New Teacher Support Team Coordinator Spring Training <iframe width="854" height="480" src="https://www.youtube.com/embed/78Z3BF5HK0Y" frameborder="0" allowfullscreen></iframe> Human Capital Management: Onboarding and Retention 2016-2017

Table Talk Positivi-TEA Share a positive moment that you have shared with new teachers at your campus OR share a story about positive growth that a new teacher has experienced at your campus.

Session Norms We will respect the time of our attendees by starting on time and ending on time. We will invite the contributions of our community and actively listen to each other. We will ensure all technology use remains on-task. We will look for a “third way” to encourage both our professional growth and that of those around us.

Session Objectives Review the components of the New Teacher Mentoring Program and articulate best practices for teacher mentoring Examine the Fall New Teacher Support data and determine implications for your campus Learn best practices from the field

2016-2017 Induction Plan YOU ARE HERE Support the professional development, instructional capacity, and personal well-being of new and novice teachers Increase student academic achievement by diversifying the instructional skills of new/novice teachers to ensure student success Provide mentor teachers with research-based peer coaching training Build campus leadership density by cultivating leadership potential in veteran teachers serving as mentors Improve teacher retention YOU ARE HERE

TMP: Recommended Guidelines Intentional pairing of mentors/mentees Ongoing professional development and support for mentors Sanctioned time for mentor-teacher interaction Conversations centered on teaching standards and student data Rigorous mentor selection based on qualities of an effective mentor Qualities may include: evidence of outstanding teaching practice, strong intra- and inter-personal skills, experience with adult learners, respect of peers, current knowledge of professional development. Ongoing professional development and support for mentors Effective teachers don’t always know what it is about their teaching that is effective. Many mentors are also surprised to find that translating knowledge to students is not the same as translating knowledge to adults. High quality and ongoing training, as well as a professional learning community, are needed to help mentors develop the skills to identify and translate the elements of effective teaching to beginning teachers. Informal: Though the majority of states mandate and sometimes fund formal teacher-mentor programs, many do not. Concerned principals in these states may assign buddy teachers, pairing new teachers with experienced volunteers. Buddy teachers usually focus on psychological support and coping strategies rather than educational development. Master teachers: Mandatory programs pair beginning teachers with tenured teachers, teachers with master's degrees, or those with three or more years of experience. Districts may pay stipends with local or state funds and often give release time for mentors to observe new teachers in the classroom. In rare cases, mentors provide formal evaluations. Mentor teams: A portion of state-mandated programs require a team approach in which some mentors fulfill the social-support function; others assess the novice's performance for purposes of employment or certification. Outside mentors: Some districts partner with nearby universities to bring college faculty on site to mentor new teachers. The universities or state grants usually fund these programs

Fall Mentor and Mentee Data

New/Novice Teacher Survey Data

New/Novice Teacher Survey Data

New/Novice Teacher Survey Data

New/Novice Teacher Survey Data

Mentor Survey Data

Mini-NTA 3D: Develop, Discover, Differentiate February 21, 2017 at 4:30-7:30PM, H.B. Bell Building Teachers will: Discover tools that answer some of their most pressing questions. Gain knowledge and practical techniques to assist with providing quality instruction, effectively managing classroom expectations and behaviors, and differentiating instruction to meet the needs of all students. Ongoing beginning teacher professional development Beginning teachers benefit from a professional learning community that is guided by professional teaching standards and the appropriate content area standards, and focused on teacher development, problem solving and mutual support. Opportunities such as regularly scheduled seminars and online learning communities provide a context for rich networking, professional dialogue and reflection, as well as combating isolation. Professional development NOT specifically tailored to the needs of beginning teachers Novices are in a unique developmental phase that can not be addressed by “one size fits all” workshops or trainings. Professional development disconnected from teacher needs can feel irrelevant, at best, and in many situations, only serves to overwhelm beginning teachers.

Mentor Survey Data

Mentor Survey Data

Mentor Survey Data

Mentor Survey Data

Spring Preparation for New Teachers SLO Accomplishment Extended Observations Summative Observations STAAR Testing Double-click to load and then push red play button Here is the embed code: <iframe width="854" height="480" src="https://www.youtube.com/embed/78Z3BF5HK0Y" frameborder="0" allowfullscreen></iframe>

TMP: Important Spring Dates Actions Timeline Mentor/Mentee Matching in Google By Oct 30, 2016 Fourth Six Week Needs Survey (All New and Novice Teachers) Sent on Feb 3, 2017; DUE Feb 10, 2017 Spring Mentee/Mentor Observations Feb- March 2017, DUE March 24, 2017 New Teacher Support Coordinator Meeting May 9, 2017, May 10, 2017 End of year Mentor and Coordinator Survey Sent on May 9, 2017; DUE May 16, 2017

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TMP: Additional Resources http://www.dallasisd.org/Page/37643 Today’s NTST training slides Google reference documents TMP resources Mentoring Training Session Guide and presentation slides

New Teacher Support We are committed to student success. We are committed to your success. We are here for you. Dallas ISD Onboarding and Retention Team Human Capital Management