Transcript PowerPoint Presentation

Welcome to
Supporting New Teachers
Through High Quality
Induction and Mentoring
Programs.
1. Make yourself comfortable.
2. Make sure that you have created a
place card.
1
This course was created
by the
Illinois New Teacher
Collaborative.
http://intc.education.illinois.edu
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1. Assume the young
man is an
administrator.
2. Turn to an elbow
partner and discuss
how this picture
relates to the
administrator role in
an Induction
Program.
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Workshop Format
1. Know how your materials are organized.
2. Application/Dissemination will be required.
3. Know who is talking for your group.
4. Put cell phones on vibrate.
5. Take breaks and calls as needed.
6. Relax and have fun!
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Illinois New
Teacher Collaborative
• Affiliated with and housed at the University of
Illinois
• Hosted 11 Annual Induction, six Beginning
Teacher, and three STEM Conferences
• Funded generously by State Farm Companies
Foundation
• Provides advocacy, training, and consultation
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This course is funded by a Public
Engagement Grant from the
University of Illinois.
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Let’s Assess
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By the end of this training
participants will have increased
their knowledge of:
1. Characteristics of High Quality I&M programs
2. Administrator, mentor, and new teacher roles
3. The importance of confidentiality in the
mentor/new teacher relationship
4. Appreciation for the mentor’s role
5. Supporting mentors and new teachers
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Application/Dissemination
Requirement
(Minimum 3 hours)
Each participant will:
A. Assess his/her existing Induction Program
(Standard 9)
B. Create a personal action plan that reflects
the results of Activity A (Standards 1 & 4)
C. Create or modify a mentor selection rubric
and mentor application that includes a
mentor job description (Standard 5)
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Heads-Up
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What the Research Says
• Teacher
Retention
• Teacher Quality
• Student
Achievement
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“There is a $1.66 return for
every $1 spent.”
“If PERA is to accelerate
new teacher effectiveness,
beginning teachers in Illinois
will require more feedback
and support than what is
provided by this law alone…”
Induction & Mentoring Fact Sheet Illinois New Teacher
Collaborative, 2013, http://intc.education.illinois.edu/fact-sheet
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Impact on Student Learning
Student Achievement
Percentile
Student Achievement
Percentile after
2 years
1
Average School
Average Teacher
50
50
2
Highly Ineffective School
and Ineffective Teacher
50
3
3
Highly Effective School
Ineffective Teacher
50
37
4
Highly Ineffective School
Highly Effective Teacher
50
63
5
Highly Effective School &
Highly Effective Teacher
50
96
6
Highly Effective School
Average Teacher
50
78
*Robert J. Marzano (2003). What Works In Schools, Translating Research into action. ASCD
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Mentoring Challenges
1. Administrator Training
2. Clearly defined roles and responsibilities
3. Program leadership
4. Confidentiality
5. Mentor selection
6. Mentor training and support
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http://intc.education.illinois.edu
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17
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(SS of cover)
http://intc.education.illinois.edu/guide/resources
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Page 4
Page 4
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I & M Program Standards (1.1)
Ideal CUSD #100 has a new Induction Program Director
who has had experience as a mentor in her previous
district, but she was not involved in program leadership.
Early in the summer she completed AA #1573 and has
since interviewed district administrators, mentors, and
new teachers to assess what has been done in the past
and what improvements need to be made. With the
blessing of district administrators, and based on those
conversations, she is writing job descriptions for the
program director, mentors, new teachers, and
administrators, along with a Roles & Responsibilities
Chart, for approval by the Induction Leadership Team.
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Page 7
Page 6
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Getting to Know your Program
http://intc.education.illinois.edu/guide/resources
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Application/Dissemination B
Using the Illinois Induction Program
Continuum, each participant will assess
his/her existing Induction Program by
Standard.
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Orientation
New Teacher PD
Mentor Selection…
Whose job is it?
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The Superintendent
1. Understanding sound mentoring practices
2. Educating the board of education and the
community regarding the benefits of mentoring
3. Respecting confidentiality
4. Facilitating effective I&M leadership
5. Providing adequate time and resources
6. Establishing/supporting accountability systems
7. Participating in ongoing evaluation and improvement
8. Appreciating the work of all stakeholders
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The Principal
1. Understanding sound mentoring practices
2. Supporting mentors and new teachers
3. Matching mentors and new teachers
4. Understanding mentor and new teacher roles
5. Having clear expectations for new teachers
6. Respecting confidentiality
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The Program Director
1.
2.
3.
4.
5.
6.
7.
8.
9.
Understanding sound mentoring practices
Developing written expectations for the program
Communicating with all stakeholders
Coordinating mentor, new teacher, and administrator
PD
Supervising the work of mentors and new teachers
Coordinating mentor recruitment and selection
Establishing and chairing regular meetings of the
Leadership Team
Collecting and analyzing data for program improvement
Attending trainings and conferences to bring best
practices back to the Leadership Team
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Comparing Roles
With your assigned group or partner,
discuss the following for the slide that
best fits your present role:
1.Are there any that don’t apply to
your situation?
2.Are there some ahas?
3.How well has your role been
defined by your program leaders?
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Mentoring Challenges
1. Administrator Training
2. Clearly defined roles and responsibilities
3. Program leadership
4. Confidentiality
5. Mentor selection
6. Mentor Training
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Confidentiality Scenarios
In your new assigned Group, be prepared
to discuss:
– Who/How confidentiality was
violated?
– Is there a fix to this situation?
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http://intc.education.illinois.edu/guide/resources
Standard 6→Other Documents on Mentor Training→ Confidentiality
Agreement
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Watch Trenika unlock her
protégés’ potential
Watch for evidence of:
• Trust
• High level conversation about teaching
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Mentoring Challenges
1. Program leadership
2. Clearly defined roles and responsibilities
3. Administrator training
4. Confidentiality
5. Mentor selection
6. Mentor Training
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Application/Dissemination C
Each participant will also create or modify
a mentor selection rubric and mentor
application that includes a mentor job
description. (Standard 5)
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?
Why an Application
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Characteristics of Effective Mentors
1.
Knowledge of the district and
building
11. Strong interpersonal skills
12. Exhibits confidence
2.
Values his/her organization
3.
Personal power and charisma
4.
Respected by others
5.
Committed to mentoring
15. Sensitivity to viewpoints of
others
6.
Accepting of differences in
others
16. Patient and risk-taking
7.
Willing to be responsible for
someone else’s growth
13. Skilled teacher
14. Works well with adults
17. Competence in social and
public relations skills
8.
Willing to share credit
18. Role model of continuous
learning
9.
Demonstrates flexibility
19. Well organized
10. Trust others and can be trusted
20. Excellent communicator
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Mentor Application Activity
With your assigned
partner, talk about
what you like and
what you don’t like
about this app.
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Mentoring Challenges
1. Program leadership
2. Clearly defined roles and responsibilities
3. Administrator training
4. Confidentiality
5. Mentor selection
6. Mentor Training
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3 Day Training Content
1.
2.
3.
4.
5.
6.
7.
Importance of the work
Empathy for the new teacher
Needs of the new teacher
Trust building
Avoiding the roadblocks
Coaching strategies
Conversations about teaching
practice
8. Data gathering and interpretation
using the Danielson Framework
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High Quality Mentors need High
Quality Training.
1. INTC recommends at least two days
before the year begins
2. One additional day later in the year
3. Hire someone or…
4. Start grooming people in your district to
take on this training work or…
5. Work with your ROE to offer it
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Let’s not forget…
INTC’s Eval
ISBE’s Eval
Application/
Dissemination
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