School Culture Project Western Middle School Emily M. Knox

Western Middle School The School For the Arts

Overview  In 2010, Western Middle School was labeled as a “Priority school,” and went through a restructuring process due to persistently low test scores.  A new administrative staff was hired. New teachers were hired.  The school became a “Visual and Performing Arts magnet,” and students had to apply to become part of the student body.

Student Demographics  Student Population: 573 students Male: 181 Female: 392  Free/Reduced Lunch: 73%  Gifted and Talented: 44 students  Special Education: 34 students  ELL: 49 students

Teacher Demographics  Total Teachers: 36 White: 30 African-American: 6 Male: 11 Female: 25  Avg. Yrs. Teaching Experience: 5.2  Education Bachelor’s Degree: 21.4% Master’s Degree: 41.1% Rank 1: 12.5% Doctorate : 1.8 %

Cultural Issue Identified/Overview  The cultural issue to be worked on is to, “establish a new teacher mentor/induction program.”  Since we became labeled as a PLA school, we have hired several “new” teachers (most from out of state) and teachers new to our building. The only “mentor/induction” resource at present, given to assist our teachers is our staff handbook.  We (Admin team) have an expectation of how we want things to be done, i.e. the “Western Way,” yet we do not have a “formal,” way to communicate this with our staff.

Supporting Data  Diagnostic Team Review  Improvement Priority  “Develop, implement, and monitor systematic mentoring, coaching, and induction programs for all staff that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning.” (Indicator 3.7)

Supporting Data (cont’d)  Comprehensive School Survey  30 teachers have “0 – 5” years teaching experience  5 teachers have “6 – 10” years teaching experience So 60% of our teaching staff is still what I consider “new” to the profession.

Supporting Data (cont’d)  JCPS Data Books  Teacher demographics  37 of 49 teachers hold a Master’s Degree or higher. This is 75.5% of our staff.  This may seem like a high percentage, but when compared to other JCPS middle schools, it reveals that we have the 2 nd LOWEST percentage rating.

Supporting Data (cont’d)  TELL KY Survey 2015  “NEW TEACHERS (I have received the following kinds of support)  Seminars specifically designed for new teachers – 80% say “NO”  Additional support as a new teacher – 89% say “NO”

Supporting Data (cont’d)  I have been a Counselor at Western Middle since 2010 and to date, we have not once implemented any type of “new teacher mentor/induction program.”  We meet with our new staff members at the beginning of the school year to answer questions, go over the staff handbook and first day procedures.

Resource/Strategy #1  Obtain “ New Teacher Induction: How to Train, Support, and Retain New Teacher.” 2003 Harry K. Wong Publications, Mountain View, CA  Use as a guide with NTI team.  This book is a good starting point because it lays out the steps/process for implementing an effective Induction program.  Chapters 3 highlights how to structure and induction program.  Chapters 5 and 6 highlight “exemplary Induction programs,” that can serve as good references when creating one for a school.

Resource/Strategy #2  Obtain the book “ If You Don’t Feed The Teachers They Eat The Students!” A Guide to Success for Administrators and Teachers By Neila A. Connors, Ph.D  Do a book study with the Admin team.  Read chapter 1 and complete the personal Self-Assessment. This will help to address individual areas of strength and need of you the leader.  Chapter 2 titled “The Need to Feed,” gives insight on why administrators should “feed the teachers.” It also includes another self assessment with 50 questions concerning how effective administrators lead.  The remainder of the book gives useful strategies on ways to show appreciation for teachers and to build a positive school climate.

Resource/Strategy #3  Obtain a copy or visit online the “ New Teacher Induction Handbook,” A Guide for Principals, Mentors and New Teachers. This is from the Chicago Public School system.  This guide serves as a framework for the new teacher induction and mentoring program.  Specific roles and responsibilities of all participants are delineated, as well as suggestions for successful participation in the program.  This guide can be used as a good reference when creating a school-based induction program.

Principal Mentor Response  Mrs. Rice was very appreciative of the work/research that I had done for this project.  She said that she was familiar with the Neila Connors, “If You Don’t Feed The Teachers…” book. She actually has a copy and stated that she will definitely be referencing it when we begin working on creating a school-based induction program.  Mrs. Rice also asked if I would be willing to present this PowerPoint to the Admin and IIT team.

Next Steps… New teacher Induction Day Plan.docx