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Induction and Support: Keeping Teachers Teaching

Induction and Support: Keeping Teachers Teaching. Shauna Lane, Education Specialist Lela Taubert, Education Specialist. Purpose – Guiding Questions. Look at how to create a network of support so that new teachers have more than a chance to be successful: Why do we need an induction program?

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Induction and Support: Keeping Teachers Teaching

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  1. Induction and Support: Keeping Teachers Teaching Shauna Lane, Education Specialist Lela Taubert, Education Specialist

  2. Purpose – Guiding Questions • Look at how to create a network of support so that new teachers have more than a chance to be successful: • Why do we need an induction program? • Who are they? Where are they? (skill level) • What do they need? • How much and when? • How do we do this? • What does a system of support look like?

  3. Highly Qualified Beginning Teachers-NCTAF • Possess a deep understanding of the subjects they teach • Evidence a firm understanding of how students learn • Demonstrate the teaching skills necessary to help all students achieve high standards • Create a positive learning environment • Use a variety of assessment strategies to diagnose and respond to individual learning needs • Demonstrate and integrate modern technology into the school curriculum to support student learning • Collaborate with colleagues, parents and community members, and other educators to improve student learning • Reflect on their practice to improve future teaching and student achievement • Pursue professional growth in both content and pedagogy • Instill a passion for learning in their students.

  4. To understand, we must know why we need an induction program…

  5. The crisis: • Teachers are leaving the profession. • We are not recruiting those who would teach. • Many who are entering teaching have alternative certification. • Most who leave cite lack of support as #1 cause, above money and tough kids.

  6. Beginning Teacher Attrition(national data) Source: Richard Ingersoll Five Year Attrition Rate for Teachers(Source: analysis of 2007 TEA and SBEC Texas data by Dr. Ed Fuller) Minimum field experience hours required

  7. What’s the Point? • NCTAF’s summary report: • Issue—teacher supply isn’t the problem; teacher retention is the problem. Teacher supply is a symptom of the problem. • Just because someone has a college degree doesn’t mean he or she knows everything about being a teacher. Becoming a teacher is a life-long pursuit and a complex task! • Preparatory programs alone cannot prepare teachers for what teaching requires today. • Action Step—Effective Induction programs • Those without induction support leave at a rate 70% higher than those with help.

  8. Cost of Teacher Turnover • Partner Talk: 2 Minutes • Think: What are costs that could be calculated as a result from teacher turnover? Are there costs that are not calculable?Talk: Share with a person next to you. • Separation costs • Hiring costs • Training and support costs • Estimated national cost - $2.2 billion

  9. To help, we must understand who they are and where they are…

  10. Where are they? Steps to Success Conscious Unconscious Competence Unconscious Competence Conscious Competence Conscious Incompetence Unconscious Incompetence

  11. Stages of Teacher Development • Stage I: Survival Stage (1st year) • Stage 2: Adjustment Stage(2nd, 3rd, 4th ) • Stage 3: Mature Stage (5th and beyond)

  12. Remember…NEW teachers are NEW! …it doesn’t get easier; we get better! • To achieve better results, we can either • Get better students, • Get better teachers, or • Improve the people we have! New teachers have a variety of needs, but cannot do everything at once. We must provide on-going support that is timely and responsive to their unique needs…

  13. To implement, we need to know what they need and when…

  14. FYTs need:Mentoring & Support • Training and Coaching • Time to try • Feedback and follow up

  15. When and how much? from Ellen Moir’s work at UCSC Anticipation Anticipation Survival Reflection Rejuvenation Disillusionment

  16. First Year Teacher Needs: Perceptions before school starts • Needs: • Classroom Organization • Getting the room and lessons ready • Meeting parents • Getting resources • Who to ask; where to find… • Dealing with students with special needs • Maintaining control of the classroom • Thoughts: • Can I do it? • Will they like me?

  17. First Year Teacher Needs: At the beginning of school (2-4 weeks into semester) • Needs: • Time Management • Classroom Organization (materials, mail, paperwork, meetings) • Dealing with real parents • Discipline (whole class and “that one”) • Planning lessons • Assessing students –how much do I count? • Dealing with stress • Dealing with other adults • Special Ed issues (paperwork, modifications, ARDS) • TEKS & STAAR • Thoughts: • How does anyone get it all done? • This is harder that I thought!

  18. First Year Teacher Needs: Reflections in the 2nd semester • Needs: • Classroom organization and management: getting a system • Time, materials, arrangement, behavior • Dealing with parents: conferencing, partners • Discipline • Instruction: planning, preparing, teaching, assessing • Stress Management: physically and emotional • Teacher evaluation • Professional and legal issues • Special Ed issues • Technology, TEKS, & STAAR • Thoughts… • I can do this…I know lots of things that don’t work and some that do… • I wish I had been stricter when I started…

  19. To evaluate our process, we need to know what a system of support looks like…

  20. Issues in Teacher InductionFrom Leslie Huling • First day expectations • Isolation from peers • “Double barrier to assistance” • Beginning teacher hesitant to request assistance • Experienced teachers reluctant to interfere and/or give assistance • Teaching Assignment

  21. The Solution? • 3 Powerful Strategies • Teacher Preparation • Schools as Learning Communities • Comprehensive Induction Program Those schools without induction support for teachers have them leave at a rate 70% higher than those with help. (NCTAF)

  22. How do we do this?What does a system of support look like? Mentors & Coaches FYT Campus Support District Support

  23. Beginning Teacher Attrition After One YearAccording to Amount of Induction HelpSource: Smith, T.M & Ingersoll, R. M. (2004) * Basic Induction means having a mentor and supportive communication from administrator. ** Collaboration refers to schedule time and for collaboration with other teachers in the same field and participation in a new teacher seminar. *** Extra resources refers to having a reduced course load, participation in an external network of teachers, and having an aide.

  24. Induction Program Recommendations • Academies • District and campus plan: goal/objective for teacher retention—3 year plan • Year 1—induction (management) • Year 2—instruction (basics) • Year 3—assessment (advanced) • Beginning Educator Support Teams (BEST) • Mentors or mentor teams • FYT Support Teams: District and campus • Administrators, mentors, department chair • District Induction Team

  25. Induction Components 1. Collegiality: Mentoring and Coaching • A trained and willing mentor/team in the same field is assigned to the new teacher with a plan. 2. Collaboration with Peers • The new teacher has a common planning time with teachers in the same field with scheduled collaboration time with other teachers focused on student learning. 3. Communication • The new teacher has supportive communication with admin, receives feedback from campus leaders, a safe channel for communicating needs & concerns.

  26. Induction Components 4. Commitment to Continuous Improvement • The new teacher participates in planned, targeted professional development through FYT Academies and other learning opportunities as part of an overall personal professional development plan with follow-up & support. 5. Connections • The new teacher participates in an external network, such as online new teacher groups, content groups, etcetera and receives an orientation to the district, campus, and community. 6. Considerations • The new teacher has a reduced teaching load to facilitate observations and professional development, limited number of subject preparations, help from a teacher’s aide, and not responsible for time-consuming extra-curricular assignments.

  27. Some non-negotiables… • Develop a systemic plan of support • Annual administrator update (Central and Campus) • Inform and train principals • Select and train mentors/teams • Train a cadre of mentors to choose from • Offer 2 tracts—veteran and novice mentors • Hold them accountable • Campus Mentor Leader OR Campus Mentoring Team instead of individuals • Support and challenge FYTs • Provide FYT Academy and mentor support sessions throughout the year. Provide academies through PLCs • Develop a program evaluation *This may be the school’s most important at-risk program!

  28. Resources… Ginger Tucker’s The Heart of Teaching Series NCTAF National Commission on Teaching and America’s Future Smith, T.M. & Ingersoll, R.M., (2004) SBEC Texas Data by Dr. Ed Fuller Alliance for Excellent Education (July 2014) William S. Howell, Bob Pike Leslie Huling

  29. Lela TaubertESC 17 Education Specialistltaubert@esc17.net Shauna LaneESC 17 Education Specialistslane@esc17.net INUCTION AND SUPPORT:KEEPING TEACHERS TEACHING

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