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Transcript of Exploring and Assessing New Teacher Induction Program Models Session #2128 .
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Exploring and Assessing New Teacher Induction
Program Models
Session #2128
http://www.ascd.org/achandouts
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Exploring and Assessing New Teacher Induction
Program Models
Mentoring Leadership and Resource Network
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Program Presenters
Ami Hicks Mary Elin Barnish
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Exploring and Assessing New Teacher Induction
Program Models
Ami Hicks
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School District & UniversityCultures
Program Purpose & Rationale
Mentor Teacher Preparation & Development
Mentor Selection & Mentor/
Protégé Matching
Roles Mentor & Practices
Implement&
EvaluateProgram
Circle of Quality Mentoring
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© 2011, Amelia M. Hicks, Ed.D.
CIRCLE OF QUALITY MENTORING
PROGRAMS AND PRACTICES
by
Amelia Marie Hicks, Ed.D.
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Mentoring and Learning
Background Research
No criteria for a quality program
Difficult to determine successful induction
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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
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Mentoring and Learning
Quality Mentoring Programs
Content of mentoring programTeacher retentionNew teacher needs
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Program PurposeDimension 1
Professional practice aligned with standards for teachingProfessional identity through reflection and inquiry
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Program Purpose – Dimension I
Manage the day-to-day challenges of teaching.Prepare, select, and retain quality teachers.Provide personal and professional support.
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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
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Roles/Cultures/PartnershipsDimension IIUniversity engagement
Pre-service programsOn-going professional developmentResearch-based knowledge related to quality teaching
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Roles/Cultures Dimension II
Mentor roleLearning to teach: a career-long processTeaching diverse learners Reflecting with novicesReceiving recognition and compensation
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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
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Mentor SelectionDimension III
Commitment to mentor responsibilities Dedication to ethical practicesProfessional and emotional supportSimilar teaching assignments
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Mentor Preparation Dimension IV
Analyze and reflect on classroom teaching and mentor/novice interactionsUnderstand needs/concerns of novicesFoster productive conversations
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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
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Mentor Preparation Dimension IV
Share mentoring practices with other mentorsExplore strategies to build and strengthen the mentor/novice relationshipReceive monetary or other compensation
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Mentor Roles Dimension V
Support and facilitate standards-based practiceFacilitate and model self-reflection, problem-solving, and instructional improvement
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Mentor Roles Dimension V
Build a professional relationship with the noviceSupport the novice before and during the school year
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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
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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
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The Mentoring Framework
Six dimensions represent the ideal structures and practices promoting quality mentoring
AssistanceAssessment
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The Mentoring Framework
Represents a standards-based approach to Mentoring
Improves teacher quality to enhance student learning
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School District & UniversityCultures
Program Purpose & Rationale
Mentor Teacher Preparation & Development
Mentor Selection & Mentor/
Protégé Matching
Roles Mentor & Practices
Implement&
EvaluateProgram
Circle of Quality Mentoring
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[email protected] http://intc.education.illinois.edu/ 217-244-7389
Illinois New Teacher Collaborative
Mary Elin Barnish, Ed.D.
Illinois New Teacher Collaborative
University of Illinois
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[email protected] http://intc.education.illinois.edu/ 217-244-7389
Illinois New Teacher Collaborative
New Teacher Support
Illinois New Teacher Collaborative (INTC)
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[email protected] 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
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[email protected] 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
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[email protected] 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
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[email protected] 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
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[email protected] 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
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[email protected] 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
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[email protected] http://intc.education.illinois.edu/ 217-244-7389
Illinois New Teacher Collaborative
Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs
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[email protected] http://intc.education.illinois.edu/ 217-244-7389
Illinois New Teacher Collaborative
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[email protected] 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
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[email protected] 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
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[email protected] 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.”
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[email protected] http://intc.education.illinois.edu/ 217-244-7389
Illinois New Teacher CollaborativeCycle of Continuous Improvement
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[email protected] http://intc.education.illinois.edu/ 217-244-7389
Illinois New Teacher Collaborative
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[email protected] 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
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[email protected] http://intc.education.illinois.edu/ 217-244-7389
Illinois New Teacher Collaborative
The Illinois Induction Program Continuum
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[email protected] http://intc.education.illinois.edu/ 217-244-7389
Illinois New Teacher Collaborative
Advocacy
• Tracy’s document
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[email protected] 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)
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[email protected] 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
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[email protected] http://intc.education.illinois.edu/ 217-244-7389
Illinois New Teacher Collaborative
Contact Information
Illinois New Teacher [email protected]
http://intc.education.illinois.edu217-244-7389
Mary Elin Barnish, Ed.D. Coordinator, ISBE New Teacher Induction Programs