Multiple background possibilities Strategies and Tools for Using High Leverage Practices in Induction Meg Kamman and Erica McCray CEEDAR Center

Turn to your neighbor What types of supports do beginning teachers need?

In initial preparation & induction we are not preparing experts

Advanced Beginners Rely less on rule-driven behavior and begin to use context to determine when to apply rules.

What do we know ABOut developing advanced beginning teachers? Not a lot, except that practice is likely to matter a great deal – much like it does in surgery, the military, etc.

Coursework and Field work

Too much heterogeneity

Mentoring & Induction is a Game-Changer No preparation program can prepare a beginning teacher with all the skills necessary to be an expert on day 1. A purposefully designed M&I program can bridge the preservice-to-in- service transition by reinforcing instructional practices that strengthen core instruction for all students. High-quality core instruction means less likelihood of an “inverted triangle” that causes additional stress on school resources and teachers’ time. From: Center on Great Teachers and Leaders

The Opportunity Mentoring and induction can be used to: Facilitate partnerships among SEAs, LEAs, and EPPs Establish consistent expectations of instructional practice from preservice to inservice Provide multiple, practice-based opportunities to move teachers from novices to experts Help low-performing schools exit targeted status

Beginning Teacher Development Fair Amount of Evidence Teachers are the most important school resource for improving student achievement Effective Teachers Improve their peers performance So there is a reason to work collectively and over time on improving teaching because ultimately it matters a great deal in terms of what schools can contribute to our nation’s children and youth.

What do Beginning Teachers Need? Content Support Emotional Support Systems Support

How do we Best Provide this support for development? Content Support Emotional Support Systems Support

Turn to your neighbor Why do you think beginners get overwhelmed?

Moving Forward

How Do We Support Beginning Teachers to Become Effective Instructors? Strengthening the core instruction provided by novice teachers (both general and special education) takes practice, practice, and more practice, paired with coaching and feedback. If learner-ready teachers are to become expert practitioners, then they need high-quality feedback, coaching, and practice on a consistent set of instructional practices. Mentorship that engages new teachers in goal setting, modeling, observation, and feedback has been shown to be effective at improving teachers’ instruction (Israel, Carnahan, Snyder, & Williamson 2013). From: Center on Great Teachers and Leaders

Reasonable set of practices that: are the essence of effective teaching, leading, etc. can improve student outcomes are fundamental to developing more complex practice

What are High Leverage Practices Foundation for effective instructional practice Cut across content areas Age levels Types of learners e.g., Explicit instruction, Feedback Limited in number Novices can learn to use the practice Can be broken down and taught during preparation and professional development

Why should we focus on HLP? HLPs provide a set of consistent, clearly-defined expectations for the things all novice teachers should know and be able to do. HLPs are the basis for the content of clinical experiences. This can help create a seamless system of support for teachers throughout their career.

How Do we embed HLPs in Mentoring and induction? Professional Development Social- Emotional Behavior Assessment Collaboration Instruction In mentoring conversations In Professional Development

Focused Mentoring Conversations Focused conversations are critical to the success of mentoring and the success of mentees during their first years in the field. Mentors should use focused conversations based on HLPs. For example, a mentor and mentee (and possibly the general education colleague) may discuss how to provide positive and constructive feedback to guide students’ learning and behavior.

Mentoring: Observation and Modeling Mentors observe mentees’ lessons and have follow-up conversations with mentees. Mentees observe mentors modeling practice. Embedding HLPs Focus a mentee observation and/or mentor modeling on a specific HLP.

Effective Professional Development Research suggests that for PD to influence a teacher’s knowledge, attitudes, and classroom practice in a manner that ultimately impacts student achievement, it must: Be Focused include active learning (e.g., observing, planning, analyzing); involve teachers’ participation in groups in which they discuss and share Include implementation strategies and critically analyze student work to determine if their efforts to improve instruction are impacting students; be coherent and aligned with the goals of teachers, the district, and the school; occur over time and involve opportunities to revisit concepts and strategies taught.

Professional Development: Induction Establish consistent, organized and respectful learning environment Collaborate with professionals to increase student success Use strategies to promote student engagement Use explicit instruction Systematically design instruction toward a specific learning goal Use multiple sources of information to develop a comprehensive understanding of student strengths and needs Provide positive and constructive feedback to guide student’s learning and behavior Provide scaffolded supports Collaborate with families to support student learning Group meetings All or some novice teachers in a district meet to discuss a topic. Meetings are typically scheduled on a regular basis throughout the year. Ideally, the focus of the mentoring would align with the professional development. This provides continuous learning for a beginner and allows for the revisiting of practices. It also gives a coherent message between the prep program, district and school.

How we provide aligned supports for Beginning teachers Ongoing Professional Development Mentoring (conversations, observation, modeling) Leadership Support How we provide aligned supports for Beginning teachers HLPs

Questions?

DISCLAIMER This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.