Connecting Early Career Teacher Mentoring to Classroom Success

1. Connecting Early Career Teacher Mentoring to Classroom Success Presented by… Dr. Kent Runyan Dr. Marilyn Dishman-Horst Dr. Howard Smith Dr. Robin Dexter PITTSBURG STATE UNIVERSITY Kansas Association of School Board’s 91st Conference Wichita, Kansas December 2008

2. The American public school is facing a major hurdle! There will not be enough qualified teachers to teach in our classrooms!

3. Teacher Turnover Rates • Nationally, 16% of all teachers change jobs each year • 8% of all turnover is caused by teachers who move between schools. • 8% is caused by teachers who leave the field. • (Changed professions 4%; Retired 2%; Other 2%). • 16.3 % of Kansas teachers turnover each year • (7% move between schools; 9% leave the field - retired 2.0%) Source: National Center for Education Statistics, The Condition of Education, 2005. Source: Kansas Legislative Post Audit, School Districts Performance Audit Report, 2006

4. Teacher Turnover Rates • Nationally, 33% of all beginning teachers leave within 3 years. • 37% of all Kansas teachers leave the field within 5 years • 42% of all Kansas teachers leave the field within 7 years Source: National Center for Education Statistics, The Condition of Education, 2005. Source: Kansas Legislative Post Audit, School Districts Performance Audit Report, 2006

5. Teacher Turnover Rates • Nationally, 25% of all teacher attrition is from retirees • The percentage of teachers who are eligible to retire is increasing. • 51% of all Kansas teachers are over 45 years of age • 34% of all Kansas teachers are over 50 years of age • 24% of all Kansas teachers will be eligible to retire in the next 5 years “The number of teachers eligible to retire will continue to increase and will likely worsen the teacher shortage.” Source: National Center for Education Statistics, The Condition of Education, 2005. Source: Kansas Legislative Post Audit, School Districts Performance Audit Report, 2006

6. Teacher Turnover Rates • Nationally, the number of potential new teachers is not significantly increasing. • In Kansas, the number of students earning bachelor’s degrees in education has increased only slightly over the past six years; • 1,200 in 1999 to 1,347 in 2005 • Total turnover for 2005 was 5,380 with 2,574 moving between schools leaving a demand for 2,806. Source: National Center for Education Statistics, The Condition of Education, 2005. Source: Kansas Legislative Post Audit, School Districts Performance Audit Report, 2006

7. Teacher Turnover Rates • Nationally, present shortages of qualified teachers exists for certain subjects. • Nationally, 12% of all teachers are teaching subjects they are not qualified to teach. • Vocational education (37%), Math (14%), Science (10%) and English (6%) are the most problematic. • In Kansas, teacher shortages are worst in: • Special education (17%), Foreign Language (11%), Vocational Education (10%), Science (9%), Math (7%) Source: National Center for Education Statistics, The Condition of Education, 2005. Source: Kansas Legislative Post Audit, School Districts Performance Audit Report, 2006

8. Extent of Teacher Shortages • Nationally, the present teacher shortage is characterized primarily by teachers who teach out of field rather than actual vacancies. • For example, in Kansas (2004-05 ) only 5.4% of all positions were filled by a “out-of-field” teacher where only .5% were left vacant. Source: National Center for Education Statistics, The Condition of Education, 2005. Source: Kansas Legislative Post Audit, School Districts Performance Audit Report, 2006

9. Extent of Teacher Turnover • Nationally, schools in high poverty areas have greater turnover and thus a higher proportion of positions to fill. • The annual turnover rate for high-poverty schools is 20% compared to 13% to low poverty. • In Kansas, the annual turnover rate for high-poverty schools is 22% compared to 14% to low poverty. In Kansas, retirement and spousal relocation were main reasons for leaving. Source: National Center for Education Statistics, The Condition of Education, 2005. Source: Kansas Legislative Post Audit, School Districts Performance Audit Report, 2006

10. Teacher Shortage Conclusion As the teaching force continues to age and the number of teachers who are eligible to retire continue to grow, demand will continue to increase. Unless we are able to attract new teachers or retain current teachers, the pending growth in retirement is likely to exacerbate the current teacher shortage.

11. Teacher Shortage Conclusion Mandating a mentoring program is considered one of the most beneficial practices for retaining teachers. A quality mentoring program is one of the most often-cited strategies to retain teachers and has shown positive success:Framework for Supporting Teachers (Thibodaux, LA) 88% over 3 yearsNew Teacher Project (Santa Cruz, CA) 95% over 12 yearsPathways to Teaching Careers (Savannah, GA) 100% over 5 yearsTeacher Induction Program (Corpus Cristi, TX) 100% over 5 yearsSource: “Teacher Isolation: How Mentoring Can Help” by K.L.Heider

12. Kansas Early Career Teachers Academy The Academy is one of the oldest and largest collaborative teacher induction programs in Kansas. The program has evolved over the past twelve years. A collaborative effort with: Pittsburg State University USD 250 and USD 246, 248, 404, 447, 493, 499 Southeast Kansas Special Education Interlocal 637

13. Structure: Year-Long Meetings Both Early Career Professionals and Mentors participated in: • Eight Monthly Seminars • Weekly School Interactions • Concluding KSDE Conference • Graduation Banquet

14. Structure: Monthly Meetings - Food, Food, Food Food is served at every session. This helps set a professional atmosphere and gives time for interaction.

15. Structure: Year-End Conference To conclude the year, both the mentor and early career professional are invited to attend the KSDE Conference in Wichita.

16. Structure: Year-End Conference During the conference, mentor and mentee room together and select the sessions they want to attend. In the evening they attend an Academy symposium.

17. Structure: Year-end Graduation Banquet To end the year, the Academy hosts a graduation banquet where certificates of completion are given and mentees share what they learned about teaching.

18. Structure: Trainers The program trainers include: Dr. Kent Runyan, Mentor Trainer Dr. Rozanne Sparks, 1st year, 1st year Early Career Trainer Dr. Marilyn Dishman-Horst, 2/ 3rd year, Early Career Trainer Mrs. Amanda Hill, Program Coordinator

19. Structure: Participants • Early Career Teachers (First through third year) • Early Career Teachers (Post tenure requesting peer assistance) • Early Career Special Education Professionals (First through third year) • Early Career Special Education Professionals (Requesting peer assistance) • Classroom Mentors Selected for: • positive attitude • proximity • discipline/grade similarity • instructional proficiency

20. Structure: Stipends and College Graduate Credit • Three hours of graduate college credit is made available to all participants during the spring semester. • Local school districts pay a $300.00 to $1,000.00 stipend to serve as a mentor.

21. Structure: Participant Fee Funding • School district cost is $900.00 per Mentor/Early Career Teacher and covers materials, seminar dinners , trainer & speaker stipends, hotel rooms, and banquets. • Individual school districts will be responsible for KSDE’s Wichita conference registration fee, substitute costs, and travel.

22. Structure: Confidentiality Agreement With each early career professional and mentor, a Confidentiality Agreement is signed to clearly understand that no activity will be used for formal performance assessment in contract renewal or dismissal.

23. Structure: No Fault, Easy Out Policy Form A No Fault, Easy Out Policy Form is also signed, if needed, to allow for a process to change the early career/mentor assignment.

24. Structure: Collaborative Professional Development Plans With each early career professional and mentor, a Collaborative Professional Development Plan is used to focus classroom activities each semester. Each plan outlines objectives, planned activities, intended timeline, and verification documentation. Types of CPDP Objectives Knowledge: What you want to know that you did not know before? Application: What you want to do that you did not do before? Impact: How do you want to change student performance or classroom?

25. Structure: Electronic Communication All Academy participants are linked through the Internet by email. Here, all early career professionals and mentors will have access to each other on a daily basis through emails. At times, questions will foster diverse “discussion” and updated information will be made available.

26. Goals and Materials: Early Career Teacher Goals The program is open to all 1st, 2nd and 3rd year professionals and focused on: • Increasing Student Achievement • Improving Instruction and Management • Socializing Professionals to the School Culture • Reducing Isolation for New Professionals • Retaining Professionals with Long Term Potential • Developing Collegiality Among Professionals

27. Goals and Materials: Early Career Materials Found in the Early Career Training Manual the professional materials include such items as: • Course Syllabus • Orientation Checklist • Activity Time Line • Teaching Styles • Parent Conferencing • Management Strategies • Kansas Performance Assessment Materials • Local USD Professional Development Initiatives

28. Goals and Materials: Classroom Teacher Topics Throughout the years, various instructional leaders covered important educational topics tied to local school initiatives and common beginning teacher concerns: • School and Community Orientation • Effective Parent Professional Conferences • Student Learning Styles • Classroom Management Strategies • ESOL Strategies • Positive Discipline • High Expectations for Every Child • IDEA and the Classroom Teacher • The Internet for Effective Lesson Planning • National Board Certification • Ending the Year Right

29. Goals and Materials: Special Education Topics Throughout the years, various instructional leaders covered important educational topics tied to special education concerns: • What It Is Like To Be Handicapped • Positive Behavioral Support • Attachment Disorders • Adapting Curriculum • IDEA and Legislation • Autism Update • SEKSEC Structure and Personnel • Compliance Issues • IEP’s and Behavior Plans • Accommodations and Modifications • Parent Professional Conferences • Special Education Internet Sites

30. Goals and Materials: Mentor Goals Mentors were trained and expected to: • Conceptualize the general characteristics, needs, concerns, and expectations of the beginning professional. • Interact and communicate in a non-threatening , supportive manner. • Assess specific classroom needs using checklists, assessment instruments, and personal conferences. • Analyze, focus, and support specific classroom needs using peer coaching techniques. • Use data collection instruments in observing class activities. • Incorporate the personal, professional, and personality needs of the beginning professional into activities and interactions. • Implement developmental activities that will offer additional knowledge, skills, and attitudes for successful teaching performance. • Serve effectively as a developmental mentor who can provide an orderly, personalized transition.

31. Goals and Materials: Mentor Materials Found in the Mentor Training Manual the professional materials include such items as: The Mentorship Why Become a Mentor Characteristics of Beginning Professionals Mentor Communication Activities Mentor Characteristics The Mentorship Manual Orientation Checklist Activity Time Line Conferencing and Coaching Guidelines Teaching and Learning Styles Instruments Classroom Data Collection Instruments Video-taping Guidelines Kansas Performance Assessment Guidelines National Board Certification Portfolio Material

32. Goals and Materials: Mentor Training Topics Throughout a three year span, various training topics will be covered: • Characteristics and Stages of Beginning Teachers • Characteristics of Growth - Oriented Mentors • Assessing Professional Needs • Assessing Teaching Styles • Using the Internet for Mentoring Ideas • Bringing About Change in Adults • Coaching Another Professional • Rogerian Counseling • Classroom Observation Instruments • Using Video-taping to Help a Beginning Teacher • National Board Certification

33. Theoretical Framework: Stages of Development As beginning teachers move through their first several years of teaching, they seem to generate concerns in a developmental sequence, even though there are identifiable situational differences. If left unexplored, these concerns could ultimately become dysfunctions which could influence their personal and professional life and stagnate their continued development.

34. Theoretical Framework: Stages of Development • Establishing Structures • (Survival) • Acquiring supplies and establishing room layout • Knowing school policies, norms and culture • Building collegial staff relationships • Establishing classroom procedures and routines • Setting rules and reinforcing them to gain respect of students • Expanding subject matter knowledge • Lesson planning for high time on task • Coping with evaluation, other’s opinion, and fear of failure • Knowing parents and opening lines of communication

35. Theoretical Framework: Stages of Development • Developing the Science of Teaching • (Mastery) • Using various models of teaching correctly • Acquisition of innovative techniques, activities, and ideas • Asking classroom questions effectively and providing review • Providing timely assignment feedback and furnishing justification • Clear direction giving, illustration, and transitions • Identifying learning styles, characteristics, and needs of class • Providing sponge activities to keep students busy • Managing time pressures

36. Theoretical Framework: Stages of Development Developing the Art of Teaching (Impact) • Being novel, vivid, and varied in teaching strategies • Achieving equity in monitoring, questioning and feedback • Showing high expectations for every student • Striving to meet the individual academic, emotional and social needs • Developing consistency in enthusiasm, fairness & humorous disposition • Being a role model who shows empathy, warmth, and respect

37. Theoretical Framework: Stages of Development The Academy takes the orientation that for long-term improvement to occur one must first see a need and have a desire to improve.

38. Theoretical Framework: Stages of Development The TNAQ tracks the developmental needs of the Academy’s early career professionals throughout the years. It was statistically refined from 112 teaching skills associated with mastery teaching.

39. Theoretical Framework: Stages of Development The TNAQ analysis can highlight individual and class perceived needs.

40. Theoretical Framework: Stages of Development The TNAQ can also identify developmental stages and important interest areas. Levels of stress are measured from -3 to 9.

41. Theoretical Framework: Stages of Development If given at the same time, groups of teachers can be compared.

42. Theoretical Framework: Stages of Development Runyan and Sparks, (2002) Do Traditional Four Year College Training, Teacher Induction, and Alternative Certification Programs Create Different Teachers. A paper presented at the 2002 AACTE conference, New York.

43. Theoretical Framework: Stages of Development If given at different times throughout the first couple years, the TNAQ can show movement through the stages.

44. ?? Questions ?? • In this collaborative effort there are specific benefits for: • A. Pittsburg State University • the school districts • early career teacher • D. mentor

45. Visit our website for more information: http://www.pittstate.edu/curin/faculty/kectacademy.htm Contact us: Dr. Charles Kent Runyan, Mentor Trainer, 117-C Hughes Hall, Professor, Department of Curriculum and Instruction, Pittsburg State University, Telephone: 620-235-4497 E-mail: krunyan@pittstate.edu Dr. Rozanne Sparks, Early Career Trainer - Kansas Performance Appraisal, 110 Hughes Hall, Director of Teacher Education, Pittsburg State University, Telephone: 620-235-4488 E-mail: rsparks@pittstate.edu Dr. Marilyn Dishman-Horst, Early Career Trainer, 117-E Hughes Hall, Assistant Professor, Department of Curriculum and Instruction, Pittsburg State University Telephone: 620-235-6134 E-mail: mdishman@pittstate.edu Dr. Robin Dexter, Assistant Superintendent USD 250 510 Deill, Bevin Education Center Pittsburg, KS 66762 Telephone: 620-235-3106 E-mail: rdexter@usd250.org