connecting early career teacher mentoring to classroom success

Connecting Early Career Teacher Mentoring Connecting Early Career Teacher Mentoring to Classroom Successto Classroom Success

Presented by…

Dr. Kent Runyan

Dr. Marilyn Dishman-Horst

Dr. Howard Smith

Dr. Robin Dexter

PITTSBURG STATE UNIVERSITY

Kansas Association of School Board’s 91st Conference

Wichita, Kansas

December 2008

The American public school is facing a major The American public school is facing a major hurdle! hurdle!

There will not be enough qualified teachers to There will not be enough qualified teachers to teach in our classrooms!teach in our classrooms!

Teacher Turnover RatesTeacher Turnover Rates

Nationally, 16% of all teachers change jobs each yearNationally, 16% of all teachers change jobs each year

• 8% of all turnover is caused by teachers who move between schools.8% of all turnover is caused by teachers who move between schools.

• 8% is caused by teachers who leave the field.8% is caused by teachers who leave the field.

(Changed professions 4%; Retired 2%; Other 2%).(Changed professions 4%; Retired 2%; Other 2%).

• 16.3 % of Kansas teachers turnover each year 16.3 % of Kansas teachers turnover each year

(7% move between schools; 9% leave the field - retired 2.0%) (7% move between schools; 9% leave the field - retired 2.0%)

Source: National Center for Education Statistics, The Condition of Education, 2005.Source: National Center for Education Statistics, The Condition of Education, 2005.

Source: Kansas Legislative Post Audit, School Districts Performance Audit Report, 2006Source: Kansas Legislative Post Audit, School Districts Performance Audit Report, 2006


Nationally, 33% of all beginning teachers leave within 3 Nationally, 33% of all beginning teachers leave within 3 years.years.

• 37% of all Kansas teachers leave the field within 5 years37% of all Kansas teachers leave the field within 5 years

• 42% of all Kansas teachers leave the field within 7 years42% of all Kansas teachers leave the field within 7 years




Nationally, 25% of all teacher attrition is from retireesNationally, 25% of all teacher attrition is from retirees

• The percentage of teachers who are eligible to retire is increasing.The percentage of teachers who are eligible to retire is increasing.

• 51% of all Kansas teachers are over 45 years of age51% of all Kansas teachers are over 45 years of age

• 34% of all Kansas teachers are over 50 years of age34% of all Kansas teachers are over 50 years of age

• 24% of all Kansas teachers will be eligible to retire in the next 5 24% of all Kansas teachers will be eligible to retire in the next 5 yearsyears



““The number of teachers eligible to retire will continue to The number of teachers eligible to retire will continue to increase and will likely worsen the teacher shortage.”increase and will likely worsen the teacher shortage.”


Nationally, the number of potential new teachers is not Nationally, the number of potential new teachers is not significantly increasing.significantly increasing.

• In Kansas, the number of students earning bachelor’s degrees in In Kansas, the number of students earning bachelor’s degrees in education has increased only slightly over the past six years;education has increased only slightly over the past six years;

•1,200 in 1999 to 1,347 in 20051,200 in 1999 to 1,347 in 2005

• Total turnover for 2005 was 5,380 with 2,574 moving between Total turnover for 2005 was 5,380 with 2,574 moving between schools leaving a demand for 2,806. schools leaving a demand for 2,806.




Nationally, present shortages of qualified teachers exists Nationally, present shortages of qualified teachers exists for certain subjects.for certain subjects.

• Nationally, 12% of all teachers are teaching subjects they are Nationally, 12% of all teachers are teaching subjects they are not qualified to teach.not qualified to teach.

• Vocational education (37%), Math (14%), Science (10%) and Vocational education (37%), Math (14%), Science (10%) and English (6%) are the most problematic.English (6%) are the most problematic.

• In Kansas, teacher shortages are worst in:In Kansas, teacher shortages are worst in:

• Special education (17%), Foreign Language (11%), Vocational Special education (17%), Foreign Language (11%), Vocational Education (10%), Science (9%), Math (7%)Education (10%), Science (9%), Math (7%)



Extent of Teacher ShortagesExtent of Teacher Shortages

Nationally, the present teacher shortage is characterized Nationally, the present teacher shortage is characterized primarily by teachers who teach out of field rather than primarily by teachers who teach out of field rather than

actual vacancies.actual vacancies.

• For example, in Kansas (2004-05 ) only 5.4% of all positions For example, in Kansas (2004-05 ) only 5.4% of all positions were filled by a “out-of-field” teacher where only .5% were left were filled by a “out-of-field” teacher where only .5% were left vacant.vacant.



Extent of Teacher TurnoverExtent of Teacher Turnover

Nationally, schools in high poverty areas have greater Nationally, schools in high poverty areas have greater turnover and thus a higher proportion of positions to fill. turnover and thus a higher proportion of positions to fill.

• The annual turnover rate for high-poverty schools is 20% compared The annual turnover rate for high-poverty schools is 20% compared to 13% to low poverty.to 13% to low poverty.

• In Kansas, the annual turnover rate for high-poverty schools is 22% In Kansas, the annual turnover rate for high-poverty schools is 22% compared to 14% to low poverty. In Kansas, retirement and spousal compared to 14% to low poverty. In Kansas, retirement and spousal relocation were main reasons for leaving.relocation were main reasons for leaving.



Teacher Shortage ConclusionTeacher Shortage Conclusion

As the teaching force continues to age and the number of As the teaching force continues to age and the number of teachers who are eligible to retire continue to grow, teachers who are eligible to retire continue to grow,

demand will continue to increase. demand will continue to increase.

Unless we are able to attract new teachers or Unless we are able to attract new teachers or retain retain current teacherscurrent teachers, the pending growth in retirement is , the pending growth in retirement is

likely to exacerbate the current teacher shortage.likely to exacerbate the current teacher shortage.

Teacher Shortage ConclusionTeacher Shortage Conclusion

Mandating a mentoring program is considered one of the Mandating a mentoring program is considered one of the most beneficial practices for retaining teachers.most beneficial practices for retaining teachers.

A quality mentoring program is one of the most often-cited strategies to A quality mentoring program is one of the most often-cited strategies to retain teachers and has shown positive success:retain teachers and has shown positive success:

Framework for Supporting Teachers (Thibodaux, LA)Framework for Supporting Teachers (Thibodaux, LA) 88% over 3 years88% over 3 years

New Teacher Project (Santa Cruz, CA) New Teacher Project (Santa Cruz, CA) 95% over 12 years95% over 12 years

Pathways to Teaching Careers (Savannah, GA)Pathways to Teaching Careers (Savannah, GA) 100% over 5 years100% over 5 years

Teacher Induction Program (Corpus Cristi, TX)Teacher Induction Program (Corpus Cristi, TX) 100% over 5 years100% over 5 years

Source: “Teacher Isolation: How Mentoring Can Help” by K.L.HeiderSource: “Teacher Isolation: How Mentoring Can Help” by K.L.Heider

Kansas Early Career Teachers AcademyKansas Early Career Teachers Academy

The Academy is one of the oldest and largest collaborative teacher The Academy is one of the oldest and largest collaborative teacher induction programs in Kansas. The program has evolved over the past induction programs in Kansas. The program has evolved over the past

twelve years.twelve years.

A collaborative effort with:A collaborative effort with:

Pittsburg State UniversityPittsburg State University

USD 250 and USD 246, 248, 404, 447, 493, 499USD 250 and USD 246, 248, 404, 447, 493, 499

Southeast Kansas Special Education Interlocal 637Southeast Kansas Special Education Interlocal 637

Both Early Career Professionals and Mentors participated in:

•Eight Monthly Seminars

•Weekly School Interactions

•Concluding KSDE Conference

•Graduation Banquet

Structure: Year-Long MeetingsStructure: Year-Long Meetings

Food is served at every session. This helps set Food is served at every session. This helps set a a professional atmosphereprofessional atmosphere and gives time for and gives time for

interaction.interaction.

Structure: Monthly Meetings - Food, Food, FoodStructure: Monthly Meetings - Food, Food, Food

To conclude the year, both the mentor and early career professional are invited to attend the KSDE Conference in

Wichita.

Structure: Year-End ConferenceStructure: Year-End Conference

During the conference, mentor and mentee room together During the conference, mentor and mentee room together and select the sessions they want to attend. In the evening and select the sessions they want to attend. In the evening

they attend an Academy symposium.they attend an Academy symposium.

Structure: Year-End ConferenceStructure: Year-End Conference

To end the year, the Academy hosts a graduation banquet where certificates of completion are given and mentees

share what they learned about teaching.

Structure: Year-end Graduation BanquetStructure: Year-end Graduation Banquet

The program trainers include:

Dr. Kent Runyan, Mentor Trainer

Dr. Rozanne Sparks, 1st year, 1st year Early Career Trainer

Dr. Marilyn Dishman-Horst, 2/ 3rd year, Early Career Trainer

Mrs. Amanda Hill, Program Coordinator

Structure: TrainersStructure: Trainers

Structure: ParticipantsStructure: Participants

• Early Career Teachers (First through third year)• Early Career Teachers (Post tenure requesting peer assistance)• Early Career Special Education Professionals (First through third year)• Early Career Special Education Professionals (Requesting peer assistance)• Classroom Mentors

Selected for:• positive attitude• proximity• discipline/grade similarity• instructional proficiency

• Three hours of graduate college credit is made available to all participants during the spring semester.

• Local school districts pay a $300.00 to $1,000.00 stipend to serve as a mentor.

Structure: Stipends and College Graduate CreditStructure: Stipends and College Graduate Credit

• School district cost is School district cost is $900.00$900.00 per per Mentor/Early Career Teacher and covers Mentor/Early Career Teacher and covers materials, seminar dinners , trainer & materials, seminar dinners , trainer & speaker stipends, hotel rooms, and speaker stipends, hotel rooms, and banquets.banquets.

• Individual school districts will be responsible Individual school districts will be responsible for KSDE’s Wichita for KSDE’s Wichita conference registration conference registration feefee, substitute costs, and travel., substitute costs, and travel.

Structure: Participant Fee FundingStructure: Participant Fee Funding

With each early career professional and mentor, a Confidentiality Agreement is signed to clearly understand

that no activity will be used for formal performance assessment in contract renewal or dismissal.

Structure: Confidentiality Agreement

A No Fault, Easy Out Policy Form is also signed, if needed, to allow for a process to change the

early career/mentor assignment.

Structure: No Fault, Easy Out Policy FormStructure: No Fault, Easy Out Policy Form

With each early career professional and mentor, a Collaborative Professional Development Plan is used to

focus classroom activities each semester. Each plan outlines objectives, planned activities, intended timeline,

and verification documentation.

Types of CPDP Objectives

Knowledge: What you want to know that you did not know before?

Application: What you want to do that you did not do before?

Impact: How do you want to change student performance or classroom?

Structure: Collaborative Professional Development Plans

All Academy participants are linked through the All Academy participants are linked through the Internet by email. Here, all early career Internet by email. Here, all early career

professionals and mentors will have access to professionals and mentors will have access to each other on a daily basis through emails. At each other on a daily basis through emails. At

times, questions will foster diverse “discussion” times, questions will foster diverse “discussion” and updated information will be made available.and updated information will be made available.

Structure: Electronic CommunicationStructure: Electronic Communication

The program is open to all 1st, 2nd and 3rd year The program is open to all 1st, 2nd and 3rd year professionals and focused on:professionals and focused on:

•Increasing Student AchievementIncreasing Student Achievement•Improving Instruction and ManagementImproving Instruction and Management•Socializing Professionals to the School CultureSocializing Professionals to the School Culture•Reducing Isolation for New ProfessionalsReducing Isolation for New Professionals•Retaining Professionals with Long Term PotentialRetaining Professionals with Long Term Potential•Developing Collegiality Among ProfessionalsDeveloping Collegiality Among Professionals

Goals and Materials: Early Career Teacher GoalsGoals and Materials: Early Career Teacher Goals

Found in the Early Career Training ManualEarly Career Training Manual the professional materials include such items as:

• Course SyllabusCourse Syllabus• Orientation ChecklistOrientation Checklist• Activity Time LineActivity Time Line• Teaching Styles Teaching Styles • Parent ConferencingParent Conferencing• Management StrategiesManagement Strategies• Kansas Performance Assessment MaterialsKansas Performance Assessment Materials• Local USD Professional Development InitiativesLocal USD Professional Development Initiatives

Goals and Materials: Early Career MaterialsGoals and Materials: Early Career Materials

• School and Community OrientationSchool and Community Orientation

• Effective Parent Professional ConferencesEffective Parent Professional Conferences

• Student Learning StylesStudent Learning Styles

• Classroom Management StrategiesClassroom Management Strategies

• ESOL StrategiesESOL Strategies

• Positive DisciplinePositive Discipline

• High Expectations for Every ChildHigh Expectations for Every Child

• IDEA and the Classroom TeacherIDEA and the Classroom Teacher

• The Internet for Effective Lesson PlanningThe Internet for Effective Lesson Planning

• National Board CertificationNational Board Certification

• Ending the Year RightEnding the Year Right

Throughout the years, various instructional leaders covered Throughout the years, various instructional leaders covered important important educational topicseducational topics tied to local school initiatives tied to local school initiatives and common beginning teacher concerns:and common beginning teacher concerns:

Goals and Materials: Classroom Teacher TopicsGoals and Materials: Classroom Teacher Topics

• What It Is Like To Be HandicappedWhat It Is Like To Be Handicapped• Positive Behavioral SupportPositive Behavioral Support• Attachment DisordersAttachment Disorders• Adapting CurriculumAdapting Curriculum• IDEA and Legislation IDEA and Legislation • Autism UpdateAutism Update• SEKSEC Structure and PersonnelSEKSEC Structure and Personnel• Compliance IssuesCompliance Issues• IEP’s and Behavior PlansIEP’s and Behavior Plans• Accommodations and ModificationsAccommodations and Modifications• Parent Professional ConferencesParent Professional Conferences• Special Education Internet SitesSpecial Education Internet Sites

Goals and Materials: Special Education TopicsGoals and Materials: Special Education Topics

Throughout the years, various instructional leaders covered Throughout the years, various instructional leaders covered important educational topics tied to special education important educational topics tied to special education concerns:concerns:

Mentors were trained and expected to:

• Conceptualize the general characteristics, needs, concerns, and Conceptualize the general characteristics, needs, concerns, and expectations of the beginning professional.expectations of the beginning professional.

• Interact and communicate in a non-threatening , supportive Interact and communicate in a non-threatening , supportive manner.manner.

• Assess specific classroom needs using checklists, assessment Assess specific classroom needs using checklists, assessment instruments, and personal conferences.instruments, and personal conferences.

• Analyze, focus, and support specific classroom needs using peer Analyze, focus, and support specific classroom needs using peer coaching techniques.coaching techniques.

• Use data collection instruments in observing class activities.Use data collection instruments in observing class activities.• Incorporate the personal, professional, and personality needs of the Incorporate the personal, professional, and personality needs of the

beginning professional into activities and interactions.beginning professional into activities and interactions.• Implement developmental activities that will offer additional Implement developmental activities that will offer additional

knowledge, skills, and attitudes for successful teaching knowledge, skills, and attitudes for successful teaching performance.performance.

• Serve effectively as a developmental mentor who can provide an Serve effectively as a developmental mentor who can provide an orderly, personalized transition.orderly, personalized transition.

Goals and Materials: Mentor GoalsGoals and Materials: Mentor Goals

The MentorshipWhy Become a MentorCharacteristics of Beginning ProfessionalsMentor Communication ActivitiesMentor Characteristics

The Mentorship ManualOrientation ChecklistActivity Time LineConferencing and Coaching GuidelinesTeaching and Learning Styles InstrumentsClassroom Data Collection InstrumentsVideo-taping GuidelinesKansas Performance Assessment GuidelinesNational Board Certification Portfolio Material

Goals and Materials: Mentor MaterialsGoals and Materials: Mentor Materials

Found in the Mentor Training ManualMentor Training Manual the professional materials include such items as:

• Characteristics and Stages of Beginning Teachers• Characteristics of Growth - Oriented Mentors• Assessing Professional Needs• Assessing Teaching Styles• Using the Internet for Mentoring Ideas• Bringing About Change in Adults• Coaching Another Professional• Rogerian Counseling• Classroom Observation Instruments• Using Video-taping to Help a Beginning Teacher• National Board Certification

Goals and Materials: Mentor Training TopicsGoals and Materials: Mentor Training TopicsThroughout a three year span, various training topics will be Throughout a three year span, various training topics will be covered:covered:

Theoretical Framework: Stages of DevelopmentTheoretical Framework: Stages of Development

As beginning teachers move As beginning teachers move through their first several years of through their first several years of teaching, they seem to generate teaching, they seem to generate

concerns in a developmental concerns in a developmental sequence, even though there are sequence, even though there are

identifiable situational differences.identifiable situational differences.

If left unexplored, these concerns could ultimately If left unexplored, these concerns could ultimately become dysfunctions which could influence their become dysfunctions which could influence their personal and professional life and stagnate their personal and professional life and stagnate their

continued development.continued development.


Establishing StructuresEstablishing Structures

(Survival)(Survival)

•Acquiring supplies and establishing room layoutAcquiring supplies and establishing room layout

•Knowing school policies, norms and cultureKnowing school policies, norms and culture

•Building collegial staff relationshipsBuilding collegial staff relationships

•Establishing classroom procedures and routinesEstablishing classroom procedures and routines

•Setting rules and reinforcing them to gain respect of studentsSetting rules and reinforcing them to gain respect of students

•Expanding subject matter knowledgeExpanding subject matter knowledge

•Lesson planning for high time on taskLesson planning for high time on task

•Coping with evaluation, other’s opinion, and fear of failureCoping with evaluation, other’s opinion, and fear of failure

•Knowing parents and opening lines of communicationKnowing parents and opening lines of communication


Developing the Science of TeachingDeveloping the Science of Teaching (Mastery)(Mastery)

•Using various models of teaching correctlyUsing various models of teaching correctly•Acquisition of innovative techniques, activities, and ideasAcquisition of innovative techniques, activities, and ideas•Asking classroom questions effectively and providing reviewAsking classroom questions effectively and providing review•Providing timely assignment feedback and furnishing justification Providing timely assignment feedback and furnishing justification •Clear direction giving, illustration, and transitions Clear direction giving, illustration, and transitions •Identifying learning styles, characteristics, and needs of classIdentifying learning styles, characteristics, and needs of class•Providing sponge activities to keep students busyProviding sponge activities to keep students busy•Managing time pressuresManaging time pressures


•Being novel, vivid, and varied in teaching strategiesBeing novel, vivid, and varied in teaching strategies•Achieving equity in monitoring, questioning and feedbackAchieving equity in monitoring, questioning and feedback•Showing high expectations for every studentShowing high expectations for every student•Striving to meet the individual academic, emotional and social needsStriving to meet the individual academic, emotional and social needs•Developing consistency in enthusiasm, fairness & humorous dispositionDeveloping consistency in enthusiasm, fairness & humorous disposition•Being a role model who shows empathy, warmth, and respectBeing a role model who shows empathy, warmth, and respect

Developing the Art of TeachingDeveloping the Art of Teaching (Impact)(Impact)


The Academy takes the The Academy takes the orientation that for long-term orientation that for long-term

improvement to occur one must improvement to occur one must first see a need and have a first see a need and have a

desire to improve.desire to improve.


The TNAQ tracks the developmental The TNAQ tracks the developmental needs of the Academy’s early career needs of the Academy’s early career professionals throughout the years.professionals throughout the years.

It was statistically refined from 112 It was statistically refined from 112 teaching skills associated with teaching skills associated with

mastery teaching.mastery teaching.


The TNAQ The TNAQ analysis analysis

can can highlight highlight individual individual and class and class perceived perceived

needs.needs.


The TNAQ can The TNAQ can also also identify identify

developmental developmental stagesstages and and important important

interest areas.interest areas.

Levels of Levels of stress are stress are measured measured

from -3 to 9.from -3 to 9.


If given at the same time, groups of teachers can be If given at the same time, groups of teachers can be compared.compared.


Mean Scores for Developmental Stages and Interest Areas

0

1

2

3

4

5

6

7

Student Teachers Early Career Teachers Teaching Fellows

Student Teachers 4.86 4.82 4.83 4.98 4.65 4.70 4.82 4.74

Early Career Teachers 4.71 4.30 4.59 4.55 5.05 4.39 4.8 4.45

Teaching Fellows 6.45 5.73 5.84 6.29 6.24 6.43 6.14 5.69

Survival Mastery Impact Support Systems PlanningClassroom

ManagementTeaching Strategies

Interpersonal Interactions

Runyan and Sparks, (2002) Do Traditional Four Year College Training, Teacher Induction, and Alternative Certification Programs Create Different Teachers. A paper presented at the 2002 AACTE conference, New York.


If given at different If given at different times throughout the times throughout the first couple years, the first couple years, the

TNAQ TNAQ can show can show movement through the movement through the

stagesstages..

?? Questions ???? Questions ??

In this collaborative effort there are specific benefits for:

A. Pittsburg State University

B. the school districts

C.early career teacher

D. mentor

Visit our website for more information:

http://www.pittstate.edu/curin/faculty/kectacademy.htm

Contact us:Dr. Charles Kent Runyan, Mentor Trainer, 117-C Hughes Hall, Professor,Department of Curriculum and Instruction, Pittsburg State University,Telephone: 620-235-4497 E-mail: [email protected]

Dr. Rozanne Sparks, Early Career Trainer - Kansas Performance Appraisal,110 Hughes Hall, Director of Teacher Education, Pittsburg State University,Telephone: 620-235-4488 E-mail: [email protected]

Dr. Marilyn Dishman-Horst, Early Career Trainer, 117-E Hughes Hall,Assistant Professor, Department of Curriculum and Instruction,Pittsburg State UniversityTelephone: 620-235-6134 E-mail: [email protected]

Dr. Robin Dexter, Assistant Superintendent USD 250510 Deill, Bevin Education CenterPittsburg, KS 66762Telephone: 620-235-3106 E-mail: [email protected]

http://www.pittstate.edu/curin/faculty/kectacademy.htm

mailto:[email protected]

mailto:[email protected]

connecting early career teacher mentoring to classroom success

Documents

kansas teachers turnover

education statistics

condition of education

percentage of teachers

beginning teachers

kansas legislative post

vocational education

number of teachers eligible