Equity for Students: Induction for New Teachers ESD 112 – February 2017 As you arrive Introduce yourself to your colleagues What aspects of induction are big in your brain right now? What makes those things important? [Jot on a sticky note] Adapted from presentation by Marcy Yoshida marcy.yoshida@k12.wa.us BEST Program Coordinator, OSPI

Entry Task Introduce yourself to your colleagues What aspects of induction are big in your brain right now? What makes those things important? [Jot on a sticky note] Table groups: Collect questions on sticky notes to give to me.

Purpose of Induction Coordinators’ Roundtables Support districts in attracting, training, and retaining novice teachers who will have a positive impact on student growth… …accomplished by Acquiring new* information/knowledge Sharing successes and challenges Reflecting on induction practices Identifying next steps for improvement * new, knew, renew

Who’s in the room? District Who’s NOT in the room?

Core Beliefs Quality teaching improves student growth. Effective teachers design differentiated supports for their students. Reflective practice improves teaching. The art of teaching embodies a sophisticated set of learned skills and dispositions. Quality induction improves teacher and student growth. Effective districts design differentiated supports for their new educators. Mentoring facilitates reflective practice. The art of mentoring embodies a sophisticated set of learned skills and dispositions. We want to dispel the myth that people are “born teachers.” The people in the room are expert teachers because they have, over time and with much effort, learned a sophisticated set of learned skills. This is Carol Dweck’s growth mindset at work. We mentor in order to help teachers develop that sophisticated set of learned skills. AND many new teachers get discouraged because they think they’re naturals at teaching, it gets hard and doesn’t seem to work, so they conclude they must not be any good at this.

Induction Program Impact Comprehensive Induction Bringing new teachers into their districts, schools, and classrooms in ways that set up them AND THEIR STUDENTS for success. Hiring Orientation Mentoring Professional Learning Formative Assessment for Teacher Growth Induction Program Impact

Induction Program Impact Comprehensive Induction Bringing new teachers into their districts, schools, and classrooms in ways that set up them AND THEIR STUDENTS for success. Hiring Orientation Mentoring Professional Learning Formative Assessment for Teacher Growth Induction Program Impact

Reviewing Standards Formative Assessment for Teacher Growth: p. 22

Observations Frequent, brief classroom visits Specific focus aligned with instructional framework Data collected to be provided as feedback.  

Feedback Information teacher can use to improve practice. Neutral—it’s not praise or blame Timely Specific Prompts for thinking, not advice

Reflecting on Observations and Feedback On your own: How frequently are Year 1 teachers being observed and receiving feedback from their mentors? What is the quality of the feedback Year 1 teachers are receiving from their mentors? What are the supports and barriers within your system for mentors to provide effective feedback to their mentees?

Extending Your Thinking Groups: 1) Briefly share how frequently are Year 1 teachers being observed and receiving written feedback from their mentors. 2) Discuss what you know about the quality of the feedback Year 1 teachers are receiving from their mentors. *** 3) What are the supports and barriers within your system for mentors to provide effective feedback to their mentees?

Supports for Mentors to Conduct Observations and Provide Feedback Mentors have release time in schedule 6 “district mentors” (teachers released 1 day/month to see 4 mentees) + lead mentor who also sees new Ts Hold conversations with mentors about which tool to use when…also helpful when mentees observe other teachers Provide tools to mentors Meta-mentors – Experienced full-release mentors mentor new mentors (observe meta doing ob & debrief or coach) _______________________________

Barriers to observations—Possible Supports Calibration /Different language, lenses, perspectives between principals and mentors--Need shared learning Commitment to the work by colleague mentors (I’m OK, I don’t want to bother them, They never ask me….) – System gather data to show how often observations are happening, set expectations (time frames –e.g., w/in 60 days mentor observe…); mentor push in (presume teacher is strong AND wants to continue to learn) Teachers’ Association concerns--

Reviewing Standards Induction Program Impact On your own: Read pp. 25-26 What strikes you or what do you notice? Table groups share:

Induction Program Impact Key groups to examine for growth: District Building Principals Mentors Beginning Teachers Students

Program Impact Implementation: WHAT are we doing around a standard? TO WHAT DEGREE are we doing it? (Frequency, fidelity to standards/guidelines, how completely)

Program Impact Impact Data: HOW WELL are we doing it? Responses from participants Evidence that skills that were taught are being used (teachers or mentors) Change in the focus of the work Progress toward professional growth goals

Level Example District Building Principals Mentors Beginning Teachers Showing increase in collective sense of responsibility for beginning teachers through regular inter-departmental collaboration to plan supports Building Showing increase in collective sense of responsibility for beginning teachers by making decisions that decrease challenges in their assignments Principals Coordinating support for novice teachers among coaches, mentors, grade level teams Mentors Conducting regular observations and providing written feedback for mentees Beginning Teachers Implementing new learnings from monthly cadres Students Demonstrating increased cognitive engagement

Reflection On your own: What do you want to keep in mind about induction program impact? What are some next steps that are important in your system around induction program impact?

Mark Your Calendar BEST Symposium – Equity in Action: Identity Safe Classrooms and Schools March 22 Required BEST Grantee Convening March 23-24 Mentor Coach Conference April 28 Induction Coordinators’ Roundtable

Next Steps Jot on a sticky note to take with you: A goal I have for this work is… and to start moving toward that goal, a next step for me will be to ….

What we do for new teachers, we do for their students What we do for new teachers, we do for their students. What we fail to do for new teachers, we fail to do for their students.

What are you going to do for ME?