Initial Mentor Training 2012/2013 Final

1. Initial Mentor Training 2012/2013 Final

2. National Induction Programme for Teachers(NIPT)An Clár Náisiúnta Ionduchtaithe do Mhúinteoirí ……to support NQTs in their first year of teaching by providing a high quality effective programme of induction that builds on learning from initial teacher education (ITE) stage Motto …....to ask for support is a sign of strength

3. Initial Mentor Training ….is an initial mentor training programme designed to prepare teachers (who have been nominated by their school)to take on the role of mentor to support the professional development of newly qualified teachers (NQTs) at school level

4. Overview of I.M.T Concepts of Induction/Mentoring National Induction Programme for Teachers (NIPT) Adult Learners/ The NQT Mentor – roles, qualities, skills Supporting an NQT’s Planning for teaching and learning Observation and Feedback Induction in Practice

5. Day 1 • Initial Mentor Training • Unit1: Introduction and Background • Unit 2: Working with Adults • Focus in Teaching • Unit 3: Understanding the NQT

6. Introductions….. Name ………….School ………..Role within School ……….Something Interesting about Me…. A

7. Gives……. Gets……. Concerns…. A

8. “a specific phase in the life-time of a teacher ……with it unique challenges, requirements and needs” (Britton et al 2003) “a programme of teacher education …….. to offer systematic professional and personal support to the newly qualified teacher”. (Teaching Council, 2011) “ a sustained professional development process aimed to train, support and retain new teachers” (Wong 2004) “ a process of coming to terms with the workplace and the profession“ (Balssaderre, 1998) Defining Induction

9. Teaching Council a programme of teacher education ….. during that critical period at the beginning of the newly qualified teacher’s career, usually the first year The purpose …….. systematic professional and personal support…. …….primarily school-based .. given at school level by an experienced teacher, usually called a mentor, in collaboration with colleagues …… It builds on the experience of initial teacher education and lays the foundation for subsequent professional and personal growth and development. Policy on the Continuum of Teacher Education, June 2011

10. Continuum of Teacher Education……teachers are competent to meet the challenges that they face ….., continually adapting over the course of their careers… to support their students’ learning. Policy on the Continuum of Teacher Education, June 2011

11. Consider…… “New teachers have two jobs - they have to teach and they have to learn to teach. No matter how good a pre-service program may be, there are some things that can only be learned on the job” Feiman-Nemser, 2001

12. Induction Why is it needed? A

14. Why Induction ? ‘ Pre-service programmes cannot provide graduates with all the competencies that characterise a mature teacher.’ Working Group on Primary Pre-service Teacher Education (Kellaghan, 2002) ‘The transition from the teaching practice…. to the taking of full responsibility for teaching a class is a significant one’ (DES, 2005)

15. Why Induction…? ‘address a range of issues and concerns that may have been less pressing when they were completing shorter periods of teaching under rather artificial conditions…the responsibilities of student teachers, and full-time teachers differ considerably in classroom management and in dealing with other professionals and parents’ (Kelleghan Report, 2002)

16. Challenges for Beginning Teachers “Reality shock” (INTO 1995 ) * Adjustment between teaching practice and real life Personal challenges - leaving home, friends Real problems to be resolved New routines, the demands of routines Isolation

17. Induction • builds on the  knowledge, skills and competences developed during the pre-service teacher education programme • provides professional support and advice • supports newly qualified teachers as they form their professional identity • provides opportunities for teachers to meet and network  with peers Continuous Professional Development Among Primary Teachers in Ireland A Report Compiled by the ESRI on behalf of The Teaching Council Joanne Banks Emer Smyth June 2011

18. Elements of an Effective Induction Programme Mentoring Support for mentor Support of whole staff Time release Reflective practice - dialogue, observation and feedback Professional development experiences Evaluation of programme by participants

19. Projects Elsewhere England - Statutory Induction 1999 Scotland - 2002 Wales - 2003 USA - 1998 21 States Northern Ireland - 1998 Ireland Pilot Project 2002/2003 National Induction Programme 2010

20. A Context for Induction OECD, 1991 Green Paper, 1992 Committee on In-service Education 1993 National Education Convention, 1994 White Paper on Education, 1995 Initiatives at College level, (1980s-1990s) Initiatives at INTO level Kelleghan Report (2002) /Byrne Report (2002) NPPTI Reports National Induction Programme for Teachers

21. The National Induction Programme Evolved from pilot projects (NPPTI) ……commenced in 2002 Established in September 2010 / Cross-sectoral from September 2011 Primary and Post-Primary National Co-ordinator Partnership approach : Department of Education and Skills Teacher Unions ATECI Colleges of Education / Universities Schools Handover to the Teaching Council September 2012

22. Working Structure of NIPT

23. National Induction Programme Website Support Workshop Programme School Based Support Key Element Professional Support Groups School Visits

24. School-Based Support Whole school support facilitated by an NIPT trained mentor Release time Primary - 3 days (2012/13) Post-Primary – 20 hours (Pilot planned) School-based Induction Plan Mentor’s Guide Professional Support Groups Additional support to the Workshop Programme 90 minute duration Key areas targeted by NQTs at a local level Case study approach -professional dialogue and shared learning are main goals

25. School Visits Schools registered with NIPT who have a trained mentor School registered for the first time In response to a school visit request To support the induction process in the school Schools where there is no NIPT trained mentor School Visit Request Form (www.teacherinduction.ie) completed by the Principal Meet Principal and NQT to discuss possible support structures within the school Action Planning to support NQT’s professional development Ongoing support if requested NIPT Associate / Induction Co-ordinator visits:

26. CS=Sectoral, P=Primary, PP=Post-Primary

27. Workshop RankingsNQT Survey 2012(May) Top 6 workshops – • Planning and Preparation, • Literacy, • Numeracy, • Gaeilge • Child Protection, • Working with Parents Then • Behaviour Management • Assessment • Differentiation • Class Management • Working as a professional • Inclusion .

28. Induction Activities Mentor working collaboratively with NQT in a teaching and learning environment Mentor/NQT Meetings Using the Planning Guidelines to support and advise NQTs Linking with other staff: SNA; SET; Language Support Teacher; Home School Community Liaison person Observation by NQT of : other classes in own school or in another school teachers teaching NQT’s class teachers demonstration/modelling lessons mentor teaching Co-teaching Observation of NQT by mentor Visiting other educational settings

29. Significant Elements of the Project NQTs have said: Support of my Mentor Observation Meeting other NQTs Professional Development

30. Benefits for Schools Professional support Professional conversations Professional development Shared values Deprivatization of practice Collaboration Culture of openness Focus on the enhancement of teaching and learning for the pupils (Feedback from Principals’ Mind Map exercise Phase 6, NIPT)

31. The Teaching Council …..recognises the important part induction plays in enriching schools themselves as learning environments , including the significant changes in work practices that innovative induction programmes both require and promote .”

32. Professional Development ‘Professional development yields the best results when it is long-term, school-based, collaborative, focused on students’ learning, and linked to curricula’. (Hiebert, Gallimore, and Stigler(2002) in Teacher Mentoring and Induction – The State of the Art and Beyond’, Hal Portner,2005, pg.47)

33. Working with Adults Unit 2

34. Working with Adults Reflection Remember a time when you were an adult learner What helps your learning as an adult? What hinders your learning as an adult? T Casserly IPA

35. What implications has this for our work with NQTs? A

36. The quality of the relationship The quality of realness, congruence Core values of respect and genuineness Seeks to understand the others’ world The need to be present Accurate, active listening Non judging, but inviting the learner to be themselves Qualities and Skills that Facilitate Learning Carl Rogers

37. The Adult Learning Environment Should… Help individuals to diagnose their own needs Involve learner in the learning process Use learners’ own experience while learning Build learning experiences around real-life problems Provide immediate opportunities to practice new learning Treat mistakes as occasions for learning T Casserly IPA

38. Focus on Teaching

39. “ Teachingrequires intelligence, sensitivity, experience, and hard work. It requires several kinds of knowledge - thorough knowledge of subject matter; knowledge of how to represent ideas in understandable ways; knowledge of learners and how they learn; and an understanding of how teachers can help in the process.” (Kauchak & Egger, 1998) Focus on Teaching

40. An effective teacher is ……. A

41. Understanding the NQT Unit 3 In order to help another effectively, I must understand what he understands……… ………..instruction begins when you put yourself in his place so that you may understand what he understands and in the way he understands it.“ Kierkegaar

42. Stages of Teacher Development (From’ Cultivating High Quality Teaching through Induction and Mentoring’, Bartell (2005), Chapter 2) • Feiman-Nemser (1983): • Pre-training (early influences) • Pre-service • Induction phase • In-service phase (on the job learning) Burden (1980) a) survival b) adjustment c) mature

43. Stages of Teacher Development Fessler and Christiansen (1992) Pre-service Induction Competency building Enthusiastic and growing Career frustration Career stability Career wind-down Career exit (From’ Cultivating High Quality Teaching through Induction and Mentoring’,Ch... 2 Bartell (2005)

44. New Teachers have varied backgrounds, educational experiences, skills, and learning styles; consequently, their rate of development and needs are different (Brock & Grady 2001; Ganser 2003) The NQT A

45. Induction Stage(Ellen Moir ,1999)

46. NQT Concerns Concerns about students – motivating, managing, differentiating and evaluating Managing time – planning, timetabling, completing workload and balancing personal and professional life Relations with parents, colleagues and administrators What to do, when to do it and whether they will do it well (Veenman, 1984, study of 1000 preservice teachers) A

47. NIPT Research:NQT Needs Behaviour Management Planning and Preparation Differentiation Classroom Management and Organisation Working with Parents

48. Topics for development as workshops • Subject-based requests - main areas requested were SESE Literacy and Numeracy. Other subjects were the Arts, PE. Integration also featured • Special Education • Planning and Preparation • Multi-Grade teaching Other areas requested were as follows: • Employment issues • Practicalities of teaching • Preparing for the “diploma” • Exam preparation • New Junior Cert Course • Professional issues • ICT in the classroom • Classroom Management and Behaviour Management • Other e.g. DEIS, infant teaching, differentiation, teaching strategies, multi-cultural classroom, etc., “ more focus on practical area and not just a repetition of PDGE” “Everything was pretty much covered, perhaps SEN specifically

49. Aspects of the Workshops that were particularly helpfulMeeting other NQTs 77% Activities 54% Facilitator support 50%Booklet 46%Content 45%

50. NQT Feedback Support of my mentor Professional Development Days Opportunities to observe other teachers Opportunities to be observed and receive feedback Opportunities to meet with other NQTs NIPTQuestionnaire (08/09)