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New Teacher Development Program

New Teacher Development Program . Tamika Estwick-Sen. Program Manager Elizabeth Kurkjian Henry- New Teacher Developer Alexis Harewood - Year II Teacher . Give One/Get One. List two ways you plan to orient and support your new teachers?. Outcomes .

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New Teacher Development Program

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  1. New Teacher Development Program Tamika Estwick-Sen. Program Manager Elizabeth Kurkjian Henry- New Teacher Developer Alexis Harewood- Year II Teacher

  2. Give One/Get One List two ways you plan to orient and support your new teachers?

  3. Outcomes • To discuss why induction matters and underscore the role of the principal in ensuring new teacher success • To gain a deeper understanding of how BPS NTD program can align with school support for beginning teachers • To share resources for school-based induction

  4. Agenda • The Tenants of New Teacher Induction • Overview of the components of the BPS New Teacher Development Program • The Role of the Principal in New Teacher Induction • Sharing of Resources • A testimonial from a new teacher – Alexis Harewood

  5. Why Induction? The 1993 Education Reform Act [Chapter 71, Section 38G] and the Massachusetts Regulations for Educator Licensure [603 CMR 7.00] require districts to provide systems of support for all incoming and novice educators. The regulations place special emphasis on mentoring for novices, even making participation in a mentoring program a prerequisite for the Professional License.

  6. The mission of the New Teacher Development program is to accelerate the academic success of Boston Public School students by providing rigorous instructional mentoring to novice teachers. Teacher Induction: What Induction Looks Like in BPS

  7. The Role of The New Teacher Developer Resource • Problem-Solver • Advocate • Teacher • Trusted Listener • Facilitator • Coach • Assessor Accelerate New Teacher Practice Increase Student Learning • Learner • Collaborator

  8. Mentoring: BPS New Teacher Developer Models

  9. Professional Development for New Teachers

  10. Program Components S.Y. 2013-2014

  11. Role of the Principal

  12. Creating Networks of Support for New Teachers Principals’ support for mentoring and induction programs – particularly, those related to collegial support – also appears to play a prominent role in beginning teachers’ decisions to quit or remain on the job. Smith and Ingersoll (2004) found that those who experience such support are less likely to leave teaching or change schools. From Teacher Retention Issues: How Some Principals are Supporting and Keeping New Teachers, Journal of School Leadership, v. 17 November 2007, by Kathleen Brown and Susan Wynn

  13. Preparing for School-based Induction

  14. Best Practices for Administrators • Be explicit about your goals for school-based induction and invite incoming teachers to share their goals in return. • Share not only formal information about policies and norms but also informal stories that highlight the history and culture of the school and its community. • Be proactive: ask incoming teachers “How can I make your life easier?” • Encourage incoming teachers to be proactive: ensure that they know where to direct questions and concerns. • Treat induction as an ongoing process, with orientation as only the first step in that process. • Enlist exceptional veteran teachers, teachers inducted the previous year, grade level and department heads, support staff, specialist teachers, students, families, and community members in your induction efforts.

  15. My Story A testimonial from Alexis Harewood- New Teacher

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