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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 . - PowerPoint PPT Presentation
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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 •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
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 theMassachusetts Regulations for Educator Licensure [603 CMR 7.00]
requiredistricts to provide systems of support for all incoming and
noviceeducators. The regulations place special emphasis on mentoring
for novices,even making participation in a mentoring program a prerequisite
for the
Professional License.For all incoming teachers •An orientation program
For novice teachers Assignment to a trained mentor within the first two weeks of teaching
Assignment of a support team that shall consist of, but not be limited to, the mentor and an administrator qualified to evaluate teachers
Release time for both the mentor and novice teacher, to be used for regular classroom observations and other mentoring activities
6
Teacher Induction: What Induction Looks Like in BPS
State standard for induction BPS means of meeting standard
Mentoring 1. Assignment of each novice
teacher to trained mentor within the first two weeks of teaching.
2. Release time for both the mentor and novice teacher, to be used for regular classroom observations and other mentoring activities
1. BPS and school administrators collaborate to match every novice teacher with a full-time or part-time New Teacher Developer
2. School administrators ensure that sufficient release time is scheduled.
Professional Development
Professional development aligned to the needs of new teachers
BPS NTD program holds effective teaching seminars and advancing practice courses designed to meet teacher needs.
School Based Support
Assignment of a support team for each novice teacher that shall consist of, but not be limited to, the mentor and an administrator qualified to evaluate teachers
School administrators ensure establishment and maintenance of support teams.
Orientation Orientation programs for all incoming teachers
BPS holds New Teacher institute; school administrators hold site-based orientations
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.
Resource
Teacher
Assessor
Problem-Solver
Trusted Listener
Advocate
Facilitator
Coach
Collaborator
Learner Accelerate New Teacher Practice
Increase Student Learning
The Role of The New Teacher Developer
Mentoring: BPS New Teacher Developer Models8
Full-Time NTD Part-Time NTD
Full-time mentors who each support 14 novice teachers in BPS and spend 2.5 hours each week with each teacher
Current full-time teachers who spend up to 2.5 hours beyond their teaching time with each of up to two new teachers in their building.
Selected centrally by joint BPS/Boston Teachers Union
Current teachers who are selected by school personnel sub-committee
Receive intensive professional development provided by the New Teacher Center
Receive intensive professional development provided by New Teacher Center and Full-Time NTDs
Professional Development for New Teachers Effective Teaching
Seminars (Yr 1)• These seminars
are designed to help first-year teachers cultivate effective instructional strategies, reflect on their practice, and collaborate with colleagues.
Advancing Practice Courses
(Yr 2)
• Advancing Practice Course in Assessment and Monitoring Student Progress
• Advancing Practice Course in Differentiating Instruction
BPS Online Mentoring • The BPS Online Mentoring Program provides induction support to early career teachers in a blended on-line learning environment. Teachers are supported by a mentor through guided inquiry around the Rubric of Effective Teaching.
Exemplary Teacher Visits
• Exemplary Teacher Visits are job-embedded professional learning experiences that build the instructional practice of teachers through structured classroom observations, reflections, and planning processes that link their learning to their own teaching contexts.
New Teacher Institute
• The New Teacher Institute is a professional development and orientation event for all teachers who are new to Boston Public Schools. The institute is organized around the Rubric of Effective Teaching with a focus on creating effective classroom communities, reflecting and networking with colleagues and learning strategies to meet the needs of all students. The Institute serves as the foundation for beginning teacher professional development in BPS.
10Program Components S.Y. 2013-2014
Role of the Principal
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
Preparing for School-based Induction
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.
My Story A testimonial from Alexis Harewood- New Teacher
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