Developing High-Quality Campus Plans for Teacher Mentoring

1. Developing High-Quality Campus Plans for Teacher Mentoring

2. NCLB Requirements for Plan: Teacher Mentoring The plan shall— • Incorporate a teacher mentoring program. NCLB Act of 2001, Sec. 1116(b)(3)(A)(x)

3. Which statement has the most meaning for you? Veteran teachers are a wealth of information. (yellow) Beginning teachers have new, innovative strategies for the classroom. (dark blue) Beginning teachers need help from veteran teachers to make an impact in the classroom. (light blue) Beginning teachers may stay in the district longer if they are mentored by an experienced teacher. (black) A veteran teacher helping a beginning teacher will have a renewed teaching spirit that can increase student learning. (orange)

4. Kristina and David Scenarios Read each scenario to yourself. In your table group, discuss the following questions: a) Which teacher is more likely to continue to teach a second year? b) How are the beginning teachers’ mentoring programs alike or different? c) What critical elements were put into place for the successful beginning teacher’s mentor program?

5. What Is Teacher Mentoring? Mentoring is a systematic induction and learning process for new teachers, and it is a avenue for instructional renewal and improvement for experienced teachers and principals who serve as mentors. Huling, L., & Resta, V. (2001, November). Teacher mentoring as professional development. ERIC Digest. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC No. ED460125).

6. What Do Teacher Mentors Do? “A mentor serves as a role model, sponsor, encourager, counselor, and friend to a less skilled or less experienced person for the purposes of promoting the latter’s professional and/or personal development.” Janas, M. (1996, Fall). Mentoring the mentor: A challenge for staff development. Journal of Staff Development, 17 (6), 2-5.

7. What Does Research Say about a Formal Mentoring Program? A majority of those teachers who provided mentoring assistance at least once a week reported substantial improvements in their own practice as a result of the mentoring relationship. Huling, L., & Resta, V. (2001, November). Teacher mentoring as professional development. ERIC Digest. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC No. ED460125).

8. What Does Research Say About a Formal Mentoring Program? New teachers who participate in mentoring programs are nearly twice as likely to stay in their profession. A mentoring program can cut the dropout rate from roughly 50% to 15% during the first 5 years of teaching. Brown, S. (2004). Working models: Why mentoring programs may be the key to teacher retention. Retrieved on March 12, 2004, from http://www,acteonline.org/members/techniques/may03_story1.cfm.

9. What Does Research Say about a Formal Mentoring Program? Beginning teachers supported by the Texas Beginning Educator Certification (TxBESS) Initiative performed better in less time than without a support, especially in the area of instructional effectiveness, classroom management, etc…. Texas Center for Educational Research. (2000, Nov.). The cost of teacher turnover. Austin, TX: Author. Retrieved August 14, 2006, from http://www.tcer.org/tcer/publications/.

10. What strategy does the public believe has the greatest potential for improving schools? Reducing class size Recruiting and retaining better teachers Requiring standardized tests for promotion Giving greater control to the local level National Staff Development Council. (2004). Revised standards for staff development. Retrieved February 28, 2004, from http://www.nsdc.org/standards/about/index.cfm.

11. What strategy do principals believe is most effective for recruiting and retaining teachers? Providing financial incentives Providing mentoring and on-going support for new teachers Involving teachers in the creation of policies that they will be implementing Providing career growth opportunities National Staff Development Council. (2004). Revised standards for staff development. Retrieved February 28, 2004, from http://www.nsdc.org/standards/about/index.cfm

12. Can We Afford a “Sink or Swim” Approach? Nationally, 22% of all new teachers leave the profession in the first 3 years because of lack of professional support. After 5 years, nearly 50% of new teachers had left teaching in the state where they began teaching. Southern Regional Education Board. (2001). Reduce your losses: Help new teachers become veteran teachers. Atlanta, GA: Author.

13. Can We Afford a “Sink or Swim” Approach? Ingersoll, R. M. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin, 86, 16-31. Teachers change jobs 4% more often than professionals in other careers. • More than 25% of teachers throughout the nation are age 50 or older. National Teacher Recruitment Clearinghouse. (2003). A guide to today’s teacher recruitment challenge. Belmont, MA: Author. Retrieved September 29, 2003, from http://www.rnt.org.

14. What is the Cost of the Turnover of Texas Teachers? Costing taxpayers Student learning

15. What is the Cost of the Turnover of Texas Teachers? “Texas schools spend between $329 million and $2.1 billion on recruiting, hiring, and training new teachers each year.” After three years, 43% of Texas beginning teachers had left the profession, with a turnover cost between $81 million and $480 million.” Texas Center for Educational Research. (2000). The cost of teacher turnover. Austin, Texas: Author. Retrieved August 14, 2006, from http://www.tcer.org/tcer/publications/.

17. What is the Cost of the Turnover of Texas Teachers? Student Achievement Particularly, schools where the turnover rate is consistently high: Inner-city schools Rural schools Schools with a high percentage of students from low socio-economic backgrounds

18. What Is the Relationship Between Mentoring, Professional Development, and Teacher Quality? The most important factor in student achievement is the quality of the teacher. Quality is defined as a teacher’s expertise; ability to communicate his/her expertise in class; and technique in assessing student work, both orally and in writing. Darling-Hammond, L. (1997). What matters most: Investing in quality teaching. New York: National Commission on Teaching & America’s Future.

19. What Is the Relationship Between Mentoring, Professional Development, and Teacher Quality? “Only when students have teachers who have received training in effective teaching practices does student achievement increase.” Wenglinsky, H. (2000). How teaching matters. Princeton, NJ: Educational Testing Service.

20. Different Mentoring Models District and university partnerships University 5th-year extensions Certification and licensing Beginning teachers receive special attention for linking performance to high standards for students.

21. Planning, Implementing, and Maintaining a Quality Mentoring Program

23. Planning, Implementing, and Maintaining a Quality Mentoring Program 1. A standards-based system Gathering data Building commitment Building the implementation infrastructure

24. A Standards-Based Induction System Performance Standards — make explicit the expectations for beginning teacher performance Program Standards — make explicit the qualities of effective induction programs

25. JOHNSON COUNTY PUBLIC SCHOOLSRevised Teacher Induction Program Plan • Goal: JCPS will retain quality teaching staff. Objective: • 1. JCPS will provide a comprehensive induction program that will support an increase in student achievement. Strategies: • 1.1 Provide a 3-day orientation experience for beginning teachers prior to the beginning of each school year.

26. Gathering Data Demographic data Process data Perceptual data

28. Building Commitment Identify key stakeholders Plan group procedures Develop vision and mission statements Determine the elements of a quality induction program Formalize district support

30. Elements of a Quality Induction Mentor Program New employee orientation Professional development Mentoring Reciprocal classroom observations Training Formative assessment Peer support groups Mentor support groups

31. Building the Implementation Infrastructure Project planning Staffing and roles Budgeting and financing Programming for beginning teacher support Communication Accountability

34. Teacher Mentoring Program Where are we now? Where do we want to go? What is your district and/or school doing?

39. Teachers and Mentors Make It Happen