Induction, Placement, and Equity for Students ESD 112 Regional Coordinator Roundtable

Connecting Introduce yourself to your tablemates and share an area of success in your induction work and an area of challenge.

Core Beliefs About Induction Effective induction is an issue of equity for students. Filling the position is just the beginning.  

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 Induction Program Impact Mentoring Formative Assessment for Teacher Growth Professional Learning

Why do new teachers leave? The feeling of being isolated from colleagues Scant feedback on performance Poor professional development Insufficient emotional backing by administrators “Quite simply, new teachers don’t think the people they work for care about them or their efforts to improve.” Beginners in the Classroom, Susan Headden. Carnegie Foundation for the Advancement of Teaching.

Why do teachers stay? Sense of Efficacy Sense of Belonging In your district who are the people with potential to impact these for your beginning teachers? Collect responses on next slides – save and distribute to group

Collective Sense of Responsibility

Thinking about Your District On your own - Jot a list: What are key areas of focus for improvement in student learning/achievement? What are some opportunity gaps, groups of students who struggle, etc.? Left side of chart

Induction Standard: Hiring p. 7 Read: Key Element—Placement Avoid placements for novice teachers that have more-than-typical challenges. Mitigate the impact on student learning of sub-optimal placements of novice teachers

Thinking about Your District On your own - Jot a list: What are some placements (building, teaching assignment, classroom location, etc.) that create more-than-typical challenges for your novice teachers? Right side of chart

Considering Impact of Placement Table Groups: Where might students' learning be compromised because of their teachers’ placements (building, teaching assignment, and classroom location/conditions, etc.)?

“What We Do For Teachers…” On your own: Read the text considering connections to your district and Avoiding placements for novice teachers that create more-than-typical challenges. Mitigating the impact on student learning of sub-optimal placements of novice teachers Partners: Share a few ideas. Same lens as with standards – avoid and then mitigate impact on kids

Too little water… or too much? Support must be: Targeted Timely Differentiated Coordinated Plants die with too little water, but also too much. With novice teachers, those in the system need to coordinate support to ensure it meets their learning needs and the learning needs of their students.

Supporting Beginning Teachers of Special Education 3 roles:  Classroom teacher  Case manager for students  Lead/resource for adults in their schools  What supports are they receiving in each area?  How are those who are providing support coordinating their efforts so as not to overwhelm?  What data are your gathering to check what you think is true? 

Too little water… or too much? Support must be: Targeted Timely Differentiated Coordinated

Exit Slip As you think about your learning from today… What will you STOP doing? START doing? CONTINUE doing? glassbeadconsulting.com mgn