Exploring and Assessing New
Teacher Induction Program
Models
Session #2128
http://www.ascd.org/achandouts
Exploring and Assessing New
Teacher Induction Program
Models
Mentoring Leadership and
Resource Network
Program Presenters
Ami Hicks
Mary Elin Barnish
Exploring and Assessing New
Teacher Induction Program
Models
Ami Hicks
Program
Purpose &
Rationale
Mentor Teacher
Preparation &
Development
School District &
University
Cultures
Circle of Quality
Mentoring
Implement
&
Evaluate
Program
Mentor Selection
& Mentor/
Protégé Matching
Roles
Mentor &
Practices
CIRCLE OF QUALITY
MENTORING
PROGRAMS AND
PRACTICES
by
Amelia Marie Hicks, Ed.D.
© 2011, Amelia M. Hicks, Ed.D.
Mentoring and Learning
Background Research
No criteria for a quality program
Difficult to determine successful
induction
Mentoring and Learning
Validation Study
Survey of indicators of quality
Quality Mentoring for Novice Teachers
Sandra Odell and Leslie Huling, editors
Kappa Delta Pi
www.kdp.org
Mentoring and Learning
Quality Mentoring Programs
Content of mentoring program
Teacher retention
New teacher needs
Program Purpose
Dimension 1
Professional practice aligned with
standards for teaching
Professional identity through reflection
and inquiry
Program Purpose – Dimension I
Manage the day-to-day challenges of
teaching.
Prepare, select, and retain quality
teachers.
Provide personal and professional
support.
Roles/Cultures
Dimension II
School, District, and University Cultures and
Responsibilities
Developing a school community of support
School and community context
Time for teacher development
Opportunities to work with other
educators
Administrator support
Roles/Cultures/Partnerships
Dimension II
University engagement
Pre-service programs
On-going professional development
Research-based knowledge related to
quality teaching
Roles/Cultures
Dimension II
Mentor role
Learning to teach: a career-long
process
Teaching diverse learners
Reflecting with novices
Receiving recognition and
compensation
Mentor Selection/Matching
Dimension III
Mentor Selection
Committed to developing own practice
Knowledgeable about standards-based
teaching
Competent in working with adults from
diverse backgrounds
Sensitive to the viewpoints of others
Mentor Selection
Dimension III
Commitment to mentor responsibilities
Dedication to ethical practices
Professional and emotional support
Similar teaching assignments
Mentor Preparation
Dimension IV
Analyze and reflect on classroom
teaching and mentor/novice interactions
Understand needs/concerns of novices
Foster productive conversations
Mentor Preparation
Dimension IV
Analyze the learning of diverse students
Work with novices as adult learners
Coach and provide feedback on mentoring
practices and problem solving
Mentor Preparation
Dimension IV
Share mentoring practices with other mentors
Explore strategies to build and strengthen
the mentor/novice relationship
Receive monetary or other compensation
Mentor Roles
Dimension V
Support and facilitate standards-based
practice
Facilitate and model self-reflection,
problem-solving, and instructional
improvement
Mentor Roles
Dimension V
Build a professional relationship
with the novice
Support the novice before and
during the school year
Mentor Roles
Dimension V
Support and challenge the novice on
his or her teaching practices
Interact both formally and informally
Offer empathy and assistance to
novices coping with the stresses of
teaching
Coordinator
Dimension VI
Program Coordination, Implementation
and Evaluation
Committed to program purposes
Knowledgeable and experienced in
mentoring initiatives
Effective in working with people of diverse
backgrounds
Adept in coordinating professional
development for mentors and novices
The Mentoring Framework
Six dimensions represent the ideal
structures and practices promoting
quality mentoring
Assistance
Assessment
The Mentoring Framework
Represents a standards-based
approach to Mentoring
Improves teacher quality to enhance
student learning
The Mentoring Framework
For further information
ameliamh@comcast.net
www.mentors.net
Program
Purpose &
Rationale
Mentor Teacher
Preparation &
Development
School District &
University
Cultures
Circle of Quality
Mentoring
Implement
&
Evaluate
Program
Mentor Selection
& Mentor/
Protégé Matching
Roles
Mentor &
Practices
Illinois New Teacher Collaborative
Mary Elin Barnish, Ed.D.
Illinois New Teacher Collaborative
University of Illinois
mbarnish@illinois.edu
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
New Teacher Support
Illinois New Teacher Collaborative
(INTC)
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
Presentation Outcomes
• Introduce the Illinois New Teacher
Collaborative (INTC)
• Share information about Illinois induction
and mentoring of new teachers
• Present resources on induction and
mentoring
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
INTC Mission
To coordinate a network of services and
resources through a state-wide partnership of
concerned stakeholders in order to attract and
retain new teachers and enhance their ability
to promote student learning
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
INTC Activities & Resources
•
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Statewide conference
Regional professional development
Website and online resources
Program site visits
Statewide networking
Liaison with ISBE
New teacher summer conference
Consultations, trainings, workshops
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
Collaboration
Illinois State Board of Education
University of Illinois
Illinois Education Association
Illinois Federation of Teachers
Illinois Principals Association
Regional Offices of Education
Large Unit District Association
Institutions of Higher Education
Research Organizations (SRI, IERC)
Foundations (State Farm Companies Foundation)
Training Providers (NTC, ICE21, CEC, Learning Points)
and others
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
INTC Challenges
•
•
•
•
•
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Provide support for all programs
Work with a variety of program models
Conduct research relevant to the state
Distribute resources applicable to all programs
Conduct germane web meetings and discussions
Focus on student learning
Collaborate with all stakeholders
Serve as a leader in induction and mentoring
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
Illinois Standards of Quality and Effectiveness for
Beginning Teacher Induction Programs
Standards as the basis for program
consistency, development, and assessment
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
Illinois Standards of Quality and Effectiveness for Beginning
Teacher Induction Programs
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
The Illinois Induction Program Continuum
Based on Illinois Standards of Quality and Effectiveness for
Beginning Teacher Induction Programs
Provides:
– Clear framework
– Research-base for all programs
– Common language
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
The Illinois Induction Program Continuum
Based on Illinois Standards of Quality and Effectiveness for
Beginning Teacher Induction Programs
Uses:
– Guide program development
– Support self-assessment
– Lead to goal writing and action planning
– Support continuous improvement
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
The Illinois Induction Program Continuum
“From the outset, our goal has been to craft a useful
document that will prompt both thinking and action
around the professional needs of new teachers in the
state. Our aim is for this document to be used as a
formative assessment tool as opposed to a summative
assessment tool. In that regard, this document may be
used effectively to promote program development
through a cycle of continuous improvement.”
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
Cycle of Continuous Improvement
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
Advocacy
• Importance of communication and shared
commitment with
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Stakeholders
Community members
Educators
Parents
Politicians
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
The Illinois Induction Program Continuum
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
Advocacy
• Tracy’s document
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
Available on the ASCD website
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PowerPoint slides
Illinois Induction Standards
Advocacy document
Moving Toward document
• Illinois Induction Program Continuum
(on the INTC website)
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
“Improving educator quality and
assisting struggling schools requires a
comprehensive solution, and
induction is a critical component.”
Ellen Moir, 2008
Executive Director, New Teacher Center
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389
Illinois New Teacher Collaborative
Contact Information
Illinois New Teacher Collaborative
intc@illinois.edu
http://intc.education.illinois.edu
217-244-7389
Mary Elin Barnish, Ed.D.
Coordinator, ISBE New Teacher Induction Programs
mbarnish@illinois.edu
630-569-9556
intc@illinois.edu
http://intc.education.illinois.edu/
217-244-7389