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Exploring and Assessing New Teacher Induction Program Models. Session #3216 http://www.ascd.org/my downloads. Exploring and Assessing New Teacher Induction Program Models. Mentoring Leadership and Resource Network. Program Presenters. Richard Lange Ami Hicks Mary Elin Barnish Pat Riley.
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Exploring and Assessing New Teacher Induction Program Models Session #3216 http://www.ascd.org/my downloads
Exploring and Assessing New Teacher Induction Program Models Mentoring Leadership and Resource Network
Program Presenters Richard Lange Ami Hicks Mary Elin Barnish Pat Riley
Student Teacher/New Teacher Professional Development Program • Richard Lange – Program Coordinator • Patrick Riley – Student Teacher
Professional Development Program The professional development coordinator will work with student teachers and new teachers to develop their teaching capacity and collaborative ability.
Professional Development Program The coordinator will focus on the following areas of development adapted from Tucker and Stronge’s (2003) Linking Teacher Evaluation and Student Learning.
Prerequisites of Effective Teaching • Work to develop the relationship between teacher preparation and effective teaching • Demonstrate the benefits of reflecting upon experiences
The Teacher as a Person • Use numerous examples that link personality traits and effective teachers • Demonstrate how effective teachers interact with their students
Classroom Management and Organization • Illustrate the key classroom management skills of effective teachers • Provide effective classroom organizational guidelines
Organizing and Orienting for Instruction • Demonstrate how to utilize instructional time effectively • Demonstrate how to plan effectively for instruction
Implementing Instruction • Provide guidelines for enhancing instruction • Demonstrate how to communicate content and expectations to students
Monitoring Student Progress and Potential • Illustrate how to monitor student learning • Utilize the findings to foster progress
Organizing and Orienting for Instruction • Utilize instructional time effectively • Plan effectively for instruction
Exploring and Assessing New Teacher Induction Program Models Ami Hicks
Program Purpose & Rationale Mentor Teacher Preparation & Development School District & University Cultures Circle of Quality Mentoring Implement & Evaluate Program Mentor Selection & Mentor/ Protégé Matching Roles Mentor & Practices
CIRCLE OF QUALITY MENTORINGPROGRAMS AND PRACTICES by Amelia Marie Hicks, Ed.D. © 2011, Amelia M. Hicks, Ed.D.
Mentoring and Learning Background Research • No criteria for a quality program • Difficult to determine successful induction
Mentoring and Learning • Validation Study • Survey of indicators of quality Quality Mentoring for Novice Teachers Sandra Odell and Leslie Huling, editors Kappa Delta Pi www.kdp.org
Mentoring and Learning Quality Mentoring Programs • Content of mentoring program • Teacher retention • New teacher needs
Program PurposeDimension 1 • Professional practice aligned with standards for teaching • Professional 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 support • School and community context • Time for teacher development • Opportunities to work with other educators • Administrator support
Roles/Cultures/PartnershipsDimension II University engagement • Pre-service programs • On-going professional development • Research-based knowledge related to quality teaching
Roles/Cultures Dimension II Mentor role • Learning to teach: a career-long process • Teaching diverse learners • Reflecting with novices • Receiving recognition and compensation
Mentor Selection/MatchingDimension III Mentor Selection • Committed to developing own practice • Knowledgeable about standards-based teaching • Competent in working with adults from diverse backgrounds • Sensitive to the viewpoints of others
Mentor SelectionDimension III • Commitment to mentor responsibilities • Dedication to ethical practices • Professional and emotional support • Similar teaching assignments
Mentor PreparationDimension IV • Analyze and reflect on classroom teaching and mentor/novice interactions • Understand needs/concerns of novices • Foster productive conversations
Mentor Preparation Dimension IV • Analyze the learning of diverse students • Work with novices as adult learners • Coach and provide feedback on mentoring practices and problem solving
Mentor PreparationDimension IV • Share mentoring practices with other mentors • Explore strategies to build and strengthen the mentor/novice relationship • Receive monetary or other compensation
Mentor RolesDimension V • Support and facilitate standards-based practice • Facilitate and model self-reflection, problem-solving, and instructional improvement
Mentor Roles Dimension V • Build a professional relationship with the novice • Support the novice before and during the school year
Mentor RolesDimension V • Support and challenge the novice on his or her teaching practices • Interact both formally and informally • Offer empathy and assistance to novices coping with the stresses of teaching
CoordinatorDimension VI Program Coordination, Implementation and Evaluation • Committed to program purposes • Knowledgeable and experienced in mentoring initiatives • Effective in working with people of diverse backgrounds • Adept in coordinating professional development for mentors and novices
The Mentoring Framework • Six dimensions represent the ideal structures and practices promoting quality mentoring • Assistance • Assessment
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.net www.mentors.net
Program Purpose & Rationale Mentor Teacher Preparation & Development School District & University Cultures Circle of Quality Mentoring Implement & Evaluate Program Mentor Selection & Mentor/ Protégé Matching Roles Mentor & Practices
Mary Elin Barnish, Ed.D. Illinois New Teacher Collaborative University of Illinois mbarnish@illinois.edu
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 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 Activities & Resources • Statewide conference • Regional professional development • Website and online resources • Program site visits • Statewide networking • Liaison with ISBE • Administration of ISBE grants • Research on grant-funded programs
Collaboration Illinois State Board of Education University of Illinois Illinois Education Association Illinois Federation of Teachers Illinois Principals Association Regional Offices of Education Large Unit District Association Institutions of Higher Education Research Organizations (SRI, IERC) Foundations (State Farm Companies Foundation) Training Providers (NTC, ICE21, CEC, Learning Points) and others
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
Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs Standards as the basis for program consistency, development, and assessment
Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs
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
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
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.”