STARTSupporting Teachers and Rewarding Them

Is mentoring enough?

19.6%

19.4%

16.0%

10.5%

19.9%

18.4%

11.8%

11.6%

7.1%

11.5%

0.0 0.1 0.2 0.3 0.4 0.5

Sink or Swim

Buddy System

Coach

Trained Mentor

Mentor & CommunityMovers Leavers

Turnover Can be Reduced by Mentored Induction in a Professional Community

Source: Figure 3 in Reducing Teacher Turnover: What are the Components of Effective Induction? Thomas M. Smith and Richard M. Ingersoll. April 2003. Working paper draft. Please do not cite, quote, or use without first consulting authors.

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LCSD Induction Numbers

• 2008-09 67 Induction Teachers

• 2009-10 40 Induction Teachers

• 2010-11 23 Induction Teachers

• 2011-12 44 Induction Teachers

• 2012-13 50 Induction Teachers

53

• Induction year Dossier• • As a first year teacher in the Lancaster County School District and as part of your

induction into teaching, you will be asked to compile a dossier. A dossier is similar to a portfolio. It is a collection of key documents. Developing a dossier will facilitate learning as you improve your classroom practices, and it will authentically represent your professional growth. In your second year of teaching, the ADEPT/SAFE-T guidelines will require that you generate the documents in a dossier. The dossier will enable you to document your progress as you work through the steps of the ADEPT process in order to prepare you for the formal annual year evaluations. The dossier will include long-range plans, a complete unit of instruction, reflections, observations of other teachers, a personal growth plan, and any Induction documentation evidence from your mentor.

• We will thoroughly discuss these requirements and when they are due in our monthly seminar sessions [NOTE THE SCHEDULE]. It is important that you attend the scheduled REQUIRED START sessions.

• • As an Induction teacher, you will be issued a notebook in which to collect your

materials. Make sure that your name and school are written in your notebook. Record your Educator Certificate Number and the requested information on the title page of the dossier.

5 5

Date/Time Location Seminar Number and Topic Instructor ADEPT Correlation

August 10, 20128 am – 2:30 pm

USC - Lancaster 1) New Personnel Orientation Gwendolyn Conner,Venise Grier

All Performance Standards

August 27, 20124:00 pm**

DO Board Room 2) Organizing and Managing the Classroom Effectively Joyce Crimminger, Kelly Costner, Venise Grier

APS 8 & 9 CBTAPS 4 GuidanceAPS 5 MediaAPS 9 Speech

September 10, 20124:00 pm**

DO Board Room 3) Effective Parent Communication David McDonald,Venise Grier,Gwendolyn Conner

APS 1, 8, 10 CBTAPS 1,5, 7 GuidanceAPS 1,3, 7 MediaAPS 1,5, 10 Speech

September 24, 20124:00 pm**

DO Board Room 4) Gifted and Talented RecommendationsStudent Assistance TeamsESOL Accommodations

Tom McDuffie, Kathy Durbin,Crystal Fields,Venise Grier

APS 2, 3 CBTAPS 2, 3 GuidanceAPS 1, 3 MediaAPS 2, 4 Speech

October 1, 20124:00 pm**

DO Board Room 5) Planning for Formal Evaluation Quinn, Venise Grier

All Performance Standards

October 22, 20124:00 pm**

DO Board Room 6) Planning (LRP & Instructional Unit) Tami Ethridge, Sheri Wells, Venise Grier

All Performance Standards

November 5, 20124:00 pm**

DO Board Room 7) Completing the Dossier / Break Out Sessions for Teachers Venise Grier, Selected - 2011-12 Induction Teachers

All Performance Standards

December 3, 20124:00 pm**

DO Board Room 8) Q/A Panel : Teacher Talk Celebrate Great Teaching Winners

All Performance Standards

January 28, 20134:00 pm**

DO Board Room 9) Closing The Achievement Gap Bobby Bailey,Venise Grier

APS 4, 5, 8 CBTAPS 4, 6 GuidanceAPS 4, 5 MediaAPS 5, 6, 8 Speech

February 4, 20134:00 pm**

DO Board Room 10) Thinking Outside the Box David Knight,Venise Grier

APS 10 CBTAPS 7 GuidanceAPS 7 MediaAPS 10 Speech

February 25, 20133:00 to 4:15 pm

DO Board Room 11) Collection of Documents Venise Grier All Performance Standards

S.T.A.R.T. (Supporting Teachers and Rewarding Them) Seminar Schedule

2012-2013

7 7

South Carolina ADEPT Performance StandardsFour Purposes

• To provide a common language around classroom practice

• To help identify areas of professional growth• To guide the design and implementation of

professional development experiences• To link teacher preparation with induction and

ongoing development

8 8

Why Formative Assessment?• focuses the beginning teacher’s growth• guides the work of the mentor• establishes professional norms of inquiry into

and reflection upon practice• parallels the key role of assessment in

effective instructional practices

9 9

Implementing a Formative Assessment System

Collect and analyze baselinedata; self-assess againstprofessional standards

Collect DataSet professional goals[aligned with standards]& develop professionalgrowth plan

Plan

Implement professionalgrowth plan; collect andanalyze data

Teach

Assess growth andrevise plan or beginnew inquiry Reflect

South Carolina Department of Education 10

South Carolina Teachers ReportSouth Carolina Teachers Report

In deciding whether or not to stay in the school…a collegial atmosphere made the most difference (32%), and the principal’s leadership was second (26%). -SC Working Conditions Survey, 2004

Why mentor?

Summative START Program Assessment Results

The assistance I received from my…– Principal was of benefit 35% (Strongly Agree)– Other faculty members was of benefit 52%– Mentor was of benefit 70%

I was able to show adequate growth in fulfilling expectations…– 76% (Strongly Agree)

I now have the skills and attitude to be an effective teacher…– 76% (Strongly Agree)

““Mentors and apprentices are Mentors and apprentices are partners in an ancient human partners in an ancient human dance, and one of teaching’s dance, and one of teaching’s great rewards is the daily great rewards is the daily chance it gives us to get back chance it gives us to get back on the dance floor. on the dance floor.

It is the dance of the spiraling It is the dance of the spiraling generations, in which the old generations, in which the old empower the young with their empower the young with their experience and the young experience and the young empower the old with new life, empower the old with new life, reweaving the fabric of human reweaving the fabric of human community as they touch and community as they touch and turn.” turn.” Parker J PalmerParker J Palmer

The Courage to The Courage to TeachTeach