onboarding new teachers: what they need to succeed

31
Onboarding New Teachers: What they Need to Succeed

Upload: dillon

Post on 25-Feb-2016

49 views

Category:

Documents


3 download

DESCRIPTION

Onboarding New Teachers: What they Need to Succeed. Objectives. . . . . Understand onboarding as an integral part of teacher effectiveness and teacher retention - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Onboarding New Teachers: What they Need to Succeed

Onboarding New Teachers:What they Need to Succeed

Page 2: Onboarding New Teachers: What they Need to Succeed

2© TNTP 2012

Objectives

Understand onboarding as an integral part of teacher effectiveness and teacher retention

Become familiar with effective cultivation strategies and ensure your new hires have the information they need to begin teaching

Identify what quality onboarding looks like

Develop an onboarding plan for new hires

Page 3: Onboarding New Teachers: What they Need to Succeed

3© TNTP 2012

Agenda

Introduction to onboarding

Cultivating teachers before school starts

School-site orientation

Supporting teachers during the first months of school

Page 4: Onboarding New Teachers: What they Need to Succeed

4© TNTP 2012

Effective onboarding programs impact retention rates

It costs districts on average over $10,000 to replace or refill each teacher vacancy once the school year has started.

What does it “cost” your students, you and your school to replace a teacher who is a no-show or who leaves once the school year has started?

$10,000

Additional Losses

• Time students lose with a full-time dedicated teacher• Time to find a replacement• Drain on other faculty and staff

A study found that when administrators offer high-quality onboarding programs along with district orientation, the retention rate of new teachers was over 93%

93%

?

Page 5: Onboarding New Teachers: What they Need to Succeed

5© TNTP 2012

What is onboarding?

Excellent onboarding programs:•Have clear goals •Have clear leadership and are grounded in the school culture•Are differentiated •Provide quality, ongoing training on effective strategies •Encourage reflective practice

Possible impact:•Higher student achievement•Increased teacher effectiveness; stronger classroom management•Higher job satisfaction; lower levels of stress•Retention of highly effective teachers•A more positive learning environment

Cultivationfrom the job offer

Orientationduring the first days on

site

Managementduring the first months of

school

Page 6: Onboarding New Teachers: What they Need to Succeed

6© TNTP 2012

Onboarding Timeline

Cultivation Orientation ManagementKeep the candidate engaged and build excitement.

Address teachers’ needs in order of priority.

Deliver specific and actionable feedback.

Start to set expectations.

Review specific performance expectations and teacher evaluation rubrics.

Give timely feedback consistently reinforcing the language of the evaluation rubric.

Build investment in school culture and philosophy.

Set specific academic goals based on end-of-year assessments.

Track student progress against academic goals using interim assessments.

Connect with a strong buddy or mentor.

Set specific professional development goals.

Set specific milestones to review and re-set PD goals.

Cultivation Orientation Management

Start of SchoolJob Offer

Page 7: Onboarding New Teachers: What they Need to Succeed

7© TNTP 2012

Agenda

Introduction to onboarding

Cultivating teachers before school starts

School-site orientation

Supporting teachers during the first months of school

Page 8: Onboarding New Teachers: What they Need to Succeed

8© TNTP 2012

Onboarding begins with cultivation - high-quality, meaningful, targeted contact ensures school expectations are understood early• Helps ensure that candidates begin teaching despite

competition from other school districts or challenges• Provides the opportunity to start building excitement and

energy around your school culture• Allows new teachers to start the year feeling informed and

supported• Encourages staff members to arrive informed and prepared

for the first few weeks of school

• It allows you to predict and plan for any potential vacancies and last minute withdrawals

• It ensures candidates continue to understand your commitment to them from the time of hire to when the school year starts

• It allows the opportunity to continue set clear expectations for teachers in your building

• Begins when you interview a teacher• Ends when teacher starts at your school

Purpose

When?

Why?

What effective cultivation strategies have you seen implemented?

Page 9: Onboarding New Teachers: What they Need to Succeed

9© TNTP 2012

There are four common red flags that may indicate that a new hire may be a no-show

New Hire or returning teacher does not reply to your e-mails or phone calls

Teacher delays or does not have a clear plan for their move to the area.

Be aware of signs of apprehension

Teacher does not attend the district’s orientation or new teacher training

Teacher does not complete the district’s pre-employment processing (generally certification, fingerprinting, contract signing, etc)

Page 10: Onboarding New Teachers: What they Need to Succeed

10© TNTP 2012

The easiest support strategy to implement: communication via phone or e-mail

What makes this a useful tactic?

Things to keep in mind

• Personalizes the hiring process and makes candidates more committed to your school

• Quick and easy. If you have additional support, this can be delegated.

• Creates a dialogue for questions and concerns

• As the principal, you should make the first call to your new hire to offer them the position

• Have a clear goal or message for each communication

• Telephone calls are meant to be short, inspiring, and informative

• E-mails should be concise and require a response to maintain and create an open line of communication

Page 11: Onboarding New Teachers: What they Need to Succeed

11© TNTP 2012

Create a short reading assignment that sets expectations and creates an early point of engagement.

What makes this a useful tactic?

Things to keep in mind

• Allows teachers to review reading material aligned to your school philosophy or approach to teaching

• ex: Teach Like a Champion• Allows teacher to internalize culture and

performance expectations before orientation• ex: Review our evaluation rubric and

select two areas to set PD goals for your first three months

• Assignments should not be onerous or discouraging

• Participation expectations should be clear in advance

• Discussion can be online or by phone if people are relocating

• Group debriefs is a way to create feeling of camaraderie and commitment

• Non-participation is an early warning sign

Page 12: Onboarding New Teachers: What they Need to Succeed

12© TNTP 2012

Create discussion forums for connection between teachers.

What makes this a useful tactic?

Things to keep in mind

• If you are hiring a large number of new teachers, this can help them connect about housing and relocation logistics

• Teachers can begin to create connections to the school community

• Positive leaders in your school community can monitor and contribute to the discussion

• If one teacher has a question, others could benefit from the answer as well

• If the discussion is monitored, information might not be correct

• Be sure to set norms for what are group questions and what should be individual questions

• Make sure the current voices representing your school are positive and encouraging

• Be careful in linking personal social networks (Facebook). Email or Google groups are safer.

Page 13: Onboarding New Teachers: What they Need to Succeed

13© TNTP 2012

Planning and Prioritizing Phone Calls and Emails

New Hires Current Teachers

When At least once a month after hire to engage teachers

2-3 weeks prior to the start of school to answer any questions about the orientation or 1st day of school.

At least twice over the summer, prioritizing teachers by level of concern.

Early July to assess interest in helping with new teacher orientation. 2 weeks prior to the start of school to answer questions.

Who The first call should always come from the principal. Follow-up calls can come from other staff.

Members of the leadership team.

Strategies

Remember to gather up-to-date contact information when an offer is made.

Prior to the end of the school year, gather contact information and give tentative dates for orientation activities.

Page 14: Onboarding New Teachers: What they Need to Succeed

14© TNTP 2012

Teachers have told us they want to have information about their school and school processes before school starts • Schedule of the week prior to and the first week of

school, including typical day structure and any special training sessions; when they can come in to set up their classrooms

• Where to park, pick up mail, location of bathrooms and lunchroom

• Important staff members – who do they go to for what

Logistics

• List of professional development opportunities – summer workshops, which ones they have to go to the first week of school, schedule for the year

• Visit and set up classroom – schedule a time as early as possible

• What mechanisms exist for providing instructional feedback?

• List of assigned students with parent and contact information, as well as IEP’s if special ed

Instructional Support

• How will teachers be evaluated?• What are the school’s student achievement goals? • What are the other school-wide goals?

Administrator Expectations

Page 15: Onboarding New Teachers: What they Need to Succeed

15© TNTP 2012

Onboarding plan: Outline 4 cultivation strategies for your new hires

Activity/ Strategy

Completion date

Purpose Leader

Ex: Phone Call

May 15 Welcome phone call, outline that other staff members will be calling/emailing over the summer. Connect new hires to a positive mentor teacher.

Cul

tivat

ion

Page 16: Onboarding New Teachers: What they Need to Succeed

16© TNTP 2012

Agenda

Introduction to onboarding

Cultivating teachers before school starts

School-site orientation

Supporting teachers during the first months of school

Page 17: Onboarding New Teachers: What they Need to Succeed

17© TNTP 2012

Planning for school-site orientation

School-site orientation days have four primary objectives:

Orient teachers to the school structure, physical space, and culture

Share the instructional expectations for the school and staff

Share administrative expectations for the school and staff

Establish academic and professional development goals with each teacher and team.

? What are the levels of Maslow’s hierarchy of needs?

Page 18: Onboarding New Teachers: What they Need to Succeed

18© TNTP 2012

We can use Maslow’s hierarchy of needs to prioritize orientation activities and information

Bathrooms, food, keys, ID, payroll, health insurance, supplies, dress code, class scheduleBasic Needs

Administrative expectations, student, pacing guide, performance evaluation criteria,

End of course assessment, student achievement goals,

common planning expectations

School mission and philosophy, team building, mentorship and coaching

Expectations

Community

Academic Goals

Professional Growth Plan

Goals forPD,

long term aspirations, resources to meet

goals

Page 19: Onboarding New Teachers: What they Need to Succeed

19© TNTP 2012

School-site orientation: What do teachers need to know first?

• Where can teachers find what they need (materials, resources, copies, etc.)?

• Where are the important locations in the building (cafeteria, gym, office)?

• What is the school’s policy on teacher attendance?

• How should teachers dress on days with students? For PD?

• What is the calendar?• What is my class schedule? Where can I access

IEPs?

• How often will I be observed and by whom?• What will you be looking for when you observe me?• What are the expectations for student conduct?• What are the positive and negative consequences?• What is the process if there are classroom

management problems?• What is the process for documenting student

behavior issues?

Basic Needs

Expectations

Page 20: Onboarding New Teachers: What they Need to Succeed

20© TNTP 2012

School-site orientation (cont.)

• Who should I talk to if I have instructional challenges?

• Who will I work with in my grade team? Department?

• Is there an orientation/opportunity to meet the people who provide support services to the students?

• Will I be assigned a mentor or a coach?

Community

What else do teachers need to know about basic needs, expectations and community??

Page 21: Onboarding New Teachers: What they Need to Succeed

21© TNTP 2012

School-site orientation: How can we get the best performance out of teachers?

• What skills do I need to strengthen this year?• What resources will I access to build those skills?• What supports do I need to build this skill?• What role would I like to be in in five years? Two

years?

• What should my students learn this year?• What do they already know (diagnostic)?• How will I assess their progress (interim)?• How will I assess their mastery (summative)?

Ex: X % of student will demonstrate Y level of mastery on Z assessment.

Academic Goals

Professional Growth Plan

Page 22: Onboarding New Teachers: What they Need to Succeed

22© TNTP 2012

Questions to Consider

What operational and administrative tasks do you anticipate will be most frustrating for staff?

How did you learn about the instructional expectations when you began teaching or how have you shared these expectations as a principal?

Describe how you have seen vision and culture messages shared and reinforced most effectively.

What are some of the best practices or strategies you’ve seen for setting effective academic and professional growth goals with teachers?

What will be your biggest challenge in creating an effective and high-quality onboarding plan?

?

?

?

?

?

Page 23: Onboarding New Teachers: What they Need to Succeed

23© TNTP 2012

School-site Orientation Planning

What are the goals of your orientation?

How much total time do you have for your school orientation? How much time is with your new teachers apart from returning teachers?

Who is available to orient new teachers during those days?

Activity

Page 24: Onboarding New Teachers: What they Need to Succeed

24© TNTP 2012

Orientation Planning Guiding QuestionsBasic Needs

Expectations

Community

Academic Goals

Professional Growth Plans

What should teachers who are well oriented to your/their know?

When do they need to know it?What activities, resources and messages will you use?

How and when will you reinforce these messages?

Page 25: Onboarding New Teachers: What they Need to Succeed

25© TNTP 2012

Onboarding Plan: Outline School-site orientation Activities

Activity/ Strategy

When should it be complete?

Who will complete?

Purpose

Ex: New Teacher Staff Meeting

August 28 John Sheppard, Principal

Set expectations, assign mentors, give out first semester formal orientation schedule

Orie

ntat

ion

Page 26: Onboarding New Teachers: What they Need to Succeed

26© TNTP 2012

Agenda

Introduction to onboarding

Cultivating teachers before school starts

Setting your expectations

Supporting teachers during the first months of school

Page 27: Onboarding New Teachers: What they Need to Succeed

27© TNTP 2012

The support and management strategies you offer should be tailored based on teachers’ needs and challenges

Page 28: Onboarding New Teachers: What they Need to Succeed

28© TNTP 2012

During the first week, teachers need you to be visible and supportive

Strategies

1.

2.

3.

Resources

• Pop in once students arrive to check on how things are going• Share sincere encouragement about their teaching at least twice• Identify mentors and what the support looks like• Give new teachers a welcome gift

TIPS

Page 29: Onboarding New Teachers: What they Need to Succeed

29© TNTP 2012

During the first month of school, most new teachers say that they need help with day-to-day tasks

Strategies

1.

2.

3.

Resources

Help teachers:• Learn school routines and procedures• Develop classroom management skills and deal with behavioral

problems• Understand how to diagnose/assess student performance • Teach with limited resources

TIPS

Page 30: Onboarding New Teachers: What they Need to Succeed

30© TNTP 2012

During the second month of school, most new teachers say that they need more feedback on their instructional practices

Strategies

1.

2.

3.

Resources

• Schedule formal/informal observations; give immediate feedback (positive and constructive) so teachers can self-correct. Ask specific questions about gains they see in their students, so that their focus remains on student outcomes.

• Set up opportunities for peer observations or model lessons at staff meetings

• Help teachers learn to identifying big and small issues and prioritize which to correct

• Encourage self-reflection; build this into planning time or staff meetings

TIPS

Page 31: Onboarding New Teachers: What they Need to Succeed

31© TNTP 2012

Next Steps

Begin planning activities for school-site orientation

Gather resources for new teachers to include in emails and orientation information

Complete a comprehensive onboarding work plan with clear objectives and aligned activities

Draft a Mutual Expectations document for your school site and customize other relevant onboarding templates

Create a comprehensive performance management plan with clear teacher performance benchmarks