DJ Corson, Director

Center ofTeaching for Learning

Hawkeye Community CollegeWaterloo, IA

Induction and Mentoring @ HCC

"The greatest good you can do for another is not just to share your riches but to reveal to him his own.”

Benjamin Disraeli

Strategies We Used

Targeted specific outcomes for our induction program (created a Preferred Future)

Used mentors to help with specific aspects of the work.

Paired mentor/mentees from different disciplines to help focus on instruction and to increase structure to the mentoring process

Preferred Future

Current Reality

Purpose: Enhancing knowledge and skills necessary to meet the

HCC Standards for a College Course, a Classroom, and for

Teaching

Induction Design Specifications: Include a supporting research

base

Model “best practice”

Utilize a variety of strategies that can be replicated in any content area

Provide feedback and coaching

Engage participants in completing authentic work

Frameworks• ALR• Evaluating Student Work • Collaborative Log

Induction and Mentoring

Research-Base Framework Training/Support

Brain Research (Wolfe, Jensen, Sousa, et.al)Instructional Strategies (Marzano, Jenkins, et.al)

ALR --created by DJInduction Course:Designing Learning-Centered Instruction

Assessment (Wiggins, Stiggins, McTighe, et.al)

Collaborative Analysis of Student Work Protocol--adapted from book by Langer, Colton, and Goff ASCD 2003)

Induction Course: Evidencing Student Learning

Instructional Coaching (Knight, Garmston, Wellman, New Teacher Center @ UCSC et. al)

Collaborative Log (adapted from New Teacher Center)

Monthly training for mentors

Analysis of Student Work Protocol

The protocol:

1. Determine the assessment purpose

2. Match the most appropriate type of assessment to the purpose

3. Clearly articulate student work/performance that “Meets Expectations”

4. Collect data relative to student work/performance

5. Choose one student from each of 4 levels.

6. Analyze and describe their work: + and –

7. Determine how to move each student closer to the learning target.

8. Identify how to support learning needs within the learning system.

Assessing Implementation and Results

Implementation data: feedback from mentors feedback from mentees coaching/observation feedback (using ALR)

Results data: Classroom student learning data (student work

protocol)

Induction and Mentoring Assessment

At your college…

1. Mentors are clear about their role and are provided specific training and support for fulfilling their role.

2. Mentors are responsible for supporting mentees on specific outcomes—mostly around improving instruction.

3. Induction for new full-time faculty uses clear outcomes to focus consistent and effective instructional support throughout their probationary period.

1-Have little to

none

2 3. At a good place

4 5. We excel

Around the Room and Back Again

What might you include in a description of the Preferred Future regarding induction and mentoring at your college?

What is a take-away from today that, if you did it consistently and superbly well, it would elevate teaching for learning at your college?

Think/write your response to one or both of the questions below:

Ideas Collected from Partners:

About Your Learning Facilitator

DJ Corson has worked in higher education for the past 35 years as a teacher, Director of Teaching and Learning, an Organizational Development Specialist, consultant, and presenter.Since retiring in June 2012, DJ continues to support college faculty and administrators in keeping the main thing the main thing—improving teaching for learning. Specifically her roles include:

Implementing Learning-Centered TeachingProviding Instructional CoachingRemoving Barriers to LearningDesigning Effective Mentoring and Induction Programs Planning Desired ChangeUsing Data to Inform Instructional Decisions

You are invited to contact DJ with questions about today’s session or further information:

djcorson@mchsi.com319-230-2169