Exploring and Assessing New Teacher Induction Program Models Session #2128 http://www.ascd.org/achandouts © 2006, Amelia M. Hicks, Ed.D.

Exploring and Assessing New Teacher Induction Program Models Mentoring Leadership and Resource Network © 2006, Amelia M. Hicks, Ed.D.

Ami Hicks Mary Elin Barnish Program Presenters Ami Hicks Mary Elin Barnish © 2006, Amelia M. Hicks, Ed.D.

Exploring and Assessing New Teacher Induction Program Models Ami Hicks © 2006, Amelia M. Hicks, Ed.D.

Program Purpose & Rationale Mentor Teacher Preparation & Development School District & University Cultures Circle of Quality Mentoring Implement & Evaluate Program Mentor Selection & Mentor/ Protégé Matching Roles Mentor & Practices © 2006, Amelia M. Hicks, Ed.D.

CIRCLE OF QUALITY MENTORING PROGRAMS AND PRACTICES by Amelia Marie Hicks, Ed.D. © 2011, Amelia M. Hicks, Ed.D. © 2006, Amelia M. Hicks, Ed.D.

Mentoring and Learning Background Research No criteria for a quality program Difficult to determine successful induction This led me to continue my research at the doctoral level – The questions were how do we know that we have quality programs? © 2006, Amelia M. Hicks, Ed.D.

Mentoring and Learning Validation Study Survey of indicators of quality Quality Mentoring for Novice Teachers Sandra Odell and Leslie Huling, editors Kappa Delta Pi www.kdp.org © 2006, Amelia M. Hicks, Ed.D.

Mentoring and Learning Quality Mentoring Programs Content of mentoring program Teacher retention New teacher needs © 2006, Amelia M. Hicks, Ed.D.

Program Purpose Dimension 1 Professional practice aligned with standards for teaching Professional identity through reflection and inquiry Content is learned in college but not necessarily methods of instructional delivery and classroom management. Employers did not help much either. © 2006, Amelia M. Hicks, Ed.D.

Program Purpose – Dimension I Manage the day-to-day challenges of teaching. Prepare, select, and retain quality teachers. Provide personal and professional support. Of the five indicators, the program purposes were identified and linked to perception of quality, there is no evidence that program purpose was being communicated to stakeholders. Criteria were mainly support focused. © 2006, Amelia M. Hicks, Ed.D.

Roles/Cultures Dimension II School, District, and University Cultures and Responsibilities Developing a school community of support School and community context Time for teacher development Opportunities to work with other educators Administrator support There are a total of 11 quality indicators selected from 20 in Dimension II. © 2006, Amelia M. Hicks, Ed.D.

Roles/Cultures/Partnerships Dimension II University engagement Pre-service programs On-going professional development Research-based knowledge related to quality teaching © 2006, Amelia M. Hicks, Ed.D.

Roles/Cultures Dimension II Mentor role Learning to teach: a career-long process Teaching diverse learners Reflecting with novices Receiving recognition and compensation © 2006, Amelia M. Hicks, Ed.D.

Mentor Selection/Matching Dimension III Committed to developing own practice Knowledgeable about standards-based teaching Competent in working with adults from diverse backgrounds Sensitive to the viewpoints of others There are 8 standards in this Dimension from a potential of 17. The focus was on devloping criteria as opposed to a process for implementation. © 2006, Amelia M. Hicks, Ed.D.

Mentor Selection Dimension III Commitment to mentor responsibilities Dedication to ethical practices Professional and emotional support Similar teaching assignments © 2006, Amelia M. Hicks, Ed.D.

Mentor Preparation Dimension IV Analyze and reflect on classroom teaching and mentor/novice interactions Understand needs/concerns of novices Foster productive conversations This dimension focuses on the professional development of the mentor. 12 criteria were selected from the 23 potential indicators. These standards selected identify criteria for preparation but no current practices included intensive and ongoing professional development. © 2006, Amelia M. Hicks, Ed.D.

Mentor Preparation Dimension IV Analyze the learning of diverse students Work with novices as adult learners Coach and provide feedback on mentoring practices and problem solving The criteria selected focused on school and district cultures but not on university roles © 2006, Amelia M. Hicks, Ed.D.

Mentor Preparation Dimension IV Share mentoring practices with other mentors Explore strategies to build and strengthen the mentor/novice relationship Receive monetary or other compensation © 2006, Amelia M. Hicks, Ed.D.

Mentor Roles Dimension V Support and facilitate standards-based practice Facilitate and model self-reflection, problem-solving, and instructional improvement Eight quality indicators met the benchmark from a potential of 15 quality indicators. © 2006, Amelia M. Hicks, Ed.D.

Mentor Roles Dimension V Build a professional relationship with the novice Support the novice before and during the school year The quality criteria that met the benchmark of quality and current practices again identified criteria but not the process and no standards for ongoing training. © 2006, Amelia M. Hicks, Ed.D.

Mentor Roles Dimension V Support and challenge the novice on his or her teaching practices Interact both formally and informally Offer empathy and assistance to novices coping with the stresses of teaching © 2006, Amelia M. Hicks, Ed.D.

Coordinator Dimension VI Program Coordination, Implementation and Evaluation Committed to program purposes Knowledgeable and experienced in mentoring initiatives Effective in working with people of diverse backgrounds Adept in coordinating professional development for mentors and novices Of the potential 15 quality indicators only four were selected. There is no mention of evaluation of program to be linked to program purpose. © 2006, Amelia M. Hicks, Ed.D.

The Mentoring Framework Six dimensions represent the ideal structures and practices promoting quality mentoring Assistance Assessment © 2006, Amelia M. Hicks, Ed.D.

The Mentoring Framework Represents a standards-based approach to Mentoring Improves teacher quality to enhance student learning © 2006, Amelia M. Hicks, Ed.D.

The Mentoring Framework For further information ameliamh@comcast.net www.mentors.net © 2006, Amelia M. Hicks, Ed.D.

Program Purpose & Rationale Mentor Teacher Preparation & Development School District & University Cultures Circle of Quality Mentoring Implement & Evaluate Program Mentor Selection & Mentor/ Protégé Matching Roles Mentor & Practices © 2006, Amelia M. Hicks, Ed.D.

Mary Elin Barnish, Ed.D. Illinois New Teacher Collaborative University of Illinois mbarnish@illinois.edu

New Teacher Support Illinois New Teacher Collaborative (INTC)

Presentation Outcomes Introduce the Illinois New Teacher Collaborative (INTC) Share information about Illinois induction and mentoring of new teachers Present resources on induction and mentoring

INTC Mission To coordinate a network of services and resources through a state-wide partnership of concerned stakeholders in order to attract and retain new teachers and enhance their ability to promote student learning Talk about why IEA and others are INTC – that it isn’t just one group

INTC Activities & Resources Statewide conference Regional professional development Website and online resources Program site visits Statewide networking Liaison with ISBE New teacher summer conference Consultations, trainings, workshops

Collaboration Illinois State Board of Education University of Illinois Illinois Education Association Illinois Federation of Teachers Illinois Principals Association Regional Offices of Education Large Unit District Association Institutions of Higher Education Research Organizations (SRI, IERC) Foundations (State Farm Companies Foundation) Training Providers (NTC, ICE21, CEC, Learning Points) and others This is an example…

INTC Challenges Provide support for all programs Work with a variety of program models Conduct research relevant to the state Distribute resources applicable to all programs Conduct germane web meetings and discussions Focus on student learning Collaborate with all stakeholders Serve as a leader in induction and mentoring

Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs Standards as the basis for program consistency, development, and assessment

Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs

The Illinois Induction Program Continuum Based on Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs Provides: Clear framework Research-base for all programs Common language

The Illinois Induction Program Continuum Based on Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction Programs Uses: Guide program development Support self-assessment Lead to goal writing and action planning Support continuous improvement

The Illinois Induction Program Continuum “From the outset, our goal has been to craft a useful document that will prompt both thinking and action around the professional needs of new teachers in the state. Our aim is for this document to be used as a formative assessment tool as opposed to a summative assessment tool. In that regard, this document may be used effectively to promote program development through a cycle of continuous improvement.”

Cycle of Continuous Improvement

Advocacy Importance of communication and shared commitment with Stakeholders Community members Educators Parents Politicians

The Illinois Induction Program Continuum

Advocacy Tracy’s document

Available on the ASCD website PowerPoint slides Illinois Induction Standards Advocacy document Moving Toward document Illinois Induction Program Continuum (on the INTC website)

Executive Director, New Teacher Center “Improving educator quality and assisting struggling schools requires a comprehensive solution, and induction is a critical component.” Ellen Moir, 2008 Executive Director, New Teacher Center

Contact Information Illinois New Teacher Collaborative intc@illinois.edu http://intc.education.illinois.edu 217-244-7389 Mary Elin Barnish, Ed.D. Coordinator, ISBE New Teacher Induction Programs mbarnish@illinois.edu 630-569-9556