Induction and Staff Development Program (2)-1...This new staff induction program will provide a...

Induction and Staff Development Plan Michelle Chase Lena Nemeth

Mentorship

JEPD

PLC

Induction and Staff Development Program

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Introduction

The implementation of a comprehensive, high quality, staff induction program has proven to

be critical in the field of education, where the attrition rate of new teachers is high (Lambert, 2006).

Engaging new teachers in a multifaceted induction program designed to welcome new staff,

establish a sense of culture and community, provide on-going support, clarify professional

expectations, and promote the development of a social network, has proven to significantly increase

the retention rate and professional practices of new teachers. Effective induction in the field of

education provides teachers with support from different levels of the organization. School and

district administrators, professional learning communities, and mentor educators, assist novice

teachers by providing the time, information, and the support necessary to transition into professional

practice. The induction plan put forth on the following pages will outline the role that each level of

the system serves in supporting new teachers in the induction process, and presents a four-year

school district induction program that is aligned to the Learning Forward standards.

District Level Induction

Many states require schools to engage new staff with an induction program. These “new

teacher” professional learning communities allow districts to respond to the needs of new teachers,

while supporting them with the implementation of board approved programs and policies. Effective

district level induction programs communicate the mission, vision, values, and goals of the district;

familiarize teachers with the community in which they serve; focus on active learning of classroom

practices; and address the concerns and frustrations unique to developing educators. Advancing the

professional expertise of new teachers should be a primary objective of induction. It is

recommended that training be narrow in focus and support classroom practice. Activities and


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conversations should address the development of content knowledge and may include time to study

curriculum guides and learn about instructional materials.

Experienced teachers, including those serving in a mentorship role, may offer additional

support in curriculum meetings. Through collaboration, these educators may support one another

with the implementation of new strategies. Furthermore, time can be set aside for dialogue and

problem solving for new teachers, within their specific areas of concern. Responding to the

concerns of new teachers should be another priority of district level induction meetings. This

consideration may not require a significant amount of time, but it may reduce the feelings of stress

that new teachers often encounter at the beginning of their career. This response to the challenges of

individual teachers may best be initiated by an administrator or a school counselor. The confidence

gained from being able to speak openly about challenges and frustrations, without feeling judged or

evaluated, may encourage a healthy dialogue.

District level induction programs may offer a tremendous amount of support for new

teachers. These programs may require a differentiated approach, based on the number of new staff

in a given year and the individuals in the new teacher cohort. Smaller districts, those who may only

hire a few teachers, might find it challenging to conduct a comprehensive induction program. In

these situations it may be worth investigating induction programs offered through Intermediate

School Districts or Regional Education Centers. Induction programs play an important role in

supporting new teachers and should be one part of a comprehensive system.

Building Level Induction

School administrators play a crucial role in the induction process of new staff. Although the

role of the administrator may not be as direct as that of the district induction program or the mentor-

mentee relationship, it is equally important. Principals are encouraged to monitor and limit the


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number of non-instructional duties required of new teachers. Administrative leaders may also

consider class size, student demographics, and the work location when planning for new teachers.

As mentorship relationships are developed, the building administrator can serve in a very supportive

role by providing a common planning time and by allowing a variety of opportunities to observe

other classrooms.

The climate and culture of a school may also promote the growth of a new teacher.

Administrators who provide opportunities, encouragement, and expectations to join professional

learning communities and study groups help new teachers transition into the school community,

while supporting the development of professional practices and social support networks. Through

participation in professional learning, new teachers can develop their professional practice, while

school leaders use a formative evaluation system, focused on effective feedback, to improve their

instruction.

Professional Learning Communities

Professional learning communities (PLCs) are an essential part of the new teacher induction

program. These collaborative teams expand the network of support for new teachers, all while

serving as a venue to increase the pool of knowledge about professional practice. The consistent

meeting schedule used by professional learning communities provides the new teacher with ongoing

support and resources that will impact instruction and learning. The work of the team may focus on

planning, reviewing student work, analyzing data, or observing and debriefing about instructional

strategies. It is encouraged that members of the PLC team review and update the norms and

protocols established for group work at the time a new member joins.

Other professional groups within the school may also provide support for the new teacher.

Professional study groups often align with an area of interest for new staff, providing yet another


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network of support. Participation in professional groups is an important part of professional growth

and should be encouraged. Beginning teachers will want to be cautious about the number of groups

they join to prevent overextending themselves.

Mentorship

Providing new teachers with a mentor can be a powerful component of the induction

process. This is particularly beneficial when the mentor has participated in extensive and ongoing

mentor training. In addition, partnerships may benefit if the mentor teaches the same grade or

content as the new teacher, and the two have established a positive rapport with each other. It is

most effective when the mentor is committed to the development of the new teacher. Although the

mentor’s role is to help a new teacher, this relationship is a component of the induction process and

must be aligned with the district’s vision, mission, and structure. According to Harry Wong, “for a

mentor to be effective, the mentor must be used in combination with the other components of the

induction process” (Wong, pg. 42). In other words, selected mentors possess content and

pedagogical knowledge, as well as an ability to provide appropriate support structures and an

openness to learn and reflect alongside their mentee.

It is important to provide time for the mentors and mentees to collaborate. Establishing

regular meeting times will increase the likelihood of a successful, productive, relationship. While

much of the work will focus on instruction and professional practices, mentors are encouraged to

offer support with mandatory paperwork, management, relationships, and personal well-being.

Mentors may also participate or serve as trainers for a district induction program. This practice will

increase time for collaboration and allow the mentor and mentee to have a shared understanding of

the expectations for the new teacher.


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Part I

High quality staff induction increases the retention of new teachers and supports the

development of professional practices. The most effective induction programs provide support to

new teachers at multiple levels of the organization and encourage continuous improvement.

Considering the great impact teachers have on students’ success, thoughtful teacher induction

programs may offer a structure of support to address and sustain teacher’s health and effectiveness

throughout the years.

This new staff induction program will provide a systematic approach to incorporating the

unique skills and abilities that each individual brings to the district, as well as provide support and

specific strategies that align with the culture in the district. In addition, the administration and

current teaching staff will work concurrently to further develop the professional capacity of all staff

to continue to meet the needs of the students that are served.

The district includes four elementary schools, one middle school, and one high school

building. The number of new teachers hired varies from year to year, with approximately five new

teachers per year. In order to welcome each new member of the teaching staff, the district has

designed a four-year induction program that includes a mentorship component; regular

opportunities for professional learning; as well as participation in a professional learning

community (PLC). Throughout the first year, new teachers will receive personal gifts to emphasize

the human experience in this new adventure. An overview of these three support structures is

identified, followed by a detailed description of the activities provided in the first year.


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Overview

I. Mentorship Program

• New teachers will be paired with a skillful teacher in the building with similar

teaching assignment.

• Relationships will be developed through ongoing meetings throughout the course

of the induction program.

• Ample training will be provided to the mentors as to enhance leadership skills

and clear expectations.

II. Professional Learning Communities

• New teachers will join an existing PLC in the school/district.

• All teachers will contribute to this collaborative culture for school improvement.

• The team will focus on student results to ensure success for all.

III. Professional Development/Book Study

• New teachers will have multiple opportunities to participate in book studies with

various school/district teams.

• Each team will read a selected book together and generate ideas and questions

through professional learning.

• Book selections will focus on the current focus for professional learning in the

district or the new teacher’s inquiry.


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Month: August (Day 1)

Time: 6 hours

Topic: Welcome; Introduction to the Culture and Community

Rationale: Cultural competence provides the skills necessary to improve practice with students and families from environments that may not be familiar to the new teacher. These skills enable the educator to build on the cultural qualities that students bring to the classroom.

Who will present: At least one central office administrator and/or building leader; selected veteran staff members

Goals: • Share the mission, vision, values and goals of the district and the personal beliefs

surrounding “why” we exist. • Provide a guided tour of the local community and the physical environment of the

students that are served in the district. • Introduce new staff to the existing culture and climate of the district staff.

Description: This activity is designed to welcome and introduce the new staff members to the culture of the school community and begin building relationships through social interactions among colleagues. In addition, new staff will be introduced to the community and resident neighborhoods that contribute to the student population of the district. The first day of the new teacher induction program will begin with a bus tour of the community, including all school and administration buildings, as well as community buildings (i.e. community centers, library, police station, local restaurants/meeting spots). A stop will be made at the central office administration building to introduce new staff to the district leadership. Each new teacher will be given a visual directory of individuals from the district that may be helpful in various ways. The directory will include the name and role of each key individual, along with a picture and contact information. Throughout the journey, veteran staff and administrators will reference this directory as they narrate the tour.

The group will continue with a catered lunch by the kitchen staff of one of the schools or at a local restaurant. This casual outing will provide time for new and veteran staff to share stories and build relationships. Veteran staff will be encouraged to share stories, traditions, celebrations and reasons for their commitment to the district. At the conclusion of lunch, each teacher will continue to their home school for a building orientation and welcome.

Gift for YOU: At the conclusion of this initial day of welcoming, each new teacher will be gifted a personalized journal. The book will be inscribed with a message of gratitude for joining the team and well wishes for an exciting adventure ahead. The journals may be used in conferencing with mentors and as a place to capture reflections throughout the induction program.


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Month: August (Day 2 & 3)

Time: 12 hours

Topic: Introduction to Curriculum Resources and Instructional Planning

Rationale: There is a strong tendency to feel overwhelmed in the first few days of a new teaching experience. One of the most important considerations for new teachers is preparing for the students’ arrival. Providing time to become familiar with the content and resources for curriculum and instruction, as well as the opportunity to collaborate with colleagues, will promote confidence and structure for the days ahead.

Who will present: Selected teaching staff in grade level or content area

Goals:

• To familiarize teachers with board adopted curriculum materials and provide specific information on how they might be used

• Develop pacing outline for the year • Create first two weeks of daily lesson plans

Description: Curriculum and instructional materials will be introduced during these two days of the teacher induction program. The content area and focus of each day will be dependent on the grade level and teaching assignment of the individual.

The first part of each day will be dedicated to checking in with the new teachers on individual concerns or questions. Getting their voice in the room at the start of the day will ensure that their individual needs are met and any fervent issues are addressed. The rest of the morning will consist of the presentation of curriculum resources and instructional design by skilled teaching staff. The afternoon will be reserved for collaboration and planning of pacing and daily lessons.


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Month: August (Day 4)

Time: 6 hours

Topic: Student Behavior and Mindset

Rationale: Classroom management can provide the structure for learning. New teachers often struggle with behaviors that surprise or challenge classroom processes. Positive behavior supports that are consistent throughout the school offer the new teachers encouragement and assistance, while creating space for effective instruction.

Who will present: Selected teaching staff in grade level or content area; Counselor/Social Worker; School Leaders

Goals:

• Familiarize teachers with the school’s code of conduct and behavior program • Introduce the concepts of Growth Mindset by Carol Dweck • Dialogue around the connections between mindset, perseverance, and student motivation

Description: New teachers will be encouraged to explore classroom management strategies and school-wide behavior supports, as well as the legalities of mandatory reporting. This introduction to the behavior policies and procedures will be led by school staff members. An important dialogue will be facilitated using excerpts and teachings from Carol Dweck’s Growth Mindset (Dweck, 2008). The objective is to learn how to deal with adverse behaviors when they arise, but also to further investigate the causes that might initiate poor student behaviors. Collaborative time will be built into this day to ensure there is an opportunity to plan instructional strategies to create a positive classroom culture and climate. Gift for YOU: At the conclusion of Day 4, each new staff member will be given the audio book, Mindfulness for Beginners by Jon Kabot Zinn. This audio book will serve as an invitation to embark on the first few days of school with awareness. To show support for the health and well-being of the individual, new teachers will be invited to listen to the message of mindfulness and continue the journey with a thoughtful focus on supporting oneself when challenges arise.


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Month: September

Time: 2-3 hours

Topic: Mentorship

Rationale: The relationship between the mentor and the new teacher provides a structure to support the professional growth, as well as the social and emotional well-being of the new teacher. The connection with another person will offer the beginning teacher a safe environment to communicate concerns, questions, and reflect on classroom strategies.

Who will present: Mentors and New Teachers

Goals: • Introduce new teachers to their assigned mentor for the induction program • Build relationships through ongoing dialogue around the mission, vision, values and

goals of the school • Schedule meeting logistics and plan outcomes for the first year

Description: The mentors will meet with the new teachers and encourage discussion around the first few weeks of school. Mentors will have previously received communications training and will skillfully facilitate a conversation that prompts new teachers to process their experiences and request support for specific areas. The journal is a useful tool to share reflections and offer strategies and ideas for discussion.

Gift for YOU: New teachers will have dedicated time to connect and reflect with their mentor. It will be important for the mentor to draw out any questions, concerns, fears or apprehensions about the classroom experiences. These feelings can lead to preparing resources, sharing ideas, and planning for future meetings. Mentors will share a link to the Mindscape Guided Meditation by Jon Kabat Zinn. The teachers will be invited to listen and practice this guided meditation, in order to promote awareness and reduce stress.

https://www.youtube.com/watch?v=4vgKzXdwtRE


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Month: October

Time: 6 hours

Topic: Balanced Assessment Systems

Rationale: The use of data has become increasingly widespread in education, ranging from the evaluation of student performance to the evaluation of teacher effectiveness. Data is often used to plan programs and initiatives throughout the district. Teachers need to have a balanced approach to data collection, recognizing the importance of district, school, and classroom evidence in decision making. The use of strategies to formatively assess and provide effective feedback will offer a platform for the collection of evidence to inform administrators about the progress of students in the classroom.

Who will present: Teacher Leaders; Principal, Curriculum and Assessment Director; Data Coach

Goals: • Understand the conditions needed for designing balanced, high-quality assessment

systems in the classroom • Review the summative assessment processes for administration and data collection • Explore the keys to quality assessment and the district’s common measures for the

various grade levels and content areas • Share strategies and expectations for embedded formative strategies and instructional

data-based decision making

Description: Teachers will participate in a full-day professional learning opportunity in which the curriculum and assessment leaders will facilitate an interactive session to clarify the district’s vision of balanced assessment. Information regarding policies and procedures will be considered, in addition to practical applications for the classroom. Teachers will review the research surrounding the impact of Assessment FOR Learning on student achievement and practice collaborative analysis of student work. Student artifacts and model lessons will be provided.

Gift for YOU: October can be an emotionally taxing month for new teachers. The stress related to high-stakes testing, as well as the pressure to differentiate instruction and feedback for individual students can become overwhelming at this time of the year. This month’s gift to the beginning teacher is a reminder to always communicate with colleagues, parents, and mentors as stress or conflict ascends. Teachers will receive an Indian Talking Stick and a video clip from Steven Covey, in which he describes the power of his fifth habit: Seek First to Understand, Then to be Understood.

https://www.youtube.com/watch?v=HUxi-Zc45tA (Video Clip of Stephen Covey describing Habit 5)


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Month: November/December

Time: 2-3 hours

Topic: Classroom Environment

Rationale: Observing teachers in action can provide reflective models to guide discussion around best practices in education. Following the professional learning around formative assessment, teachers will be able to review examples of classroom teaching and look for theory in practice. Who Will Present: Mentors and Selected Teachers Goals:

• Observe skillful teachers in grade and content appropriate classrooms • Dialogue with the mentor around instructional strategies and classroom culture/climate • Reflect on the observed practices and the new teacher’s progress with formative

assessment goals Description: Mentors will use empathic listening as the new teachers react to the observation experience. Using protocols and questions, mentors will elicit reactions from the classroom observation. As a follow-up to the learning around formative assessment, mentors may consider asking the following questions:

• Were the learning targets clear and visible to the students? • Do you think the students could articulate “why” they were learning the content? • Did the teacher use evidence to inform what happened next in the learning? • What kind of mindset language did you notice from the teacher and the students? • Did the students appear to be engaged with the lesson and motivated to learn? • How would you describe the climate and culture in the classroom?


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Month: January

Time: 2-3 hours

Topic: Action Research

Rationale: One of the most important ways to develop high quality experiences for educators is by implementing Job Embedded Professional Development (JEPD). This method of professional learning takes place in the school and is related directly to classroom practice. This format provides the time needed for new teachers to explore resources that target specific challenges that are occurring in this first year.

Who will present: Teacher Leaders; Principals; District Specialists

Goals: • Understand how teacher inquiry can serve as a tool for professional growth • Identify wonderings that new teachers encounter • Begin exploring one question through reflective inquiry

Description: Midway through the first year, teachers may be recognizing specific challenges that they would like to explore with their mentor. This inquiry process will be informal and flexible to meet the needs of the beginning teacher.

Mentors will begin by brainstorming ideas with the new teacher. Questions to consider:

• What are you wondering about? • What are you struggling with? • What big questions do you have? • Is there one particular student you have trouble reaching? • Is there any specific content that you feel you need additional support?

The role of the mentor will be to facilitate the discussion and guide the new teacher toward selecting a manageable question to explore over the next few months. Upon selection of a question, the mentor will assist the new teacher in identifying opportunities to learn more about the topic, provide resources to gain insights into addressing the question, and collect evidence to inform reflection and the next steps in the learning. This will be a cyclical process and no formal presentation will be required. The analysis will be based heavily on critical reflection and the essential outcome is matching district resources to new teachers’ primary concerns.

Wondering?

o

Plan Reflect

Observe Act


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Month: February/March/April

Time: 3-6 hours per month

Topic: Collaborative Teaming

Rationale: Teaching is a collaborative process and can no longer be done in isolation. Effective teaching practices draw from the wealth of knowledge and resources within a school. There is great value in providing time and structure to support collaborative teaming for new teachers.

Who Will Present: Teachers

Goals: • Continue action research/inquiry project with support from the mentors • Participate in a book study related to the inquiry question or join an existing book study

in the district • Participate in a professional learning community to improve student success

Description: New teachers will participate in various collaborative teams during these three months as they continue to reflect on their inquiry and receive feedback from their mentors. The mentoring partnership should schedule at least three meetings together at a convenient time and location to maintain communication and support. In addition, new teachers will experience the activities outlined below.

Book Study New teachers may choose to engage in a book study with their mentor, related to the inquiry topic. As an alternative, new teachers may join an existing book study selected by the principal or teacher led team.

Professional Learning Community New teachers are invited to participate with a PLC to become familiar with the process and engage in the discussion around student learning and school improvement. New Teacher Observation New teachers will invite their mentor to observe them teaching a lesson. The pair will meet following the observation to discuss feedback. The lesson may be directly related to the inquiry topic, in which the new teacher is making adjustments to measure effectiveness. The new teacher and mentor will agree on the area that they would like the mentor to focus, in order to get relevant feedback. The teacher may opt to video him/herself and watch the lesson alongside the mentor as feedback is shared.


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Month: May

Time: 3-6 hours

Topic: Classroom Inquiry Conversation

Rationale: New teachers need an opportunity to share their learning and celebrate their growth over the course of the year. This platform allows the new teacher to highlight learning that changed their practice, as well as communicate additional support needed or future contributions they could make to the school community.

Who will present: New Teachers

Goals: • Share the results of the action research project with the mentor and principal • Highlight new learning and activities that had a positive impact on professional growth • Communicate additional support needed from administration • Articulate additional inquiry questions for future exploration

Description: New teachers will meet with the school leadership and mentor to review perceptions of the first year. This is not an evaluation of the teacher’s performance, but an opportunity to reflect on the school year and share experiences.

Gift for YOU: The mentor will present the new teacher with a hand written letter, poem, collage of pictures, or significant quote, to recognize the accomplishments of the first year. This expression of gratitude should highlight the strengths of the individual teacher and the unique experiences that were shared throughout the year.


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Part II

Years two through four of the induction program will focus on supporting teachers with

the creation of a professional portfolio to be reviewed by the tenure committee. Teachers will

receive training and support as they work thorough the portfolio process. The final portfolio will

contain artifacts demonstrating the study of professional literature and application of learning to

the classroom. The professional study will be aligned to the domains and components outlined

in Charlotte Danielson’s Framework for Teaching.

District induction meetings will provide new staff with in-depth training on the current

focus domains and components. New teachers will be allowed to select components to

investigate more deeply based on previous evaluations, collegial feedback, and student data.

Selected mentors and veteran teachers will be included in the district induction meeting for

collaboration and support of new teachers. Additionally, the district will continue to allocate a

portion of each meeting to address new teacher concerns and emotional well-being.


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Year Two: Charlotte Danielson’s Domain I and II Goal: Teachers will participate in a professional study of Charlotte Danielson’s Domain II, Classroom Environment and Domain I, Planning and Preparation. Teachers will study professional literature supporting best practices related to the domains and components presented. Teachers will plan and implement best practices in the classroom setting. Teachers will reflect on the implementation of new practices and modify as needed. Topics: Creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, setting instructional outcomes, designing coherent instruction, demonstrating knowledge of students. Approach: Teachers will study the topics with their mentor or another veteran teacher at a district sponsored professional induction day. Staff will attend a presentation detailing effective implementation of the component and elements. Teachers will then be given time to collaborate to study best practice literature and plan strategies that will support the implementation of distinguished performance. New teachers will select an area in which they would like to improve and then plan for classroom application. Mentors will continue to support the mentees with the implementation of the goal in the school setting. Beginning teachers will work with mentors and administrators to identify an artifact that will reflect the application of professional learning to practice for the final portfolio. Year Three: Charlotte Danielson’s Domain I and III Goal: Teachers will participate in a professional study of Charlotte Danielson’s Domain I, Planning and Preparation and Domain III, Instruction. Teachers will study professional literature supporting best practices related to the domains and components presented then plan and implement best practices in the classroom setting. Teachers will reflect on the implementation of new practices and modify and needed. Topics: Demonstrating knowledge of content and pedagogy; questioning and discussion techniques, engaging students in learning. Approach: Teachers will study the topics with their mentor or another veteran teacher at a district sponsored professional induction day. Staff will attend a presentation detailing effective implementation of the component and elements being studied. Collaborative teams will study best practice literature and plan strategies that will support the implementation of distinguished performance. New teachers will select an area in which they would like to improve and then plan for classroom application. Mentors will continue to support the mentees with the implementation


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of the goal in the school setting. Beginning teachers will work with mentors and administrators to identify an artifact that will reflect the application of professional learning to practice for the final portfolio. Journals will be used to reflect on practice. Year Four: Charlotte Danielson’s Domain III and IV Goal: Teachers will participate in a professional study of Charlotte Danielson’s Domain III, Instruction and Domain IV, Professional Responsibilities. Teachers will study professional literature supporting best practices related to the domains and components presented, as they continue to implement best practices to the classroom setting. Teachers will reflect on the implementation of new practices and modify as needed. New teachers will present their portfolio. Topics: Using assessment for learning; communication with students; communication with families; reflecting on teaching; portfolio presentation. Approach: Teachers will study the topics with their mentor or another veteran teacher at a district sponsored professional induction day. Staff will attend a presentation detailing effective implementation of the component and elements being studies. Teachers will then be given time to collaborate to study best practice literature and plan strategies that will support the implementation of distinguished performance. New teachers will select an area in which they would like to improve and then plan for classroom application. Mentors will continue to support the mentees with the implementation of the goal in the school setting. Beginning teachers will work with mentors and administrators to identify an artifact that will reflect the application of professional learning to practice for the final portfolio. On the final staff induction day, teachers will participate in a portfolio fair. Administrators, mentors, and colleagues will have an opportunity to hear new staff reflect on their learning and view portfolio artifacts.


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Part III

The Learning Forward guidelines endorse staff development programs that are authentic, relevant, and job-embedded. The preceding pages provide the outline for a four-year staff induction program for new teachers. The components of this comprehensive program include all of the guidelines indicated below.

Learning Communities: New teachers will actively participate in an ongoing professional learning community, beginning in the first year of employment. Collaborative teaming is integrated throughout the mentorship program, as well as the action research project and book study groups.

Leadership: The principal and teacher leaders in the school will facilitate professional learning through job-embedded professional development connected to the individual inquiry of the new teacher. Support systems are rooted in all of the activities and deeply connected to the mentorship program.

Resources: Regular, ongoing check-ins with mentors and school leaders ensures that adequate resources are allocated and relevant to the outcomes of the professional learning and growth of the new teacher.

Data: At the close of each full day professional development session, a survey will be administered to collect and analyze perception data. Informal focus groups will occasionally be used to collect qualitative data on the impact of professional learning. In addition, the regular dialogue with mentors will inform the induction program to plan and evaluate each activity.

Learning Designs: The most recent research in best practices is used as an anchor throughout the induction program with book studies and professional journals. The literature is used to support the theory and classroom observations are used to reflect and improve practice.

Implementation: This induction plan outlines the first few years of employment, however the basis of this model is ongoing, job-embedded professional learning. The cyclical nature of action research accommodates the necessary time to implement and promote long-term change.

Outcomes: Charlotte Danielson’s Framework for Enhancing Professional Practice aligns educator performance to specific outcomes. In addition, the use of formative data in the classroom is directly linked to student learning targets.


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References

Covey, S., (producer). (2006, March 6). Stephen Covey: Indian talking stick [video clip]. Retrieved from https://www.youtube.com/watch?v=HUxi-Zc45tA Covey, S., (producer). (2013, August 6). Habit 5- Seek first to understand, then be understood.

[video clip]. Retrieved from https://www.youtube.com/watch?v=Bs3PK6JBsTU Crow, T., (2008). Practicing professionals. JSD, 29, 42-47. Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching.

Alexandria, Virginia: ASCD.

Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: what matters?. Educational Leadership, 66, 46-53.

Drago-Severson, E. (2008). Four practices serve as pillars for adult learning. JSD, 29. 60-63.

Drago-Severson, E. (2011). How adults learn forms the foundation of the learning designs standards. JSD, 32, 10-12.

Dweck, Carol, S. (2008). Mindset. New York: Ballantine Books. Gilbert, L., (2005). What helps beginning teachers?. Educational Leadership, 62, 36-39. Hoerr, T. R., (2005). Meeting new teachers’ personal needs. Educational Leadership,

62, 82-84.

Lambert, L. (2006, May 9). Half of teachers quit in 5 years. The Washington Post. Retrieved from http://www.washingtonpost.com/wp-dyn/content/ article/2006/05/ 08/AR2006050801344.html

McCann, T. M., Johannessen, L. R., & Ricca, B. (2005). Responding to new teachers’ concerns. Educational Leadership, 62, 30-34.

Patterson, M., (2005). Hazed!. Educational Leadership, 62, 20-23. Rowley, J. B., (1999). The good mentor. Educational Leadership, 56, 20-22. Wayne, A. J., Youngs, P., & Fleischman, S., (2005). Improving Teacher Induction.

Educational Leadership, 62, 76-77.

Wong, H. K., (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88, 41-58.

Zinn, J. K., (producer). (2012, December 12). Mindscape guided meditation [audio podcast]. Retrieved from https://www.youtube.com/watch?v=4vgKzXdwtRE

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