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©2008 University of California. Santa Cruz. All rights reserved.
My Role in the Induction Program• Mentor• Campus Lead Mentor• Administrator• ACP Supervisor• Regional Office Support• Central Office Support• ABRAZO Induction Program Staff
WEBINAR SURVEY:New Teacher Induction and Mentoring
PDSProfessional Development Services
• PDS Staff• Other (Please specify)
©2008 University of California. Santa Cruz. All rights reserved.
1) Induction for new teachers is/includes …
2) Purpose of mentoring is …
Type your responses in the chat box and submit. The webinar will begin shortly.
WEBINAR SURVEY:New Teacher Induction and Mentoring
PDSProfessional Development Services
July 14, 2008Houston Independent School District Webinar
©2008 University of California. Santa Cruz. All rights reserved.
Presented by Facilitated byEllen Moir Houston ISDExecutive Director Professional Development ServicesNew Teacher Center
WEBINAR:New Teacher Induction and Mentoring
PDS
Professional Development Services
July 14, 2008Houston Independent School District Webinar
©2008 University of California. Santa Cruz. All rights reserved.
Professional Development Services
PDSProfessional Development Services
Melanie Evans-Smith Induction and Mentoring Program Manager
Lori Grossman Mentor Program Manager
Alison Faseler Full Time MentorsGail McGee Michelle “Shelly” Sampson
ABRAZO Induction Staff
Organizational Development/Technology Staff
©2008 University of California. Santa Cruz. All rights reserved.
July 14, 2008
Houston Independent School District Webinar
WEBINAR FOCUS:
1) To investigate together the role of district individuals in the development and success of beginning teachers
2) To learn and understand key principles of induction and mentoring
PDS
Professional Development Services
©2008 University of California. Santa Cruz. All rights reserved.
Developing Human CapitalDeveloping Human Capital
Our efforts are designed to support the most important resource in helping students become college- and career-ready — our teachers.
©2008 University of California. Santa Cruz. All rights reserved.
July 14, 2008Houston Independent School District Webinar
New Teacher Center
PDSProfessional Development Services
• Has 20 years of experience in teacher induction and research-based practices that inform work
• Dedicated to providing high quality pd, materials, resources, research, and policy information to support the advancement of teacher and administrator induction
• National influence in induction policies and practices across the US - works with school districts, universities, and other educational institutions
©2008 University of California. Santa Cruz. All rights reserved.
July 14, 2008Houston Independent School District Webinar
New Teacher Center
PDSProfessional Development Services
Partnerships with:• Alaska• Arizona• California• Chicago Public Schools• Hawaii• Las Vegas, NV (Clark County)• Memphis• New York• Virginia/Washington DC• and more …
Texas• Houston• Pasadena• Austin
Worked with over 350 programs in
30 states.
©2008 University of California. Santa Cruz. All rights reserved.
July 14, 2008Houston Independent School District Webinar
New Teacher Center
PDSProfessional Development Services
• Partnered with Houston ISD, prior to 2003, to work with the HS Literacy Coaches in a pilot program
• Began collaboration with Houston ISD Induction program in 2004 to inform district practices
• Partnered with Houston ISD in 2006 to launch and provide training for the Full Time Release Mentor teacher leadership program
©2008 University of California. Santa Cruz. All rights reserved.
Ellen MoirExecutive Director
July 14, 2008
Houston Independent School District Webinar
©2008 University of California. Santa Cruz. All rights reserved.
Ellen MoirExecutive Director
July 14, 2008
Houston Independent School District Webinar
Top-to-Bottom Support: Creating Systemic Change Through Powerful Professional Development
©2008 UC Regents. All rights reserved.12
What is Induction?
• Phases of Teacher Development
• Period of Socialization & Enculturation
• A Formal Program for Beginning Teachers
Sharon Feiman-Nemser, Opening Address, New Teacher Center
Research Forum, January 2000.
©2008 UC Regents. All rights reserved.13
• New professional norms of collaboration and ongoing learning
• Improved teaching performance
• Increased student achievement, especially among traditionally underserved student populations
Induction for What?
©2008 UC Regents. All rights reserved.14
NTC Theory of ChangeNTC Theory of ChangeAn Investment in Human CapitalAn Investment in Human Capital
.• Comprehensive mentoring and support to
accelerate new teacher development and increase retention
• Careful selection and ongoing professional development for mentors
• Learning communities of grade-level and subject area colleagues in teacher inquiry and data analysis
• Formative assessment of teacher effectiveness based on standards, criteria, and evidence of teacher practice and student learning
• Strong and engaged leadership at school and district levels
Teacher practice
Student learning
School capacity
IMPROVED
©2008 UC Regents. All rights reserved.15
Instructional Mentors
• Hold a vision of outstanding teaching
• Can articulate their knowledge of best practice (both content and pedagogy)
• Help new teachers balance immediate concerns with long-term development
• Approach teaching as inquiry
• Are committed to collaborative partnerships
©2008 UC Regents. All rights reserved.16
• Pedagogy of mentoring
• Professional teaching standards and formative assessment
• Collecting and analyzing classroom data to advance teacher practice
• Using student work/data to guide instruction
• Differentiation of instruction
• Strategies to support English learners
• Literacy/academic language development
What Do Mentors Need to Know and Be Able To Do?
©2008 University of California. Santa Cruz. All rights reserved.
Mentoring – A Partnership
Mentors share best practices and grow from new ideas.
The new teacher gains value from the wisdomof experience and reflecton their practices.
Developing Human CapitalDeveloping Human Capital
©2008 UC Regents. All rights reserved.18
Mentoring and Support Cuts Turnover Rates
Source: Consortium on Chicago School Research at the University of Chicago, 2007
Teacher Intent to Remain Teaching
0%10%
20%30%
40%
50%60%
70%
80%90%
Elementary High School
Weak Mentoring andSupport
Strong Mentoring andSupport
©2008 UC Regents. All rights reserved.19
Mentoring and Support Cuts Turnover Rates
Source: Consortium on Chicago School Research at the University of Chicago, 2007
Teacher Intent to Remain in Schools
0%
10%
20%
30%
40%
50%
60%
70%
80%
Elementary High School
Weak Mentoringand Support
Strong Mentoringand Support
©2008 UC Regents. All rights reserved.20
Principal Support for Beginning Teachers
• Highlight the benefits of new teacher support
• Develop realistic assignments
• Limit extra-curricular responsibilities
• Provide site orientation
• Link new teachers to site resources
• Sanction time for support activities
• Communicate evaluation procedures
• Observe the new teacher regularly
• Offer rich feedback
• Promote professional standards
• Foster a climate of collegiality and learning
©2008 UC Regents. All rights reserved.21
Lessons Learned
• Mentoring alone does not equal high-quality induction
• Induction needs to be part of a systemic approach to teacher development, recruitment and retention
• Connect induction to broader teacher quality policies within the district
• Improve school leadership and gain buy-in and support to grow and sustain induction programs
• Teacher working conditions are student learning conditions
©2008 University of California. Santa Cruz. All rights reserved.
For More Information:
Ellen Moir
831.459.4323moir@ucsc.edu
www.newteachercenter.org
©2008 University of California. Santa Cruz. All rights reserved.
Self-Reflection
How do you [does your school] create the structure for support, collaboration, and reflection to ensure the success of your new teachers and their students in your schools?
Developing Human CapitalDeveloping Human Capital
©2008 UC Regents. All rights reserved.24
HOUSTON INDEPENDENT SCHOOL DISTRICT
URBAN CONTEXTEmbracing Our New Teachers
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
24
©2008 UC Regents. All rights reserved.25
A major attribute of a profession is that there is a
systematic enculturation of its new members.
-Jon Saphier
Saphire, Jon. (1994). On Becoming a Professional. Carlisle, Mass.: Research for Better Teaching
ENCULTURATIONENCULTURATION
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
25
©2008 UC Regents. All rights reserved.26
An induction program begins before the first day of school for all newly hired teachers. Effective school districts teach their teachers how to become effective teachers and understand the culture and resources of the district.
Induction includes on-going, just-in-time professional development for new teachers, linked to state teaching standards (PDAS) and curriculum (TEKS/CLEAR). Support also includes classroom observation and feedback, time to observe exemplary experienced teachers model lessons and classroom managements structures, help with collection of and analyzing student data, lesson design, identification of resources, etc..
Wong and Wong. (1998). The First Days of School. Harry K. Wong Publications, Inc.
INDUCTIONINDUCTION
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
26
©2008 UC Regents. All rights reserved.27
New Teacher Induction and MentoringEmbracing Our New Teachers
Induction is a systematic and system-wide approach
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
27
©2008 UC Regents. All rights reserved.28
• Creates a culture for collaboration
• Provides support structures for NT (mentors, observation time, etc.)
• Participates in observation and feedback of practice
• Identifies teacher leaders as mentors
• Establishes rapport
• Leads by professional example
• Serves as an advocate and a resource
• Serves as a reflective partner
• Maintains confidentiality
• Supports mentor practices
• Provides on-going professional development for new teachers by content/grade level
• Manages mentor stipends
• Guides campus mentoring and induction practices
• Connects new teachers and mentors
Roles in Supporting New TeachersRoles in Supporting New Teachers
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
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©2008 UC Regents. All rights reserved.29
CMs provide support at campuses with:
• First or second year teachers hired
• Academic acceptable or higher
• Low new teacher-staff ratio
• Stable teaching staff and instructional program
FTMs provide support at campuses with:
• First year teachers hired
• Low academic performance
• Low socio-economic status
• High new teacher-staff ratio
• High teacher turn-over data over time
• Participate in mentor & district professional development
• Guide development of new teachers
• Maintain evidence of mentoring practice
• Provide feedback annually to guide induction program efforts
Campus-based Full Time Release Mentors Mentors
Why Varied Types of Mentors?Why Varied Types of Mentors?
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
29
©2008 UC Regents. All rights reserved.30
Induction SupportInduction Support
Regional Staff/Instructional Coordinator
• Year 1 and 2 Certified Teachers
• ACP Teachers
Certification ProgramSupervisor/Staff
Campus-based Instructional Team
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
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©2008 UC Regents. All rights reserved.31
New Teacher Induction and Mentoring
Preservice Event
Welcome and Enculturation
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
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August 5-7, 2008
©2008 University of California. Santa Cruz. All rights reserved.
Self-Reflection
How will you [your school] welcome and begin support for your new staff the week of August 11, 2008?
What is critical for the new staff to know about your school, culture, students, resources, community, etc.?
Developing Human CapitalDeveloping Human Capital
©2008 UC Regents. All rights reserved.33
Professional Development for New Teachers (NT)
2008 - 2009
October 4, 2009
January 24, 2009
Additional NT Learning Community Dates posted on the PDS website *** www.pdserv.org
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
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©2008 UC Regents. All rights reserved.34
AREAS for FOCUS and DEVELOPMENT
AREAS for FOCUS and DEVELOPMENT
Supporting Teaching and Learning
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
34
©2008 UC Regents. All rights reserved.35
Supporting Teaching and Learning
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
35
AREAS for FOCUS and DEVELOPMENT
AREAS for FOCUS and DEVELOPMENT
©2008 UC Regents. All rights reserved.36
How do mentors work with novice teachers?
What impact are we having on student achievement?
What impact are we having on developing high quality teacher practices?
What impact are we having on teacher retention?
How can we measure the effects of mentoring on teacher development?
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
36
Reflection of District PracticesReflection of District Practices
©2008 UC Regents. All rights reserved.37Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
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Feedback from New TeachersFeedback from New Teachers
“ABRAZO has been quite helpful in understanding the culture of HISD and my mentor has been very cooperative and understanding.”
“I received so much help in my school, especially the warm welcome and the tools and materials I need for PreK class.”
“My mentor is awesome! She was very instrumental in my development as new teacher. .”
“I have learned never under estimated the power of a person that is passionate about education. I was worried about my students at the beginning of the year, because I had a lot of the lower performing children. … I appreciate the support and the educational environment at [school] and my mentor..”
©2008 UC Regents. All rights reserved.38Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
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Feedback from MentorsFeedback from Mentors“Working with a new teacher was an inspiring creative process.”
- Kolter (West)
“I really enjoyed having the opportunity to watch as two very energetic and strong teachers applied their knowledge to create classrooms with high expectations, accountable talk and mutual respect. I learned from them as well.”
- Gallegos (East)
“Being a mentor has been a great learning experience for me as well.” - North
“Being a mentor is a gift and a serves as a reminder to me …” - Central
“We learned from each other.” - South
©2008 UC Regents. All rights reserved.39Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
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Feedback from MentorsFeedback from Mentors
“Our CLM… is wonderful!!! She checks with us periodically to make sure everyone is progressing as expected, she answers all questions, and she makes herself available to mentors when we have specific (or ANY) questions.
- West
“I had heard horror stories about how much paperwork it would be and it was the opposite.”
©2008 UC Regents. All rights reserved.40Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
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Feedback from AdministratorsFeedback from Administrators
“I truly believe that the FTM model has been more beneficial to our new teachers. The FTMs can fully devote their time to providing needed support in all areas to the new teachers. “
- East
“The one-to-one mentoring is great. It provides a personable approach to support. ” - South
“We try to assign mentors on the same grade level. That helps with support.”
- Central
©2008 University of California. Santa Cruz. All rights reserved.
1) Conditions at our campus that we can be mindful of that• create challenges for NT support• support NT development
2) We will support our new teachers by _______ during:• August 11-22, 2008• first six weeks• the 2008-2009 school year
REFLECTION:New Teacher Induction and Mentoring
PDS
“I believe that my induction practices
…”
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
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©2008 UC Regents. All rights reserved.42
HOUSTON INDEPENDENT SCHOOL DISTRICT
Urban Context: Houston ISD
QUESTIONSQUESTIONS
Houston ISD New Teacher and InductionSupporting Quality Teaching and Learning
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PDSProfessional Development Services
©2008 University of California. Santa Cruz. All rights reserved.
Please complete the post-webinar survey that will be provided to you.
We value your feedback from this learning experience.
July 14, 2008
Houston Independent School District Webinar
WEBINAR SURVEYNew Teacher Induction and Mentoring
PDSProfessional Development Services
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