New Teacher/Faculty Induction Program Models

New Teacher Induction Program Models

The three characteristics of an effective teacher are: 1. has good classroom management skills 2. teaches for mastery 3. has positive expectations for student success

Program PresentersMr. ROHIT SHARMALecturer @ JUIT SOLAN

Student Teacher/New Teacher Professional Development Program

• Rohit sharma – Program Coordinator

• Aim

• Call (or write) each home before school begins and again within two weeks.

• Teachers + Parents = Good Students

Professional Development Program

The professional development coordinator will work with student teachers and new teachers to develop their teaching capacity and collaborative ability.Treat students as though they already are what they can be, and you help them to be capable of becoming what they will be

Prerequisites of Effective Teaching

• Work to develop the relationship between teacher preparation and effective teaching

• Dress in a professional manner to model success and expect achievement

• Demonstrate the benefits of reflecting upon experiences

The Teacher as a Person

• Use numerous examples that link personality traits and effective teachers

• Demonstrate how effective teachers interact with their students

Classroom Management and Organization

•Illustrate the key classroom management skills of effective teachers•Provide effective classroom organizational guidelines

Planning Your long-term planning should include: • the objectives and learning outcomes for the course • the strategies you will use to reach those objectives • the overall strategies for including learning outcomes • the time to be allocated

• • assessment and evaluation strategies to evaluate student progress

• • what resources you will need • Short-Term Planning • Initially, your planning will be very detailed.

Design individual lessons as part of • the whole unit to increase knowledge, abilities,

and skills based on previously • learned concepts. This way, you will give your

students the learning opportunities • they need and avoid gaps and needless

repetition.

• Organize and carefully prepare daily lesson plans. They should include the

• following: Daily Planning • • student learning outcomes • • subject matter • • learning strategies • • assessment and evaluation processes • • materials needed

Organizing and Orienting for Instruction

• Demonstrate how to utilize instructional time effectively

• Demonstrate how to plan effectively for instruction

Implementing Instruction

• Provide guidelines for enhancing instruction

• Demonstrate how to communicate content and expectations to students

Monitoring Student Progress and Potential

• Illustrate how to monitor student learning

• Utilize the findings to foster progress

Organizing and Orienting for Instruction

• Utilize instructional time effectively

• Plan effectively for instruction

Personal Background and Experience

Teacher Education

Teacher Preparation Preservice Staff Development

Agricultural Education Secondary Middle School Adult

Career and Technical Education

Research Induction - Forms of Assistance; Models

Current Staff Development Efforts

Director of Minnesota Agricultural Education Teacher Induction Program (TIP)

Director of Minnesota Farm Business Management Education Professional Excellence Program (PEP)

Courses & Workshops: Secondary & Adult

Rationale for Information Concerning Teacher Induction

The Challenge: Shortages or Distribution Problems of Teachers

Sources of a Cadre of Quality Teachers New graduates from colleges of education Graduates of alternative licensure programs Career teachers Re-entry teachers Emergency or provisionally licensed Other:________

The Challenge: High Turnover Rates of Novice Teachers

Opinions and research suggest 35-50 percent of new teachers leave in the first five years in the profession

Teacher Preparation: Processes and Forces

Typical state system of teacher development, assessment, and certification.

PRESERVICE INDUCTION CONTINUOUS PROFESSIONAL DEVELOPMENT

University TeacherEducation Program

Master TeachingCertificate

No limit. Renewable.

Standard Teaching CertificateNo limit. Renewable, often every five years on evidence of professional development

Initial Teaching CertificateOften about a 4-year limit

NCATENational Council for

Accreditation of TeacherEducation Standards

INTASCInterstate New TeacherAssessment & Support

Consortium model standards for beginning teachers

NBPTSNational Board of

Professional Teaching Standards certification

Summative assessment points that are related to the Professional Teaching Standards

Formative performanceassessment to support beginningteacher growth standards

Connections to National Teaching StandardsRohit sharma

Influences on Teacher Development

MentoringTeaching

Experience

State &Local

Contexts

PerformanceAppraisals

ProfessionalDevelopmentExperiences

Preconceptions

Testing

TeachingStandards

ProfessionalGrowth Plan

Source: Quality Mentoring for Novice Teachers Eds. Sandra J. Odell and Leslie Huling

Formal Pre-& ContinuedProfessionalDevelopment

Stages of Development of Novice Teacher

Major Stages of Development

Survival

Task

Impact

Phases of First Year Teachers’ Attitude Towards Teaching (Moir, 1992)

Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July

Survival

Rejuvenation

Reflection

Disillusionment

Anticipation Anticipation

Personal Background and Experience

Teacher Education

Teacher Preparation Preservice Staff Development

Agricultural Education Secondary Middle School Adult

Career and Technical Education

Research Induction - Forms of Assistance; Models

Current Staff Development Efforts

Director of Minnesota Agricultural Education Teacher Induction Program (TIP)

Director of Minnesota Farm Business Management Education Professional Excellence Program (PEP)

Courses & Workshops: Secondary & Adult

Rationale for Information Concerning Teacher Induction

The Challenge: Shortages or Distribution Problems of Teachers

Sources of a Cadre of Quality Teachers New graduates from colleges of education Graduates of alternative licensure programs Career teachers Re-entry teachers Emergency or provisionally licensed Other:______________________________

The Challenge: High Turnover Rates of Novice Teachers

Opinions and research suggest 35-50 percent of new teachers leave in the first five years in the profession

School District & UniversityCultures

Program Purpose & Rationale

Mentor Teacher Preparation & Development

Mentor Selection & Mentor/

Protégé Matching

Roles Mentor & Practices

Implement&

EvaluateProgram

Circle of Quality Mentoring

CIRCLE OF QUALITY MENTORING

PROGRAMS AND PRACTICES

© 2011, Amelia M. Hicks, Ed.D.

Mentoring and Learning

Background Research

• No criteria for a quality program

• Difficult to determine successful induction

Mentoring and Learning

• Validation Study• Survey of indicators of quality

Mentoring and LearningQuality Mentoring Programs

• Content of mentoring program• Teacher retention• New teacher needs

Program PurposeDimension 1

• Professional practice aligned with standards for teaching

• Professional identity through reflection and inquiry

Program Purpose – Dimension I

• Manage the day-to-day challenges of teaching.

• Prepare, select, and retain quality teachers.• Provide personal and professional support.

Roles/Cultures Dimension II

School, District, and University Cultures and Responsibilities

Developing a school community of support• School and community context• Time for teacher development• Opportunities to work with other educators• Administrator support

Roles/Cultures/PartnershipsDimension II

University engagement

• Pre-service programs– On-going professional development– Research-based knowledge related to quality

teaching

Roles/Cultures Dimension II

Mentor role• Learning to teach: a career-long process• Teaching diverse learners • Reflecting with novices• Receiving recognition and compensation

Mentor Selection/Matching Dimension III

Mentor Selection

• Committed to developing own practice• Knowledgeable about standards-based teaching • Competent in working with adults from diverse

backgrounds• Sensitive to the viewpoints of others

Mentor SelectionDimension III

• Commitment to mentor responsibilities • Dedication to ethical practices• Professional and emotional support• Similar teaching assignments

Mentor Preparation Dimension IV

• Analyze and reflect on classroom teaching and mentor/novice interactions

• Understand needs/concerns of novices• Foster productive conversations

Mentor Preparation Dimension IV

• Analyze the learning of diverse students • Work with novices as adult learners• Coach and provide feedback on mentoring

practices and problem solving

Mentor Preparation Dimension IV

• Share mentoring practices with other mentors• Explore strategies to build and strengthen the

mentor/novice relationship• Receive monetary or other compensation

Mentor Roles Dimension V

• Support and facilitate standards-based practice

• Facilitate and model self-reflection, problem-solving, and instructional improvement

Mentor Roles Dimension V

• Build a professional relationship with the novice

• Support the novice before and during the school year

Mentor RolesDimension V

• Support and challenge the novice on his or her teaching practices

• Interact both formally and informally• Offer empathy and assistance to novices

coping with the stresses of teaching

CoordinatorDimension VI

Program Coordination, Implementation and Evaluation

• Committed to program purposes• Knowledgeable and experienced in mentoring

initiatives• Effective in working with people of diverse

backgrounds• Adept in coordinating professional development

for mentors and novices

The Mentoring Framework• Six dimensions represent the ideal structures

and practices promoting quality mentoring– Assistance– Assessment

School District & UniversityCultures

Program Purpose & Rationale

Mentor Teacher Preparation & Development

Mentor Selection & Mentor/

Protégé Matching

Roles Mentor & Practices

Implement&

EvaluateProgram

Circle of Quality Mentoring

The Mentoring Framework• Represents a standards-based approach to

Mentoring

• Improves teacher quality to enhance student learning

Benefits of Enrollment in Teacher Induction Programs

More positive attitudes toward teaching; and plan to continue in profession longer

Achievement scores of students of highly skilled and satisfied teachers are higher

Challenges and Difficulties of Novice Teachers

Student management Student motivation Locating teaching materials Room and lesson organization Understanding complex school systems Meeting needs of individual students (Griffen, 1985; Odell, 1986; Veenman, 1984)

Challenges and Difficulties of Novice Teachers (cont’d)

Insufficient time for preparation

Relationships with parents

Selecting and using alternative teaching strategies (Veenman, 1984)

Thanking You