NEW JERSEY MENTORING FOR QUALITY INDUCTION: A Toolkit for Program Development

1. NEW JERSEY MENTORING FOR QUALITY INDUCTION:A Toolkit for Program Development Victoria Duff, Coordinator Mentoring for Quality Induction Initiative Office of Academic and Professional Standards New Jersey Department of Education (609) 292-0189 victoria.duff@doe.state.nj.us Linda Munger, Ph.D., Project Facilitator National Staff Development Council linda@mungeredu.com

2. Welcome and Introductions • Introductions • Acknowledgments • Introductions and preparation for working in pairs or small groups during the session • Share name, district/school, position relevant to a mentoring program (e.g., LPDC member, school leader, district administrator, county superintendent, DOE) • Reflection: Remember your first teaching job. • What helped you most? • What hurt you most? • What support do you wish you’d had?

3. Outcomes for the Session Participants will be able to: • Turn-key the information about the toolkit to other LPDC members and other mentoring stakeholders • Access information in the toolkit to align the district mentoring plan with the state regulations and New Jersey Professional Standards for Teachers

4. Norms Maintain focus on the purpose and content of the toolkit Engage in the activities Note issues and concerns to be addressed on index cards Take time to reflect on how this impacts your mentoring program Organize your questions around implementation of the toolkit Respect different points of view

5. Overview of the Session • Purpose of the session • Agenda • Review items on the agenda • Examine folder titles and icons (O-2) • Review Table of Contents • Walk through Folder One • Q & A (e.g., use of index cards)

6. Review of Table of Contents • Overview • Folder One: Understanding Mentoring for Quality Induction • Folder Two: District Mentoring Plan: The District Mentoring Plan Development and Approval Process • Folder Three: District Mentoring Plan: Program Evaluation Process

7. Review of Table of Contents • Folder Four: Districting Mentoring Plan: Components of Mentor Training • Folder Five: District Mentoring Plan: Components of Novice Teacher Training • Folder Six: The School Leader’s Role in Mentoring in Quality Induction • Folder Seven: Plan Approval and the Local Board of Education • Appendices

8. “Supporting new teachers is complex and demanding work, and it involves learning skills other than those that most classroom teachers possess. It is critical, therefore, that we think not only about what a new teacher needs to be successful but also what a mentor teacher needs to know and be able to do in order to support a new teacher.” Moir and Gless, New Teacher Center @ UCSC

9. Institutional Commitment & Support Program Vision Induction Program Essential Components Quality Mentoring Professional Standards Classroom-based Teacher Learning New Teacher Center @ UCSC

10. What is Induction? • Phases of Teacher Development • Period of Socialization & Enculturation • A Formal Program for Beginning Teachers Sources: • Sharon Feiman-Nemser, Opening Address,New Teacher Center Research Forum, Jan. 2000. • New Teacher Center @ UCSC

11. Induction for What? • New professional norms of collaboration and on-going learning • Improved teaching performance • Increased student achievement, especially among traditionally underachieved student populations New Teacher Center @ UCSC

12. Navigating the Toolkit

13. Folder 1: Understanding Mentoring for Quality Induction • Introduction • Guiding Questions • Glossary • Key Resources • The Case for Mentoring for Quality Induction • Research on Mentoring and Induction • Critical Attributes of Effective Mentoring • Why Mentoring is Vital • Key Principles in Mentoring for Quality Induction • Mentoring for Quality Induction Program Guidelines (8 guidelines) • References • Appendix: Resources

14. Folder 1: Narrative Section Directions: Skim the content of Folder 1 to answer these questions: • What are the critical attributes (F1-2) that you would use to guide the development or revisions of your local mentoring plan? • Which key principles (F1-3&4) are critical for your district to focus on as you develop, revise, or expand your mentoring plan?

15. Folder 1: Resources • Resource 1: New Jersey Regulations Governing Mentoring (N.J.A.C. 6A:9-8.4) • Resource 2: New Jersey Regulations Governing Evaluation of Provisional Teachers (N.J.A.C. 6A:9-8.6) • Resource 3: New Jersey Professional Standards for Teachers (N.J.A.C. 6A:9-3.3) • Resource 4: NCLB Key Elements of High Quality Professional Development • Annotated Bibliography

16. Navigating the Toolkit

17. Folder 2: District Mentoring Plan: The District Plan Development and Approval Process • Introduction • Guiding Questions • Glossary • Key Resources • State Regulations Governing the District Mentoring Plan • To the LPDC: Before You Begin • Assess Current Status of District/School Mentoring Efforts • Begin with the End in Mind - IT’S ALL ABOUT VISION! • Write the District Mentoring Plan • Sections 1 – 11 • District Plan Approval Plan • District Plan Approval Timeline • Appendix: Resources

18. Standard One: Subject Matter Knowledge Standard Two: Human Growth and Development Standard Three: Diverse Learners Standard Four: Instructional Planning and Strategies Standard Five: Assessment Standard Six: Learning Environment Standard Seven: Special Needs Standard Eight: Communication Standard Nine: Collaboration and Partnership Standard Ten: Professional Development New Jersey Professional Standards for Teachers F2-R3

19. F2-R2

20. Resource 2: New Jersey Professional Standards for Teachers Awareness Activity Directions • Each person gets 7 post-its. • Identify what a teacher needs to know and be able to do to be an effective teacher in the classroom and write on comment per post-it. • In pairs or triads, share and place post-its in the appropriate boxes for the New Jersey Professional Standards for Teachers F2-R2

21. Reflection • What teaching standards have the most post-its? Why? • Do novice teachers need to focus on certain teaching standards more during their first year of teaching? Why? • Did you notice any overlap where a post-it idea might fit with several teaching standards? Why? • How will this knowledge enable you to develop an effective mentoring/induction plan?

22. Key Components of District Mentoring Plan F2-R8

23. Needs Assessment Process Vision Goals Objectives Mentor Selection Roles and Responsibilities Professional Learning – Mentors Professional Learning – Novice Teachers Action Plan and Resource Options Funding Resources Program Evaluation Rubric for Assessment of Current Status of District Mentoring Plan F2-R7

24. Section 3 of the District Mentoring Plan: Vision and Goals At a minimum goals must: • Enhance teacher knowledge of and strategies related to the CCCS in order to facilitate student achievement; • Identify exemplary teaching skills and educational practices necessary to acquire and maintain excellence in teaching; and • Assist novice teachers in the performance of their duties and adjustment to the challenges of teaching. F2-5

25. SMART Goal During a three-year induction program, 90% of all novice teachers in the Toms River School District will be retained as measured by job satisfaction, teacher efficacy, and impact of teacher effectiveness aligned to the New Jersey Professional Standards for Teachers.

26. SMART Goal S – specific, standards-based M – Measurable A – Achievable R – Relevant T – Tactically sound F2-R14

27. SMART Goal During a three-year induction program (achievable), 90% of all novice teachers (measurable) in the Toms River School District will be retained (specific) as measured by job satisfaction, teacher efficacy, andimpact of teacher effectiveness (relevant, tactically sound) aligned to the New Jersey Professional Standards for Teachers (standards-based).

28. Folder 2: Resource Section • Graphic District Mentoring Plan Development and Approval Process (F2-R1) • Mentoring for Quality Induction Program Checklist (F2-R6a-b) • Rubric for Assessment of a District/School Mentoring Plan (F2-R7) • District Mentoring Plan Checklist (F2-R8) • Resources for each section (F2-R9 - R31) F2-2

29. Folder 2: District Mentoring Plan: The District Plan Development and Approval Process What needs to be in a district mentoring plan? • F2-R9: District Profile Sheet • F2-R11: Signoff Sheet • F2-R10: Sample Table of Contents for District Mentoring Plan • F2-R8: District Mentoring Plan Checklist • Narrative section (must include 20 mentoring plan for alternate route) F2-5 - 7

30. Timeline Overview April-August ’05: Plan development by the LPDC and stakeholders begins September 1, ’05: Initial plan goes to local board of education September ’05: Local board of education begins approval process September ’05: District begins program implementation and mentor assignments F2-8

31. Timeline October 1, ’05: Plan goes to county superintendent. It should include: • Approved plan • Statement of Assurance (Folder 7) • Approval/ Comment form (Folder 7) The plan approval/comment form should be sent back to the LPDC

32. Timeline September ’05-’06: Ongoing mentoring plan implementation and program evaluation begins; action plan further developed. June 1,’ 06: Revised mentoring plan (including completed action plan) based on program evaluation results due to local board of education September 1, ’06 – Board approval to County Superintendent (3-year plan) November ‘06: First QAAR Report on mentoring program (department form)

33. Navigating the Toolkit

34. Folder 3: District Mentoring Plan: Program Evaluation Process • Introduction • Guiding Questions • Glossary • Key Resources • Overview of Program Evaluation • Understanding the Evaluation Process • Identify Indicators • Identify Evaluation Questions • Identify Data Methods and Sources • Analyze Data • Interpret Data • Report Results/Findings • Understanding the Evaluation Framework • Creating an Evaluation Plan • Responsibility to Stakeholders and QAAR Requirements • References • Appendix: Resources

35. Folder 3: Program Evaluation Process Figure 2. Evaluation Framework Components • Program goals • What does the program intend to accomplish? • Measurable objectives • What are the anticipated changes for teachers? • What are the anticipated changes for students? • Data collection • How will the data be collected? • Data analysis • Information/data needed • Data source • Time line • Location Killion (2002) F3-6

36. Understanding the Evaluation Framework Level 1: Participants’ Reactions Level 2: Participants’ Learning Level 3: Organization Support and Change ----------------------------------------------------------- Level 4: Use of Knowledge and Skills Level 5: Student Learning Outcomes Kirkpatrick (1998) & Guskey (2000) F3-6 and F3-R4

37. Baseline Data • Number of novice teachers with a Certificate of Eligibility • Number of novice teachers with a Certificate of Eligibility with Advanced Standing • Number of novice special education teachers with a standard license • Identify number of novice teachers in following areas: K-5, 6-8, 9-12, special education (all grades) • Number of mentors

38. Scavenger Hunt Each folder (1 - 3) begins with a list of guiding questions, a glossary, and key resources. This activity will allow you an opportunity to explore the content of the folders and specific resources. • Directions: Find the folder(s) with the answer to the specific guiding question and put the folder number(s) on the blank line. • Note: The guiding question may be worded differently depending on the intended audience. The answer can be found in multiple folders. • Directions: Find the resource with specific title and put the folder number (s) on the blank line. • Note: The resource can be in multiple folders.

39. Navigating the Toolkit

40. Folder 4 : Components of Mentor Training This will be helpful in completing Section 6 of the district mentoring plan. Discussion Questions: • What are the minimum professional learning components your district will need to provide mentors so they will become effective in the mentoring process? • How do the training components align with the New Jersey Professional Standards for Teachers? • What are the resources that can support the mentor in guiding the novice teacher toward effective classroom practice?

41. Folder 5 : Components of Novice Teacher Training This will be helpful in completing Section 7 of the district mentoring plan. Discussion Questions: 1. What are the minimum professional learning components your district will need to provide so a novice teacher will become effective during is his/her first year in the classroom? 2. How do the training components align with the New Jersey Professional Standards for Teachers?

42. Navigating the Toolkit

43. Folder 6: The School Leader’s Role in Mentoring for Quality Induction Guiding Questions: • What are the roles and responsibilities of the school leader with regard to mentoring? • What types of support can school leaders provide?

44. Folder 7: Plan Approval and the Local Board of Education Guiding Questions: • What are the state requirements for a local mentoring plan? • What are the New Jersey Professional Standards for Teachers? • What are the required components of a mentoring plan? • What are the procedures for the approval process? • What is the role of the local board of education in the approval process?

45. Appendices • Glossary • Annotated Bibliography • State Mentoring Web Site (http://www.state.nj.us/njded/profdev/mentor/) • Resources • Electronic Resources • Print Resources

46. Q & A What questions do you have related to the use of the mentoring toolkit? For additional questions: mentoring@doe.state.nj.us

47. Reflection 3 important things I’ve learned … 2ideas/thoughts I would like to share with others … 1action I will take immediately is …