program overview the college community school district's mentoring and induction program is...
TRANSCRIPT
CCSD Mentor and Induction
Program Evaluation 2010 – 11 Board Report
Program OverviewThe College Community School District's Mentoring and Induction Program is designed to increase retention of promising beginning educators who are employed in a non-administrative position as a PK-12 teacher, teacher librarian, specialist, or counselor to build relationships that encourage and support:
Improved student achievement on academic standards; Development and refinement of best instructional practices; Understanding of district's expectations; Achievement of personal and professional success for each
new staff member; Building leadership capacity; Transmitting the culture of the system.
Current Statistics33 trained mentors on duty 16 first-year teachers 25 second-year teachers
Mentor Training1st year: 3 Basic Mentoring Modules
Effective Mentoring ConversationsEffective Observation CyclesAnalysis of Student Work
2nd year: Coaching in Complex Situations3rd year: Mentoring for Equity
Continuous Support4 mentor forums – GWAEA, alternate with4 meetings with mentor facilitatorMonthly newsletters & other
communicationsNew teacher and mentor wiki
Survey Results Spring 2010
2.6
2.8
3
3.2
3.4
3.6
3.8
3.4
3.1
3.7
3.3
3.6
3.4
3.7
3.3
Mentoring Conversations
New TeachersMentors
Trusting Relationsh
ip
Clearly defined roles &
expectations
Effective Listening
Promote Critical
Thinking
0
0.5
1
1.5
2
2.5
32.7 2.7
2.82.6
2.5 2.5
2.8
2.3
Strategy Implementation
New TeachersMentors
Pre-Observati
on Planning
Observation Data
Collection
Post Observati
on Reflection
& Feedback
Analysis of student work
2.7
2.8
2.9
3
3.1
3.2
3.3
3.4
3.5
3.2
3.1 3.1
3.4
3.3
3.4
3
3.1
3.2
3
Impact on Practice
New TeachersMentors
RelationshipImpact
Pre-Ob-servation Planning
Observation Data
Collection
Post Observati
on Reflection
Analyzing Student
Work
Unit De-sign
Lesson Design
Learning Target
CFU TA Fi-delity
TA Fre-quency
Reflective Teaching
2009-10 76.6 90.4 86.5 69.2 69.2 59.6 92.3
45
55
65
75
85
95
76.6
90.486.5
69.2 69.2
59.6
92.3
2009-10 Impact StudyAdministrative Survey on New Teacher Mentor &
Induction
Perc
en
t P
rofi
cie
nt
Proficient is defined as:Always andMost of the time
Strengths and Areas of GrowthStrengthsRelationshipsStrategy implementationAreas of GrowthPromoting critical thinking in new teachers
Program Evaluation and Data Collection
Program Evaluation TeamExecutive Director of Learning ServicesElementary Curriculum Coordinator2 experienced mentors2 new teachersMentor Facilitator
Program Evaluation Process (May 17, 2011)data analysisgoal settingprogress monitoring
Oversight Goal Recommendations
Measurement Tools
80% of new teachers will design lessons that
demonstrate a proficient level on the District's New Teacher
Best Practice Rubric.
District's New Teacher Best Practice Rubric
100% of teachers will design quality instructional units
through the curriculum tool and use the tool to enhance
weekly curriculum and instructional collaboration.
Curriculum Map Analysis based on "Status Check"
criteria
80% of students will meet or exceed achievement targets on
district common summative assessment
ITBS and MAP