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Keeping Induction and Mentoring Alive without a Grant

Learn how to continue quality programs without grant funding, evaluate the impact of funding loss, and explore possible steps to maintain program quality.

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Keeping Induction and Mentoring Alive without a Grant

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  1. Keeping Induction and Mentoring Alive without a Grant February 23, 2012 Rosalie Gardner Facilitator

  2. Objectives • Identify steps taken to continue without grant funding • Evaluate the impact loss of funding has had on quality of programs • Provide a list of possible steps that can be taken to continue quality programs M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  3. Grant Background • First grant in FY 08, $92,000 • 10 Districts from 2700 students to less than 150 K-12 • FY 09 maintained grant level • FY 10 grant reduced to $72,000 with over 40 teachers served • FY 11 reduced to $47,000 • FY 12 no grant, districts contributing $18,000 M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  4. Under the grants • Over 70 mentors have received Level I training • Advanced training was conducted every summer • Leadership team was established • PD workshops for 1st and 2nd year teachers • INTC Conference for grant coordinator (presented at conference 4 years) • Resources provided to new teachers and mentors • Served from 16 (initial year) new teachers to high of 45 new teachers yearly • 120 days of coordinator time • Last year new teacher priority list, couldn’t serve all M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  5. Grant Requirements • 3 formal observation cycles • 8 written reflections with mentor response • 4 PD workshops over 2 years • Analysis of student work twice in 2 years • Observation of experienced teacher each year • Required contact hours (varied with grant requirements from 36 per year to 60 per year) • District orientation activities M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  6. Results of loss of grant money • Two districts opted to provide program under their own approved programs • Two districts did not have any new teachers • Six districts opted to pay for the cost to continue the program • Serving 30 new teachers, first and second year M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  7. Requirement Changes • Reduction to 36 hours of contact/year • Eliminated requirement of analysis of student work (not in requirements to move to standard) • Added observation of experienced teacher each year • Two informal observations in first semester for first-year teachers • Created options for second-year teacher professional development – choice M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  8. Steps taken to continue • Contacted districts • Interest in continuing • Numbers of new teachers to serve • Developed cost estimate for time, PD/workshops, program management, evaluation, and supplies • Waited for district responses • Concurrently designed year’s PD with current teachers in mind • Goal was to begin September 1 • Contracts with districts signed by September 15 M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  9. Cost Estimates • 65 days coordinator time for workshops, preparations, program management, program evaluation, monitoring of activities, communication with new teachers and mentors: $255 per day ($16,000) • $2000 for supplies and travel (mileage, resource books for new teachers, workshop materials, sodas/water for workshops) • Figured per teacher cost ($600) • Mentor Stipend ($720) M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  10. Impact of funding loss • Dropped two districts • Reduced required hours of contact • Reduced mentor stipend • Less contact with new teachers/mentors • Reworked PD requirements for new teachers • No meals provided for workshops/meetings • Fewer resources for teachers/mentors • Reduced number of coordinator days by 45% M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  11. Impact on Quality of Program • Less time with new teachers • No focus on analysis of student work • Less time to work with mentors • No leadership team direction • Communication via tech rather than personal • Impact on quality can’t be measured until data collected for year M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  12. What can we do to maintain quality? • Monitor • Continue to work with districts with continuum • Build administrator understanding of continuum • Collect data and compare with grant data • ???? M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  13. Wrap Up Share what your program has done to maintain quality. M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

  14. Rosalie Gardner Monroe-Randolph ROE 45 107 East Mill Waterloo, IL 62298 rgardner@roe45.org 618-939-5650 M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N

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