New Teacher Induction
No Teacher Left Behind…
Sandra Duncan
Cabell County Board of education
“A third of beginning teachers quit within
their first three years on the job. We don’t
stand for this kind of dropout rate among
students, and we can no longer afford it in
our teaching ranks. But what does it take
to adequately support novice teachers?
What lifelines can we offer so they will
remain in the profession and develop into
highly effective classroom educators?”
(Stansbury/Zimmerman http://www.wested.org/online_pubs/tchrbrief.pdf)
The way it has been…
There is no accountability!
It’s the Middle
School’s
(Elementary’s)
fault
FINGER
POINTING…
Inclusion? Isn’t
that “dumbing”
down the
curriculum??
They
can’t
read.
The test
must
have
been
flawed.
It’s the Parents’ fault!
If they only
knew their
math facts.
County (state, feds)
can’t get it together.
The standards keep changing.
I taught it. If they don’t
get it, it’s their problem!
Education’s Concerns…
Permanent certificates to mediocre
teachers.
 Test scores flat.
 Teachers working solo behind closed
doors. Very little sharing and
collaboration.
 Teacher rather than student focus—
resistance to change
 NEW TEACHERS “JUMPING SHIP”
Every teacher that leaves a district after
one year costs the district approx. $50,000

The stage set for change……
Innovation Zone
Part of IZ grant dedicated to
New Teacher Induction
New Teacher Induction Program
Proposal identified reasons new teachers
were ineffective, or left the county…

New teachers feel overwhelmed by the
expectations and scope of the job

New teachers feel isolated and unsupported in their
classrooms

New teachers are unclear about expectations

New teachers' own expectations don't match the
actual job
MISSION OF INDUCTION PROGRAM
To provide access to support from Central Office personnel for
help with unit planning, access to resources and classroom
management strategies.
To provide ongoing Professional Development that builds
upon itself, and provides a “toolbox” of strategies as support
for beginning teachers.
To provide dedicated time for teachers to collaborate both
within their own content area, as well as across the
Disciplines.
To provide teachers access to School Administration for
encouragement, accountability and validation.
COMPONENTS
OF CABELL COUNTY’S
TEACHER INDUCTION
PROGRAM
The Classroom Instruction Piece
…includes emphasis on:
•Unit/Lesson Planning, employing ICLE supported Quadrant D
concepts, particularly Project Based Learning
•Learning Focused Strategies as a planning framework for new
inductees
•Differentiated Instruction as a philosophy on which to base NCLB
requirements, and to satisfy WVDE Policy 5310—Teacher
Responsibilities
• Reading and Writing Across the Curriculum as a support for
Literacy in each content area.
The Classroom Management Piece
emphasizes…

Policy/Procedure (school, county, and state)
 Pacing (an issue for which many new teachers
have requested help)
 Relationship Building
 Student Engagement.
The Professional Development Piece
Includes…
Three two-day pullout sessions for intensive instruction on Best
Practice Strategies:







Learning Focused Strategies
Common Core Teaching and Learning
Quad D Lesson/Unit Planning
Classroom Management/Student Engagement
Differentiated Instruction
Academic Vocabulary
Project Based Learning
These sessions are placed at intervals throughout the school
year, giving teachers time to use the strategies in their classes.
Follow-up Reflection/Feedback
After training on a particular strategy, new teachers have a
designated period of time to incorporate the strategy into
their classroom instruction.
TIP facilitators then go into new teachers’ classrooms for
the purpose of:
 Feedback and Reflection on implementation
 Collaboration
 Support
 Accountability
TIP teachers keep a portfolio of lessons & student
work to share at an end-of-year reflection meeting.
(Portfolio will serve as start towards Nat’l Boards, as well)
DEBRIEFING SESSIONS
AFTER OBSERVATIONS, “DEBRIEFING” SESSIONS
WITH THE ADMINISTRATOR(S) ARE SCHEDULED
These are NOT “report out” meetings, but they ARE:
 A general overview of use of Best Practices
by the TIP teacher
 Opportunities to relay info & clarify expectations
 Opportunities to celebrate successes
What we have seen…





Sense of collaboration and
collegiality, a sort of self-perpetuating
PLC—Former TIP teachers mentoring
new hires
Sense of efficacy: new teachers have
support system, which eases feeling of
inadequacy held by many beginning
teachers
High expectations with accountability
School district becomes aware of “best
and brightest” among new teachers
Sense of loyalty among new teachers
An Ongoing Process
“Research has proven time and again that it is the teacher
who makes the difference in the classroom; just as it is the
pilot who makes the difference on the airplane; just as it is
the surgeon who makes the difference in the operating room.
The better trained the pilot, the better the chances of arriving
safely at your destination. The better trained the surgeon, the
better the chances of successful patient recovery. Likewise,
the better trained the teacher, the better the student
achievement in the classroom .
"An induction process is the best way to send a message to
your teachers that you value them and want them to succeed
and stay,“ Harry Wong & Annette L. Breaux (2009)
OVERVIEW OF
COUNTY-WIDE
NEW TEACHER
INDUCTION PROGRAM
ELEMENTARY TEACHER INDUCTION
MANDATED COUNTY ORIENTATION
PERSONNEL DEPT. 2 HOURS
COUNTY STAFF 4 HOURS
ROUTINES AND
PROCEDURES
TIP OVERVIEW AND
WORKSHOP SCHEDULE
EXPECTATIONS/PORTFOLIO
CONTACT INFORMATION
MATH FOCUS
READING/WRITING
FOCUS
JAN 5,6 (3-5)
SEPT 12,13 (3-5)
JAN 10,11 (K-2)
MAR 27,28 (K-2)
ESPRESSIONS
WV WRITES
SEPT 14,15 (K-2)
ASHLOCK DIRECT
INSTRUCTION
BASAL TEXT
SPL AND GROUPING
DIBELS & mClass
DESTINATIONS
WRITING STRATEGIES
IPAP (K-1)
TECHNOLOGY FOCUS
MAR 8,9 (3-5)
MATH TALKS AND QUESTIONING
TECH STEPS
CREATING COOPERATIVE
GROUPS
ACUITY/IDMS
INCORPORATING STUDENT
LEADERS
EDLINE
DESTINATIONS
THINK CENTRAL
SPL
GRADE QUICK
THINKFINITY
SMART BOARD
EDMODO
MIDDLE SCHOOL TEACHER INDUCTION
TIP OVERVIEW AND
WORKSHOP SCHEDULE
MANDATED COUNTY ORIENTATION
PERSONNEL DEPT. 2 HOURS
COUNTY STAFF 4 HOURS
LESSON PLANNING
SEPT 6,7:
EMS/HMS/BHMS
SEPT 19,20:
BMS/MMS
IDENTIFYING KUDS
LEARNING FOCUSED
STRATEGIES
ASSESSMENT
STUDENT
ENGAGEMENT
DIFFERENITATED
INSTRUCTION
EXPECTATIONS/PORTFOLIO
THIS WE BELIEVE AND
ELEMENTS OF MIDDLE SCHOOL
PHILOSOPHY
CONTACT INFORMATION
INTEGRATING
CURRICULUM
MAR 6,7:
DEC 6,7:
EMS/HMS/BHMS
EMS/HMS/BHMS
MAR 14,15:
DEC 8,9:
BMS/MMS
LEARNING STYLES
TIERING INSTRUCTION
CREATING OPTIONS
FOR STUDENT
PERFORMANCE
EMS/MMS
PROJECT BASED LEARNING
DBQS
READING AND WRITING
STRATEGIES
RIGOR, RELEVANCE,
RELATIONSHIPS
TECH STEPS
HIGH SCHOOL TEACHER INDUCTION
MANDATED COUNTY ORIENTATION
PERSONNEL DEPT. 2 HOURS
COUNTY STAFF 4 HOURS
LESSON PLANNING
SEPT 8,9 (HHS)
DIFFERENTIATED
INSTRUCTION
SEPT 21,22 (CMHS)
NOV 29,30 (CMHS)
DEC 1,2 (HHS)
IDENTIFYING KUDS
LEARNING FOCUSED
STRATEGIES
ASSESSMENT
STUDENT
ENGAGEMENT
LEARNING STYLES
TIERING INSTRUCTION
MULTIPLE INTELLIGENCES
CREATING OPTIONS FOR
STUDENT PERFORMANCE
TIP OVERVIEW AND WORKSHOP
SCHEDULE
EXPECTATIONS/PORTFOLIO
RIGOR, RELEVANCE, AND
RELATIONSHIPS
CONTACT INFORMATION
INTEGRATING
CURRICULUM
FEB 21,22 (CMHS)
FEB 28,29 (HHS)
QUAD D LESSONS
PROJECT BASED
LEARNING
DBQS
READING AND
WRITING
STRATEGIES
TECH STEPS
TEACHER INDUCTION TIMELINE
AUGUST – ORIENTATION
SEPTEMBER –CLASSROOM MGMT, DI, LESSON PLANNING,STUDENT
ENGAGEMENT,
DECEMBER- TECHNOLOGY/ INTERDISCIPLINARY UNITS
MARCH –PROJECT BASED LEARNING/SHOWCASE PREP
•WORKSHOPS WILL BE PRESENTED BY CENTRAL OFFICE PERSONNEL,
GOLD SEAL LESSON CADRE, OR CONTRACTED PRESENTERS.
• COACHING TO PROVIDE FEEDBACK AND REFLECTION.
• REFLECTION MEETINGS SCHEDULED.
•SUPPORT PROVIDED BY INSTRUCTIONAL COACHES OR DESIGNEES.
For further
information
on Cabell
County’s
New
Teacher
Induction
Program
contact:
Sandra Duncan, Program Coordinator
sduncan@access.k12.wv.us
Lenora Richardson, Supervisor
lrichard@access.k12.wv.us
Gerry Sawrey, Asst. Superintendent
gsawrey@access.k12.wv.us