An
Induction-with-Mentoring
Toolkit
A
Initiating and Developing
Induction-with-Mentoring Services
for New Teachers
This
Toolkit is available electronically at the following:
http://nheon.org/prof_dev/mentoring/index.php
This
Toolkit is the result of a truly collaborative and voluntary effort of a
variety of stakeholders working toward a common vision of supporting new
educators in
We
would like to thank all who have helped with this project, but especially the
following:
·
Members of The New Hampshire State Board of
Education, for their support and guidance throughout this project.
·
Members of The Mentoring Task Force, for
their courage and willingness to tackle the daunting task of developing a
beginning draft of an ambitious document in a very short time period.
·
Members of the Best Schools Mentoring Team,
for their tireless effort and commitment to finishing a sometimes tedious and
thankless job of developing a set of resources to be used by school districts.
·
Reviewers, for their invaluable and candid
feedback on numerous drafts of the Toolkit.
·
Mentoring Support Group, for their
encouragement, honesty, and input grounded in reality.
·
Our facilitator, for keeping us focused, on
task, motivated, and well fed.
This
is a work-in-progress, and we will continue to update it as more resources
become available and as we gain feedback from districts on its usefulness.
Members:
Chris Demers, Mentoring Coordinator,
Judy Handley, Professional Development Coordinator,
William Haust,
Douglas Heuser, Director,
Elaine Holt, Assistant Superintendent,
Penny Kittle, Mentoring Program Director,
Jessica (Sam) Levesque, Instructional Specialist,
Ross Lurgio, Assistant Superintendent,
Nancy McCall, Teacher,
Pam Miller, Director of Curriculum for Humanities,
Jane Morrill-Winter, Instructor,
Grace Jeffrey Nelson, Public Ed. & School
Support, NH-NEA
Carolyn Oleson, PSB Member and Teacher,
Susan Paige-Morgan, Service Learning Coordinator,
NH Dept. of Education*
Gail Paine, State Board of Education
Mike Reardon, PSB and Headmaster,
Patricia Severance,
Doug Sutherland, Assistant Superintendent, SAU 35
Kathleen Totten, Director, Eastern Region
Partnership
Diane Vienneau, Peer Coach,
Debbie Woelflein, Instructional Supervisor,
Coordinators:
Susan Gifford, Task Force Coordinator, Education
Consultant, NH Dept. of Education*
Tondy Higginbotham, Task Force Director,
Administrator, NH Dept. of Education*
Facilitator:
Deborah S. Roody, Educational Consultant*
July, 2007 Revision Contributors:
* Indicates member of Best Schools Mentoring
Team
Reviewers:
Joyce
Choate, Curriculum Supervisor,
Maryann
Conners-Kirkorian, Principal, West Running Brook Middle School, Laura Dailey,
Paraeducator Program Coordinator, College for Lifelong Learning
Joan
Gagnon, Former SpEd Teacher, Stratham
Elisabeth
Gustavson, Teacher
Emily
Hartnett,
Anne
Marie Jones, Director of Teacher Education,
Jane
Morrill-Winter,
Marcia
McCaffrey, Education Consultant, NH Dept. of Education
Marsha
Miller, Regional Director & Tech Prep Coordinator, NH IT Pathways &
Maxine
Mosley, Guidance Counselor,
Michele
Munson, Assistant Superintendent, SAU 21, Hampton
Debra
Nitschke-Shaw, Director of Teacher Education,
Jim
Nourse, Executive Director, Upper Valley Teacher Institute
George
Reid, NH-AFT
Terry
Tibbetts, Education Consultant, NH Dept. of Education
Kathleen Totten, Director, Eastern Region
Partnership
Susan
Villani, Senior Program/Research Associate, Learning Innovations at WestEd
Cheri White, Education Consultant, NH Dept. of
Education
TABLE OF CONTENTS
Acknowledgements.................................................................................... 2
Mentoring Task Force............................................................................... 3
Are You Ready? Thinking about
getting started.............................. 4
How to Use This Toolkit.......................................................................... 11
Section I. Program Standards and
Indicators of Practice with Reflective Questions for Self-Assessment........................................ 1
1. SUPPORTS FOR THE BEGINNING
EDUCATOR....................................................................................... 4
2. SUPPORTS FOR MENTORS........................................................................................................................... 30
3. ROLE AND SUPPORTS FOR
ADMINISTRATORS.................................................................................... 46
4. PROGRAM SUPPORT..................................................................................................................................... 54
5. PROGRAM EVALUATION.............................................................................................................................. 78
6. RELATIONSHIP TO TEACHER
SUPERVISION AND EVALUATION AND PROFESSIONAL DEVELOPMENT..................................................................................................................................................... 81
7. SYSTEMIC PROGRAM.................................................................................................................................... 88
Section II. TOOLS FOR PROGRAM
IMPROVEMENT...................................... 1
A. PROGRAM ASSESSMENT AND PLANNING............................................................................................... 2
B. ASSESSING PROGRAM IMPACT ON RECRUITMENT AND RETENTION OF NEW TEACHERS 8
C. ASSESSING PROGRAM IMPACT ON PARTICIPANTS........................................................................... 15
D. ASSESSING PROGRAM IMPACT ON
STUDENTS.................................................................................. 22
E. ASSESSING PROGRAM IMPACT ON THE
SCHOOL OR DISTRICT AS A SYSTEM...................... 25
Section III: Making the
Case.................................................................. 1
A. FREQUENTLY ASKED QUESTIONS
ABOUT INDUCTION-WITH-MENTORING . . . WITH ANSWERS FROM THE RESEARCH.................................................................................................................... 5
B. SUMMARY OF KEY RESEARCH................................................................................................................ 16
Section IV: Resources............................................................................ 1
A. WHAT’S
HAPPENING IN NEW HAMPSHIRE............................................................................................. 3
B. PRINT RESOURCES....................................................................................................................................... 10
C. ELECTRONIC RESOURCES.......................................................................................................................... 37
GLOSSARY -
HELPFUL TERMS FOR INDUCTION-WITH-MENTORING TOOLKIT........................................................................................................................ 45
Sources Cited........................................................................................... 533
Preface
This
Toolkit grew out of a New Hampshire Symposium on Attracting and Retaining
Quality Educators, initiated in October 2000.
The Symposium identified several priorities to be addressed by the State
Board of Education. One of these priorities
was to investigate and make recommendations regarding mentoring for beginning
educators. Accordingly, the State Board
authorized the New Hampshire Department of Education to create a Mentoring Task
Force, whose charge was two-fold:
1)
Develop recommendations to the State Board on how the State could best support
the development of induction-with-mentoring services in New Hampshire schools;
and
2)
Develop standards and guidelines for induction-with-mentoring.
The
Task Force worked for six months and presented its recommendations and a
beginning draft of the Toolkit to a group of reviewers and finally to the State
Board in August 2002. The Toolkit was
reviewed and updated during the spring of 2007.
There are some important questions to explore and
answer before you decide to embark on
implementing an induction-with-mentoring program, as well as a number of
elements that should be in place to build for success.
GET READY …
Why are we even thinking about
induction-with-mentoring? Are we clear
on what we hope it will change or accomplish for us as a school, district, or
community?
GET
SET …
Do we have the right resources in place, or
identified? Do we have the support of
the school board and larger community?
Do we have a champion?
AND
GO …
Have you paused and taken stock of the
‘pre-requisites’ and feel like you are ready to move forward? If yes – your next steps should be to pick up
the IWM Toolkit and begin the process of a needs/self-assessment to create a
prioritized action plan for moving forward!
GET
READY …
Why are we even thinking about
induction-with-mentoring? Are we clear
on what we hope it will change or accomplish for us as a school, district, or
community?
1.2 ASK:
Is there anything in place already? What does it look like? What results are we getting and how do we
know? What supports are in place? How does what’s in place meet /or not meet the
goal/purpose? What is the change needed? 1.3 ASK: Who or what is driving this discussion/
decision? Ţ
Perceived need Ţ
DINI/SINI Ţ
Overwhelming number of new teachers . .
. . Ţ
Grant money available Ţ
Some evaluation results Ţ
Program development What
are the implications of these drivers over others?
Back-Up to Step 1 – Getting Ready
Explanation:
There is often a terrific urge to dive into the
nuts and bolts planning of an induction-with-mentoring program in order to feel
a sense of accomplishment. Resist this
urge! Spend time talking about the
purpose of the program and what success will look like. Involve as many stakeholders in this
discussion as possible. The results of
this discussion (even if you modify them over time) will be the basis of your
communication message, your program design, your budget, and your evaluation
plan. We can’t overemphasize the
importance of making this your first step.
Document the results of your discussion on the following worksheet.
What to do:
1. CONVENE a representative sample of your school
community. This group may be your Design
Team or a larger gathering from which your Design Team will be formed. Group size makes a difference in your
discussion – the larger the group, the longer the discussion will take, and the
more likely you will consider all points of view. At this stage, it is worth taking the extra
time.
2. CONDUCT a
discussion of the questions posed in Step 1.
Ask a person whose point of view is represented by someone else in the
group to facilitate this discussion so that the facilitator can concentrate on
keeping the discussion going and making sure all voices are heard.
3. RECORD
your results! Record publicly in the
meeting, in minutes of the meeting, and in your program documentation.
References:
There is much written about induction and mentoring. Most sources that describe programs or approaches
speak to the possible benefits. Some key
resources on this topic are available in Sections III and IV of the
Induction-With-Mentoring Toolkit.
Where does the Toolkit talk about Goal Setting?
Section I Standard
7, Systemic Program
Section III Making
the Case – for information that helps support the need for IWM programs and
discusses the types of impact they have
Section IV Resources
– organized by subject, with annotations to help guide your selection of
reference materials
What
other resources might help? The
New Hampshire Department of Education, in partnership with your local education
support center.
Advice from the Experienced:
Induction-with-mentoring programs can yield
enormous results for all faculty members, not just new teachers, but they cost
money. Without clear objectives, and
ways to know that you have achieved those objectives (evaluation data), funders
will not be inclined to prioritize the induction-with mentoring program over
other desired programs. Make sure that
you have clearly defined goals from the start; decide what evidence you will
need to show you have reached those goals; and make sure these goals are
endorsed by those who will be making funding decisions.
A Scenario:
Last Word:
Did we impress upon you the importance of defining
a goal and deciding what success looks like as a first step in your process?
GET
SET …
Do we have the right resources in place, or
identified? Do we have the support of
the school board and larger community?
Do we have a champion?
2.2 DECIDE
WHO WILL BE SERVED AND HOW LONG v
Novice teachers (just out of teacher
training) v
Alternative Certification teachers v
New to the district v
New to the building v
New to the grade level v
New to the content area v
Administrators v
Paraprofessionals v
Other 2.1 START
COMMUNICATING – BUILD SUPPORT Administration Teachers School Board Community 2.3 START
BUILDING A STRUCTURE v
Full time mentor or teacher mentor
model? v
What’s required and what’s not? v
Which buildings/grade levels? v
Induction and Mentoring o How
do we define them? What belongs to
which? o Who
does what – when and how o Which
comes first? v
Identify Program Services o Mentoring o Induction v
Identify/Outline Procedures o Mentor
Criteria, recruitment and identification o Mentee
identification and prioritization o Matching
procedures o Conflict
resolution v
Identify Program Supports o Mentor/Mentee
expectations (role description) o Administrator
expectations (role description) o Time
– time to meet, coverage to meet o Assignment
considerations o Incentives o Documentation
– what and how used
Year 1
2.4 DEVELOP
A PROGRAM EVALUATION PLAN How will we know? v
Given the goals . . . o What
will be our success measures?
(Think broadly and realize this will be a phased in process.) v
Gather baseline data v
Gather/develop tools v
Define a reporting process o What
information o To
Whom It May Concern o When 2.5 THINK
SYSTEMICALLY v
How does what we are planning relate
to: o Supervision
and evaluation o Professional
development o Confidentiality o Other
services/processes in the district o Union
Back-Up to Step 2 – Start Planning
Explanation:
The first steps are often the hardest, and you are likely to feel
overwhelmed by the amount of information that needs to be uncovered and
organized. Appoint one member of the
design team as the facilitator and charge that person with keeping things on
track. Take small bites, and give yourself
the time you need to work through all this information. Continue to fight the urge to dive in! Your planning time will ensure you build a
strong foundation that will serve you well in the future.
What to do:
1. CONVENE
your design team, and create a time and place for monthly meetings. Start with the Program Assessment and
Prioritization Tool (Section II – Tool A.1) and begin working your way through
a self-assessment. This tool covers a
lot of ground, so be patient and take each section slowly. You will need time to gather information and
data between meetings. Once completed,
you will have a solid understanding of what elements of your program might
already exist and where your strengths exist.
2. COMMUNICATE
as a way of building support. Talk to
your colleagues informally, but also arrange time for formal presentations to
faculty, the school board, families, local businesses – any group that you
think could support this work. Remember
that school boards and district administrators have MANY things that compete
for their attention, so you need to find a way to make your message stand out and be heard. You might draw parallels with other fields
(for example, would you want a doctor without any real experience to treat
you?). Understanding the local context
is critical, and drawing on local data is more meaningful than using state or
national statistics. One of the most
effective communication strategies is to make a direct connection between
induction and student learning.
3. CONSULT
with others. Get some assistance from
someone who is experienced and understands the process – you may not make as
many mistakes! You should get in touch
with your local education support center or the New Hampshire Department of
Education for guidance, resources, and partnership opportunities.
Resources: Powerpoints and agendas for presentations
on why IWM is important are available from your local education support center,
or directly from the New Hampshire Department of Education.
Advice from the Experienced: Many school districts
need a full year of planning to be ready for implementation. The first year of planning is important for
the SAU team to understand what was driving their decision to implement an IWM
program. How much time is needed for
planning is a direct reflection of the culture of that organization and
anywhere from three months to one year is needed. At a minimum, there needs to be time to
develop a team of individuals who support the IWM program and are invested in
planning, implementation and sustaining it.
The mentor training given once the program is planned also gives further
momentum for projects as they go from planning to implementation and are the
boost needed to gain new investors in the process (like new teachers and
mid-career mentor teachers). Says Deb
Roody, Educational Consultant and IWM Toolkit Facilitator “Mentoring often
comes easy, induction is harder – the idea of supports for new teachers across
all they need to know, from the urgent to the important.”
A scenario:
Initiating
This School District is a rural school
administrative unit (SAU) made up of several small districts, typical in
Western and Northern New Hampshire, has spent the last year planning for the
implementation of an Induction-With-Mentoring program. While there were many conversations about
induction and mentoring and sporadic attempts in different districts, there was
no unifying program for the SAU. Several
teachers at the high school level, where there were some elements in place,
brought together a team under the superintendent’s leadership.
The team of fifteen made of SAU staff and
representatives from each school district went through a yearlong planning
process, guided by a facilitator trained in using the Induction-with-Mentoring
Toolkit. They engaged in introductory
meetings to explain the process and the program model and then learned how to
use the IWM Toolkit as a guide. Through these meetings, they realized they
wanted to get beyond a buddy system and create a program that improved
instruction and student achievement. The
group took stock of what was in place and who was driving decisions through the
use of a summary and prioritization table.
That tool gave the group an opportunity to document their current
program, and their new mission and vision and define an “ideal program” for
their SAU.
Last Word:
Did we impress upon you the importance of creating LOTS of time for
planning and data gathering?
AND GO …
Have you paused and taken stock of the
‘pre-requisites’ and feel like you are ready to move forward? If yes – your next steps should be to pick up
the IWM Toolkit and begin the process of a needs/self-assessment to create a
prioritized action plan for moving forward!
IMPLEMENTATION
REQUIREMENTS:
INITIAL
REQUIREMENTS:
Initial requirements
are those without which an induction-with-mentoring program cannot be successful and should,
therefore, not be attempted:
Without
a vision or articulated purpose, the program will devolve into a series of “buddy” relationships that may be supportive
of new teachers, but yield little other benefit. The potential for an induction-with-mentoring
program to be powerful professional development for the classroom practice of
novice, and experienced, teachers is documented; however, this benefit does not
happen automatically. It must be
envisioned, planned for, and supported.
While
the impetus for an induction-with-mentoring program may come from the top or
from the grass roots, it cannot survive in any organized form without an
authority to operate granted by the administration. Ideally there is substantive support and
leadership from building and district administrators.
Any
new induction-with-mentoring program needs a champion to envision what the
program will look like, how it will work, and what benefits will be
realized. The champion can come from the
administration or the ranks, but needs the time and support to “make things
happen.” In practice, a program planning
team (or design team ???) team is recommended, because even if there is a
champion, he/she will informally consult others consistently.
There
are costs involved to establishing and maintaining an induction-with-mentoring
program such as incentives, training, sub coverage, materials, meeting costs,
etc. There needs to be a commitment to
providing these resources for the long term, even though initial program
support may come from a grant or temporary source.
There
are discrete skills that effective mentors use to help new teachers with their
thinking and practice. Mentors should be
provided with on-going training from a skilled trainer. Training should include orientation to the
responsibilities and expectations of being a mentor and a program should have
some accountability measures. Without
this, there is no program, only a group of well meaning people doing their best
to help new staff; in short, a buddy program.
Build
a program on research and best practice.
A great deal of research, knowledge, and effective practices are
available in the literature to guide and assist districts in establishing or
improving induction-with-mentoring programs.
This knowledge can be easily accessed, and should be, when program components
are defined and planned. Frequently,
reference to research or practice described in the literature helps justify
funding, as does local data.
ON-GOING
REQUIREMENTS:
On-going
requirements are those which contribute substantially to the success of a
program and which greatly ease the implementation process.
School
districts that are working toward a culture characterized by learning for all
community members will find the benefits of the induction-with-mentoring program
multiplied exponentially. New staff
assimilate and learn quickly when the whole organization feels responsible for
their learning. For many school
districts, an induction-with-mentoring program contributes to the building of a
learning-focused culture when one does not exist.
While
a “champion” can help establish and lead a program, a representative team of
people who raise and address issues of program development create a stronger,
more lasting result. More heads are
better than one.
An
induction-with-mentoring program is
an act of professional development. When
embedded in a context of professional development for all staff, at all levels,
the program integrates more quickly into “the way things are done here” and
doesn’t remain a “nice, but not necessary” add-on.
The
intention of mentoring is to directly address classroom practice. Therefore, a
program should clearly define or adopt a standard of effective professional
practice. If there is no accepted definition of what effective practice looks
like, then mentoring activities provide support and help problem solve, but
don’t necessarily achieve effective
practice, as intended.
Learning
happens by modeling and doing, as well as study and dialog. Without strong models for good teaching, the
program suffers. Having strong models
means a district not only articulates and shares its values and standards for
teaching but also identifies teachers who exemplify those standards. Novices can model poor standards as well as
good ones; make sure those teachers you showcase exemplify what you wish to promote. Great classroom teachers do not by definition
make the best mentors, but they can still model practice and be a resource to
new teachers.
Ultimately
no program will succeed without strong support from administrators. However, it is the case that a program may
start with administrator sanction and support, but without much
involvement. Over time administrators
must learn and practice their own roles in making the program a success.
There
needs to be people (i.e. design team) who take responsibility for researching
and sharing ideas, acting on decisions, modeling practices, monitoring and
gathering data, and problem solving. It
takes a whole community to “raise” a new teacher.
It
is not unusual for an induction-with-mentoring program to be initiated as a
pilot program, with grant monies or some source of financial support other than
the district budget. However, program
leaders (such as champions, design team or administrator??) need to have the
resolve from the beginning to start planning for sustainability. If the intention is that the program will die
away after initial funds are gone, it is questionable whether the program
should be started at all.
Induction-with-mentoring programs do
not run themselves after the initial stages.
Program
planning, designing, and evaluation of impact require data collection be an
integral part of the program. Moreover,
anything beyond an informal buddy program will require resources and, most
likely, some evidence to prove that the resources spent are “worth it”. Planning for “knowing you got the results you
paid for” starts from the beginning and requires evaluation be an integral part
of the planning process.
The materials presented in this Toolkit are not
intended to be an implementable program, rather a list of the necessary
components needed for an effective Induction-with-Mentoring program.
PURPOSES: The IWM Toolkit is designed
for the following purposes:
¨ Assess your current program or services.
¨ Determine collectively where your program is
strong and weak, and the subsequent, strategic steps to be taken to develop
your program.
¨ To provide resources that will help in the
areas where development is needed.
¨ To develop a short and long term plan for
program development.
¨ Identify who will be responsible for
implementing and maintaining the program.
¨ Collect and analyze data.
¨ Provide ongoing opportunities for
evaluation.
Our suggestions for how to use this Toolkit are
these:
1.
Assess
your current program or services using the Program
Standards and Indicators of Progress
With an interested group of administrators
and teachers, review each component and element of the chart and decide which
description best matches your situation.
Guiding questions for self-assessment are included following each
standard, along with the suggestion to record the evidence you have on hand.
For each element or
component ask yourselves, “What is the evidence that makes me, or us, choose
this description?” Be as explicit as
possible as this will help later in the process.
There is no scoring to
achieve in this process. There is no
value to being in one place or another on the chart. It is about objectively looking at your
program and the parts needing development.
The “win” comes when your district has all components in place and is
realizing the goals of an induction program: easing new teachers into the
profession, building a firm foundation of classroom teaching skills, supporting
the kind of experience that keeps teachers in your district, and, of course,
enhancing the performance of students.
2.
Discuss
the evidence identified for each component.
Determine collectively where your program is strong and weak, and the
subsequent, strategic steps to be taken to develop your program
If your district
has any induction/mentoring activity, it is likely that your program matches
descriptions all over the chart. Based on the evidence on which there is
agreement in your group, decide which areas can be left in place for the
moment, which areas need immediate attention to support, or better support,
those services in place, and which components should be longer term development
goals. For example, if your district has mentor services alone, we would advise your
paying immediate attention to the induction aspects of your program. If you have elements of these two components
in place, carefully examine the supports available – release time, incentives,
coverage for observations, for example.
It could be that training in mentoring skills will become a next
priority. Longer term goals may focus
on the systemic components and building a culture of learning and support
within the district.
When your group is
not in agreement about the evidence and what it indicates, spend some time
exploring peoples’ different points of view.
It may be that services are stronger in one building than in another,
which raises questions about development of services in one building versus all
buildings in the district.
3.
Look
for resources that will help in the areas needing development
This toolkit
offers you a variety of resources related to various aspects of program initiation
and development. We have tried to
categorize these resources to expedite use.
You may also find it useful to consult with someone experienced in using
these materials – the state department of education or your local education
support center would be good places to start.
4.
Develop
a short and long term plan for program development
More than likely,
your district can’t do everything at once.
Think of your program as a multi-year development process and plan
accordingly. Set clearly articulated
goals and articulate ways to measure those goals. Your system is making the progress for which
it has planned. No doubt sponsors of
your program – administration, school boards, grant sources – will want to know
what progress has been made.
5.
Identify
who will be responsible for shepherding the program in its continued
development
Developing
induction-with-mentoring services won’t just happen. An individual or group of individuals must be
assigned responsibility for it and be willing to see it through. Because this is a long term endeavor,
expectations should be to support the individual or group over time.
6.
Implement
your plan
Nothing will
happen if nothing happens! (There’s a
bit of wisdom.) Write a plan that won’t
just sit on the shelf but that is written with implementation in mind. Make sure responsibilities and authorities
are clear and that there are incentives for follow through.
Work the
network. We have included information in
this toolkit about other districts in the state that are working to achieve the
same results and are solving the same problems as your district. Get in touch.
Find resources
that have current ideas as well as people willing to engage with your system
about the work. Associations like ASCD
(Association for Supervision and Curriculum Development) and NSDC (National
Staff Development Council) sponsor induction and mentoring networks of
interested educators all over the
7.
Evaluate
your results
Did your district
achieve progress? Without evaluating your progress, it will be difficult to
report to supporters that their interest and investments have been worth
it. Identify your target goals and
evaluation strategies at the beginning of the process, decide what evidence is
needed and plan ways to gather it. Then
do it, and carefully analyze your data.
Learn from your successes and failures to adjust or improve your
program. This Toolkit is designed to
help your district in this process.
8.
Assess
your program using the Toolkit periodically
Over time develop
more specific descriptions for how certain functions look in your
district. The toolkit is meant to be
generic to apply as broadly as possible.
Check your program once a year against the descriptions here as a way to
help keep your “eyes on the prize” of an established program that achieves all
the intended results.
Program Standards:
1.
Support for the Beginning Educator
2.
Support for Mentors
3.
Role & Supports for Administrators
4.
Program Support
5.
Program Evaluation
6.
Relationship to Teacher Supervision &
Evaluation and Professional Development
7.
Systemic Program
The
levels of implementation described in this document are cumulative and
map the growth of a program over time.
¨
Initiating - These are initial requirements without which
IWM services cannot be successful and
should, therefore, not be attempted.
Most elements relate to implementation and therefore do not have an
initiating description. Please note that not all standards or
indicators of progress have an initiating requirement.
¨
Beginning - The Beginning Level
describes a program in its initial years.
The Beginning Level represents
a program foundation. Many components
already need to be in place before a program would even be considered to be at
a Beginning Level.
¨
Developing - The Developing Level
describes a program that is taking root, with evidence and documentation. The program should reflect changes made as a
result of learnings from the Beginning
Level.
¨
Establishing - The Establishing
Level represents a formalized induction-with-mentoring program that is
integral to the culture of the school district.
Program Standards
and Indicators of Practice
a. Organizational Supports for
Beginning Educators
b. Orientation for Beginning
Educators
c. Ongoing
Induction for Beginning Educators
d. Mentor/Mentee
Focus
e. Mentor/Mentee
Strategies
i. On-going
observation and Modeling
ii. Reflection
and Metacognition
iii.
f. Developing
Goals and Professional Portfolios
g. Specialized
Training for Alternative IV and V Certification Candidates and/or Highly
Qualified Teacher Candidates
2.
SUPPORT
FOR MENTORS
a. Orientation
for Mentors
b. Regularly
Scheduled
c. Training
topics for Mentors
d. Compensation
for Mentoring
e. Scheduling
Supports to Perform Mentoring Responsibilities
f. Recognition
and Celebration
3.
ROLE
AND SUPPORTS FOR ADMINISTRATORS
a. Program
Monitoring
b. Administrator
Training
PROGRAM STANDARDS AND
INDICATORS OF PRACTICE
1.A.
Organizational supports for beginning educators
1.B.
Orientation for beginning educators
1.C.
Ongoing induction for beginning educators
1.D.
Mentor/Mentee Focus
1.E.
Mentor/Mentee Strategies
1.E.1. Ongoing observation and modeling
1.E.2. Reflection and metacognition
1.E.3. Mentor use of resources for the
benefit of the mentee
1.F.
Developing goals and professional portfolios
1.G.
Specialized training for Alternative IV and V certification candidates and/or
highly qualified teacher candidates
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
1.A. SUPPORTS
FOR BEGINNING EDUCATORS - ORGANIZATIONAL
SUPPORTS FOR BEGINNING EDUCATORS
o Initiating. There is shared
understanding that beginning educators should be oriented and supported, not
left to figure things out on their own.
o Beginning. Beginning educators’ assignments represent a
consideration of individual student need, class size, number of lesson
preparations, number of preparation periods, and classroom assignments.
o Developing. Beginning educators’ assignments ensure a balance of individual student
need and class size, a minimum number of lesson preparations, a maximum number
of preparation periods, and beginning educators have their own classroom.
o Establishing. Beginning educators’
assignments ensure a balance of
individual student need and class size, a minimum number of lesson preparations,
a maximum number of preparation periods, and beginning educators have their own
classroom. Whenever possible, further
supports to maximize the beginning educator experience should be implemented. Recommendations are:
1.B. SUPPORTS
FOR BEGINNING EDUCATORS – ORIENTATION FOR
BEGINNING EDUCATORS
Reflective Questions for
Self-Assessment |
Evidence |
To what extent is orientation provided prior to
the school year and attendance required? To what extent does the orientation address the
following: ¨
Who’s who in the district and what
resources are available ¨
Community profile and resources ¨
Procedures and routines for getting the
year started ¨
Curriculum standards and district
curriculum overview ¨
Special education procedures ¨
Parent communication ¨
Professional development ¨
District goals ¨
Supervision and evaluation ¨
Legal and ethical issues ¨
The local teacher professional
organization (union) ¨
Mentoring services and continuing
induction program components To what extent do
beginning educators who receive mentoring services receive an orientation to
the induction-with-mentoring program? To what extent is the
orientation to the induction-with-mentoring program the beginning of a
multi-year induction program? |
|
Action for program improvement
(Orientation for beginning educators) |
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
1.C. SUPPORTS
FOR BEGINNING EDUCATORS – ONGOING
INDUCTION FOR BEGINNING EDUCATORS
o Beginning. In addition to
orientation, induction consists of informal, periodic meetings offered for
beginning educators in which experiences, challenges and successes are
shared.
Additional
topics that might be addressed are:
v
the
district’s beliefs and vision for
student learning and success, as evidenced in:
v
support
processes and procedures, such as:
v
professional
responsibilities
v
the
district’s beliefs and vision for
student learning and success, as evidenced in:
v
support
processes and procedures, such as:
v
professional
responsibilities
v
the
district’s beliefs and vision for
student learning and success, as evidenced in:
v
support
processes and procedures, such as:
v
professional
responsibilities
2.B. SUPPORTS
FOR MENTORS – REGULARLY SCHEDULED MENTOR
SUPPORT MEETINGS
Reflective Questions for
Self-Assessment |
Evidence |
To what extent do mentors meet on a regularly
scheduled basis, during the school year, and with other mentors in their
building or district? When mentors meet during the school year, to what
extent do they perform the following: ¨ Reflect
on progress ¨ Share
experiences ¨ Problem
solve ¨ Provide
support for one another ¨ Work on skill improvement ¨ Work on program improvement |
|
Action for program improvement
(Regularly scheduled mentor support meetings) |
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
2.C. SUPPORTS
FOR MENTORS – TRAINING TOPICS FOR MENTORS
In addition to the listed topics, mentors of alternative
IV and V certification candidates need to be:
·
Informed
about the specific procedures for gaining certification
·
prepared
to help develop the alternative certification plan
·
certified
in the content area in which the candidate is seeking certification, and
·
knowledgeable
of the content frameworks and standards in the content area.
¨
creating school-wide
systems of support for beginning educators.
2.D. SUPPORTS
FOR MENTORS – COMPENSATION FOR MENTORING
Reflective Questions for
Self-Assessment |
Evidence |
Are mentors compensated for their work? To what extent is mentor compensation in
accordance with the number of mentees assigned? To what extent does mentor compensation include
the following? ¨ Stipend ¨ Professional
development credit ¨ Release
from or reduced assigned duties ¨ Reduced
teaching load ¨ Salaried
as full-time or part-time mentor |
|
Action for program improvement
(Compensation for mentoring) |
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
2.E. SUPPORTS
FOR MENTORS – SCHEDULING SUPPORTS TO PERFORM
MENTORING
o Beginning. There is some release time
for mentors to perform their mentor responsibilities including collaboration
time with the mentee.
o Developing. Release time during the
day for mentor/mentee collaboration is recognized as necessary, and is built
into the mentor’s schedule.
2.E. SUPPORTS
FOR MENTORS – SCHEDULING SUPPORTS TO
PERFORM MENTORING
Reflective Questions for
Self-Assessment |
Evidence |
To what extent is release time during the school
day for mentor/mentee collaboration recognized as necessary for support and
built into the mentor’s schedule? To what extent is time to meet with other mentors
and program staff an established part of the program? |
|
Action for program improvement
(Scheduling supports to perform mentoring) |
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
2.F. SUPPORTS
FOR MENTORS – RECOGNITION AND CELEBRATION
o Beginning. There is school-level
recognition of the induction-with-mentoring program and success of the program
is celebrated in faculty gatherings.
o Developing. There is school and district-level recognition of the
induction-with-mentoring program, and success of the program is celebrated.
o Establishing. There is public (school, district, and community)
recognition and celebration of the induction-with-mentoring program and successes are described in district level
reports, newsletters, community newspapers, etc.
3.B. ROLES
AND SUPPORTS FOR ADMINISTRATORS – ADMINISTRATOR
TRAINING
Reflective Questions for
Self-Assessment |
Evidence |
To what extent do all administrators receive
on-going and in-depth training in the various aspects of the
induction-with-mentoring program, including ¨ Philosophy ¨ Basic
concepts ¨ Requirements ¨ Benefits ¨ Implementation ¨ Roles
& responsibilities of the building and the program administrator in
supporting mentors, mentees, and other staff ¨ Role
a mentor can play in supporting alternative certification candidates ¨ Typical
issues confronting the building administrator To what extent do all administrators take an
active role in supporting and promoting the induction-with-mentoring program? |
|
Action for program improvement
(Administrator training) |
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
3.C. ROLE AND
SUPPORTS FOR ADMINISTRATORS – COLLABORATION
AROUND ADMINISTERING THE PROGRAM
4.C. PROGRAM
SUPPORT – CRITERIA AND PROCESS FOR
SELECTING MENTORS
Reflective Questions for
Self-Assessment |
Evidence |
Which
of the following are part of the criteria for mentor selection? ¨ Years
of teaching experience (5 or more years) ¨ Knowledge
of instructional best practice ¨ Knowledge
of content ¨ Knowledge
of district, policies, & resources ¨ A
reflective practitioner who models professional growth ¨ Strong
written and oral communication skills ¨ Active
listener ¨ Positive
attitude toward teaching and learning ¨ Flexible
and open to new ideas ¨ Respected
by peers ¨ Willing
to share and examine one’s own teaching experience and practice ¨ Willing
to commit to a caring, helping relationship ¨ Respectful
of the confidentiality requirement To
what extent are there written and measurable criteria for mentor selection? To
what extent were the criteria developed by a district-wide team or committee? To
what extent are the criteria clearly articulated and documented as well as
accepted by staff and administration? To what extent are the criteria applied
consistently? |
|
Action for program improvement
(Criteria and process for selecting mentors) |
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
4.D. PROGRAM
SUPPORT – CRITERIA AND PROCESS FOR
MATCHING
Basic
criteria:
Regardless
of the induction model or grade level, accessibility is a necessary but not
sufficient condition when considering matching mentor to mentee.
o Beginning. Written criteria exist for
matching mentor and mentee. One person
makes matching decisions without much input from others. Often there are
limited options for matching.
o Developing. Written criteria for
matching mentor and mentee correspond to
the program model chosen (for example, full-time mentor, or part-time
mentors). The matching process involves
several individuals or a team and may vary according to grade level and school
organization.
o Establishing. Written criteria
correspond to the program model chosen (for example, full-time mentor, or
part-time mentors). The matching process
involves several individuals or a team and may vary according to grade level
and school organization. The induction-with mentoring program is
established and robust enough, and there are mentors enough, that other
criteria such as personality and style criteria can also be included to make
optimal mentor/mentee matches.
4.E. PROGRAM
SUPPORT – TIME FOR MENTOR/MENTEE TO MEET
Reflective Questions for
Self-Assessment |
Evidence |
To
what extent are mentors and mentees expected to meet weekly? To
what extent is there time provided for mentor/mentee collaboration during the
day? To what extent is time for mentor/mentee
collaboration recognized as necessary and built into the mentor and mentee
schedules? |
|
Action for program improvement
(Time for mentor/mentee to meet) |
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
4.F. PROGRAM
SUPPORT – SUPPORTIVE ATMOSPHERE
o Beginning. Mentors and building
administrators provide one-on-one support and encouragement to beginning
educators.
o Developing. Mentors, building
administrators, department heads, and
grade level colleagues provide support and encouragement to beginning
educators. There is a balance of support and challenge where the beginning
educator is encouraged to engage in problem-solving and innovative techniques.
o Establishing. Mentors, building
administrators, and the entire school
community provide support and encouragement to beginning educators. There is a balance of support and challenge
where the beginning educator is encouraged to engage in problem-solving and
innovative techniques.
6.B.
RELATIONSHIP TO TEACHER SUPERVISION AND EVALUATION AND PROFESSIONAL DEVELOPMENT
– RELATIONSHIP TO TEACHER SUPERVISION AND
EVALUATION DEFINED
Reflective Questions for
Self-Assessment |
Evidence |
To what extent do mentors serve as supervisors or
evaluators of educators within the district?
If mentors are serving as supervisors and evaluators, is there a clear
distinction between which educators they mentor and which educators they
supervise or evaluate? Are there written guidelines that define and
articulate the relationship (or lack of) between the induction-with-mentoring
program and the teacher supervision and evaluation process? |
|
Action for program improvement
(Relationship to teacher supervision and evaluation defined) |
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
6.C.
RELATIONSHIP TO TEACHER SUPERVISION AND EVALUATION AND PROFESSIONAL DEVELOPMENT
– RELATIONSHIP TO PROFESSIONAL
DEVELOPMENT DEFINED
o Initiating. IWM services are
professional development for the mentee (and mentor). When embedded in a context of professional
development for all staff, at all levels, the services integrate more quickly
into “the way things are done here” and
don’t remain a “nice, but not necessary” add-on.
o Developing. Mentor/mentee activities are accepted as necessary components of
effective professional development for both
the mentor and mentee and are reflected in their individual professional
development plans.
7.B. SYSTEMIC
PROGRAM – ALIGNMENT TO DISTRICT
PHILOSOPHY AND BELIEFS
Reflective Questions for
Self-Assessment |
Evidence |
How much alignment is there between the
induction-with-mentoring services and the philosophical thinking of the
district? To what extent are district philosophies and
beliefs operational in the program? |
|
Action for program improvement
(Alignment to district philosophy and beliefs) |
PROGRAM STANDARDS and INDICATORS
OF PRACTICE
7.C. SYSTEMIC
PROGRAM – COMMITMENT OF ALL STAKEHOLDERS
o Initiating. It is not unusual for IWM
services to be initiated as a pilot program, with grant monies or some source
other than the district budget. Leaders,
including school board members, commit from the beginning to start planning for
sustainability. IWM programs do not run themselves after the initial
stages.
o Beginning. School boards,
administrators, and school community are made aware of the
induction-with-mentoring services and support its implementation.
o Developing. School boards,
administrators, and school community are knowledgeable
about the induction-with-mentoring services, their implementation, and the
supports needed for their success. All parties support continuation and seek
establishment through budget, policies, and procedures.
o Establishing. School boards,
administration, and school community are committed
to the induction-with-mentoring services and their implementation. Continuation is supported through budget,
polices, and procedures at a level needed
for ongoing success.
7.D. SYSTEMIC
PROGRAM – DISTRICT-WIDE COORDINATION
Reflective Questions for
Self-Assessment |
Evidence |
To what extent are induction-with-mentoring
services offered district-wide? To what extent does the district/central office
coordinate and oversee the induction-with-mentoring services? |
|
Action for program improvement
(District-wide coordination) |
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
7.E. SYSTEMIC
PROGRAM – EDUCATOR ROLES SERVED
o Beginning. Induction-with-mentoring
services are primarily for teachers.
o Developing. Induction-with-mentoring
services exist for more than just classroom teachers and may include building
administrators, specialists, and paraprofessionals.
7.E. SYSTEMIC
PROGRAM – EDUCATOR ROLES SERVED
Reflective Questions for
Self-Assessment |
Evidence |
To what extent do induction-with-mentoring
services exist for all educators, including teachers, building administrators,
specialists and paraprofessionals? |
|
Action for program improvement
(Educator roles served) |
PROGRAM STANDARDS and
INDICATORS OF PRACTICE
7.F. SYSTEMIC
PROGRAM – RELATIONSHIP TO LIFELONG
PROFESSIONAL GROWTH AND STUDENT PERFORMANCE
o Beginning. Induction-with-mentoring
is seen as a best practice support strategy for beginning educators and an
important but not necessarily fundamental strategy to meet the needs of
students.
o Developing. Induction-with-mentoring
is seen as a best practice support strategy for beginning educators that will result in enhanced self-efficacy,
improved educator quality, but the connection to improving student performance
is not clearly articulated or documented.
o Establishing. Induction-with-mentoring
is seen as a critical step in the
long-term professional development sequence
for beginning educators, resulting in enhanced self-efficacy, improved educator
quality, and improved student performance.
A.
PROGRAM ASSESSMENT AND PLANNING
A1.
Induction-with-mentoring program assessment and prioritization tool
A2.
Program improvement/development planning tool for induction-with-mentoring
program
A3.
Venn Diagram planning tool
B1a.
Questions to include as part of the hiring process
B1b. Data to
collect
B2. Sample
Exit Interview
C1.
Assessing participant satisfaction
C2.
Assessing improvement in knowledge and skills of the new teacher as a
result of working with a mentor
C3.
Assessing improvement in the knowledge and skills of the teacher mentor,
as a mentor
D1. Plan for
identifying student needs
D2. Action
plan for addressing student needs
D3. Action
plan for mentee professional growth
E1. Surveying
to assess program impact
Section
II. TOOLS
FOR PROGRAM IMPROVEMENT
A1.
Induction-with-Mentoring Program Assessment and Prioritization Tool
Use
this tool to help organize and summarize the findings from your self-assessment,
and to set priorities for action.
1. SUPPORT FOR THE BEGINNING EDUCATOR |
I |
B |
D |
E |
Priority |
Evidence |
a. Organizational Supports for Beginning
Educators |
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|
|
b. Orientation for Beginning Educators |
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c. Ongoing Induction for Beginning Educators |
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d. Mentor/Mentee Focus |
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e. Mentor/Mentee Strategies i. On-going observation and Modeling ii. Reflection and Metacognition iii. Mentor Use of Resources for the Benefit of the Mentee |
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|
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f. Developing Goals and Professional
Portfolios |
|
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|
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g. Specialized Training for Alternative IV and
V and/or Highly Qualified Teacher Candidates |
|
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2. SUPPORT FOR MENTORS |
I |
B |
D |
E |
Priority |
Evidence |
a.
Orientation for Mentors |
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b.
Regularly Scheduled |
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c.
Training topics for Mentors |
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d.
Compensation for Mentoring |
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e.
Scheduling Supports to Perform Mentoring |
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f. Recognition and Celebration |
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3.
ROLE AND SUPPORTS FOR ADMINISTRATORS |
I |
B |
D |
E |
Priority |
Evidence |
a.
Program Monitoring |
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b. Administrator
Training |
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c. Collaboration Around Administering the
Program |
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4. PROGRAM SUPPORT |
I |
B |
D |
E |
Priority |
Evidence |
a.
Program Handbook. and District Policies and Procedures Reference Manual |
|
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b. Criteria and Process for Selecting Mentors |
|
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c. Criteria and Process for Matching |
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d. Time for Mentor/Mentee to Meet |
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e. Supportive Atmosphere |
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f. Collaborative Culture/Learning Community |
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g. Contact Lists and Community Resources |
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h. Stress and Wellness Issues |
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i. Grievance Process |
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j. Integrated Support System |
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5. PROGRAM EVALUATION |
I |
B |
D |
E |
Priority |
Evidence |
a. Program Evaluation |
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6. RELATIONSHIP TO TEACHER SUPERVISION AND
EVALUATION AND PROFESSIONAL DEVELOPMENT |
I |
B |
D |
E |
Priority |
Evidence |
a. Nonjudgmental Confidentiality |
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b. Relationship to Teacher Supervision and
Evaluation Defined |
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c. Relationship to Professional Development |
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7. SYSTEMIC PROGRAM |
I |
B |
D |
E |
Priority |
Evidence |
a. Research base and data collection for
strategic decision-making |
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b. Alignment to district philosophy and
beliefs |
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c. Commitment of all Stakeholders |
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d. District-wide Collaboration |
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e. Educator Roles Served |
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f. Relationship to lifelong professional
growth and student performance |
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General Comments:
Signatures of Review
Committee
Signature |
Title |
Date |
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TOOLS FOR PROGRAM
IMPROVEMENT
A2.
Program Improvement/Development Planning Tool for Induction-with-Mentoring
Program
Directions:
After completing the self-assessment and determining areas to improve or
develop, use the following template to help you construct a Program Improvement
or Development Plan
What’s Working |
Component to
Improve/ Develop |
Goal |
Action/ Next Steps |
Person(s)
Responsible |
Resources |
Timeline |
Benchmarks |
Criteria for Success |
Which aspect/ component of the program is working ? |
Which component do we
need to improve/ develop |
What is the goal for
improving/ developing this component of the program? Is this a short-term or
long-term goal? |
What action step(s)
needs to happen to improve/develop this component? |
Who needs to be
involved in and informed about this action step? Who will work on accomplishing
the action step? Who will be responsible for ensuring this action step is
completed? |
What resources (human,
material, time, money, etc.) will we need to accomplish this action step? |
When will the action
step happen? |
What measurable
objectives will gauge our progress toward completing the action step? |
How will we know when
we are successful in achieving our goal for improving/ developing this
component? |
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TOOLS FOR PROGRAM
IMPROVEMENT
A3.
Venn Diagram Planning Tool
Directions:
After completing the self-assessment and determining areas to improve or
develop, you may want to use the following visual aid to help you construct a
Program Improvement or Development Plan
This developing tool is
intended to be used after
the self-evaluation and identified action steps for each area are
completed. Participants match the action steps to the "terms"
to see where they would fall on the Venn. The idea, of course, is to get
to the items in the "sweet spot", assuming these would be the highest
leverage, action steps, the things to do first.
Visually,
this is a nice tool and can simplify the discussion process by highlighting
some areas to begin working on.
TOOLS FOR PROGRAM IMPROVEMENT
Gathering
data related to hiring teachers (what attracts them? Are we making good choices
in hiring?) and in exit interviews (why do they leave?) will provide the
district and the Induction-with-Mentoring program with accurate feedback about
the value of induction services to potential new hires and the degree to which
such services figure into a person’s decision to leave a district. This information can be very useful when
assessing program design and services.
It is recommended that exit data be gathered as anonymously as possible
in order to learn the “real” reasons why people leave in cases of
dissatisfaction or personality conflict.
Hiring
Interview and Process
Approximately
70 percent of the interviewer’s questions should be competency-based, and
should focus on tangible instructional skills (e.g., how to begin a lesson),
professional knowledge (e.g., copyright laws), classroom behavior (e.g., pacing
classroom instruction), and interpersonal skills (e.g., dealing with a
difficult parent). In addition,
questions should concentrate on candidate behavior, either by describing past
actions or discussing a hypothetical situation.
Note that it is important to collect (and compile) this information for
all candidates who are made an offer of employment – those who accept the
position and those who reject the offer.
Data
to gather at the school level and to be compiled at the district level:
Contextual
Information to help interpret candidate data:
·
What
is the distribution of grade levels where new teachers are needed? (This
affects how program supports are organized.)
·
How
many openings need special education background? What are the disabilities and types of
programs involved?
·
What
are the characteristics of the new teachers in terms of age, gender, years of
experience, and/or gaps in experience?
·
Is
mentoring mandatory or not in your district?
Who is eligible for services? (e.g. first year new teachers only?
Teachers new to the district, building, or grade level? Teachers with over
three grade level changes in assignment? Returnees?)
How
can this data be gathered? Use the
tools on the following two pages.
B1a. Questions to include as part of the hiring
process
Candidate
Name: Position
being interviewed for:
Date:
Question
Type |
Notes on Candidate
Response |
Past performance
questions, used to solicit examples of past performance. |
|
Balancing questions, used
to balance negative or positive responses with opposites. “What about a time things did not go so
well?” or “Tell me about a success in
that area.” |
|
Negative confirmations,
used to solicit a second example to confirm a negative impression. |
|
Half-right reflexive
questions, used to assess a candidate’s ability to speak their own mind. For example, “I’ve always thought that
teachers should never negotiate with students about assignments. Do you agree?” |
|
To be completed at the
time of acceptance or rejection of an offer: |
|
Is
your acceptance or rejection of this position influenced by our district’s
induction plan? |
|
What
were the top three reasons you accepted (or rejected) this position? |
|
B1b. Data to collect
New
Teacher Retention Summary Report |
Completed on (date): |
How
many teaching positions did your school fill this year? Please specify types and grade levels. |
|
How
many ‘new teachers’ do you have on staff today? |
Completing
1st year: Completing
2nd year: Completing
3rd year: |
How
many certified teachers do you have on staff today? |
Total
Alt-1 certified: Total
Alt-2 certified: Total
Alt-3 certified: Total
Alt-4 certified: Total
Alt-5 certified: |
How
many teachers do you have on staff today in the process of being certified? |
Total
Alt-1 certified: Total
Alt-2 certified: Total
Alt-3 certified: Total
Alt-4 certified: Total
Alt-5 certified: |
How
much teaching experience did your new teachers have prior to coming to your
school? |
No
experience: 0+
to 3 years prior experience: 3+
to 6 years prior experience: 6+
to 10 years prior experience: More
than 10 years prior experience: |
What
is the gender breakdown of your new teachers? |
Total
male: Total
female: |
What
is the age breakdown of your new teachers? |
Total
20 to 25 years of age: Total
25+ to 30 years of age: Total
30+ to 40 years of age: Total
40+ years of age: |
What
is the race/ethnic breakdown of your new teachers? |
Total
African American: Total
Asian/Pacific Islander: Total
Caucasian: Total
Native American: Total
Latino: |
How
many new teachers will not be returning next year for any reason? |
|
How
many of your teachers hired this year accepted
your offer based, at least in part, on the district induction services? (this
information should be available from HR) |
|
How
many teachers declining employment this
year based their decision, at least in part, on the induction
services? (this information should be available from HR) |
|
B2. Sample Exit Interview
A
district needs to know the reasons for why people leave – sanitized and
un-sanitized. This tool is intended to
be completed as part of an interview, either in-person or over the telephone.
For the real reasons in some
circumstances, it may be necessary to have an anonymous process to gather data.
Suggested
data to gather during an exit interview:
How
can this data be gathered? Primarily
through an interview and/or survey process. It is important to collect a
reliable contact method, such as parent’s phone number or a web-based email
address. You may want to follow-up and
collect data in a year or more and want a good way to ensure you can reach
former teachers in your district.
EXIT INTERVIEW GUIDE |
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Interviewee
name: |
School: |
Grades(s): |
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Interview
completed by: |
o In Person |
o Telephone |
Date: |
|
Certification
Route |
o Traditional |
o Alt 4/5 Certification |
o Alt 4/5 Supported |
o Other |
Contract
renewed? |
o Yes |
o No |
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|
Number
of years teaching |
At
this school: |
Other
locations: |
||
Assignment |
o Regular Classroom |
o Special Education |
o Permanent Sub |
o Other |
Demographics/Training: |
o NH native |
o Non-native NH |
o NH teacher training |
o Non-NH teacher training |
Highest
Degree |
o Bachelors |
o Masters |
o Doctorate |
Major: |
Reasons
for leaving: |
DEFINITELY
YES (Most important reason) |
MEDIOCRE
(partly the reason) |
DEFINITELY
NO (not the reason) |
Not
applicable |
Expectations
for beyond working day |
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Fit
with the community |
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Collegiality
with other teachers |
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Salary
(how much?) |
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Support
from peers |
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Support
from administration |
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Job
transfer – spouse |
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Tuition/PD
reimbursement |
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Career
change |
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District
change |
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Relocating
(why?) |
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Training
in curriculum |
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Mentoring
program support |
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Time
management |
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Classroom
management |
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Classroom
assignment |
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Class
assignment |
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TOOLS FOR PROGRAM
IMPROVEMENT
C1. Assessing participant satisfaction
After
checking to see if program elements are, indeed, being implemented assessing
participant satisfaction is the first “layer” of measuring program impact. Satisfaction data with the program in general
and with specific aspects and events of the program help identify areas of
program strength and areas in need of improvement. New teachers satisfied with the program are
more willing to stay. Satisfaction data
from other staff members, administration and parents and community members not
only help with program improvement, but also with building a strong support
base for programming.
How
can this data be gathered?
·
Survey
new teachers at the end of years 1, 2, and 3 (ideally). If there are non-mentored new teachers, use
them as a “control” group.
·
Focus
group discussions
·
Combination,
e.g. face-to-face at the end of year 1, follow-up surveys for subsequent years
C1. Survey to assess participant satisfaction
Retention
Factors
1. What
factors have kept you working here?
2. What was
needed and not provided?
3. What would
you have liked to know that you know now?
4. What
supports do you wish you had been given?
Program
Satisfaction
5. Does the
program meet your expectations?
6. How does
the program help in ways you didn’t expect?
7. Are
services useful? How?
8. What
wasn’t useful?
9. Are
services a waste of time? Which ones? How?
10. Is the
work you do with your mentor relevant to your experiences in the classroom?
11. Are
services timely?
12. What
specific activities have influenced what you do in the classroom?
13. What would
you like more of?
14. How do
program services meet your individual needs?
C2.
Assessing improvement in knowledge and skills of the new teacher as a
result of working with a mentor
Induction/mentor
services often are justified by, and based on, the research of Linda Darling
Hammond’s What Matters Most study
(1996). Her conclusion was that a
skilled teacher is the most
influential factor on student performance.
The assumption following is that the more we support development of the
knowledge and skills of teachers, the more impact those teachers will have on
student learning. In the case of new
teachers, the benefit is magnified when there is specific focus on knowledge
and skills, and a mechanism to speed up the growth process.
It
is difficult to prove a direct correlation between program services and impact
on teacher knowledge and skills, and likewise on student knowledge and skills,
because of the number of variables and the lack of control over variables. At the same time, program supporters want to
be assured that the program is achieving intended results, and program
designers want information to help them improve program services.
One
approach is to gather evidence of program
impact by looking at one concrete example (from each mentor/mentee pair) from
which program participants may feel confident generalizing larger impact. One example of a mentee growth goal related
to student performance is illustrated by the form below “Action Plan for Mentee
Professional Growth.”
It
must be acknowledged, however, that not all mentee growth goals may be directly
related to an element of student need (e.g. if a new teacher needs assistance
in lesson planning or in classroom management).
General guidelines for identifying areas of professional growth for the
mentee are as follows:
Guidelines
for identifying areas of professional growth:
·
One
example is drawn from each mentor/mentee pair
·
The
example of growth in knowledge and/or skills should be based on some standard,
such as the NH Teacher Content Competencies (ED 500’s) or Professional
Education Competencies (ED 505.07), which includes both content and pedagogy
·
The
example of growth in knowledge and/or skills should include a description of
what the mentor did to help the mentee address an identified area of weakness
·
In
the case of teacher mentees (as
opposed to building administrator or other position mentee), the example should
be classroom specific
·
This
might be accomplished with the mentee collaborating with the mentor, and
perhaps a supervisor, to:
Ř
Self
assess against the identified standard
Ř
Identify
a specific improvement goal
Ř
Identify
steps and timeline for achieving the goal
Ř
Identify
what data/evidence will be gathered to document (ideally a variety of data from
a variety of sources) progress toward the goal
Ř
Gather
baseline data
Ř
Implement
the steps
Ř
Document
evidence of implementation
Ř
Gather
measurement data
Ř
Analyze
results
Ř
Reflect
on action steps related to the results
For
purposes of program evaluation, a
compilation of the results of the individual assessments provides a varied
picture of how the program is impacting the development of mentees. The ultimate purpose is to use this data for
program improvement.
It
may also be argued that success with following a single example from
identification to impact establishes a process by which teachers may formally
and informally think about their own and their students’ improvement
goals. Implementation of a defensible
process helps build confidence that the participant may indeed generalize from
a single example.
Action Plan for Mentee
Professional Growth
(The purpose of this form
is to document the mentee’s growth which should be used for program assessment
purposes)
Goal for Improving Student
Achievement ___________________________________________________________________
Identified Student Need (include baseline data) |
Identified Teacher Need
to Address Identified Student Need. (Mentee need should be
aligned to teacher competencies specified in Ed 500s) |
Mentee Plan to Develop Skills/Knowledge
to Implement an Instructional Strategy to Address Identified Need (Include reference to |
Instructional Strategy to
Address Need (What will the Mentee do
to address the need in the classroom? Instructional strategy should be
aligned to the teacher competencies specified in Ed 500s) |
Benchmarks/ Timeline (related to the strategy
and student expectations) |
Evidence of strategy
implementation
(What does it look like when it is implemented
successfully? How often is it
implemented?) |
Evidence of strategy
impact (What happened to the mentee and the
students?) |
|
|
|
|
|
|
|
C3. Assessing improvement in knowledge and skills
of the teacher mentor, as a mentor.
An
added value of induction services often documented in the literature is the
benefit to the mentor, not only in rejuvenating his/her energy for teaching,
but also in his/her own knowledge and skill development as a teacher. When the mentor is also a practicing teacher
(as opposed to a full-time mentor, or retired teacher as mentor, for example)
reflection on the mentor’s improvement as a teacher would be additional data of
program impact. Evaluation of the mentor
as teacher will be addressed formally by the district’s supervision and
evaluation system.
In
the context of this Toolkit and assessment of program impact, however, we need
to pay attention to the mentor improving his/her effectiveness as a
mentor. Once again, a wide variety of
factors contribute to mentor effectiveness, and more than just skill
development is at stake here.
Complexity, however, is not justification for avoiding measurement. Specific aspects that one assumes connect to
effectiveness can be assessed. Following
is a suggestion.
Guidelines
for that process would be:
·
Assessment
of growth in knowledge and/or skills should be based on some mentor standards –
from a published resource or locally developed set of expectations
·
A
generic “how to” would include the mentor collaborating with the mentee, and possibly
a supervisor, to:
Ř
Self
assess against the identified standard
Ř
Identify
a specific improvement goal
Ř
Identify
steps and timeline for achieving the goal
Ř
Identify
what data/evidence will be gathered to document (ideally a variety of data from
a variety of sources) progress toward the goal
Ř
Gather
baseline data
Ř
Implement
the steps
Ř
Document
evidence of implementation
Ř
Gather
measurement data
Ř
Analyze
results
Ř
Reflect
on action steps related to the results
For
purposes of program evaluation, a
compilation of the results of the individual assessments provides a varied
picture of how the program is impacting the development of mentors. The ultimate purpose is to use this data for
program improvement.
Action Plan for
(The purpose of this form
is to document improvement in the knowledge and skills of the mentor, which
should be used for program assessment purposes)
Mentor Standard (Goal)
___________________________________________________________________
Specific improvement goal
_________________________________________________________________
Action steps to achieve
goal |
Timeline for action steps |
Sources of data and
evidence to document progress |
Comments |
|
|
|
|
Ultimately,
the purpose of induction-with-mentoring services is that students demonstrate
improved performance and learning. The
assumption is that a more skillful and knowledgeable teacher has higher
achieving students. The following tools
are designed to assist mentors and mentees in defining student weaknesses,
measuring student growth, and identifying how the mentee influences that
growth. Three tools are included.
D1. Plan for Identifying
Student Need(s)
The
mentor and the mentee together define an area or areas of needed improvement by
students in the classroom. Needs may be
obvious from observation or the new teacher’s experience (e.g. a classroom management or student behavior
problem). In other situations, such as
ones relating to the curriculum, it may be necessary to analyze student
data. This data may include content and
or grade level tests, local and or other standardized tests, the NHEIAP (New
Hampshire Education Improvement Assessment Program), and clinical, scripted,
formal and informal observations. The mentor and mentee make notes reflecting
their conclusions. When possible a
baseline of student achievement should be established. (See Toolkit Section
II.D1.)
D2. Action Plan for
Addressing Student Need(s)
The
mentor and mentee create an action plan for student improvement, which includes
activities/interventions, benchmarks, goals and evidence of improvement and a
timeline. A reasonable date of completion should be noted. (See Toolkit Section
II.D2.)
D3. Action Plan for Mentee
Professional Growth
The
strategies, activities or interventions required of the new teacher (mentee)
may require knowledge and skill building on the part of the mentee. Whether or not this is needed, best practice
would have the mentee document his or her actions taken in relation to the
student need, the intervention, and the outcomes. (see Toolkit Section II.C2.)
These
tools are designed for the purpose of organizing and planning for areas of
improvement as defined by the mentor and mentee. They are not designed for evaluative purposes.
Mentors
and/or
D1. Plan for Identifying Student
Need(s)
Teacher:
_________________________________ Mentor:
____________________________________
Student Standards (Cite relevant student
standards used. The standards could
relate to student behavior or academic achievement) |
Student Data Sources (Cite relevant source of
student data. Include baseline data
where possible. This might include
observation, quantitative, qualitative, academic & nonacademic data) |
Identified Student
Strengths & Weaknesses (based on student
standards) |
Conclusion/Reflections (on students strengths
& weaknesses) |
|
|
|
|
D2. Action Plan for Addressing
Student Need(s)
Goal for Improving Student
Achievement ___________________________________________________________________
Identified Student Need (include baseline data) |
Activity/Strategy to
Address Need (research-based PD
intervention) |
Benchmarks (that will be met in the
process of addressing the identified need) |
Timeline (anticipated dates when
benchmarks and goal will be achieved) |
Evidence of benchmark and
goal completion |
|
|
|
|
|
The
intention of this section is to explore
How
can this data be gathered?
Need
to develop:
E1. Surveying to assess program impact
Introduction
One
way to gather information about how well your induction and mentoring is
achieving the desired outcomes is by asking the participants about their
experiences. When surveying participants, it is important to inform the
respondents about whether or not their responses will be confidential and how
their responses will be used. If you are
using a focus group strategy and meeting in person with participants, their
responses will not be anonymous; participants should still be aware of how
their responses will be used.
When
asking about participants’ experiences, remember that self-report may not
always be accurate. Sometimes respondents will respond to a question in the way
they think you want or may filter their responses for an entire year through a
recent experience that is very positive or negative.
When
reviewing the responses to your survey questions, look for general trends and
consider the results in light of the percentage of respondents. If 18 out of 20
participants respond in a similar manner, then you can be reasonably sure that
the responses are indicative of your program. If only 4 of 20 participants
respond, you should be more tentative about any inferences you make about
participants’ experiences.
Deciding what questions to
ask
One
way to design your survey is take a page and divide it into two columns. On the
left-hand side of the page, list the things you want to know about
participants’ experiences in your program. For example, you might want to know
how often mentors and mentees met so you would write that on the left hand side
of the page:
How
much time per month did mentors and mentees spend meeting?
In
the right-hand column, write a possible question that you believe will provide
you with the information you want. Also
consider whether the question should be open-ended and completed by the
respondent or a choice item in which respondents must choose a response. A
possible question for mentees that might provide informative about how often
mentors and mentees met might be as follows:
What
I want to know…. Possible
question
How
much time per month did mentors
and
mentees spend meeting? Approximately how much time each month
did you spend meeting with your mentor?
__
0-1 hours per month
__
2-5 hours per month
__
6-10 hours a month
__
More than 10 hours per month
Sharing the survey with
respondents
Until
recently, most surveys were conducted by sending out a paper survey to
respondents and having them return a completed paper survey when they had
responded to the questions. Using a
paper survey meant that the responses to the survey had to be tallied either by
a scanning machine or by a person. There
are several computer programs and online tools (e.g. KeySurvey.com,
SurveyMonkey.com) that will allow participants to complete a survey
online. Programs through which
participants complete surveys online compile all of the responses for you so
you get the overall survey results without having to tally the individual
responses.
This
toolkit is a good source of areas of induction and mentoring you might want to
investigate. Below are some possible
induction and mentoring issues and possible questions you might ask.
Possible
questions for mentors
If you would like to know… |
then you might include a version of the following
question in your survey or focus group questions… |
what influenced the mentor’s decision to become a
mentor. |
Please rate the importance of the of the following
in making your decision to become a mentor. Very important
Somewhat important Not
important Invitation to be a mentor Additional professional development Financial compensation Recognition |
how valuable mentors felt their on-going
professional development was. |
Please rate how valuable you felt each of the
following mentor professional development sessions was for you in your role
of mentor. Very valuable Somewhat valuable Not valuable Conferencing Adult learning Best practice strategies Classroom management Looking at data Analyzing student work |
the mentor’s confidence about different knowledge
and skill areas associated with mentoring. |
Please rate your level of confidence for each of
the following skills and knowledge areas associated with mentoring. Very confident Somewhat confident Not confident Understanding the needs of mentees Understanding the qualities of effective mentors Stages of teacher development Effective classroom management Classroom observation techniques |
the mentor’s perceptions about how often he/she
observed the mentee(s) classroom teaching. |
How often did you observe your mentee(s) classroom
teaching? ____One a month or more ____ Once every two months ____ Once every four months ____ Once a year. |
the mentor’s perceptions about the focus of the
meetings with the mentee(s). |
Please rate how frequently you and your mentee(s)
discussed the following issues during your meetings. Frequently
Occasionally Rarely Never School/district rules Classroom management Curriculum Teaching strategies Parental involvement Looking at data Analyzing student work |
mentor’s perceptions about the support
administrators provide to the mentoring program. |
Which of the following best describes the support
that administrators provide to the mentoring program? ___Very Supportive ___ Somewhat supportive ___ Not supportive |
mentor’s ideas about the professional development
that they would find helpful. |
What additional professional development would you
like to receive that you believe would make you a more effective mentor? |
mentor’s ideas for improving induction/mentoring
strategies in the district. |
Based upon your experience as a mentor, what ideas
do you have for improving the induction/mentoring strategies provided through
the district? |
Possible questions for
mentees
If you would like to know… |
then you might include in your survey or focus
group questions… |
how the mentee learned about the opening for which
they applied. |
How did you learn about the opening for the
position you accepted? ___ Newspaper advertisement ___ Online job posting ___ Personal referral ___ Job placement at college or university |
which supports provided by your district for
beginning educators were helpful to the mentee. |
Please indicate whether or not each of the
following strategies provided by the district were helpful to you. Strategy Helpful Not Helpful Orientation Mentoring Schedule Planning Time Reduced duties Release time |
when mentees usually met with their mentors. |
If you and your mentor had a regularly scheduled
time to meet, for when were your meetings scheduled? ____ Before the beginning of school ____ During the school day ____ After the end of the school day ____ Other (please write when_ |
how much time mentors and mentees spent meeting
each month. |
Approximately how much time each month did you
spend meeting with your mentor? __ 0-1 hours per month __ 2-5 hours per month __ 6-10 hours a month __ More than 10 hours per month |
How frequently the mentee and mentor discussed
topics. |
Please rate how frequently you and your mentor
discussed the following issues during your meetings. Frequently
Occasionally Seldom Never School/district rules & procedures Classroom management School/district curriculum Teaching strategies Examining or evaluating student work Parental involvement |
whether or not the mentor had an organized way for
documenting the mentee’s growth. |
Did you and your mentor have an organized
procedure, such as a portfolio, for collecting and interpreting data and
information to provide evidence of your growth? ___Yes ___No ___Unsure |
whether or not the mentor observed the mentee’s
classroom teaching. |
Did your mentor observe your classroom teaching? ___Yes ___No |
how often the mentor observed the mentee’s
teaching. |
How often did your mentor observe your teaching? ___Once a month or more ___ Every two months ___ Every four months ___ Once a year |
how often the mentor held pre-observation
conferences with the mentee. |
How often did your mentor hold a pre-observation
conference with you before observing your classroom teaching? ___Always ___Usually ___ Rarely ___ Never |
how often the mentor held post-observation
conferences with the mentee. |
How often did your mentor hold a post-observation
conference with you after observing your classroom teaching? ___Always ___Usually ___ Rarely ___ Never |
whether or not the mentee is confident that her/her
conversations with the mentor will remain confidential. |
Please rate how confident you are that the
conversations you had with your mentor will remain confidential. ___ Very confident ___ Somewhat
confident ___ Not confident |
how beneficial the mentee felt the various aspects
of induction were. |
Please rate the extent to which the following
activities were beneficial to you. Very beneficial Somewhat beneficial Not Beneficial Orientation meetings Information sessions Pre-observation conferences Classroom observations by mentor Meetings with my mentor Planning with my colleagues |
ways that the induction and mentoring strategies
benefited the mentee. |
Please explain any way that the induction and
mentoring strategies used by our district helped you. |
what suggestions the mentee has for improving the
induction and mentoring strategies used by the district. |
Based upon your personal experiences, what
suggestions, if any, do you have for improving induction and mentoring in our
school district? |
Section
III:
Making the Case
A.
Frequently Asked Questions about Induction-with-Mentoring . . . with
Answers from the Research
i.
Questions about definitions
a.
All these terms confuse me. What is the
difference between mentoring and induction, and where do coaching and
orientation fit in?
ii. Questions about
recruitment and retention of teachers
a. What recruitment, attrition, and
retention statistics can you give me?
b. Will an induction-with-mentoring program
help to attract new educators to my district?
c. What data supports the impact that an
induction-with-mentoring program has on teacher retention?
iii. Questions about the
needs of new teachers and for induction-with mentoring services
a. Why do newly trained educators need more
support in order for them to be ready to teach when they graduate?
b. What are the most common factors that
cause new educators to leave their positions or the profession?
iv. Questions about the
impact of induction-with-mentoring services
a.
What impact will an induction-with-mentoring program have on my veteran staff
and on my district as a whole?
b.
How will an induction-with-mentoring program impact student learning?
v. Questions about the
costs of induction-with-mentoring services
a.
What are some of the potential costs to institute an induction-with-mentoring
program?
b.
What are the implications and costs of NOT having an induction-with-mentoring
program?
c. How can we afford to take our best
teachers out of the classroom?
d.
How will an induction/mentoring program assist me in meeting the Highly
Qualified Teacher requirements of No Child Left Behind (NCLB)?
Note: The intention of part A
is to answer those questions that teachers and administrators ask and are asked
related to induction and mentoring, and to provide answers from research or
best practice. The criteria for
selecting sources for the “answers” are that they are: research-based; written
by respected researchers; balanced between theory and practice; showing different
perspectives and experiences; applicable to all types of schools; targeting
improvement; and comprehensive.
B.
Summary of Key Research
Current status of teacher
attrition
a. The national picture
b. The
c. Mentoring matters
d. Mentoring matters to students
Note: In part B, we offer a
summary of key research that further addresses the value of
induction-with-mentoring services
I. QUESTIONS ABOUT DEFINITION
a. All these terms confuse me. What is the difference between mentoring and
induction, and where do coaching and orientation fit in? (see Figure 1)
·
Barry Sweeney (2001) defines “mentoring” as:
“The complex development
process mentors use to support and guide their protégés [mentees, new teachers,
etc.] through the necessary transitions that are a part of learning how to be
effective educators and career-long learners”
(p. xii)
and “induction” as:
“The activities and processes
necessary to successfully induct a novice teacher into the profession” (p.xii)
and “coaching” as:
“The support for learning
provided by a colleague who uses observation, stat collection, and descriptive,
non-judgmental reporting on specific requested behaviors and technical
skills.” (p. xii)
Figure 1.
·
Breaux and Wong offer these definitions:
“Induction is actually more a PROCESS than a PROGRAM, but induction
services are created in order to structure the process. The process entails systematic training and
ongoing support for all new teachers, commencing BEFORE the first day of school
and continuing for several years.”
(Breaux & Wong, p. 123)
“Induction is a
systemwide, coherent, comprehensive training and support process that continues
for 2 or 3 years and then seamlessly becomes part of the lifelong professional
development program of the district to keep new teachers teaching and improving
toward increasing their effectiveness.” (Wong)
“Mentoring is an ACTION. It
is what mentors do.” (Wong).
“Mentoring is only one component of the induction
process. It involves pairing new
teachers with experienced teachers, or “mentor teachers.” These mentor teachers work with the new
teachers in their classrooms for a period of at least one year.” (Breaux & Wong, p. 124)
“Orientation
is just one component of a well-planned, successful induction program. It involves becoming familiar with the
policies and procedures of the school and school district. . . . Orientation can be done in one day, whereas
induction can take several years.” (p.
123)
Refer
to the GLOSSARY section for additional definitions.
II. QUESTIONS ABOUT RECRUITMENT AND RETENTION OF
TEACHERS
a. What recruitment, attrition, and retention statistics can
you give me?
·
The New Hampshire Department of Education
and the NH Forum on Higher Education (the Forum) found that close to 40 percent
of
·
“National attrition rates indicate that 17
percent of educators leave teaching after one year, 30 percent after two years,
40 percent after three years, nearly
b. Will an
induction-with-mentoring program help to attract new educators to my district?
c. What data supports the
impact that an induction-with-mentoring program has on teacher retention?
§
“The value of mentoring
is borne out by research demonstrating that teachers without induction support
leave the profession at a rate almost 70% higher than those who received
it.” (No Dream Denied, NCTAF, 2003)
III. QUESTIONS ABOUT THE
NEEDS OF NEW TEACHERS AND FOR INDUCTION-WITH MENTORING SERVICES
a. Why do newly trained educators need more support in order
for them to be ready to teach when they graduate?
b.
What are the most common factors that cause new educators to leave their
positions or the profession?
§
Among the reasons educators give for leaving
are isolation, expecting too much of themselves, feeling overwhelmed by their
responsibilities, lack of encouragement and support from colleagues and
administrator for instructional strategies, classroom management, and
curriculum issues, and low salaries. (Boreen et al, 2000)
§
“One of the great challenges of teaching is
the loneliness in the classroom and the presence of what can be, at times, an
awful feeling of isolation. Teachers entering the profession have rarely
thought about the fact that most instructors—at virtually all levels—are alone
with students most of the school day. . . . Without the specific assignment of
a mentor to work with them, they may find themselves completely independent of
all other adults in their new career.” (Jonson, 2002)
§
“New teachers yearn for a sense of
professional rootedness and community. Too often, however, they know only a
sense of dislocation and loneliness, of compromise and inadequacy—feelings that
cause them to question their commitment to school life. . . Many beginning
teachers find themselves in school systems that are ill-prepared to welcome
them appropriately. These beginners are isolated professionally and socially.
They join aging and habit-bound faculties whose members already know the ropes.
They become the have-nots among the haves, the ones with neither the tricks of
the trade nor with wisdom of experience.” (Moran, cited in Jonson, 2002)
§
“Among the reasons that public school
teachers gave in 2000-01 for moving to a new school were an opportunity for a
better teaching assignment (40 percent), dissatisfaction with support from
administrators (38 percent), and dissatisfaction with workplace conditions (32
percent). “ (Luekens, et al., 2004).
§
“Twenty-nine percent of public school
leavers reported in 2000-01 that they left the teaching profession in order to
retire and about 20 percent each reported that they left to pursue another
career and obtain a better salary or benefits.” (Luekens, et al., 2004).
IV. QUESTIONS ABOUT THE
IMPACT OF INDUCTION-WITH-MENTORING SERVICES
a. What impact will an induction-with-mentoring program have on
my veteran staff and on my district as a whole?
b. How will an induction-with-mentoring program impact student
learning?
§
“The most important
factor, bar none, is the teacher. Having a single ineffective teacher can
affect student learning for years, and having an ineffective teacher for two
years in a row can damage a student’s entire academic career.” (Sack, 1999)
§
“A study comparing
high-achieving and low-achieving elementary schools with similar student
characteristics found that differences in teacher qualifications accounted for
more than 90 percent of the variations in student achievement in reading and
mathematics.” (What Matters Most,
NCTAF, 1996)
V. QUESTIONS ABOUT THE
COSTS OF INDUCTION-WITH-MENTORING SERVICES
a. What are some of the potential costs to institute an
induction-with-mentoring program?
Some possible costs of an induction-with-mentoring
program are outlined in the table on the following page (Prepared for
Legislative Study Committee on Incentives for Mentoring, NHDOE 2003).
b. What are the implications and costs of NOT having an
induction-with-mentoring program?
·
“Human resource
specialists report that a bad hire costs a company nearly 2.5 times the
employee’s initial salary in recruitment and personnel expenditures and lost
productivity. If this is the case, each
teacher who leaves the profession during the first three years likely costs the
taxpayer in excess of $50,000. The
indirect costs in lost student learning is incalculable.” (Breaux and Wong, 2003)
·
“
·
The estimated costs of
recruiting, hiring, and orienting a new teacher varies greatly, from $5,000 to
$50,000, depending on the degree of professional development incorporated in
estimating the cost of the induction process. . . . We have a fiscal
responsibility, as well as educational and organizational ones, to keep the
teachers we are hiring in the profession. Viewed this way, funding a program is
a necessity, not a luxury.” (Villani, 2002)
Mentoring |
Orientation & Ongoing Training |
Organizational Support |
Coordination & Integration w/Procedures |
Stipends or
salaries/benefits for |
Development
& implementation of orientation & induction curriculum |
Release time |
Articulation of
induction program to professional development program and supervision &
evaluation |
Release time for
Mentor/Mentee |
Trainer for
mentors, mentees, administrators, & staff |
Reduced teaching
load |
Alignment of
Induction Program with contractual requirements |
Sub pay for
release & training time |
Training
materials |
Sub coverage |
Integration of
Induction Policy & Procedures Manual w/Dist. Policy & Procedures
Manual |
Materials for
training & otherwise |
Release time for
training |
New teacher
assignments |
Coordinator of
Induction Program (salary & benefits) |
Reduced teaching
load |
Training
facility, equipment & food |
Own classroom
for Mentee |
|
Professional
Development |
Stipend for
summer orientation/training |
Limit on number
of SPED students for Mentee |
|
|
Sub pay for
training time |
Physical
placement of Mentor/Mentee |
|
|
Mileage/travel
reimbursement |
Schedule of
support meetings |
|
|
|
Recognition of
successes |
|
|
|
Program data
gathering & evaluation |
|
·
“The benefits of
mentoring can be shown as financial and non-financial costs . . . . There are a
number of ways to illustrate that there are many hidden costs already in the
budget which are the current costs of NOT providing support to new teachers. In
fact, the cost of teacher attrition is MORE than the cost of an effective
induction program because it can save the district money which was an existing
and hidden cost. When you show this “Return on Investment” (ROI) the program
will be perceived as more ‘cost effective’ and ‘worth it’ than the approach of
not supporting the new teachers.” (Sweeny, 2001)
·
The state of
c.
How can we afford to take our best teachers out of the classroom?
d. How will an induction/mentoring program assist me in meeting
the Highly Qualified Teacher requirements of No Child Left Behind (NCLB)?
I.
CURRENT STATUS ON TEACHER ATTRITION
a.
The national picture
§
“Nationwide, 2.4 million
teachers will be needed in the next 11 years because of teacher attrition and
retirement. This projection jumps to
approximately 2.7 million teachers when accounting for declining
student/teacher ratios based on nationwide class size reduction efforts.”
(Hussar, 1999)
§
“How much does retirement
contribute to the high (and growing) rate of teacher attrition? The number of retiring teachers is far below
the number of newly qualified teachers.
Over the next ten years, about 700,000 teachers are projected to retire,
accounting for about 28% of future hiring needs. Our present teacher prep system can easily
accommodate this. The number of teachers leaving the profession for other than retirement
is almost three times larger than the number who are retiring.” (No
Dream Denied, NCTAF, 2003)
Source: No Dream
Denied, NCTAF, 2003
·
“National attrition rates
indicate that 17 percent of educators
leave teaching after one year, 30 percent after two years, 40 percent after
three years, nearly
§
9.3% of new educators
quit before they finish their first year of teaching. (Recruiting New Teachers,
Inc, 1999)
§
“The support of mentoring
services for both new teachers and individuals teaching
outside their area of expertise must be a priority of stakeholders
in education at every level. We must become as concerned about
retaining teachers as we are about recruiting them. Then, and only
then, will we put a lock on what
Source: No Dream
Denied, NCTAF, 2003
§
“A study from NCREL found that a majority of
superintendents in the region indicated that 75% to 100% of the teachers
leaving their districts are effective
or very effective in the
classroom. (Hare and Heap, NCREL,
2001)
§
“Human resource
specialists report that a bad hire costs a company nearly 2.5 times the
employee’s initial salary in recruitment and personnel expenditures and lost
productivity. If this is the case, each
teacher who leaves the profession during the first three years likely costs the
taxpayer in excess of $50,000. The
indirect costs in lost student learning is incalculable.” (Breaux and Wong, 2003)
§
“
b.
The
§
“According to the NH
retirement system, 500-700 teachers will retire annually, and this number is
expected to double in the next two years to approximately 1400 per year.”
(Report on NH Educators, NHDOE, 2003)
·
The New Hampshire Department of Education
and the NH Forum on Higher Education (the Forum) found that close to 40 percent
of
(NH
Forum on Higher Education, Board of Governors’ Meeting,
(NH Forum on Higher Education, Board of Governors’ Meeting,
·
Research shows that
robust induction services with strong mentoring components significantly impact
educator retention, educators’ professional development, and student learning.
Most states have mandated mentoring services within the past fifteen years.
Interest in educator induction is “sweeping the entire nation, making it one of
the fastest growing educational movements in recent history” (Huling-Austin,
cited in Boreen, et al, 2000).
c.
Mentoring matters
§
“The key to addressing
teacher shortages lies not in attractive recruiting policies but in support and
training for new teachers at the school site.
For it is in schools and classrooms where teachers must find success and
satisfaction. It is there they will
decide whether or not to continue to teach.”
(Johnson et al, 2001)
§
“The value of mentoring
is borne out by research demonstrating that teachers without induction support
leave the profession at a rate almost 70% higher than those who received
it.” (No Dream Denied, NCTAF, 2003)
§
“Beginning teachers who
do not take part in induction services are twice as likely to leave as those
who go though such a program.” (NEA, 2001)
§
“95% of beginning
teachers who experience induction support during their initial years remain in
teaching after three years. 80% of the
supported teachers remain in teaching after five years.” (Breaux and Wong, 2003)
§
“According to the study What Matters Most: Teaching for America’s Future,
recruiting, preparing and retaining teachers is the central strategy for
improving our schools.” (What Matters Most, NCTAF, 1996)
d. Mentoring matters to students
·
“The largest effects on
student achievement correlate directly with differences noted in teachers’
classroom practices.” (Wenglinsky, 2000)
·
“Experiences of teachers
during their first few weeks are powerful and influential in setting a
direction for their whole career. Without systematic guidance, temporary and
sometimes undesirable measures “The
key to addressing teacher shortages lies not in attractive recruiting policies
but in support and training for new teachers at the school site. For it is in schools and classrooms where
teachers must find success and satisfaction.
It is there they will decide whether or not to continue to teach.” (Johnson et al, 2001)
·
“The value of mentoring
is borne out by research demonstrating that teachers without induction support
leave the profession at a rate almost 70% higher than those who received
it.” (No Dream Denied, NCTAF, 2003)
·
“95% of beginning
teachers who experience induction support during their initial years remain in
teaching after three years. 80% of the
supported teachers remain in teaching after five years.” (Breaux and Wong, 2003)
·
“According to the study What Matters Most: Teaching for America’s Future,
recruiting, preparing and retaining teachers is the central strategy for
improving our schools.” (What Matters Most, NCTAF, 1996)
·
“. . . the benefits
mentors derive from mentoring may be of equal, or even greater, importance than
those experienced by novice teachers.” seized upon by new teachers to make it
through the year—or even through the day—may soon become permanent.” (Ganser,
1999).
·
“Children who had the
least effective teachers three years in a row posted academic achievement gains
that were 54% lower than the gains of children who had effective teachers three
years in a row.” (No Dream Denied, NCTAF, 2003)
·
“The most important
factor, bar none, is the teacher. Having a single ineffective teacher can
affect student learning for years, and having an ineffective teacher for two
years in a row can damage a student’s entire academic career.” (Sack, 1999)
·
“The real cause of the
achievement gap between poor and wealthier students is the uneven distribution
of teachers that districts have allowed.
Poor schools are staffed by teachers with the least experience and the lowest
qualifications.” (Breaux and Wong, 2003)
·
“A study comparing
high-achieving and low-achieving elementary schools with similar student
characteristics found that differences in teacher qualifications accounted for
more than 90 percent of the variations in student achievement in reading and
mathematics.” (What Matters Most, NCTAF,
1996)
·
“Beginning teachers who
have had the continuous support of a skilled mentor are much more likely to
stay in the profession and much more likely to get beyond classroom management
concerns to focus on student learning.” (What
Matters Most, NCTAF, 1996)
·
“Two hundred studies have
shown that the only factor that can increase student achievement is a
knowledgeable, skillful teacher. (No Dream Denied, NCTAF, 2003)
·
By promoting observation
and conversation about teaching, mentoring can help teachers develop tools for
continuous improvement.” (Feiman-Nemser,
1996))
Section
IV:
Resources
A. WHAT’S
HAPPENING IN
1. Mentoring
Task Force Survey Report
2. Mentoring
Services/Initiatives
B. PRINT RESOURCES
1. Recommended
2. Further
3. Resources for the New
Teacher
4. Professional
Development & Administrative Perspective
5. Administrator
Mentoring Resources
6. Paraprofessional
Mentoring Resources
C.
ELECTRONIC RESOURCES
1. MENTORING TASK FORCE SURVEY REPORT
Introduction:
The data from the survey is by no means complete or
100% accurate. The survey was developed
by a subcommittee of the Mentoring Task Force and revised according to feedback
from various members and people in the field.
It was not designed by survey or data experts. Some data we received was difficult to decipher
or the response to the survey was incomplete or not filled out appropriately. Responses to the survey were entered into an
Access Database designed by the Office of Technology Management. The Department did not have the time or
resources to design a paperless, web-based survey, which could have made the
process more efficient and the results more accurate. Furthermore, not all schools have access to
the internet. Therefore, this is the
approach that was used.
Although the data from this survey raises many more
questions, it does provide an initial attempt to get a rough idea of what is
going on in
Some of the data from SAUs and schools within the
SAU conflict with each other. For
example, in some instances an SAU claims to have a mentoring program but the
schools within the SAU do not. Or the
SAU claims it does not have a mentoring program but a school within the SAU
claims it does. There might be various
explanations for this discrepancy. For
example, respondents to the survey might have approached it from their own
perspective: SAU-wide program or school-wide program. Because we are most interested in what is
going on in schools at the local level, this report will focus on the
schools.
The Survey:
The survey contains 21 questions and is five pages
in length (the full survey is included in the Tools section). The first two questions ask for contact
information. SAUs or schools without a
mentor program only needed to respond to questions 1-7 which took approximately
5 minutes to complete. SAUs or schools
with a mentor program needed to respond to questions 1-2 and 8-21 which took
approximately 15 minutes to complete.
Most questions were answered by choosing multiple choice, yes/no, or by
marking an "X" in a column on a chart with questions. The surveys were mailed
A cover letter was enclosed with the surveys and
contained instructions and a request that the survey be completed by a staff
member who is informed about mentoring or induction services provided in their
school or district. The letter and
survey intentionally did not define the term "mentoring" or "induction"
which might also have affected the results because not everyone was operating
under the same definition. This became
apparent when some schools that claim to have a program only indicated a buddy
system or orientation as its components.
The letter defined "educator" in its broadest sense to include
teachers, administrators, specialists, and paraprofessionals. The letter and survey also asked for
information about mentoring services beyond those required for educators in
Alternative IV and V certification programs.
Results:
We received responses from 45 SAU's (approximately
57 % response rate) and 150 schools (approximately 32% response rate). 33 SAUs reported that they have some type of
mentoring program and 12 SAUs reported that they have no program. Of the 150 schools that responded, 96 schools
reported that they have a mentor program, whereas 54 schools reported that they
do not have a mentor program. Of those who responded to the survey, more SAUs
and schools have services than those that do not.
Of the 54 schools that reported not having a
mentoring program, most were interested in having a program for teachers
(44/81.5%), paraprofessionals (39/72.2%), and specialists (29/53.7%), and some
expressed an interest in having one for administrators (20/37%).
When asked to explain why a school did not have a
mentoring program, the most common reasons appear to be money (not enough),
size (too small to have the necessary resources), time (lack of), training (no
expertise in mentoring), low-turnover (no perceived need for mentoring) or lack
of support (from administration, staff, or union). Other reasons varied, such as because an
informal program (such as a buddy program) already exists, because all staff
support each other, or because there is high administrative turnover or lack of
leadership.
When asked what a school would need to implement a
mentoring program, schools responded in order of highest to lowest need,
training (44/81.5%), money (40/74.1%), time (39/72.2%), materials (24/44.4%),
and personnel (23/42.6%). Each of the needs requires money and therefore has
implications for the budget.
Most schools that have a mentoring program have had
one for less than three years; however, some schools have had a program from
3-10 years. Therefore, most of the
mentoring services that exist in schools are relatively new.
Of the 96 schools that reported having a mentoring
program, the most common persons mentored are teachers new to the profession
(89/92.7%) or new to the building/district (67/69.8%) and beginning specialists
(48/50%). In most schools (65/67.7%)
that responded, mentoring is mandatory
for teachers new to the profession. Few
had mentoring services for administrators or paraprofessionals. Furthermore, when asked about induction
services provided to staff, professional development and orientation were the
most common. However, many schools also
have a buddy system, peer coaching, or training (for mentors). These results suggest that not all schools have
an induction program for all educators and raise the question as to whether a
buddy system is substituting for a mentoring program.
The greatest challenges in maintaining a mentoring
program for schools that reported as having a program are time and cost. It is not surprising that time is a challenge
because according to the survey, most mentors are not employed as full-time
mentors, but mentor one-on-one, in
addition to their full-time job
assignment. Mentees also place a demand on time because some schools provide
them with release time and common meeting time.
Cost or money is also a logical challenge, given that mentors are most
likely to be compensated with a stipend or professional development credit.
Similarly, some mentees are provided with release time which might imply cost
for a substitute. Accordingly, it is not surprising that the top three
resources used by schools that responded to the survey to develop their
mentoring program are personnel, time, and training--each of which has budget implications.
Materials were also a consideration. Lack of support from teachers,
administration, school board, parents, and public were not cited as significant
challenges to maintaining a mentoring program.
Finally, when asked if a school had data to demonstrate
the effectiveness of its mentoring program, few schools responded, which
suggests a need for schools to collect data on the effectiveness of their
mentoring or induction program.
2. MENTORING SERVICES/INITIATIVES (Preliminary List)
Project
ACROSS (Alternative Certification Routes with On-going Support Systems)
The New Hampshire State Transition to Teaching grant is a 3-year initiative
designed to enhance the skills of teacher candidates from New Hampshire who
have been hired to fill positions in high need school districts or in critical
shortage areas. The cornerstone of the
project is a sustained professional development effort that begins with
targeted recruitment and includes a teacher preparation summer institute,
follow-up seminars, and site-based coaching with mentoring.
Time Length:
3
years, which includes:
Target Audience:
Candidates for teacher
certification in critical shortage areas
Goals:
Funding:
Teacher certification
candidate stipend: $600.00
Contact:
This is a 3-year program for mathematics and
science teachers for schools in
Time Length:
New teachers paired with
mentors for 3 years (mentors take on new mentee each year)
Target audience:
New* teachers of middle
school and high school science & math
*New
refers to grades 6-12 science and math teachers who are:
Goal:
To support, nurture, guide, and retain new science
and mathematics teachers while simultaneously elevating the professional
learning of experienced teachers who will serve as mentors.
Funding:
The program is funded by the National Science
Foundation and is a collaborative effort between the state departments of
education and regional mathematics and science alliance centers in
Contact:
National Education Association-New Hampshire (NEA-NH) “I Can Do
It” (ICDI)
“I Can Do It” program is a one day classroom
management training program designed for new K-12 teachers whom are within
their first five years of teaching. The
training is offered by NEA New Hampshire, and trainers are classroom teachers
with real experiences to use as examples.
Time Length:
1 full day, or 2 sessions of 3 hours each
Target Audience:
New teachers within first 5 years of teaching
Goals: Curriculum and training
goals are:
Funding/Cost:
$15.00
Contact:
Grace
Center for Alternative Preparation of Educators (
This is a program that is housed at the College for
Lifelong Learning (CLL). It provides
mentor training for mentors of alternative certification candidates
Time Length:
2-day training and 4 follow-up sessions throughout the year.
Target Audience:
Candidates pursuing certification via Alternative IV or V Certification
Goals:
Funding/Cost:
Time Length:
Up to 3 years
Contact: College for Lifelong
Learning,
Special Education Teacher Training Program (SETT)
This is a program provided by College for Lifelong
Learning (CLL) which contains a mentor training component in it. It was
formerly known as PEP or Pool Expansion Plan. Since 1997, over 300 mentors (known as Field
Supervisors) have been trained. The
training consists of half day workshops on the SETT modules, supervision, adult
learning theory and other information.
Time Length:
Up to 3 years, which includes follow-up visit by
regional coordinator 1x/month. Mentors
receive ˝ day of training (free) with the option of accessing regional
coordinator for follow-up when he/she visits the candidate.
Target Audience:
Individuals working in
schools, paraeducators or Alternative IV Certification candidates.
Goals:
Funding/Cost:
Tuition for SETT students
Contact: College for Lifelong
Learning,
1. Recommended
a.
Designing Induction Services
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teachers.
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Danielson, C. (1996). Enhancing professional practice: A framework for teaching.
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K.F. (2002). Being an effective mentor: How to help beginning teachers succeed.
Lindley,
F.A. (2003). The
portable mentor: A resource guide for entry-year principals and mentors.
Niday,
D. & Boreen, J. (2003). Mentoring:
Guiding, coaching, and sustaining beginning teachers.
Pitton,
D.E. (2001). Mentoring novice teachers: Fostering a dialogue process.
Podsen,
I.J. & Denmark, V.M. (2000). Coaching
& mentoring first-year & student teachers.
Portner,
H. (2003). Mentoring new teachers.
(Updated Ed.).
Rudney,
G.L. & Guillaume, A.M. (2003). Maximum mentoring: An action guide for
teacher trainers and cooperating teachers.
Shulman,
J.H. & Colbert, J.A. (Eds.) (1987). The mentor teacher casebook.
Stanulis,
R.N.,
Sullivan,
C.G. (2004). How to mentor in the midst
of change. (2nd Ed).
http://www.ascd.org/readingroom/books/sullivan92book.html
Taggart,
G. & Wilson, A.P. (1998). Promoting
reflective thinking in teachers.
Zachary,
L.J. (2000). The mentor’s guide:
Facilitating effective learning relationships.
d. Coaching (Cognitive Coaching & Peer
Coaching)
Allen, D.W. & LeBlanc, A.C. (2004).
Collaborative peer coaching that
improves instruction: The 2+2
performance appraisal model.
Barkley, S.G. (2004). Quality teaching in a culture of coaching.
Barbknecht, A. & Kieffer, C.W. (2001).
Peer coaching.
Boreen,
J., Johnson, M., Niday, D., & Potts, J. (2000). Mentoring beginning teachers: Guiding, reflecting, coaching.
Correia, M.P. & McHenry, J.M. (2002). The
mentor’s handbook: Practical suggestions for collaborative reflection and
analysis.
Costa, Arthur L. & Garmston, Robert J. (2002).
Cognitive coaching: A foundation
for renaissance schools (2nd ed.).
Costa, A. & Garmston, R.J. (2005). Cognitive
coaching foundation seminar: Learning guide. (6th ed.).
(Ellison, J. & Hayes, C., Revised by). Highlands Ranch, CO: Center for
Cognitive Coaching.
Ellison, J. & Hayes, C. (Eds.) (2003). Cognitive
coaching: Weaving threads of learning and change into the culture of an
organization.
Feger, S., Woleck, K., & Hickman, P. (2004). How to develop a coaching eye. Journal
of Staff Development. 25(2), 14-18.
Gottesman, B.L. ( 2000). Peer
coaching for educators (2nd ed.).
Knight, J. (2004). Instructional coaches make
progress through partnership. Journal of
Staff Development. 25(2), 32-37.
Lipton, L.& Wellman, B. (2003).
Mentoring Matters: A practical
guide to learning-focused relationships (2nd ed.).
Mapping the way to mentor new teachers for
first days of school success. Center for Professional Development Services
(CPDS), Phi Delta Kappa International,
Mentoring: A resource & training guide
for educators. The
Regional Laboratory for Educational Improvement of the Northeast & Islands
(Currently being revised by Learning Innovations @ WestEd, Stoneham, MA 781-481-1100)
Neufeld,
B. & Roper, D. (2003). Coaching:
A strategy for developing instructional capacity.
Niday,
D. & Boreen, J. (2003). Mentoring:
Guiding, coaching, and sustaining beginning teachers.
PATHWISE
Induction Program. ETS--Teaching and Learning Division.
Reddell, P. (2004). Coaching can benefit children
who have a higher hill to climb. Journal of Staff Development.
Richardson, J.
(September 2004). Coaches build strong teams. Results.
Robbins, P.
(1991). How to plan and implement
a peer coaching program.
Rowley,
J.B. & Hart, P.M. (2000). High performance mentoring: A multimedia
project for training mentor teachers.
Russo,
A. (July/August 2004). School-based
coaching: A revolution in professional development—or just the latest fad? Harvard Education Letter.
Rutherford,
P. (2003). Leading the learning: A field
guide for supervisors, coaches & mentors.
Survival kit for mentors. (2nd Ed.). Skylight Professional
Development.
West,
L. & Staub, F. (2003). Content-focused coaching: Transforming
mathematics lessons.
The
Center for Cognitive Coaching,
e.
Program Models
Barnett, B., Hopkins-Thompson, P., & Hoke,
M. (December 2002). Assessing
and supporting new teachers: Lessons from the Southeast.
Breaux, A. & Wong, H. (2003). New
teacher induction: How to train, support, and retain new teachers.
Britton. E., et al. Comprehensive teacher induction: Systems for early career learning. Kluwer Academic Publications & WestEd, in
press.
Burke,
K., (Ed.). (2002). Mentoring
guidebook--Book one: Mapping the journey.
Burke, K., (Ed.). (2002). Mentoring guidebook--Book two: Exploring teaching strategies.
California
State Department of Education. A guide to prepare support providers for
work with beginning teachers. (2nd Ed.). California Beginning
Teacher Support and Assessment Program co-administered by the Dept. of
Education and Commission on Teacher Credentialing.
Carr, J.F., Herman, N. & Harris, D.E.
(2005) Creating
Center for Strengthening the Teaching
Profession. (2004). Effective
support for new teachers in
Futternick,
K. (2007). A
possible dream: Retaining
Lipton, L. & Wellman, B. (2003). Mentoring
matters: A practical guide to learning-focused relationships. (2nd
ed.).
National
Science Teachers Association.
(2006) Induction programs for the support and development of beginning teachers
of science. Available online at www.nsta.org.
New
PATHWISE
Induction Program. ETS--Teaching and Learning Division.
Podsen,
I.J. & Denmark, V.M. (2000). Coaching
& mentoring first-year & student teachers.
Portner, H. (2001). Training mentors is not enough.
Portner, H. (2005). Teacher Mentoring and Induction:
the state of the art and beyond.
Rutherford, P. (2005). The 21st century mentor’s handbook.
Saphier, J., Freedman, S., & Aschheim, B.
(2002). Beyond mentoring: Comprehensive
induction programs. How to attract, support, and retain new teachers.
Scherer,
M. (1999). A new teacher's world: Not your grandmother's classroom. In Marge
Scherer (Ed.), A better beginning:
Supporting and mentoring new teachers.
Trubowitz,
A. & Robins M.P. (2003). The good
teacher mentor: Setting the standard for support and success.
Udelhofen,
S. & Larson, K. (2003). The mentoring
year: A step-by-step program for professional development.
Villani, S. (2002). Mentoring programs for new teachers: Models of induction and support.
Wong,
H.K. (March 2004). Induction programs that keep new teachers
teaching and improving. NASSP Bulletin. 87(638): 5-27. Retrieved
f. Issues of Journals on Topics Related to
Induction/Mentoring
since 1990
(2005).
Educational Leadership. 62(8)
[Supporting New Educators]
(2004).
Educational Leadership. 61(8) [Schools as Learning Communities]
(2004).
Journal of Staff Development. 25(2)
[School-Based Support]
(2003).
Educational Leadership. 60(8) [Keeping Good Teachers]
(2002).
Educational Leadership. 59(6)
[Redesigning Professional Development].
(2002).
Journal of Staff Development. 23(4)
(2002).
Educational Leadership 58(8) [Who is
teaching our children?]
(2000).
Theory into Practice. 39(1 )
(1999).
Educational Leadership. 56(8).
(1999).
Mid-Western Educational Researcher.
12(4)
(1992).
Journal of Teacher Education. 43(3).
(1990).
Journal of Staff Development. 11(4)
a.
General
The new teacher book: Finding purpose,
balance and hope during your first years in the classroom. (2004). www.rethinkingschools.com
Belmonte,
D. (2005) Teaching on Solid Ground:
nuance, challenge, and technique for the emerging teacher.
Gentzler,
Y. (2005) A New Teacher’s Guide to Best
Practices.
Portner,
H. (2002). Being mentored: A guide for
protégés.
Rutherford,
P. (2002). Why didn’t I learn this in
college?
Schulman,
J.H. & Colbert, J.A. (Eds.). (1988). The
intern teacher casebook.
Survival kit for new teachers.
Thompson,
J. G. (2002). First-year teacher’s
survival kit: Ready-to-use strategies, tools, & activities for meeting the
challenges of each school day.
Torreano,
J.M. (2000). 500 Q&A for new
teachers: A survival guide.
Walker-Tileston,
D. (2004). What every teacher should know. (10 volume set).
b.
First Part of the School Year
Moran,
C. et al. (2000). Keys to the classroom:
A teacher's guide to the first month of school (2nd Ed.).
Wilke,
R.L. (2003). The first days of class: A
practical guide for the beginning teacher.
Wong,
H.K. & Wong, R.T. (1998). The first
days of school: How to be an effective teacher.
c.
Planning
Burke, L.M. (2002). The teacher's ultimate planning guide: How to achieve a successful
school year and thriving teaching career.
Cattani, D.H. (2002). A classroom of her own: How new teachers develop instructional,
professional, and cultural competence.
Wiggins,
G. & McTighe, J. (1998). Understanding
by design.
d.
Instruction/Classroom Management
Alexandrowicz, H. (2001). Testing your mettle: Tough problems and real-world solutions for middle
and high school teachers.
Bianco, A. (2002).
One-minute discipline: Classroom
strategies that work.
Breaux, A.L. & Breaux, E. (2003).
Real teachers, real challenges,
real solutions: 25 ways to handle the challenges of the classroom effectively.
Breaux, A.L. (2003). 101
‘answers’ for new teachers and their mentors: Effective teaching tips for daily
classroom use.
Charney,
R.S. (2002). Teaching children to care:
Classroom management for ethical and academic growth K-8.
Daniels,
H. & Bizar, M. (2004). Teaching the best practice way: Methods that
matter, K-12.
Gill,
V. (2001). The eleven commandments of
good teaching: Creating classrooms where teachers can teach and students can
learn (2nd Ed.).
Glanz,
J. (2004). Teaching 101: Classroom
strategies for the beginning teacher.
Glasgow,
N.A. & Hicks, C.D. (2002). What successful teachers do: 91
research-based classroom strategies for new and veteran teachers.
Hunter,
M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary
and secondary schools, colleges, and universities.
Jensen,
E. (1998). Teaching with the brain in mind.
Ladson-Billings,
G. (2001). Crossing over to
Lindberg,
J.A. & Swick, A.M. (2002). Common-sense classroom management: Surviving
September and beyond in the elementary classroom.
Marzano,
R.J. Marzano, J.S. & Pickering, D. (2003).
Classroom management that works:
Research-based strategies for every teacher.
McLeod,
J., Fisher, J. & Hoover, G. (2003). The key elements of classroom management:
Managing time and space, student behavior, and instructional strategies.
Saphier,
J. & Gower, R. (1997). The skillful
teacher: Building your teaching skills (5th revised Ed.).
Smith,
R. (2003). Conscious classroom management: Unlocking the secrets of great
teaching.
e.
Collaboration
DePaul,
A. (August 2000). Survival guide for new
teachers: How new teachers can work effectively with veteran teachers, parents,
principals, teacher educators.
USDOE/Office of Educational Research and Improvement, available at the
following URL: http://www.ed.gov/teachers/become/about/survivalguide/index.html
Morgan,
J. & Ashbaker, BY. (2001). A teachers’ guide to working with
paraeducators and other classroom aides.
f.
Special Education/Gifted & Talented
Duffy,
M.L. & Forgan, J. (2005). Mentoring new special education teachers: A
guide for mentors and program developers.
Rutherford,
P. (2002). Instruction for all students.
Reis,
S.M. (2004). Essential
readings in gifted education (12 Volume Collection).
g.
Grading
Guskey,
T.R. & Bailey, J.M. (2002). Developing grading and reporting systems for
student learning.
Marzano,
R.J. (2000). Transforming classroom
grading.
h.
Professional Development
Danielson, C. (1996). Enhancing professional practice: A framework for teaching.
Freppon,
P.A. (2001). What it takes to be a
teacher: The role of personal and professional development.
i.
Elementary School Level
Charney,
R.S. (2002). Teaching children to care:
Classroom management for ethical and academic growth K-8.
Jonson,
K. (2002). The new elementary teacher's handbook (2nd Ed.).
Roberts,
M.P. (2001). Your mentor: A practical guide for first-year teachers in grades 1-3.
Wilkinson,
P.F., McNutt, M.A., & Friedman, E.S. (2003). Practical Teaching Methods K-6.
j.
Middle & Secondary School Level
Alexandrowicz, H. (2001). Testing your mettle: Tough problems and real-world solutions for middle
and high school teachers.
Arnold, H. (2001). Succeeding in the secondary classroom: strategies for middle and high
school teachers.
Cushman,
K. (2003). Fires in the bathroom: Advice
for teachers from high school students.
Kottler,
E., et al. (1998). Secrets for secondary
school teachers: How to succeed in your first year.
Wormeli,
R. (2001). Meet me in the middle:
Becoming an accomplished middle-level teacher.
Wormeli,
R. (2003). Day one and beyond: Practical matters for new middle-level teachers.
Waytt,
R.L. III & White, E.J. (2002).
Making your first year a success:
The secondary teacher's survival guide.
Ayers, W. (1993). To teach: The journey of a teacher. (1993.)
Cordell,
E.R. (1999). Educating Esme - Diary of a teacher's first
year.
Desisle, J. (
Draper, S. (2000). Teaching
from the heart : Reflections, encouragement, and inspiration.
Edmundson,
M. (2002). Teacher: The one who made the difference.
Freedman, S.J. (1991). Small victories: The real world of a teacher, her students, and
their high school.
Glennon, L. (1999).
Those who can...teach! Celebrating teachers who make a
difference.
Goodnough, A. (2004). Ms. Moffett’s first year: Becoming a teacher in
Graziano, C. (2005). School’s Out.
Edutopia Magazine. Issue 3: February. (Retrieved from http://www.edutopia.org/magazine/ed1article.php?id=art_1221&issue=feb_05
Halpin, Brendan.
(2003). Losing my faculties: A
teacher’s story.
Humphrey, T.
(2002).
In the first few years: Reflections of a
beginning teacher.
Intrator,
S.M. & Scribner, M. (Eds.). (2003). Teaching
with fire: Poetry that sustains the courage to teach.
Kane,
P.R. (1996). My first year as a teacher.
Kittle,
P. (2003). Public teaching: One kid at a time.
Kohl, H. (1989). Growing
minds: On becoming a teacher.
Kottler,
J.A. & Zehm, S.J. (2000). On being a teacher: The human dimension
(2nd Ed.).
Ladson-Billings, G. (2001). Crossing over to
McCourt,
Frank (2005) Teacher Man, A Memoir. Scribner.
Palmer, P.J. (1997). The
courage to teach: Exploring the inner landscape of a teacher's life.
Robb, D. (2001). Crossing the water: Eighteen
months on an island working with troubled boys-a teacher's memoir.
Shribman,
D. (2002). I remember my teacher.
Nelson,
K. & Lindley, K. (2004). Starting Strong: Surviving and Thriving as a New Teacher.
Wright,
M.A.E. (1999). Why I teach: Inspirational true stories from teachers who make a
difference.
l. Electronic Resources
In
the May 1999 issue of Educational
Leadership (Vol. 56, No. 8, P. 83), Laura Kelly presents multiple web
sources for new teachers. Much of the
article is reproduced here:
Beginning
Teacher's Tool Box (http://www.inspiringteachers.com),
by the veteran teachers of Inspiring Teachers Publishing Group, offers
everything from an "Ask Our Mentor a Question" section, where you can
e-mail questions to a veteran teacher, to "Tips for New Teachers"
(click "archives") that include inspiration, humor, and the top 10
things to do before school starts. Check out the Beginning Teachers Message
Board where you can ask for, or offer, advice.
The
goal of Teachers Helping Teachers (http://www.pacificnet.net/~mandel)—"by
teachers, for teachers"—is to provide basic tips to beginning
teachers—things that can be immediately implemented in the classroom. It offers
lesson plans and features like "Poem of the Week" and "This
Week's Stress Reduction Moment." This site has a list of educational Web
sites organized by subject area and topic.
New
teachers should definitely check out the "
Designed
to encourage new teachers and those studying to be teachers, I Love
Teaching.com (http://www.iloveteaching.com)
offers the experiences and wisdom of a veteran teacher. Click
"Tid-Bits" for a list of things a rookie teacher wishes she had known
before stepping into the classroom.
A
Homepage for New Math Teachers (http://people.clarityconnect.com/webpages/terri/terri.html)
has information that all new teachers can use, including how to connect with
students and tips on classroom management. Whether for class ideas or just for
fun, check out the monthly math problem and the archive of "Most Loved
Problems."
What
to Expect Your First Year of Teaching (http://www.ed.gov/PDFDocs/whatexpect.pdf) is a great resource for new teachers. It's a
compilation of award-winning first-year teachers' experiences, challenges, and
successes. It includes tips on how to have a successful first year, advice from
veteran teachers, and a discussion about the things for which no training could
have prepared them.
"Great
Expectations: Helpful Hints for Beginning Teachers" (http://www.positiveparenting.com/resources/feature_article_018.html)
is an essay by Jane Bluestein about what new teachers should
know, should do, and shouldn't be afraid to ask. It is a practical look at ways
that teachers can approach their first year with realistic expectations and how
they can grow from those early experiences.
What
list of Web sites would be complete without a site with, well, a list of Web
sites? Of all the lists of education Web sites, Kathy Schrock's Guide for
Educators (http://school.discovery.com/schrockguide/)
is probably the most comprehensive. It has a wide range of topics and is
organized so that you don't have to be an Internet wiz to find something you
can use.
Every
teacher, beginning or veteran, should know how to use the resources of the U.S.
Department of Education. The New Teacher's Guide to the U.S. Department of
Education (http://www.ed.gov/pubs/TeachersGuide/index.html)
contains a wealth of information to be had, free of charge, if you just know
how to find it. This comprehensive guide will tell you; it'll probably even
help you find things you didn't realize that you needed. (Note that this Guide
is now archived. Please visit www.ed.gov for the latest
information about searching the US DOE).
m. Other Resources
The MASTER Teacher.
Teacher
professional development: A primer for parents and community members. The Finance Project: Public Education
Network. http://www.publiceducation.org/Teacher_Prof_Dev/home.asp
THIS
WEEK I FAILED MY STUDENTS
"This
week I felt like a failure as a teacher," Annie Bianchetti writes in her
online teacher diary. "Every lesson I taught seemed lacking in motivation.
I had difficulty keeping control in the classroom and I resorted to yelling and
threats. I questioned whether I should be a teacher at all. I compared myself
to my colleagues and yearned to be as effective as they seemed to be. This week
I only saw my flaws." Read of one dedicated educator’s struggle to
rekindle her passion for teaching. http://www.middleweb.com/mw/msdiaries/02-03wklydiaries/AB06.html
LEARNING
TO DISCIPLINE
No
one is born knowing how to control 125 adolescents for five hours a day and
teach the curriculum at the same time. Learning to discipline takes years.
Mostly, it's trial and error. Nothing works all the time, and what works well
in one class has no effect on another. At the start of her teaching career,
Margaret Metzger confesses, she ricocheted between being a drill sergeant and
Mary Poppins. In this Phi Delta KAPPAN online article, she shares with new
teachers the lessons she's learned along the way about managing and disciplining
young adolescents. A good read for all those who care about what happens in
n. Training Opportunities
Organization
and Management Strategies for the Beginning Teacher.
The
Center for Professional Development and Services (CPDS). Phi Delta Kappa
International,
Site-specific
training for first/second year teachers, administrators, curriculum directors.
Working with paraeducators. Professional Development Online.
o. Videos
Classroom management that works.
(2004). (3-videotape series).
The Effective Teacher.
Harry Wong video series. http://www.harrywong.com/product/tet.htm
How to create successful parent-student
conferences. (1998).
(one videotape).
How to promote positive behavior in the
classroom. (2004).
(one videotape).
4. PROFESSIONAL
DEVELOPMENT AND ADMINISTRATIVE PERSPECTIVE
a. Books and Articles
Brock,
B.L. & Grady, M.L. (2001). From
first-year to first rate: principals guiding beginning teachers (2nd
Ed).
Coppola,
A.J. Scricca, D.B., & Connors, G.E.
(2004). Supportive supervision:
Becoming a teacher of teachers.
Darling-Hammond,
L. & G. Sykes (Eds.). (1999). Teaching
as the learning profession: Handbook of policy and practice.
Drago-Severson,
E. (2004). Helping teachers learn: Principal leadership for adult growth and
development.
Gabriel,
J.G. (2005). How to thrive as a teacher leader.
Gordon,
S.P. (2004). Professional development for
school improvement: Empowering learning communities.
Heller,
D.A. (2004). Teachers wanted: Attracting and retaining good teachers.
Husby,
V.R. (2005). Individualizing professional
development.
Lindley,
F.A. (2003). The
portable mentor: A resource guide for entry-year principals and mentors.
McEwan,
E.K. (2002). Ten traits of highly
effective teachers: How to hire, coach, and mentor successful teachers.
Pellicer,
L.O. (2002). Caring enough to lead: How reflective thought leads to moral leadership.
(2nd Ed.).
Podsen,
I.J. (2002). Teacher retention.
Reiman,
A.J. & Thies-Sprinthall, L. (1998). Mentoring
and supervision for teacher development.
Rutherford,
P. (2003). Leading the learning: A field
guide for supervisors, coaches & mentors.
Shea,
G. F. (1994). Mentoring: Helping
employees reach their full potential.
Stronge,
J.H. (2002). Qualities of effective teachers.
Sullivan,
S. & Glanz, J. (2004). Supervision
that improves teaching: Strategies and techniques.
Sweeny,
B.W. (2001). Leading the teacher induction
and mentoring program.
Wong,
H.K. (March 2004). Induction programs that keep new teachers
teaching and improving. NASSP Bulletin. 87(638): 5-27. Retrieved
Zepeda,
S.J. (2003). Instructional supervision:
Applying tools and concepts.
Zepeda,
S.J. (1998). Staff development: Practices
that promote leadership in learning communities.
b. Journal Articles
Davis,
Jr., O.L. (2001). A view of authentic mentorship. Journal
of Curriculum & Supervision. Fall 2001, 17(1), 1-4.
Rowley,
J. B. (May 1999). "Supporting New Teachers: The Good
c. Electronic & Other:
http://www.nheon.org/prof_dev/RetainRecruit/index.html
www.peaklearn.com/newteach
www.New-Teacher.com
www.exemplars.com/rubrics/assessment.html
MiddleWeb:
Exploring Middle School Reform is produced by the
Focused Reporting Project with grant support from the Program for Student Achievement
of the Edna McConnell Clark Foundation.)
http://www.middleweb.com/1stDResources.html#anchor1771677
5.
ADMINISTRATOR MENTORING RESOURCES
Daresh,
J.C. (2001). Beginning the principalship: A practical guide for new school leaders.
Daresh,
J.C. (2001). Leaders helping leaders: A
practical guide to administrative mentoring.
Lovely,
S. (2004). Staffing
the principalship: Finding, coaching, and mentoring school leaders.
Wilmore,
E.L. (2004). Principal induction: A
standards-based model for administrator development.
6. PARAPROFESSIONAL MENTORING RESOURCES
Video:
Reyes,
C. (1998). We make the road by walking…together: The story of the model support
system for paraprofessionals.
1.
WEBSITES
http://www.all4ed.org/publications/IssueBriefs.html
Teacher
Attrition: A Costly Loss to the Nation
and to the States, August 2005
http://www.alt-teachercert.org/Mentoring.html
Process
for mentoring beginning teachers.
http://www.annenberginstitute.org/
The
Annenberg Institute works in collaboration with education reform organizations,
school districts, school improvement networks, and education funds to develop
the capacity of urban communities to build and sustain programs and policies
that improve teaching and learning.
http://Assist.educ.msu.edu/assist
Advocating
Strong Standards-based Induction for Teachers (ASSIST) is a website that
contains useful guidelines and tools for principals, mentors, and mentees that
can be used when implementing an induction and mentoring program.
The Department of Education offers a wide variety
of programs and services in support of
http://www.ed.state.nh.us/education/board/symposium.htm
Mentoring
Task Force Report to NH State Board of Education, August 2002
http://www.edu.uwo.ca/conted/mentor/topic2.html
This site has been developed to support mentoring relationships
throughout your teaching experiences. |
|
www.ecs.org/clearinghouse/13/15/1315.doc
Clearinghouse
of information on status of mentoring in each state (1999).
This
site is specifically targeted for teachers, administrators, policymakers, etc.
and provides one way to access the ERIC Digests produced by the former ERIC
Clearinghouse system which includes short reports on topics of prime current
interest in education including teaching, learning, libraries, charter schools,
special education, higher education, and home schooling.
http://ncrtl.msu.edu/http/mentors.pdf
The
http://counts.edweek.org/sreports/qc03/templates/chart.cfm?slug=17odds-c1.h22
Education
Week’s Quality Counts 2003 Report provides overview of state support for new
teachers re: induction and mentoring
Educational
Testing Service contains research and resources on Induction and Mentoring
The
George Lucas Educational Foundation.
EduTopia (Fall 1999). Teachers
Helping Teachers: The Path to School Improvement.
www.highered.nysed.gov/tcert/resteachers/guidemenprog.htm
Draft
Guidelines for Implementing District-based Teacher Mentoring Programs (Revised
www.hr.lanl.gov/TD/Learning/llmentoring.stm
http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
The Authentic Assessment Toolbox is a how-to hypertext on
creating authentic tasks, rubrics and standards for measuring and improving
student learning with chapters including such topics as What is it?, Why do
it?, How do you do it?, Standards,
Tasks, Rubrics with examples.
E-network
for women in engineering, related sciences and technologies, and math. Students, professionals, and individuals
interested in women's issues are all invited to join the community. Valuable information and resources for
current and prospective MentorNet partners, including corporations,
foundations, professional societies, government labs, agencies, colleges, and
universities.
The
Mentoring Leadership & Resource Network
(an affiliate of the ASCD). General information available on various
topics. Email discussions are moderated.
www.middleweb.com/mentoring.html
Has
great list of teacher mentoring resources with links.
New
www.newteacher.com A non-commercial website funded by The First
Days of School Foundation, founded by Rosemary and Harry Wong in
An Educator's Resource for Curriculum Planning and Professional
Development
http://www.nheon.org/prof_dev/RetainRecruit/index.html
www.nfie.org/publications/mentoring.htm
The
NEA Foundation for the Improvement of Education, News & Publications. Information on creating a Teacher Mentoring
Program.
www.nwrel.org/request/may01/textonly.html
Northwest
Regional Educational Laboratory.
Supporting Beginning Teachers: How Administrators, Teachers and
Policymakers Can Help New Teachers Succeed.
(May 2001)
Provides
a research-based, national support system to educators throughout the
curriculum that increases student-centered teaching, independent learning, and
student achievement.
www.responsiveclassroom.org/articlelibrary/index.asp
Collection
of articles written by teachers for K-8 teachers, on practical strategies for
brining together social and academic learning throughout the day.
Sample
of standards with lessons and outcomes that teachers can access and can use for
mentor conversations.
At this site you can read about circle of trust retreats and
Courage to Teach programs as well as access resources, download articles, and
order books and videos by Parker J. Palmer.
www.teachermentors.com
Barry
Sweeny’s website which contains numerous resources on induction and mentoring
A
wealth of resources for new teachers.
A principal online destination for people
interested in dismantling bigotry and creating, in hate's stead, communities
that value diversity.
Educational Search
Engines and other interesting sites:
http://www.free-ed.net/free-ed/
This site provides
quality distance education, an online "school" where users from
around the world can study, take courses, and participate in online community
activities at no cost.
A
search engine for educational sites
http://www.allsearchengines.com/
The net's top search engine index, a handy search
engine directory.
http://www.awesomelibrary.org/
This site organizes the Web with 28,000
carefully reviewed resources, including the top 5 percent in education.
An on-line archive of standards-based texts and
images in the humanities which supports user communities adept at the creation
and use of online resources.
http://www.beaucoup.com/1scheng.html
A
list of educational resource links
The
US Government’s Official Web Portal
The
Internet Public Library is the first public library of and for the Internet
community. It’s “Ask a Question” service
answers questions every day from people around the world.
2.
VIDEOS
Mentoring to improve schools. (1999). (two videotapes and facilitator’s guide).
Mentoring to improve schools.
(1999). (two videotapes).
Mentoring the new teachers
developed by
Mentoring teachers to mastery video series.
(five-videotape series) The Master Teacher,
Mentoring teachers to mastery video series
–Developing the Skills of a Master Teacher. (five-videotape
series) The Master Teacher,
The video journal of education: New teacher
training, teacher induction, mentoring & renewal with Harry Wong.
Making
mentoring accessible: Innovation and technology in teacher induction. (
Mentoring
conversations. The New
Niday,
D. & Boreen, J. (2003). Mentoring:
Guiding, coaching, and sustaining beginning teachers. (2 videotapes).
WGBH teachers as learners--a
series of videos--science, math, biotech.
School-wide strategies for retaining great
teachers. (2002).
(four-videotape series).
3.
OTHER
Analyzing teaching: A professional
development CD-ROM. (2003).
Diaz-Maggioli,
G. (2004). Teacher-Centered Professional Development.
A guide to prepare support providers for
work with beginning teachers. (2nd ed.).
California Beginning Teacher Support and Assessment Program co-administered by
the Dept. of Education and Commission on Teacher Credentialing. A 300 plus page training module includes
step-by-step training materials. It
addresses three areas: needs of new teachers, profile of an effective support
provider, and strategies for supporting new teachers. The materials offer a training guide, a
participants manual, transparency masters, detailed instructions for each
activity, a videotape, and lists of all materials needed.
Lipton,
L. & Wellman, B. (2003). Making
mentoring work: an ASCD action tool.
Little,
J.W. & Nelson, L.J. (Eds.).
(1990). A leader’s guide to mentor training.
Mentoring: A resource & training guide
for educators.
(1994). The Regional Laboratory
for Educational Improvement of the Northeast & Islands (Currently being
revised by Learning Innovations @ WestEd, Stoneham, MA).
PATHWISE
Induction Program. ETS--Teaching and Learning Division. www.ets.org
Rowley,
J.B. & Hart, P.M. (2000). High performance mentoring: A multimedia
project for training mentor teachers.
Survival
kit for mentors. (2nd
Ed.). Skylight Professional Development.
Training
Zimmerman,
J. & Stansbury, K. (2000). Lifelines
to the classroom: Designing support for beginning teachers.
Note: Terms are specifically defined for the use of this
Toolkit.
Administrative Rule: an administrative
"rule" is defined as a regulation or standard adopted by an agency to
implement or to make specific a law enforced or administered by the agency, or
to interpret a procedure or practice requirement binding on persons outside the
agency. Rules shall be valid and binding on persons they affect, and shall have
the force of law unless amended or revised.
Administrators: a generic term referring
to the person responsible for the administration of an educational program,
district, building, or department.
Typically included are: Superintendent, Assistant Superintendent,
Business Manager, Principal, Assistant or Vice Principal, Director,
Coordinator, Department Head, and House or Head Master
Adult Development Theory: stages and phases
of adult cognitive and affective development that explain how adults make
meaning of their environment and experiences.
Alternative Certification IV: a
certification process restricted to critical shortage areas, certain vocational
areas, and to business administrators. A superintendent may employ a candidate
who meets eligibility requirements. The superintendent of schools, or his/her
designee, shall then develop an Individualized Professional Development Plan
leading to full certification.
Alternative Certification V: an on-the-job
training option which allows an individual to attain certification in
elementary and secondary teaching areas if he/she has a bachelor’s degree, (a
2.50 GPA overall and at least 30 credits in the area he/she wishes to pursue
certification), and if a local school district is willing to assume the
responsibility for training and supervising the teacher candidate. A
superintendent may hire an individual who possesses a statement of eligibility
issued by the Bureau of Credentialing.
Assessment:
measurement of progress or performance intended to yield data leading to
changes or improvements in performance. Assessment should be contrasted with
evaluation.
·
Needs
Assessment: the
identification of areas in need of improvement of a program or practice through
the process of formative assessment.
·
Qualitative
Assessment: a method of educational assessment based on the
collection and analysis of attributes, attitudes, and dispositions. (e.g. narrative and non-numerical data such
as anecdotal notes and open-ended survey results).
·
Quantitative
Assessment: a method of educational assessment based on the
collection and statistical analysis of numerical data, such as test scores,
frequencies, percentages, means, medians, modes, etc.
·
Summative
Assessment: an evaluation of a program or practice by
determining the quality of its impact and results.
Beginning Educator: typically a “beginning educator” is defined as a teacher or
specialist new to the profession and ideally includes one’s first three years
of experience. In this toolkit, the term
also applies to an administrator new to the role.
Best Practices: proven, research-based
educational practices that lead to high quality outcomes, including improved
student learning.
“Buddy” System: an arrangement where a
beginning educator is paired with an experienced educator for support. An informal system of support intended to
help the beginning educator survive day-to-day tasks and responsibilities as
opposed to longer-term professional growth.
Building Administrator: the principal of the
building.
Classroom Observation: 1. the viewing of actual
teaching situations in order to learn or to evaluate techniques being
demonstrated; also, a review of videotaped records of one’s own teaching for
purposes of learning and improvement; 2. the review of classroom teaching by a
supervisor for such purposes as evaluation of educator and pupil performance or
diagnosis of instructional difficulties.
·
Planning
Conference or Pre-Conference: a conference between
mentor and mentee, held prior to a classroom observation, to discuss the objectives
of the observation.
·
Reflecting
Conference or Post-Conference: a conference between
mentor and mentee, held after a classroom observation, to reflect on the
observation data collected, successes and needs, and discuss action steps.
Cognitive Coaching: the support for learning
provided by someone trained in the process who uses observation, data
collection, and descriptive, nonjudgmental reporting on specific requested
behaviors, and technical skills. The goal is to help an individual see his or
her own patterns of behavior and to prompt reflection, goal setting,
professional growth, and action to increase the desired results.
Cognitive coaching is
distinguished from technical coaching,
which connotes one person with expertise judging and instructing the
performance of another (e.g. a sports coach), or peer coaching, which might be either of the above
done between colleagues of relatively equal background and experience.
Collaboration: cooperative planning,
developing, and implementing activities among various faculty, staff, parents,
and community to achieve an agreed upon goal.
Collaborative
Culture: See
Learning Community.
Coaching:
·
Content
coaching: technical, peer, or cognitive coaching
specifically about content.
·
Cognitive
Coaching: the support for learning provided by someone
trained in the process who uses observation, data collection, and descriptive,
nonjudgmental reporting on specific requested behaviors, and technical skills.
The goal is to help an individual see his or her own patterns of behavior and
to prompt reflection, goal setting, professional growth, and action to increase
the desired results.
·
Cognitive coaching is distinguished from technical
coaching, which connotes one
person with expertise judging and instructing the performance of another (e.g.
a sports coach), or peer coaching, which
might be either of the above done between colleagues of relatively equal
background and experience.
·
Peer Coaching:
see the definition for Cognitive Coaching in which different kinds of coaching
are defined.
Co-teach: a mentor and mentee plan and teach a lesson
together.
Data: units of information that describe events or phenomena and are arranged
and organized for analysis. Data can be
classified into two broad categories, qualitative (e.g. narrative,
non-numerical) and quantitative (e.g. numerical).
Ed. 505.07 and 610: New
Hampshire Administrative Rules that
list the professional standards & competencies that all educators must meet
in order to be certified.
Educator: a teacher, administrator,
specialist, or paraprofessional whose primary responsibilities involve the
directing of students’ learning experiences.
·
Administrators:
a generic term referring to the person responsible for the administration of an
educational program, district, building, or department. Typically included are: Superintendent,
Assistant Superintendent, Business Manager, Principal, Assistant or Vice
Principal, Director, Coordinator, Department Head, and House or Head Master
·
Beginning
Educator: typically
a “beginning educator” is defined as a teacher or specialist new to the
profession and ideally includes one’s first three years of experience. In this toolkit, the term also applies to an
administrator new to the role.
·
Paraprofessional:
educational employees who assist and are directed by a
professional educator. Paraprofessional work is either instructional in nature
or involves direct or indirect delivery of services to students and/or their
parents.
·
Program
Administrator: the person
responsible for the implementation of the program.
·
Specialist:
an educator who has earned credentials through concentrated
experience or graduate study and who functions as an expert providing support
services to students in areas such as reading, guidance, counseling, behavior,
learning disabilities, psychology, etc.
Evaluation:
identification, measurement, and judgment of the effectiveness of program
elements (e.g. a training session or the induction program as a whole).
Formative Assessment: an
evaluation of a program or practice with the intention of identifying areas in
need of improvement.
Induction-with-Mentoring: a program that incorporates induction
supports (see Induction) and
individual mentoring services to educators; a program where both elements are
seen as necessary, but not sufficient elements to achieve effectiveness.
Learning
Community: an environment created through mutual
cooperation, emotional support and personal growth as educators work together
to achieve what they cannot accomplish alone.
Learning community characteristics include:
1. shared mission, vision, and values
2. collaborative teams
3. collective inquiry
4. action orientation and experimentation
5. focus on continuous improvement
6. data driven decisions that
are results oriented.
Mentee: a beginning educator who receives
professional and personal guidance from an experienced educator who has been
trained as a mentor. (There are many terms used to designate this position,
such as mentee, protégé, beginning teacher, new teacher; we choose to use the
term “mentee.”)
Mentoring: a sustained relationship between novice and
experienced teachers, in which the experienced teachers provide support and
guidance that encourage novices to enter or continue their development as
educational practitioners.
·
Induction-with-Mentoring: a program that incorporates induction
supports (see Induction) and
individual mentoring services to educators; a program where both elements are
seen as necessary, but not sufficient elements to achieve effectiveness.
Metacognition: thinking about one’s own
thinking, and how one’s thinking influences one’s practice in order to learn
and grow. Metacognition involves raising
awareness about the kinds of thinking one does, organizing one’s thinking to be
strategic about thought and actions, and finally reflecting on one’s thinking
and using the reflections to improve one’s effectiveness.
Needs Assessment: the identification of areas in need of
improvement of a program or practice through the process of formative
assessment.
Ongoing Training: training in a topic that
is sustained throughout the year or the induction period and builds or develops
breadth and depth in the topic area.
Orientation: acquainting beginning
educators with the induction program expectations, district policies and
procedures such as special education, parent communication, professional
development, district expectations, and teacher assessment and evaluation
policies.
Paraprofessional: educational employees who
assist and are directed by a professional educator. Paraprofessional work is
either instructional in nature or involves direct or indirect delivery of
services to students and/or their parents.
Pedagogy: instructional strategies used to
effectively deliver content.
Peer Coaching: see the definition for
Cognitive Coaching in which different kinds of coaching are defined.
Peer Support Groups: educators in similar circumstances who come
together to share experiences, and resources, discuss common problems or
issues, develop strategies or solutions, provide emotional and social
support. Chocolate is usually involved.
Planning Period: a segment of time set
aside for educators to perform professional responsibilities such as planning
curriculum, preparing for instruction, meeting with parents, and evaluating
student progress.
Planning Conference or Pre-Conference:
a conference between mentor and mentee, held prior to a classroom observation,
to discuss the objectives of the observation.
Professional Development: an ongoing and
systemic process designed to improve specific professional competencies. It
encompasses individual as well as organizational development for the purpose of
improving student learning and is based on data, needs assessment, and
researched best practice. Formerly known as staff development, this term
traditionally refers to experiences, such as taking courses, attending
conferences and workshops. It also
includes participating in job-embedded strategies like action research, study
groups, developing curriculum and/or teaching units, peer coaching, and
mentoring that help educators and administrators build knowledge and
skills.
·
Ongoing
Training: training in a topic that is sustained throughout
the year or the induction period and builds or develops breadth and depth in
the topic area.
·
Peer
Support Groups:
educators in similar circumstances who come together to share
experiences, and resources, discuss common problems or issues, develop
strategies or solutions, provide emotional and social support.
Professional Growth: the outcome of professional
development.
Professional Portfolio: a collection of work, in
draft and/or completed form, which represents one’s efforts, progress, and
achievements. For educators, a
professional portfolio is a thoughtfully organized collection of artifacts that
illustrates professional status, pedagogical expertise, subject matter
knowledge, knowledge of learning processes, and professional and personal
attributes that contribute to teaching.
A professional portfolio illustrates reflection and documents professional
growth related to an identified goal.
Program Administrator: the person responsible for the implementation
of the program.
Qualitative Assessment: a method of educational
assessment based on the collection and analysis of attributes, attitudes, and
dispositions. (e.g. narrative and
non-numerical data such as anecdotal notes and open-ended survey results).
Quantitative Assessment: a method of
educational assessment based on the collection and statistical analysis of
numerical data, such as test scores, frequencies, percentages, means, medians,
modes, etc.
Reflecting Conference or Post-Conference:
a conference between mentor and mentee, held after a classroom observation, to
reflect on the observation data collected, successes and needs, and discuss
action steps.
Reflection: the process by which an educator reviews
his/her performance as a means of improving future performance.
Research-Based: based on valid and
reliable research studies that demonstrate effectiveness.
Rubric: set of criteria, expressed as a scale, used
to implement or assess levels of performance.
School Community: the total personnel of a
school and all of the community members it serves.
School Culture: the attitudes, values
and beliefs that influence the behaviors and operations of schools.
Specialist: an educator who has
earned credentials through concentrated experience or graduate study and who
functions as an expert providing support services to students in areas such as
reading, guidance, counseling, behavior, learning disabilities, psychology,
etc.
Summative Assessment: an evaluation of a
program or practice by determining the quality of its impact and results.
Systemic Program: an organizational and
program design that recognizes how all its elements are interrelated and how a
change in one element affects all other elements.
Team
Mentoring: an approach to mentoring that divides the tasks of
mentoring among several trained and experienced educators who share the
responsibilities based on their individual strengths.
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