school leaders: the key to successful induction victoria duff mentor training coordinator nj...
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SCHOOL LEADERS: THE KEY TO SUCCESSFUL
INDUCTION
Victoria DuffMentor Training CoordinatorNJ Department of Education
The task of a leader is to get his/her people from where they are to where they have to be. Henry Kissenger
Reflections
• What skills do new teachers need to be successful?
• What supports will you put in place to help novice teachers become successful?
Mentoring - Induction• Mentoring
– An action– Assists
novice in making successful transition
– Experience is facilitated and guided
– Makes connections to realities of teaching
• Induction– A process– Program
over time– Targeted
professional learning
– Mentoring is a component
Why a Formal Mentor Program?
• Aligned to the CCCS and the Professional Standards
• Targeted Professional Development
• Provides access to communities of practice
• Supports the culture of the school
• Links pre-service instruction to actual practice
School Leader Responsibilities:
State Requirements• Inform new teachers about
the mentoring program• Select the mentors based
on district criteria• Match the mentors and
novice teachers• Respect the confidentiality
of the program• Contribute to ongoing
program evaluation
Additional Roles for School Leaders
• Encourage veterans to become mentors
• Schedule common planning time
• Support classroom observations between the mentoring pair
• Continue to be a resource• Understand all of the
components of mentor training
• Serve as the FIRST MENTOR of the novice
Quality Induction Programs
• All novice teachers are involved• Programs are comprehensive and
goals are clearly articulated• Mentoring is a minimum of one year• Mentors are qualified• High expectations are set for all
involved in the program• Considerations are made about
additional teaching loads for participants
• Support is ongoing for mentors and novice teacher through networking
• Provides data for ongoing improvement from program evaluation
Who Is Mentored?
• Those with a CE (Certificate of Eligibility) alternate route
• Those with a CEAS (Certificate of Eligibility with Advanced Standing)
• Special Education (CE or CEAS)
• Special Education (standard)• New to District
Effective teachers explain content to their students from different perspectives, respond accurately to their questions, plan lessons intelligently, qualify assertions appropriately, and choose wisely what to include, exclude, and emphasize in the curriculum.L.S. Schulman (1987) Harvard Education Review
Quality Teaching
• A professional norm– The standard– The model– The behaviors
What are the professional norms we wish to create for novice teachers?
The Professional Standards for Teachers
• A common language• A definition of the
knowledge, skills and dispositions for effective teaching
• A conversation tool• A self-assessment tool• A lens for the mentor to
view practice• A mirror for the novice to
view practice
The Professional Standards for Teachers
• Subject matter knowledge• Human growth and
development• Diverse learners• Instructional planning and
strategies• Assessment• Learning environment• Special needs• Communication• Collaboration and
partnerships• Professional development
A Mentor Is….
• Knowledgeable in the content
• Committed to the mentoring process confidentiality
• Knowledgeable in pedagogy• Articulates instructional
practices at high levels• Trained as a mentor
The Focus for Novice Teachers
• Teaching is a developmental process.
• Teaching must be assessed through self-assessment, formative assessment, and summative assessment.
• Teacher growth is constant when supports are in place.
• Teacher growth should be based on competencies, not deficits.
• Teaching must focus on high levels of student learning.
Mentor Needs
• The understanding of skill sets– Roles and responsibilities– Adult learning theory– Coaching– Communication skills– Problem –solving/ conflict
resolution skills– Formative assessment (non-
evaluative
• The understanding of professional standards
Novice Teacher Needs
• Transfer of knowledge from theory to practice
• Understanding of the demands of the profession
• Encouragement to ask questions
• Assignments linked to expertise
• Recognition that they are learning
Mentors and Novice Responsibilities
• Meet frequently to discuss challenges and successes
• Document meeting times• Make time for observation
of teaching and feedback of the observations
• Use reflection journals as a conversation tool
• Use the Professional Standards to develop teaching practice
School Leader Supports for Mentoring and Induction
• A welcome letter or call• A school orientation day with
the mentor• A curriculum packet• A full explanation of first
year activities and expectations
• An explanation of the Provisional Teacher Program
• Introductions to staff and special introductions on day one
Supports
• Remember what your first year was like
• Take care in placement• Provide novice focus
groups• Form professional learning
teams• Provide access to
professional learning resources
• Keep an open door policy
Formative Assessment in the Mentoring Program
• Provides an ongoing measurement of growth over time - strengths and weaknesses
• Provides the novice with evidence of student learning
• Provides objectivity through data
• Responsive to teacher needs• Supports collaboration• Creates a reflective and
inquiry based environment
Formative Assessment in Supervision
• 10 weeks – state required formative evaluation aligned to standards
• 20 weeks – state required formative evaluation aligned to standards
• 30 weeks – state required summative evaluation aligned to standards (leads to standard certification)