PTLC Model: Supporting New Teachers in High Needs Schools

1. PTLC Model: Supporting New Teachers in High Needs Schools Jacqueline McDonnough SheAnna McCloud Joy Casad NSF Robert Noyce Teacher Scholarship Conference May 29-31, 2013 Washington, D.C.

2. Introduction • Video • Practice Protocol • Debrief • Questions Session Outline

3. Background -VCU Noyce Initiative Introduction

4. Research on Need for Induction Support Castro, 2010 & Tynjälä, 2011 • decreased self confidence • New teachers with good support report lower stress Problem Solving key skill for resilience Teacher Learning Community Introduction

5. Research on Need for Induction Support • Teacher’s College, New York • McLaughlin and Talbert, 2006 • Our professional development model • McDonald, et. al 2007 • protocols to manage time Introduction

6. VCU Noyce Induction Year 2 Served 10 2nd and 1st year teachers Monthly dinner meetings Two hour duration $50 incentive for attendance Facilitated by trained doctoral student Introduction

7. Example of a problem solving protocol with VCU Novice Teacher Video

8. Practice

9. Presenter- SheAnna • Reflection by group members (“consultants”) • Presenter response • Clarifying questions by consultants • Response from presenter • Consultation by the group – brainstorming • Response from presenter Problem Solving Protocol (PSP)

10. Presenter – description of the problem, every dimension present in the problem, what you have done or thought about doing and what happened when you did them (5-10 min) • Consultants - silent PSP Step 1

11. Presenter – responds to each question one at a time • Consultants – ask clarifying questions as to the nature of the problem, why it is problematic, etc. for the purpose of a more in-depth analysis. • “Can you tell me more about…?” • “I heard you say…is this correct?” • “What do you mean when you say…?” • “Why did you decide to…?” PSP Step 2

12. Presenter – silent • Consultants – Reflect back what they heard, understand, infer, didn’t hear, what is important, what can be built upon, what remains to be discovered • “It sounds like this makes you feel…” • “I heard you say…” • “From your perspective…” • “I would still like clarification on…” • “When you tried…” PSP Step 3

13. Presenter – response to reflection, final clarification • Consultants – silent PSP Step 4

14. Presenter – silent • Consultants – Brainstorming ideas – • “What if…?” • “Have you tried…?” • “I heard/read about…will that help?” • “Would…be a possible solution…?” • “Have you thought about…?” • “Is there a way to…?” • “If…works, then you could…” • “If…doesn’t work, perhaps…” PSP Step 5

15. Presenter – presents new insights into the problem that were generated through brainstorming • Consultants – silent PSP Step 6

16. What did it feel like to be a consultant? • What did it feel like to be the presenter? • How is this format for support different from what have been done in the past? PSP Debrief

17. From this, is there a practice which you can identify that you yourself could use in your program/classroom? • Share out. Decision to act

18. Contact: Jacqueline McDonnough jtmcdonnough@vcu.edu Questions/ Comments