beyond the workshop: job embedded learning for beginning teachers & mentors
TRANSCRIPT
Beyond the Workshop:
Job Embedded Learning for Beginning Teachers &
Mentors
Getting StartedGive
Prior positive experience with Job Embedded Learning
GetGoals for this morning (and beyond)
AgendaGive + Get
Context for our Work
Overview of Programs & Supports
So What, Now What?
Applause
Beginning Teacher Growth Continuum*
*Notes from Ministry Sessions (April 4/2005)
Decision& Selection
Pre-Serviceat Faculty
Hiring &Placement
Induction
OngoingPD
Pre-Serviceat Faculty
How do we attract people to the profession?
Selection process at Faculties of Education (e.g., profiles vs. marks)
Beginning Teacher Growth Continuum*
*Notes from Ministry Sessions (April 4/2005)
Decision& Selection
Hiring &Placement
Induction
OngoingPD
Structure and duration of programs
Models and examples of 2 way collaboration with boards
Beginning Teacher Growth Continuum*
*Notes from Ministry Sessions (April 4/2005)
Decision& Selection
Pre-Serviceat Faculty
Hiring &Placement
Induction
OngoingPD
Faculties of Education Partnerships
Host Teacher MentorBoth
TDSBFacultyMutual Learning
First teaching assignment and initial workload considerations
Implications for current “shuffling the deck chairs” method
Beginning Teacher Growth Continuum*
*Notes from Ministry Sessions (April 4/2005)
Decision& Selection
Pre-Serviceat Faculty
Hiring &Placement
Induction
OngoingPD
Hiring and Placement 2006/2007
Elementary (660)
FrenchSpecial EducationKindergarten
Secondary (360)
HistoryEnglishScienceMathematics
Beginning Teacher Growth Continuum*
*Notes from Ministry Sessions (April 4/2005)
Decision& Selection
Pre-Serviceat Faculty
Hiring &Placement
Induction
OngoingPD
More than mentoring
Focus on developing teacher excellence vs focus on retention
Information vs Impression
Induction
OngoingPD
Ontario College of Teachers Transition to Teaching study (Dec/05)
“Fewer than 1 in 12 graduates of Ontario’s faculties of education left the teaching profession in the first four years following graduation”
“More than 91% remain members of the College”
“Similarly low rates of loss appear to be emerging for the graduates of the subsequent three years”
Baseline Data: RetentionFirst Year Hires Elementary Secondary Total
Transferred to another Board 0 1 1
Terminated 0 0 0
Long Term Disability 1 0 1
Left Profession 0 0 0
Other Reasons (e.g., spouse’s job changed, to raise children)
10 10 20
Total Not Returning 11 11 22
Total Retained 708 510 1218
Rate of Retention to TDSB 98.47 97.89 98.23
Voices from the Classroom
“Classroom Management. Oh god, help! Is it my voice? Is it my language? ....Am I boring? Do I need a whistle? A bell? A door bell? A cooler hand signal? An accent? A funny hat? A stun-gun? Carpeted floors/walls/ceiling? .....What will get their attention, and sustain it?”
Induction
OngoingPD
Voices from the Classroom
“One issue that I wish was covered more in depth at my faculty of education is assessment and evaluation. It wasn't until I really had to put number marks into categories and crunch the numbers that I felt very uncertain of how to do it properly.”
Induction
OngoingPD
Voices from the Classroom
“How to teach to so many different learning levels...or how to assess the different learning levels and how to report on the very low students. I just did my first report cards and I felt very lost. I've gone through a difficult process of throwing away the book and starting to try and teach to the ‘real’ needs of my students.”
Induction
OngoingPD
Baseline Data: Key Areas of Need60
55
50
45
40
35
30
25
20
15
10
5
0
2004/2005
2005/2006
What are the Issues?
Classroom Management
Assessment & Evaluation
Report Cards & IEPs
Diversity of Learners
Communication Planning Administrative Tasks
TPA
A sense that professional development is something that matters
Growth for all teachers
Beginning Teacher Growth Continuum*
*Notes from Ministry Sessions (April 4/2005)
Decision& Selection
Pre-Serviceat Faculty
Hiring &Placement
Induction
OngoingPD
Considerations
The heart and the art of teaching
Power and danger of the anecdote
Deficit vs Attribute approach
School is where learning occurs
Intentionalizing the sharing of knowledge and practice
New Teacher Induction Program (NTIP) funded by the Ministry
Induction
OngoingPD
Considerations
The heart and the art of teaching
Power and danger of the anecdote
Deficit vs Attribute approach
School is where learning occurs
Intentionalizing the sharing of knowledge and practice
New Teacher Induction Program (NTIP) funded by the Ministry
Induction
OngoingPD
Considerations
The heart and the art of teaching
Power and danger of the anecdote
Deficit vs Attribute approach
School is where learning occurs
Intentionalizing the sharing of knowledge and practice
New Teacher Induction Program (NTIP) funded by the Ministry
Induction
OngoingPD
Considerations
The heart and the art of teaching
Power and danger of the anecdote
Deficit vs Attribute approach
School is where learning occurs
Intentionalizing the sharing of knowledge and practice
New Teacher Induction Program (NTIP) funded by the Ministry
Induction
OngoingPD
Considerations
The heart and the art of teaching
Power and danger of the anecdote
Deficit vs Attribute approach
School is where learning occurs
Intentionalizing the sharing of knowledge and practice
New Teacher Induction Program (NTIP) funded by the Ministry
Induction
OngoingPD
Considerations
The heart and the art of teaching
Power and danger of the anecdote
Deficit vs Attribute approach
School is where learning occurs
Intentionalizing the sharing of knowledge and practice
New Teacher Induction Program (NTIP) funded by the Ministry
Induction
OngoingPD
Baseline Data: Useful Supports60
55
50
45
40
35
30
25
20
15
10
5
0
Mentor Online Sharing BT Institutes & PD Other Teachers Administrator Other TDSB Workshops School Based Mentor
Online Sharing
BT Institutes & PD
Other Teachers
SchoolAdministration
Other Workshops
What’s Been Helpful?
2004/2005
2005/2006
60
55
50
45
40
35
30
25
20
15
10
5
0
Mentor Online Sharing BT Institutes & PD Other Teachers Administrator Other TDSB Workshops School Based Mentor
Online Sharing
BT Institutes & PD
Other Teachers
SchoolAdministration
Other Workshops
2004/2005
2005/2006
Baseline Data: Useful SupportsJob Embedded
LearningWhat’s Been Helpful?
Learning at School
A Beginning Teacher walks into a school for the first time.... What are the initial and ongoing structures in place that will allow for the “intentional” sharing of knowledge and practice?
Effective Teaching Practice
Knowledge about Students
School Culture
School Logistics
CurriculumStudent Knowledge
Beyond the Workshop*Reactions
Did you like it?
LearningWhat did you learn?
Organizational Support What structures exist that will support systemic
• implementation? (importance of Principal)
Application of Knowledge & Skill Evidence of implementation, need for follow up
Impact on Student LearningMultiple indicators
*Adapted from Thomas R Guskey - New Teacher Symposium (Feb 7/06)
Nice
Critical
Models of Mentoring
Broker Mentor
One to One Mentor Matching
Group Mentoring
Informal Mentoring
Online Mentoring
Roles & Stances of an Effective Mentor*
Offering Support and Providing Resources
Creating Challenge and Encouraging Growth
Facilitating Professional Vision
*Adapted from Mentoring Matters 2nd Edition: Laura Lipton & Bruce Wellman with Carlette Humbard
Flexibility based on needs of Protégé
*Adapted from Mentoring Matters 2nd Edition: Laura Lipton & Bruce Wellman with Carlette Humbard
RolesStances2.mov
Alignment of Support & Growth
Aug Sept Oct Nov Dec Jan Feb Mar Apr May JuneJuly
Resources CD*
Beginning Teacher Coaches• Working directly in classrooms with new hires
Family of Schools Based Support
• FOS Beginning Teacher Coaches • Local PD in key
areas of need
Job Embedded Learning (5 Days)
• e.g. 3 Days/Beginning Teacher +
2 Days/Mentor• School - Based
Central “System Mentoring”
(3 Days)• Subject specific curricular supportand ongoing PD
Ongoing Online Mentoring,
Support,Collaboration
& Resource Sharing
Summer Institute
ContractSignings
Mentor/Beginning Teacher In - School Planning/PD
Mentor/Beginning Teacher In - School Planning/PD
Classroom Exchange Visit(s)
FOS Celebrations
Fall Institute(s)
Winter Institute(s)
SpringInstitute(s)
FOS Welcome
FOS Based PD
FOS Based PD
New Mentor Training
Weekly e-mails from Project Leader
New Teachers TEL Conference
New Mentor Training
Alignment of Support & Growth
Aug Sept Oct Nov Dec Jan Feb Mar Apr May JuneJuly
Resources CD*
Beginning Teacher Coaches• Working directly in classrooms with new hires
Family of Schools Based Support
• FOS Beginning Teacher Coaches • Local PD in key
areas of need
Job Embedded Learning (5 Days)
• e.g. 3 Days/Beginning Teacher +
2 Days/Mentor• School - Based
Central “System Mentoring”
(3 Days)• Subject specific curricular supportand ongoing PD
Ongoing Online Mentoring,
Support,Collaboration
& Resource Sharing
Summer Institute
ContractSignings
Mentor/Beginning Teacher In - School Planning/PD
Mentor/Beginning Teacher In - School Planning/PD
Classroom Exchange Visit(s)
FOS Celebrations
Fall Institute(s)
Winter Institute(s)
SpringInstitute(s)
FOS Welcome
FOS Based PD
FOS Based PD
New Mentor Training
Weekly e-mails from Project Leader
New Teachers TEL Conference
New Mentor Training
Job Embedded Learning Initiative (JELI)
School-based planning/PD with a Mentor
Classroom Exchange visits
Up to 5 total days of release time (e.g., 3 days for BT + 2 days for Mentor)
JELI form is on BT Resources site: http://schools.tdsb.on.ca/asit/standards/btstart
List of “example classrooms” will be posted in New Teachers.TEL and sent to FOS Cmtees
Alignment of Support & Growth
Aug Sept Oct Nov Dec Jan Feb Mar Apr May JuneJuly
Resources CD*
Beginning Teacher Coaches • Working directly in classrooms with new hires
Family of Schools Based Support
• FOS Beginning Teacher Coaches • Local PD in key
areas of need
Job Embedded Learning (5 Days)
• e.g. 3 Days/Beginning Teacher +
2 Days/Mentor• School - Based
Central “System Mentoring”
(3 Days)• Subject specific curricular supportand ongoing PD
Ongoing Online Mentoring,
Support,Collaboration
& Resource Sharing
Summer Institute
ContractSignings
Mentor/Beginning Teacher In - School Planning/PD
Mentor/Beginning Teacher In - School Planning/PD
Classroom Exchange Visit(s)
FOS Celebrations
Fall Institute(s)
Winter Institute(s)
SpringInstitute(s)
FOS Welcome
FOS Based PD
FOS Based PD
New Mentor Training
Weekly e-mails from Project Leader
New Teachers TEL Conference
New Mentor Training
Funded centrally by Support for Beginning Teachers Project
Coaches work directly in classrooms with new hires providing support and mentoring in key areas of identified need
Classroom Management
Assessment/Evaluation/Reporting
Diversity of Learners
FOS Beginning Teacher Coaches
Focus on classroom support
Non-evaluative role
How to teach vs. what to teach
Does not replace school-based mentoring --> provides a “second layer” of Job Embedded support
Mentor Training & Ongoing PD for BT Coaches
Research component attached
Coaching Model
Alignment of Support & Growth
Aug Sept Oct Nov Dec Jan Feb Mar Apr May JuneJuly
Resources CD*
Beginning Teacher Coaches• Working directly in classrooms with new hires
Family of Schools Based Support
• FOS Beginning Teacher Coaches • Local PD in key
areas of need
Job Embedded Learning (5 Days)
• e.g. 3 Days/Beginning Teacher +
2 Days/Mentor• School - Based
Central “System Mentoring”
(3 Days)• Subject specific curricular supportand ongoing PD
Ongoing Online Mentoring,
Support,Collaboration
& Resource Sharing
Summer Institute
ContractSignings
Mentor/Beginning Teacher In - School Planning/PD
Mentor/Beginning Teacher In - School Planning/PD
Classroom Exchange Visit(s)
FOS Celebrations
Fall Institute(s)
Winter Institute(s)
SpringInstitute(s)
FOS Welcome
FOS Based PD
FOS Based PD
New Mentor Training
Weekly e-mails from Project Leader
New Teachers TEL Conference
New Mentor Training
Alignment of Support & Growth
Aug Sept Oct Nov Dec Jan Feb Mar Apr May JuneJuly
Resources CD*
Beginning Teacher Coaches • Working directly in classrooms with new hires
Family of Schools Based Support
• FOS Beginning Teacher Coaches • Local PD in key
areas of need
Job Embedded Learning (5 Days)
• e.g. 3 Days/Beginning Teacher +
2 Days/Mentor• School - Based
Central “System Mentoring”
(3 Days)• Subject specific curricular supportand ongoing PD
Ongoing Online Mentoring,
Support,Collaboration
& Resource Sharing
Summer Institute
ContractSignings
Mentor/Beginning Teacher In - School Planning/PD
Mentor/Beginning Teacher In - School Planning/PD
Classroom Exchange Visit(s)
FOS Celebrations
Fall Institute(s)
Winter Institute(s)
SpringInstitute(s)
FOS Welcome
FOS Based PD
FOS Based PD
New Mentor Training
Weekly e-mails from Project Leader
New Teachers TEL Conference
New Mentor Training
Resources CD is online at: http://schools.tdsb.on.ca/asit/standards/btstart
New Teachers.TEL
Pathway: TDSB Conferences > School Services - Program > New Teachers.TEL
BT Resources Sitehttp://schools.tdsb.on.ca/asit/standards/btstart
Alignment to Complete NTIPCentral FOS School
Orientation
• Contract signings (ES• Summer Institute• Institutes for Late Hires • BT Resources Booklet & ...Web Site
• FOS Welcome Events • School-based ...orientation
Ongoing Professional Development
• Fall/Winter/Spring ...Institutes (Oct, Feb, May)• New Teachers.TEL• ICT Resources, Tribes, ...Effective Classrooms
• FOS PD in Key Areas• Classroom Mgmt• A/E/R• Diversity of Learners• Communication/Parents• Local Needs
• School-based PD ...(see JELI below)
Mentoring
• New Mentor Training ...(Oct, May)• PD for Coaches/Cadre/ ...FOS Cmtee
• FOS BT Coaches …working directly in …classrooms• Mentor Cadre
• Site-based Mentor• Job Embedded ...Learning Initiative ...(JELI) -- up to 5 total ...days for BT/Mentor
The Heart & the Art of Teaching & Learning
Human Development & Learning for our
Students
Effective Classroom Practice (Beginning
Teachers)
School Culture Mentor(s), Principal, All
Staff
Beginning Teacher Coaches
FOS Support for Beginning Teachers Cmtees
Sup’t, VP/P Chairs, Mentor Cadre
Central Support for Beginning Teachers Project,Program & Special Education
Departments
Allocation of NTIP & TDSB Funding
Job Embedded Learning
BT Coaches
FOS PD
Central PD
CadreFaculty/Research
Learning at School
A Beginning Teacher walks into a school for the first time.... What are the initial and ongoing structures in place that will allow for the “intentional” sharing of knowledge and practice?
Effective Teaching Practice
Knowledge about Students
School Culture
School Logistics
CurriculumStudent Knowledge
Measurable IndicatorsRetention
% of Beginning Teachers retained 1 - 5 years
Survey Data
Voices from the classroom - evaluation of program
• and supports by Beginning Teachers
Performance
% of Beginning Teachers receiving 2 satisfactory
• TPA’s within first 12 months
• Something that “squared” with me (i.e. validated prior understanding)
• A question that is still “circling” around in my mind at this point
• Something I learned that could form the “base” of future action(s)
Review: So What/Now What?
