What MCPS Administrators Need to Know New Teacher Induction What MCPS Administrators Need to Know

What is Teacher Induction? The purpose of a new teacher induction program is to improve the capacity of schools to attract, induct, and retain talented, enthusiastic, and dedicated teachers.

Why Do We Need Induction? Teacher attrition is a problem with a number of implications, not the least of which is the teacher shortage. Most of teacher attrition is a result of factors such as: inadequate pay, lack of administrative support, poor workplace conditions, student related issues, lack of collegiality with peers, low morale, and amount of time required for the paperwork involved (Bickmore, D. L., Bickmore, S. T., & Hart, L, 2005).

Almost half of all new teachers leave the profession within the first five years, creating a difficult model where more teachers leave the teaching profession compared to teachers entering the profession (Ingersoll & Smith, 2003).

Comprehensive Induction Comprehensive Induction in MCPS program includes: New Educator Orientation Mentor Program Support teams (i.e. staff development teacher and consulting teacher) Courses and Workshops for beginning educators Courses and Workshops for mentors Evaluation

What the Research Says Comprehensive induction proves most effective at keeping good teachers in the classroom. Studies demonstrate that new teacher turnover rates can be cut in half through comprehensive induction: a combination of high-quality mentoring, professional development and support, scheduled interaction with other teachers in the school and in the larger community, and formal assessments for new teachers during at least their first two years of teaching. - T. Smith and R. Ingersoll. (2004)

Impact of Sustainable Induction Programs Improved teacher retention and successful induction programs save districts money (cite New Teacher Center, Villar, Measuring the Benefits and Costs of Mentor-Based Induction. Improved teacher retention and successful induction programs ensure increased levels of student achievement (Tapping the Potential, 2004).

The individual achievement of children is highly dependent on the effectiveness of the teacher, and the impact of ineffective or unqualified teachers across years dooms children to instructional losses that cannot be regained.

Administrator’s Role in Induction “Recruiting, hiring and supporting teachers as they learn how to teach well are at the heart of a principal’s job. Nothing is more important.” Lynn Stuart, Principal, Cambridgeport School, Cambridge, MA

Administrator’s Role in Induction “The effectiveness and success of an induction program has a great deal to do with the support, nurturing, modeling, and enthusiasm of school and district administrators. Administrators set the standard for the level of commitment that is made to ensuring that new teachers are successful and that those who support new teachers are given the time and resources that are needed.” Beyond Mentoring, Jon Saphier

What COMAR Says The comprehensive induction program (law right now says shall provide) annual training for principals, assistant principals, and school-based professional development staff to familiarize them with the factors that contribute to teacher attrition and retention, the learning activities and schedule for induction program participants, the role of mentors and expectations for supporting mentors' work in schools, and the importance of school-level coordination of support for new teachers.

What Administrators Can Do at the School Level to Support Induction Become knowledgeable about the induction program and to factor the needs of the program into decisions made at the school such as scheduling, class assignments, etc. Select mentors for new teachers from a pool of veteran teachers who have been trained as mentors Make the matches between mentors and new teachers taking into consideration grade level, subject matter, proximity, and personal style Respect the confidentiality of the mentor-new teacher relationship Provide and protect mentor-mentee time for planning, observing, and conferencing

What Administrators Can Do at the School Level to Support Induction Inform prospective teachers about the induction program and its requirements Coordinate an orientation program for new teachers and other hospitality events for new teachers Build an active support team around each beginning teacher Model professionalism and support for the program Participate in all phases of an on-going assessment of the induction program

Class Placement and Scheduling School leaders are encouraged to participate directly so that new educators are assigned students and classes that are appropriate to the beginner status. This means, bluntly, administrators must make sure that new teachers do not get: Stripped down classrooms Large classes Difficult students Many preparations for the day A heavy load of extracurricular assignments

Class Placement and Scheduling It also means that new teachers DO get schedules that allow for: Common planning time with their mentors for conferencing and other meetings Opportunities to observe and be observed by their mentors

Providing and Protecting Mentor-Teacher Time Together Excuse beginning teachers from committee assignments to the maximum degree possible so they can concentrate on the all-important first year task of learning their curriculum and how to teach Limit the committee assignments of mentors so they can focus on their mentee Create a schedule that provides common planning time for mentor and mentee Provide mentors time at faculty meetings to report on their involvement in the program and encourage other teachers to network with their beginning teachers

Fostering Instructional Development Through Formative Assessment Facilitate novices' participation in professional development opportunities Provide opportunities and incentives for all teachers to work together Provide opportunities for novices to gather and work together Protect planning time for new teachers Visit novices' classrooms and provide feedback; help novices set reasonable goals Review lesson plans; offer instruction in teaching strategies Facilitate novices' observation of other teachers Engage in ongoing professional dialogue with new teachers

Providing Formative and Summative Evaluation Explain expectations and procedures at the beginning of the year Schedule observations in advance; provide new teachers with copies of evaluation records Use standards to guide your assessment Be positive but honest in your feedback; recognize novices as beginners Help new teachers set reasonable goals for their learning and development Balance formal observations and conferences with informal observations and feedback Coordinate evaluation activities with induction and mentoring program

Supervising and Evaluating New Teachers Provide feedback that is selective and tackle doable chunks Avoid overkill in the early months of the beginning teacher’s experience Be sensitive to the developmental needs of beginning teachers Focus on behaviors that reflect the deepest beliefs about the capacity of all students to learn at high levels

Supervising and Evaluating New Teachers Provide consistent and repeated messages that they should expect good thinking and effective effort from all children Ask open-ended questions that empowers the new teacher and allows them to examine their own behavior: “What exactly would be the next level of progress for him?” “What have you thought about doing differently?” “Who might help you get some ideas?” Send the key messages: This is important. You can do it. I won’t give up on you. Effective effort leads to achievement.

Questions for Administrators to Think About How do you help beginning teachers understand the culture of the school? How does an induction program fit into the culture of the school? How do you make yourself accessible when beginning teachers need to talk to you? What are some specific things you do to help your first year teachers feel more at ease and more comfortable in their new school environment? Do you try to place new teachers in a grade level similar to that of their student teaching experience?

Questions for Administrators to Think About During the interview, do you mention anything about induction or mentoring opportunities that the new teacher can take part in? Other than the formal observations throughout the year, do you meet with your beginning teachers to discuss strengths and weaknesses? What do you believe are some of the unique needs of the first year teachers in your building and how do you meet those needs? What do you view as the most important role of the principal in new teacher induction? Which of your actions do you believe are most effective for your beginning teachers?

MCPS Programs That Support Induction: New Educator Orientation (NEO) New educators complete a formal orientation program facilitated by staff of MCPS Topics covered during NEO include: Curriculum trainings and modules, by grade level and/or subject, that incorporate assessment practices, lesson planning design, and classroom management strategies Information regarding employee benefits Workshop opportunities on classroom management, co-teaching, cyberspace and online resource, stress and time management, special education and working with paraeducators Information regarding benefits and contractual segments from MCEA

MCPS Programs That Support Induction: Onboarding Onboarding is a business management term used for the process of helping new employees become productive members of an organization. The concept behind employee onboarding is best defined as a systematic and comprehensive approach to orienting a new employee to help them get "on board." 

MCPS Programs That Support Induction: Onboarding Since 2010, new hires to MCPS participate in a mandatory onboarding course to introduce them to the culture of our system. By the end of the session new employees are able to: Explain the culture of MCPS, Articulate the MCPS mission and vision, Identify the values of MCPS, and Describe the opportunities to grow in MCPS.

MCPS Programs That Support Induction: Onboarding Specific topics explored in the onboarding course include: Past and current demographics Our Call to Action The Compact for Culture of Respect Red and green zone schools and support 7 Keys to College and Career Readiness Embedded support Professional Growth System (I really don’t think that any of the things in red are covered) Consulting Teachers Mentors Equity and Excellence

Strategies That Support Induction: Orienting New Educators Just in Time Training “Just in time” information is meted out to teachers on a schedule that tracks their need for the information. School Schedule Develop a school schedule and calendar that highlights the important dates for which teachers need to be prepared. Policies Provide introductions to district policies and procedures at the building level, as it is in the school that these policies and procedures are usually implemented. Tour of Community Organize a tour that points out the neighborhoods, the hangouts, parks, and other features that can be resources for the classroom. It is also important to point out banks, drugstores, markets, and other sites that can be time-savers for busy new teachers.

Strategies That Support Induction: Orienting New Teachers Map Provide a map of the school and give tours of the facilities. New teachers appreciate being informed about the resources of the new building that they may want to use during the year. Staff Social Have a staff social before school starts. Provide each beginning teacher with a designated host who will introduce them to other staff. Highlight the beginning teachers during the event. Nametags Have all faculty members wear nametags for the first two weeks of school to help beginning and veteran teachers get to know who’s who, especially in big schools. Bulletin Boards Put up bulletin boards with pictures of the new staff—or all staff.

Strategies That Support Induction: Enlisting the Whole Staff “The success of the beginning teacher is the responsibility of all staff in the building. No one mentor should have the responsibility of meeting all of the needs of his/her protégé.” Beyond Mentoring, Saphier

Strategies That Support Induction: Enlisting the Whole Staff All staff in the building should understand that they play an essential role in the success of the beginning teacher. In a comprehensive induction program, we might see: Teachers opening their classrooms for observations and their file drawers for curriculum materials that will be helpful to the beginning teacher Teachers conferring with the beginning teacher on strategies for meeting the needs of specific students Teachers sharing approaches to classroom management and discipline Teachers sharing individual challenges with new teachers so they know they aren’t alone Teachers attending a workshop to learn about the induction program Teachers providing information about formal and informal policies, procedures and resources to beginning teachers Structures, time, and leadership for these things to happen

Strategies That Support Induction: Enlisting the Whole Staff Ask faculty members to write on a card something in their teaching that they would be willing to share, demonstrate, teach to, or have a beginning teacher observe. Post these cards in the teacher’s lounge in the fall on a bulletin board. Encourage everyone to offer to share a practice, strategy, or a piece of curriculum. A few teachers may think they have nothing special to offer; others may feel too busy. Poke your head in the door some afternoon of those people who don’t reply the first time, “Hey, Jane, would be willing to show one of our novices how you set up literature groups sometime next fall?” During pre-service in August, ask veteran teachers to share student work samples with beginning teachers that show a before and after snapshot of what students can be expected to produce at the beginning and end of the year. Ask the PTA to arrange for someone to deliver a flower or congratulatory note to each beginning teacher at the end of the first day for having gotten over the first big hurdle.

Strategies That Support Induction: Enlisting the Whole Staff Before school or in the early weeks of school, arrange for a gathering, so the beginning teachers can get to know community members and the parents of their children. It is important to build bridges between beginning teachers and the community and to educate the beginning teacher about the community, its culture, where things are, the local history, and the conditions in which their children live. Ask each faculty member to write on a card the best teaching tip they ever got. Ask them to sign the card. Collect the cards in a basket and leave the basket in the lounge. Rule: anyone can look at the cards but you can’t take the card away. If you read a card and it isn’t clear to you what the person meant, ask them. Ask each faculty member to write down seven things they wish they’d known when they started teaching their first year. Have everyone say one item out loud as they do around the room. Collect the lists and have them typed up, eliminating duplicate items. Pass them out at the next faculty meeting to kick off the continuing discussion of how everyone will take part in supporting the new teachers.

Resources Available to Support Administrators MCPS Resources PGS Reminders advertises mentor-mentee workshops offered by the system Websites http://www.montgomeryschoolsmd.org/departments/development/teams/programs/neo.shtm http://www.montgomeryschoolsmd.org/departments/development/teams/programs/new_teachers.shtm http://www.newteacher.com/pdf/CorwinGalley.pdf

Resources Available to Support Administrators Websites http://www.newteacher.com/pdf/FourWaysToSupportNewTeachers.pdf http://www.newteacher.com/pdf/Bulletin0304Wong.pdf http://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspx

Resources Available to Support Administrators Articles/Books Breaux, A., & Wong, H. (2003). New teacher induction: How to train, support, and retain new teachers. Mountain View, CA: Harry K. Wong. Britton, E., Raizen, S., Paine, L., & Huntley, M. (2000). More swimming, less sinking: Perspectives from abroad on U. S. teacher induction. Paper presented at the National Commission on Mathematics and Science Teaching in the 21st Century, San Francisco. Fulton, K., Yoon, I., and Lee, C. (2005). Induction Into Learning Communities. Washington, DC: National Commission on Teaching and America’s Future. Saphier, J., Freedman, S., and Aschheim, B. (2001). Beyond Mentoring: Comprehensive Induction Programs. Massachusetts: TEACHERS21 (There is a much more recent edition of this book)

Resources Available to Support Administrators Articles/Books Smith and Richard Ingersoll, “What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?” American Educational Research Journal, 41, 2, Summer 2004). Wong, J. K. (2001). “Mentoring Can’t Do It All: New teachers learn best from systematic induction programs.” Education Week. Wong, H. (2003a). Induction programs that keep working. In M. Scherer (Ed.), Keeping Good Teachers. Association of Supervision and Curriculum Development (ASCD). Available at www.NewTeacher.com Wong, H. (2003b). Induction: How to train, support, and retain new teachers. Paper presented at the National Staff Development Council, December 10, 2003. Available at www.NewTeacher.com