the important role of administrators in supporting novice alternative certification candidates

1. The Important Role of Administrators in Supporting Novice Alternative Certification Candidates National Center for Alternative Certification Washington, DC - April 5-7, 2009 Karen Peterson, Ed.D. Dor Fitzgerald, Ed.D.

2. GSU Program Background GSU in South Suburban region of Chicago Soon will begin 10th cohort � 16 month elementary program Partnership with approximately 15 districts 2006 � One of six national finalists for the Christa McAuliffe Award for Excellence in Teacher Education (AASCU) Candidates 70% minority, 30% male 90+% of those recommended for certification still teaching or have gone on to administration. 2002 TTT grantee Intensive mentoring model State induction/mentoring grant

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5. The Role of the Administrator in Supporting Novice Teachers 3 hour workshop - 195/200 administrators Research on: Comprehensive induction with intensive mentoring The Role of the Administrator in Supporting New Teachers (with action plan goal setting) New teacher development Alternative certification

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8. Comprehensive Induction and Intensive Mentoring Induction doesn�t cost money. It saves money.� Harry Wong 8

9. The Costs and Benefits of a Comprehensive Induction ProgramStrong & Villar, 2007 Research Brief,California New Teacher Center �The present study suggests that increasing teacher effectiveness provides far greater benefits (47%) than does simply reducing teacher attrition costs (17%).� $1.6 return for every $1 spent. 9

10. Importance of Support for Novice Teachers Comprehensive Induction Orientation Intensive Mentoring Formative Assessment Professional Development *Importance of the administrator role 10

11. Intensive Induction�. �The data unequivocally suggests that high intensity induction matters for new teachers� experiences and future teaching incentives.� p. 35 ��Intensive contextual induction� includes both strong mentorship and strong levels of other supports that address the individual, classroom and school factors that influence novices.� p. 35 Consortium on School Research at the University of Chicago Research Report, January, 2007

12. The Role of the Administrator in Supporting New Teachers 12

13. Leadership Matters �School leadership also proves to be a critical factor for novice teachers. Novices working in schools with weak levels of school leadership are less likely to report a good experience, intend to continue teaching, and plan to remain in the same schools than similar teachers at schools with average leadership.� Consortium for School Research � University of Chicago 13

14. Frequency of FY2002 TTT participants reported �Top reasons for not completing teaching assignments�

15. Faculty Support The degree to which new teachers are welcomed and assisted by school faculty has a significant influence on new teachers� reports of good experiences, intentions to continue in the profession and plans to remain in the same school.� Consortium on School Research, The University of Chicago 15

16. �Developing Beyond�IL Induction Policy Team �Without clearly articulated strategies to support beginning teachers, and protect induction activity time, principals may inadvertently undermine the prospects of beginning teacher success (e.g., assigning beginning teachers the most challenging classes, assigning additional responsibilities, or not anticipating their needs for basic resources).� 16

17. �Moving Toward�IL Induction Policy Team �Administrators play a critical role in setting the stage for beginning teacher and mentor success, creating time for induction, and establishing a positive culture for teacher development in their buildings and in the system. Professional development for administrators and ongoing communication with them about the nature of the program ensures that they understand their role in fully supporting induction.� 17

18. Driving QuestionsAction Plan Goals How can you support your district�s induction and mentoring program? How might you enlist all staff in the support of new teachers? How can you support your new teachers? Beyond Mentoring 18

19. Administrators�Action Plan Goal One Patterns Support of our district�s induction mentoring program by: Arrangements and release time for new teacher observations Special �coffee/tea� meetings Develop quality mentor selection criteria

20. Enlist all staff in the support of new teachers by: New teacher �shower� where all faculty bring small school supplies for new teachers �Teacher Resource Center� to share resources by topic Awareness that new teacher success is EVERYONE�S responsibility Administrators' Action Plan Goal Two Patterns

21. Administrators�Action PlanGoal Three Patterns Support my new teachers directly by: Welcome letters and sensitivity to more one-on-one conversations New teacher handbook with follow-up meetings to check for understanding Frequent observations with follow-up meeting and conversations

22. Superintendents�Goal Patterns Standing Agenda Item at Administrative Mtgs. Introduce new teacher at School Board Mtg. & highlight achievements throughout the year Highlight induction/mentor program during Board Meeting �items of interest� Maintain stable line item to continue financial support of program

23. Administrator Impact � The Voice of a New Teacher The first item on the agenda at my school orientation was a personal introduction from each veteran staff member along with a personal gift from them. By the time everyone introduced themselves and welcomed me, I had a huge pile of presents such as post its, dry erase markers and lots of other school supplies. This culture of love definitely spills over into how the staff treats the students. I am really blessed to be in a school and district that honestly believes in TEAMWORK! 23

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26. The Teacher Socialization Process 26

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28. Conway and Clark (2003) New teachers focus on both outward and inward concerns Watzke (2007) Early focus on instruction and student learning 28 More Recent Research

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30. Alternative Certification � The National PerspectiveFeistritzer, 2008 In 2006, approximately 1/3 � 50,000 of new to the profession teachers Higher percentage teaching 5 years later, 85-90% compared to approximately 40% traditional attrition Minorities and Males: 1/3 non white compared to 15% traditional 37% male compared to 18% in overall teaching force 30

31. Additional Challenges � Urban Setting Bureaucracy Funding/scarcity issues Cultural/Class disconnect between students and teachers Adapted from Lois Weiner � Urban Teaching High mobility rates of students Necessity of learning reform models in addition to standard curriculum High pressure on schools on the �lists� 31

32. Additional Challenges - Alternatively Certified Teachers Very rigorous, but less preparation before placement Limited field experience before placement Range of experience working with diverse student populations Ranges in level of support Challenges in acclimating to school culture Pressure of still being students Disconnect from expectations in other careers or fields of study 32

33. Alt Cert +++++ �Novice teachers with prior work experience in a field other than teaching are more likely to report a good teaching experience, intend to continue teaching, and plan to remain in the same school than novices entering with no other work experience.� Consortium on School Research at the University of Chicago 33

34. Administrators are Key! The effectiveness and success of an induction program are dependent on the support, nurturing, modeling, and enthusiasm of school and district administrators Jonathon Saphier 34

35. Visit our Website www.govst.edu --- programs --- certificates --- alternative certification k-peterson@govst.edu d-fitzgerald@govst.edu