders
Plan group procedures
Develop vision and mission statements
Determine the elements of a quality
induction program
5. Formalize district support
Key Stakeholders Checklis t
Directions: Use this c hecklist to help determine whether you have
represented key stakeholders on your planning committee.
_____ Central Office Admini strators
_____ Superintendent
_____ Chief financial o fficer
_____ Human r esources representative
_____ Curriculum supervisors
_____ School-Level Personnel
_____ Principal s
_____ Experienced teachers
_____ Begin ning teachers
_____ Professional Organi zations/Bargain ing Un its
_____ Teacher unions
_____ Professional organ izations
_____ Par ent-teacher organi zations
_____ Other Educa tor Per sonnel
_____ Teacher-prepara tion prog ram faculty members
_____ Communi ty Members
_____ Par ents
_____ Government official s
_____ Clubs and orga nizations (e.g., Lions Club, Rotary Club )
Elements of a Quality Induction
Mentor Program
1.
2.
3.
4.
5.
6.
7.
8.
New employee orientation
Professional development
Mentoring
Reciprocal classroom observations
Training
Formative assessment
Peer support groups
Mentor support groups
Building the Implementation
Infrastructure
1.
2.
3.
4.
5.
6.
Project planning
Staffing and roles
Budgeting and financing
Programming for beginning teacher support
Communication
Accountability
Beginn ing Teacher Matchin g Survey
Statement
1. I see myself as being peopleoriented.
2. I am will ing to work with
veteran teachers with the goal of
growin g as a professional
educator.
3. I am w ill ing to engage in the
exchange of ideas I have learned
from train ing with the ideas from
experienced teachers in the field.
4. I am able to acc ept support
and help from o thers without
feeling intimidated.
5. I enjoy workin g as a team
toward a common goal.
6. I look forward to teaching the
subject(s) I have been assigned.
7. I want to have someone I can
trust to guide and support my
first year of teac hing.
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
Beginning Teacher Support Questionnaire
Indicate the level and
quality of support you
received—or are
receiving—during y our
beginning years of
teaching. 1 indicates that
no such activities
occurred. 6 indicates
regular occurrence and a
high degree of success.
Circle your choice.
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
Characteristics of
Beginning Teacher Support
Programs
Indicate the level of
importance of each of the
characteristics in a n
excellent beginning
teacher support program. 1
indicates littl e or no
importance. 6 indicates
extreme importance. Circle
your choice.
6
A professional c olle ague
assigned to be a mentor
during your first year
1
2
3
4
5
6
6
A professional c olle ague
who has received mentor
training assigned to be a
mentor during your first
year
1
2
3
4
5
6
6
A professional c olle ague
who receive s a stipend for
serving as mentor assigned
to be a mentor during your
first year
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
A spec ific person from
whom to obtain information
on handling school
procedures. (e.g., purchase
orders, textbooks, supplies)
1
2
3
4
5
6
Regular assist ance on key
objectives to be taught
1
2
3
4
5
6
1
2
3
4
5
6
Assistance from c olleagues
in developing student
assessmen ts
1
2
3
4
5
6
6
Training in classroom
ma nagement skills with
strategies mod eled by
experienced colleagues
1
2
3
4
5
6
1
2
3
4
5
Teacher Mentoring Program
1. Where are we now?
2. Where do we want to go?
3. What is your district and/or
school doing?
Teachers and Mentors Make It
Happen