NEW JERSEY MENTORING FOR
QUALITY INDUCTION:
A Toolkit for Program Development
Victoria Duff, Coordinator
Mentoring for Quality Induction Initiative
Office of Academic and Professional Standards
New Jersey Department of Education
(609) 292-0189
victoria.duff@doe.state.nj.us
Linda Munger, Ph.D., Project Facilitator
National Staff Development Council
linda@mungeredu.com
Welcome and Introductions
Introductions
Acknowledgments
Introductions and preparation for working in
pairs or small groups during the session
– Share name, district/school, position relevant to a
mentoring program (e.g., LPDC member, school
leader, district administrator, county superintendent,
DOE)
– Reflection: Remember your first teaching job.
What helped you most?
What hurt you most?
What support do you wish you’d had?
Outcomes for the Session
Participants will be able to:
Turn-key the information about the toolkit
to other LPDC members and other
mentoring stakeholders
Access information in the toolkit to align
the district mentoring plan with the state
regulations and New Jersey Professional
Standards for Teachers
Norms
Maintain focus on the purpose and content of the toolkit
Engage in the activities
Note issues and concerns to be addressed on index cards
Take time to reflect on how this impacts your mentoring
program
Organize your questions around implementation of the
toolkit
Respect different points of view
Overview of the Session
Purpose of the session
Agenda
– Review items on the agenda
– Examine folder titles and icons (O-2)
Review Table of Contents
Walk through Folder One
Q & A (e.g., use of index cards)
Review of Table of Contents
Overview
Folder One: Understanding Mentoring for
Quality Induction
Folder Two: District Mentoring Plan: The
District Mentoring Plan Development and
Approval Process
Folder Three: District Mentoring Plan:
Program Evaluation Process
Review of Table of Contents
Folder Four: Districting Mentoring Plan:
Components of Mentor Training
Folder Five: District Mentoring Plan:
Components of Novice Teacher Training
Folder Six: The School Leader’s Role in
Mentoring in Quality Induction
Folder Seven: Plan Approval and the
Local Board of Education
Appendices
“Supporting new teachers is complex and
demanding work, and it involves learning
skills other than those that most classroom
teachers possess. It is critical, therefore,
that we think not only about what a new
teacher needs to be successful but also
what a mentor teacher needs to know and
be able to do in order to support a new
teacher.”
Moir and Gless, New Teacher Center @ UCSC
Institutional
Commitment &
Support
Program
Vision
Induction Program
Essential
Components
Quality
Mentoring
Professional
Standards
Classroom-based
Teacher Learning
New Teacher Center @ UCSC
What is Induction?
Phases of Teacher Development
Period of Socialization &
Enculturation
A Formal Program for Beginning
Teachers
Sources:
Sharon Feiman-Nemser, Opening Address,New Teacher Center Research
Forum, Jan. 2000.
New Teacher Center @ UCSC
Induction for What?
New professional norms of
collaboration and on-going learning
Improved teaching performance
Increased student achievement,
especially among traditionally
underachieved student populations
New Teacher Center @ UCSC
Folder 1: Understanding
Mentoring for Quality Induction
Introduction
– Guiding Questions
– Glossary
– Key Resources
The Case for Mentoring for Quality Induction
– Research on Mentoring and Induction
– Critical Attributes of Effective Mentoring
– Why Mentoring is Vital
Key Principles in Mentoring for Quality Induction
Mentoring for Quality Induction Program Guidelines
(8 guidelines)
References
Appendix: Resources
Folder 1: Narrative Section
Directions: Skim the content of Folder 1 to
answer these questions:
What are the critical attributes (F1-2) that you
would use to guide the development or
revisions of your local mentoring plan?
2. Which key principles (F1-3&4) are critical for
your district to focus on as you develop, revise,
or expand your mentoring plan?
1.
Folder 1: Resources
Resource 1: New Jersey Regulations Governing
Mentoring (N.J.A.C. 6A:9-8.4)
Resource 2: New Jersey Regulations Governing
Evaluation of Provisional Teachers (N.J.A.C. 6A:9-8.6)
Resource 3: New Jersey Professional Standards
for Teachers (N.J.A.C. 6A:9-3.3)
Resource 4: NCLB Key Elements of High Quality
Professional Development
Annotated Bibliography
Folder 2: District Mentoring Plan: The District
Plan Development and Approval Process
Introduction
– Guiding Questions
– Glossary
– Key Resources
State Regulations Governing the District Mentoring Plan
– To the LPDC: Before You Begin
– Assess Current Status of District/School Mentoring Efforts
– Begin with the End in Mind - IT’S ALL ABOUT VISION!
Write the District Mentoring Plan
– Sections 1 – 11
– District Plan Approval Plan
– District Plan Approval Timeline
Appendix: Resources
New Jersey Professional
Standards for Teachers
Standard One: Subject
Matter Knowledge
Standard Two: Human
Growth and Development
Standard Three: Diverse
Learners
Standard Four:
Instructional Planning and
Strategies
Standard Five:
Assessment
Standard Six: Learning
Environment
Standard Seven: Special
Needs
Standard Eight:
Communication
Standard Nine:
Collaboration and
Partnership
Standard Ten:
Professional
Development
F2-R3
Subject Matter Knowledge
Human Growth and
Development
Diverse Learners
Instructional Planning and
Strategies
Assessment
Learning Environment
Special Needs
Communication
Collaboration and
Partnerships
Professional Development
F2-R2
Resource 2: New Jersey Professional
Standards for Teachers Awareness Activity
Directions
Each person gets 7 post-its.
Identify what a teacher needs to know and be
able to do to be an effective teacher in the
classroom and write on comment per post-it.
In pairs or triads, share and place post-its in the
appropriate boxes for the New Jersey
Professional Standards for Teachers
F2-R2
Reflection
What teaching standards have the most postits? Why?
Do novice teachers need to focus on certain
teaching standards more during their first year of
teaching? Why?
Did you notice any overlap where a post-it idea
might fit with several teaching standards? Why?
How will this knowledge enable you to develop
an effective mentoring/induction plan?
Key Components of District Mentoring Plan
Regulations
Components of District Mentoring Plan
Section 1: District Profile
Section 2: Needs Assessment
P
Section 3: Vision and Goals
P
Section 4: Mentor Selection
P
Section 5: Roles and Responsibilities for Mentors
P
Section 6: Professional Learning Components for
Mentors
P
Section 7: Professional Learning Components for
Novices
P
Section 8: Action Plan for Implementation
P
Section 9: Resource Options Used
P
Section 10: Funding Resources
P
Section 11: Program Evaluation
F2-R8
Rubric for Assessment of Current
Status of District Mentoring Plan
Needs Assessment
Process
Vision
Goals
Objectives
Mentor Selection
Roles and
Responsibilities
Professional Learning
– Mentors
Professional Learning
– Novice Teachers
Action Plan and
Resource Options
Funding Resources
Program Evaluation
F2-R7
Section 3 of the District Mentoring Plan:
Vision and Goals
At a minimum goals must:
Enhance teacher knowledge of and strategies
related to the CCCS in order to facilitate student
achievement;
Identify exemplary teaching skills and
educational practices necessary to acquire and
maintain excellence in teaching; and
Assist novice teachers in the performance of
their duties and adjustment to the challenges of
teaching.
F2-5
SMART Goal
During a three-year induction program,
90% of all novice teachers in the Toms
River School District will be retained as
measured by job satisfaction, teacher
efficacy, and impact of teacher
effectiveness aligned to the New Jersey
Professional Standards for Teachers.
SMART Goal
S – specific, standards-based
M – Measurable
A – Achievable
R – Relevant
T – Tactically sound
F2-R14
SMART Goal
During a three-year induction program (achievable),
90% of all novice teachers (measurable)
in the Toms River School District will be retained (specific)
as measured by job satisfaction, teacher efficacy, and
impact of teacher effectiveness (relevant, tactically sound)
aligned to the New Jersey Professional Standards for
Teachers (standards-based).
Folder 2: Resource Section
Graphic District Mentoring Plan
Development and Approval Process
(F2-R1)
Mentoring for Quality Induction Program
Checklist (F2-R6a-b)
Rubric for Assessment of a District/School
Mentoring Plan (F2-R7)
District Mentoring Plan Checklist (F2-R8)
– Resources for each section (F2-R9 - R31)
F2-2
Folder 2: District Mentoring Plan: The District
Plan Development and Approval Process
What needs to be in a district mentoring
plan?
– F2-R9: District Profile Sheet
– F2-R11: Signoff Sheet
– F2-R10: Sample Table of Contents for District
Mentoring Plan
– F2-R8: District Mentoring Plan Checklist
– Narrative section (must include 20 mentoring
plan for alternate route)
F2-5 7
Timeline Overview
April-August ’05: Plan development by the
LPDC and stakeholders begins
September 1, ’05: Initial plan goes to local
board of education
September ’05: Local board of education
begins approval process
September ’05: District begins program
implementation and mentor assignments
F2-8
Timeline
October 1, ’05: Plan goes to county
superintendent. It should include:
a) Approved plan
b) Statement of Assurance (Folder 7)
c) Approval/ Comment form (Folder 7)
The plan approval/comment form should be
sent back to the LPDC
Timeline
September ’05-’06: Ongoing mentoring plan
implementation and program evaluation begins;
action plan further developed.
June 1,’ 06: Revised mentoring plan (including
completed action plan) based on program
evaluation results due to local board of
education
September 1, ’06 – Board approval to County
Superintendent (3-year plan)
November ‘06: First QAAR Report on mentoring
program (department form)
Folder 3: District Mentoring Plan:
Program Evaluation Process
Introduction
– Guiding Questions
– Glossary
– Key Resources
Overview of Program Evaluation
Understanding the Evaluation Process
–
–
–
–
–
–
Identify Indicators
Identify Evaluation Questions
Identify Data Methods and Sources
Analyze Data
Interpret Data
Report Results/Findings
Understanding the Evaluation Framework
– Creating an Evaluation Plan
Responsibility to Stakeholders and QAAR Requirements
References
Appendix: Resources
Folder 3: Program Evaluation
Process
Figure 2. Evaluation Framework Components
Program goals
– What does the program intend to accomplish?
Measurable objectives
– What are the anticipated changes for teachers?
– What are the anticipated changes for students?
Data collection
– How will the data be collected?
Data analysis
Information/data needed
Data source
Time line
Location
Killion (2002)
F3-6
Understanding the Evaluation
Framework
Level 1: Participants’ Reactions
Level 2: Participants’ Learning
Level 3: Organization Support and Change
----------------------------------------------------------Level 4: Use of Knowledge and Skills
Level 5: Student Learning Outcomes
Kirkpatrick (1998) & Guskey (2000)
F3-6 and F3-R4
Baseline Data
Number of novice teachers with a Certificate of
Eligibility
Number of novice teachers with a Certificate of
Eligibility with Advanced Standing
Number of novice special education teachers
with a standard license
Identify number of novice teachers in following
areas: K-5, 6-8, 9-12, special education (all
grades)
Number of mentors
Scavenger Hunt
Each folder (1 - 3) begins with a list of guiding questions, a
glossary, and key resources. This activity will allow you an
opportunity to explore the content of the folders and
specific resources.
Directions: Find the folder(s) with the answer to the specific
guiding question and put the folder number(s) on the blank line.
– Note: The guiding question may be worded differently
depending on the intended audience. The answer can be found
in multiple folders.
Directions: Find the resource with specific title and put the folder
number (s) on the blank line.
– Note: The resource can be in multiple folders.
Folder 4 : Components of Mentor Training
This will be helpful in completing Section 6 of the district
mentoring plan.
Discussion Questions:
1. What are the minimum professional learning
components your district will need to provide mentors
so they will become effective in the mentoring
process?
2. How do the training components align with the New
Jersey Professional Standards for Teachers?
3. What are the resources that can support the mentor in
guiding the novice teacher toward effective classroom
practice?
Folder 5 : Components of Novice
Teacher Training
This will be helpful in completing Section 7 of the
district mentoring plan.
Discussion Questions:
1. What are the minimum professional learning
components your district will need to provide
so a novice teacher will become effective
during is his/her first year in the classroom?
2. How do the training components align with the
New Jersey Professional Standards for
Teachers?
Folder 6: The School Leader’s Role
in Mentoring for Quality Induction
Guiding Questions:
What are the roles and responsibilities of
the school leader with regard to
mentoring?
What types of support can school leaders
provide?
Folder 7: Plan Approval and the
Local Board of Education
Guiding Questions:
What are the state requirements for a local
mentoring plan?
What are the New Jersey Professional
Standards for Teachers?
What are the required components of a
mentoring plan?
What are the procedures for the approval
process?
What is the role of the local board of education
in the approval process?
Appendices
Glossary
Annotated Bibliography
State Mentoring Web Site
(http://www.state.nj.us/njded/profdev/mentor/)
Resources
– Electronic Resources
– Print Resources
Q&A
What questions do you have related to the
use of the mentoring toolkit?
For additional questions: mentoring@doe.state.nj.us
Reflection
3
important things I’ve learned …
2
ideas/thoughts I would like to share
with others …
1
action I will take immediately is …