Exploring and Assessing New Teacher Induction

Program Models

Session #2128

http://www.ascd.org/achandouts

Exploring and Assessing New Teacher Induction

Program Models

Mentoring Leadership and Resource Network

Program Presenters

Ami Hicks Mary Elin Barnish

Exploring and Assessing New Teacher Induction

Program Models

Ami Hicks

School District & UniversityCultures

Program Purpose & Rationale

Mentor Teacher Preparation & Development

Mentor Selection & Mentor/

Protégé Matching

Roles Mentor & Practices

Implement&

EvaluateProgram

Circle of Quality Mentoring

© 2011, Amelia M. Hicks, Ed.D.

CIRCLE OF QUALITY MENTORING

PROGRAMS AND PRACTICES

by

Amelia Marie Hicks, Ed.D.

Mentoring and Learning

Background Research

No criteria for a quality program

Difficult to determine successful induction

Mentoring and Learning

Validation StudySurvey of indicators of quality

Quality Mentoring for Novice Teachers Sandra Odell and Leslie Huling, editors

Kappa Delta Piwww.kdp.org

Mentoring and Learning

Quality Mentoring Programs

Content of mentoring programTeacher retentionNew teacher needs

Program PurposeDimension 1

Professional practice aligned with standards for teachingProfessional identity through reflection and inquiry

Program Purpose – Dimension I

Manage the day-to-day challenges of teaching.Prepare, select, and retain quality teachers.Provide personal and professional support.

Roles/Cultures Dimension II

School, District, and University Cultures and Responsibilities

Developing a school community of supportSchool and community contextTime for teacher developmentOpportunities to work with other educatorsAdministrator support

Roles/Cultures/PartnershipsDimension IIUniversity engagement

Pre-service programsOn-going professional developmentResearch-based knowledge related to quality teaching

Roles/Cultures Dimension II

Mentor roleLearning to teach: a career-long processTeaching diverse learners Reflecting with novicesReceiving recognition and compensation

Mentor Selection/Matching Dimension III

Mentor Selection

Committed to developing own practiceKnowledgeable about standards-based teaching Competent in working with adults from diverse backgroundsSensitive to the viewpoints of others

Mentor SelectionDimension III 

Commitment to mentor responsibilities Dedication to ethical practicesProfessional and emotional supportSimilar teaching assignments

Mentor Preparation Dimension IV

Analyze and reflect on classroom teaching and mentor/novice interactionsUnderstand needs/concerns of novicesFoster productive conversations

Mentor Preparation Dimension IV

Analyze the learning of diverse students Work with novices as adult learnersCoach and provide feedback on mentoring practices and problem solving

Mentor Preparation Dimension IV

Share mentoring practices with other mentorsExplore strategies to build and strengthen the mentor/novice relationshipReceive monetary or other compensation

Mentor Roles Dimension V

Support and facilitate standards-based practiceFacilitate and model self-reflection, problem-solving, and instructional improvement

Mentor Roles Dimension V

Build a professional relationship with the noviceSupport the novice before and during the school year

Mentor RolesDimension V

Support and challenge the novice on his or her teaching practicesInteract both formally and informallyOffer empathy and assistance to novices coping with the stresses of teaching

CoordinatorDimension VI

Program Coordination, Implementation and Evaluation

Committed to program purposesKnowledgeable and experienced in mentoring initiativesEffective in working with people of diverse backgroundsAdept in coordinating professional development for mentors and novices

The Mentoring Framework

Six dimensions represent the ideal structures and practices promoting quality mentoring

AssistanceAssessment

The Mentoring Framework

Represents a standards-based approach to Mentoring

Improves teacher quality to enhance student learning

The Mentoring Framework

For further information

ameliamh@comcast.netwww.mentors.net

School District & UniversityCultures

Program Purpose & Rationale

Mentor Teacher Preparation & Development

Mentor Selection & Mentor/

Protégé Matching

Roles Mentor & Practices

Implement&

EvaluateProgram

Circle of Quality Mentoring

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

Mary Elin Barnish, Ed.D.

Illinois New Teacher Collaborative

University of Illinois

mbarnish@illinois.edu

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

New Teacher Support

Illinois New Teacher Collaborative (INTC)

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

Presentation Outcomes

• Introduce the Illinois New Teacher Collaborative (INTC)

• Share information about Illinois induction and mentoring of new teachers

• Present resources on induction and mentoring

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

INTC Mission

To coordinate a network of services and resources through a state-wide partnership of concerned stakeholders in order to attract and retain new teachers and enhance their ability

to promote student learning

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

INTC Activities & Resources• Statewide conference• Regional professional development• Website and online resources• Program site visits• Statewide networking• Liaison with ISBE• New teacher summer conference• Consultations, trainings, workshops

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

CollaborationIllinois State Board of Education

University of IllinoisIllinois Education AssociationIllinois Federation of TeachersIllinois Principals AssociationRegional Offices of EducationLarge Unit District AssociationInstitutions of Higher Education

Research Organizations (SRI, IERC)Foundations (State Farm Companies Foundation)

Training Providers (NTC, ICE21, CEC, Learning Points)and others

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

INTC Challenges• Provide support for all programs• Work with a variety of program models• Conduct research relevant to the state• Distribute resources applicable to all programs• Conduct germane web meetings and discussions• Focus on student learning• Collaborate with all stakeholders• Serve as a leader in induction and mentoring

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

Standards as the basis for program consistency, development, and assessment

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

The Illinois Induction Program Continuum

Based on Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

Provides:– Clear framework– Research-base for all programs– Common language

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

The Illinois Induction Program Continuum

Based on Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

Uses:– Guide program development – Support self-assessment– Lead to goal writing and action planning– Support continuous improvement

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

The Illinois Induction Program Continuum

“From the outset, our goal has been to craft a useful

document that will prompt both thinking and action

around the professional needs of new teachers in the state. Our aim is for this document to be used as a formative assessment tool as opposed to a summative assessment tool. In that regard, this document may be used effectively to promote program development through a cycle of continuous improvement.”

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher CollaborativeCycle of Continuous Improvement

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

Advocacy

• Importance of communication and shared commitment with– Stakeholders– Community members– Educators– Parents– Politicians

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

The Illinois Induction Program Continuum

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

Advocacy

• Tracy’s document

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

Available on the ASCD website

• PowerPoint slides

• Illinois Induction Standards

• Advocacy document

• Moving Toward document

• Illinois Induction Program Continuum (on the INTC website)

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

“Improving educator quality and assisting struggling schools requires

a comprehensive solution, and induction is a critical component.”

Ellen Moir, 2008

Executive Director, New Teacher Center

intc@illinois.edu http://intc.education.illinois.edu/ 217-244-7389

Illinois New Teacher Collaborative

Contact Information

Illinois New Teacher Collaborativeintc@illinois.edu

http://intc.education.illinois.edu217-244-7389

Mary Elin Barnish, Ed.D. Coordinator, ISBE New Teacher Induction Programs

mbarnish@illinois.edu630-569-9556