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Effective Mentoring and Induction Program for New Teachers

This presentation highlights the success of the mentoring and induction program for new teachers. It emphasizes the importance of providing consistent and high-quality support to accelerate new teacher effectiveness and promote student success. The program's impact is measured through data analysis and collaboration with stakeholders. The program has received positive feedback from mentors, site administrators, and new teachers, demonstrating its success in advancing teacher practice and student learning.

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Effective Mentoring and Induction Program for New Teachers

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  1. 2015-2016CCSD Mentoring & Induction School Board Presentation January 18, 2016

  2. when we focus on teachers, our students succeed Mission Statement: In collaboration with districts, ensure success and engagement for all learners by accelerating new teacher effectiveness through providing consistent and high quality support.

  3. Approach to Measuring Impact Along a SpectrumKey questions NTC collaborates with GWAEA to answer to inform continuous improvement

  4. Program ReachGWAEA provides support to a large group of stakeholders DATA SOURCE(S): INDUCTION SURVEY, 2014; LEARNING ZONE ROSTERS, 2015

  5. Program QualityIn 2014-15, GWAEA mentors provided an intense level of support to new teachers DATA SOURCE: LEARNING ZONE, JULY 2014 – JUNE 2015 (45 WEEKS)

  6. Program QualityThis school year, GWAEA mentors are maintaining this level of intensity to ensure new teachers receive the support they need DATA SOURCE: LEARNING ZONE, 2015

  7. “Being able to analyze data and determining next steps with my mentor have had the greatest impact on student learning. When I've been able to identify what my students can do and where they need more support, I've been better able to customize my instruction to move my students toward mastery. As a result, I've observed increased proficiency from more of my students as the year has gone on.” –Beginning Teacher, Grant Wood AEA

  8. Program QualityGWAEA’s program focuses on the two most critical areas for clients: Advancing teacher practice and student learning DATA SOURCE: INDUCTION SURVEY, 2014-15 NEW TEACHERS N=229 (RESPONSE RATE OF 91%); MENTORS N=17 (RESPONSE RATE OF 100%); SITE ADMINISTRATORS N=54 (RESPONSE RATE OF 60%)

  9. Program QualitySite Administrators are wholly satisfied with the work that’s happening between coaches and new teachers DATA SOURCE: INDUCTION SURVEY, 2014-15 SITE ADMINISTRATORS N=54 (RESPONSE RATE OF 60%)

  10. “The most valuable features of this program are that all teachers within the consortium are provided with a full-release mentor, which means more support for all our teachers, regardless of their district size, budget, population, or zip code. The other valuable feature is that our program is as good as our mentors. This program works because of the people within it. It is vital the quality mentors are in the field, working with teachers and administrators. The last valuable feature is the training provided - it is second to none.”–Mentor, Grant Wood AEA

  11. PracticeEvidence suggest consortium mentors provide more intensive and more instructionally focused support Consortium new teachers report more support: • Meeting more often • Meeting for longer periods • Demonstrating lessons • Observing instruction • Analyzing student work Statistically Significant: p < 0.001

  12. PracticeA higher percentage of NTC/Consortium supported new teachers demonstrate proficiency in engaging students in learning DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015 BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK COMPARISON STUDY TREATMENT N= 25; CONTROL N=25

  13. PracticeA higher percentage of NTC/Consortium supported new teachers demonstrate proficiency in creating an environment of respect and rapport DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015 BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK COMPARISON STUDY, *STATISTICALLY SIGNIFICANT RESULTS TREATMENT N= 25; CONTROL N=25

  14. PracticeA higher percentage of NTC/Consortium supported new teachers demonstrate proficiency in using assessment in instruction DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015 BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK COMPARISON STUDY TREATMENT N= 25; CONTROL N=25

  15. PracticeA higher percentage of NTC/Consortium supported new teachers demonstrate proficiency in managing classroom procedures DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015 BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK COMPARISON STUDY, *STATISTICALLY SIGNIFICANT RESULTS TREATMENT N= 25; CONTROL N=25

  16. PracticeA higher percentage of NTC/Consortium supported new teachers demonstrate proficiency in managing student behavior DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015 BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK COMPARISON STUDY, *STATISTICALLY SIGNIFICANT RESULTS TREATMENT N= 25; CONTROL N=25

  17. PracticeA higher percentage of NTC/Consortium supported new teachers demonstrate proficiency in communicating with students DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015 BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK COMPARISON STUDY TREATMENT N= 25; CONTROL N=25

  18. PracticeA higher percentage of NTC/Consortium supported new teachers demonstrate proficiency in establishing a culture for learning DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015 BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK COMPARISON STUDY TREATMENT N= 25; CONTROL N=25

  19. PracticeA higher percentage of NTC/Consortium supported new teachers demonstrate proficiency in using questioning and discussion techniques DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015 BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK COMPARISON STUDY, *STATISTICALLY SIGNIFICANT RESULTS TREATMENT N= 25; CONTROL N=25

  20. PracticeIn summary….. At the end of two years, cohort 1 treatment teachers achieved higher observation scores on average, compared with comparison teachers on several elements across Classroom Management and Instruction on the Framework for Teaching (Danielson Group) 24 out of 26 !! DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015 BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK COMPARISON STUDY, *STATISTICALLY SIGNIFICANT RESULTS TREATMENT N= 25; CONTROL N=25

  21. Student Learning… The analysis of the student learning data will not be complete until next year. All 3rd through 8th grade Iowa Assessment scores for Reading and Math in the consortium are being collected. The student scores of veteran teachers will be compared to student scores of the two cohorts of new teachers supported through the consortium to see if there is a difference in student learning outcomes.

  22. Teachers are learning new strategies and are getting more support in implementing them. This is allowing our teachers to reach a greater spectrum of students and ultimately making a deeper impact. –Site Administrator, Grant Wood AEA

  23. RetentionGWAEA teachers express a desire to stay in their schools & districts 86% of new teachers report they plan to teach at their same school next year DATA SOURCE: INDUCTION SURVEY, 2014-15 NEW TEACHERS N=229 (RESPONSE RATE OF 91%)

  24. Retention – Induction CoachesGWAEA mentors express a desire to stay involved in the program. In the next 3 to 5 years… DATA SOURCE: INDUCTION SURVEY, 2014-15 MENTORS N=17 (RESPONSE RATE OF 100%)

  25. RetentionFor the teachers that are beginning their 3rd year of teaching in the consortium, GWAEA has found an impressive number of teachers have been retained 95% in-consortium retention 85% in-district retention DATA SOURCE(S): GWAEA INTERNAL DATA, 2015

  26. Turnover is Costly • Recruiting, hiring, and training replacement teachers between $4,366-$10,000 in rural districts and $15,325-$17,872 in urban districts* • Iowa estimated to spend between $6,602,826-$14,371,923 per year.** * The Cost of Teacher Turnover Study and Cost Calculator. NCTAF 2007 ** On the Path to Equity: Improving the Effectiveness of Beginning Teachers. Ingersoll 2014

  27. How much has our consortium saved with just one cohort? Recruiting, hiring, and training replacement teachers is between $4,366-$10,000 in rural districts and $15,325-$17,872 in urban districts* 29more teachers retained in consortium. Savings of $126,600-$290,000 95% in-consortium retention 88% CCSD retention 70% retention Iowa 85% in-district * The Cost of Teacher Turnover Study and Cost Calculator. NCTAF 2007 ** On the Path to Equity: Improving the Effectiveness of Beginning Teachers. Ingersoll 2014

  28. Questions? Final Thoughts

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