A Lifeline for North Carolina’s Beginning Teachers ABSS Mentor Training 2012-2013 A Lifeline for North Carolina’s Beginning Teachers

Welcome -ABSS BT and Mentor Support Webpage Mentor Timeline, Mentor Logs, etc. Directions for completing this training Point out BT Plans, 2011-2012 Mentor timeline, Calendar of Needs and Concerns of Novice Teachers, Mentor logs, etc 2

Where are we going? Mentor Task Force Charge Beginning Teacher Support Program Standards Requirements and Beyond Mentor Standards Alignment with Professional Teaching Standards Statewide Alignment 21st Century Standards for Learning Professional Teaching Standards Beginning Teacher Support Standards Mentor Task Force received a charge to proceed in developing recommendations for consideration by the State Board in four areas:   Create new Beginning Teacher Support Program Standards around identified induction purpose areas and design elements such as mentor selection, training, ongoing support, time, optimal working conditions and professional growth. The standards should align with the state’s Professional Teaching Standards and the Teacher Evaluation System rubric for growth. Consider ways to support mentor programs and mentor program leaders in not only meeting minimal requirements, but aspiring toward excellence in the design and implementation of their beginning teacher support programs. Develop Mentor Standards and consider ways in which the State Board of Education can enhance opportunities for mentor support. Review and recommend necessary changes to State Board of Education policies on Beginning Teacher Support Programs to ensure they reflect expectations delineated in the Professional Teaching Standards. 3

Teacher Working Conditions In 2010, more than 105,000 educators (88.81%) across state completed North Carolina Teacher Working Conditions Survey Perceptions of trust and support have a direct correlation to student achievement and teacher retention These conditions are especially important for new teachers entering the profession. High quality mentoring is dependent on the presence of many of these working conditions to be effective, including: a supportive environment, teacher engagement in decisions about instruction, school leaders who facilitate the creation of clear and predictable decision making processes, opportunities for mentor and new teacher professional development, and time for educators to work collaboratively. 4

Frequency of Mentoring Activities Reported by New Teachers and Mentors from TWC 2010 Mentoring Activity Never Sometimes At Least 1x per week Planning during the school day 32% 38% 30% Observed by my mentor 20% 72% 8% Planning instruction with my mentor 33% 43% 24% Having discussions with my mentor about teaching 4% 45% 51% In addition to general trends evident from the main sections of the survey, specific questions were designed to assess perceptions of the quality of mentoring across the state. Approximately 19,000 teachers in their first three years in the profession (about 7,000 in their initial year) were asked a series of questions about the support they received. About 26,000 North Carolina teachers reported serving as a mentor to new colleagues over the past three years and were asked about their perceptions of the frequency of mentoring and any additional support they received. CHART – part of the impetus for change. Voices heard across the state. Chart illustrates the need… While many novice teachers are not being reached, those who were assigned a mentor and met with them more frequently indicate that the support they received was effective in many areas. Three-quarters of new teachers receiving mentoring agree that their mentor was effective in supporting instructional strategies (76 percent), classroom management/discipline (76 percent), school and/or district procedures (76 percent). Eighty percent report that their mentor supported their completion of required documentation and 85 percent of new teachers agree that their mentor provided effective general support and encouragement. Two-thirds report effective support from their mentor in their subject area. 5

Teacher Working Conditions Concerning Beginning Teachers… 58% said they received no release time to observe other teachers. 47% had no formal time to meet with their mentor during school hours. 31% never met with their mentor to develop lesson plans. 53% never observed their mentor teaching. 33% never analyzed student work with their mentor. 6

BTSP Policies BT requirements (components of SBE policy TCP-A-004): Orientation Induction Observations/evaluation/PDP Mentor (This policy can be found on the ABSS BT/Mentor Website) Pull up TCP-A-004 and discuss briefly 7

Beginning Teacher Support Program Standard 1 – Systemic Support for High Quality Induction Programs Standard 2 – Mentor Selection, Development, and Support Standard 3 – Mentoring for Instructional Excellence Standard 4 – Beginning Teacher Professional Development Standard 5 – Formative Assessment of Candidates and Programs Pull up new DRAFT BT District Support plan and review 8

Peer Review Networks PURPOSE - Annual network for LEA induction program leaders to: share information engage in new learning on new teacher induction dialogue with stakeholders, policymakers, and representatives from higher education including community colleges and universities within the region to learn about innovative research and programs systematically assess where the LEA’s induction program fits on the Beginning Teacher Support Program continuum Sharing the big picture. 9

Beginning Teacher Support Program Annual Review Form Summary Beginning Teacher Support Program Rating Form for LEAs Developing Proficient Accomplished Distinguished Not Demonstrated Standard 1: Systemic Support for High Quality Induction Programs Institutional Commitment and Support b. Principal Engagement Standard 2: Mentor Selection, Development, and Support Mentor Selection b. Scope of Mentor Role c. Mentor Professional Development Standard 3: Mentoring for Instructional Excellence Time b. Instructional Focus c. Issues of Diversity Standard 4: Beginning Teacher Professional Development Beginning Teacher Professional Development Standard 5: Formative Assessment of Candidates and Programs Formative Assessment b. Program Evaluation 10

Mentor Standards Standard 1 – Mentors Support Beginning Teachers to Demonstrate Leadership Standard 2 – Mentors Support Beginning Teachers to Establish a Respectful Environment for a Diverse Population of Students Standard 3 – Mentors Support Beginning Teachers to Know the Content They Teach Standard 4 – Mentors Support Beginning Teachers to Facilitate Learning for Their Students Standard 5 – Mentors Support Beginning Teachers to Reflect on Their Practice 11

Standard 1: Mentors support beginning teachers to demonstrate leadership. Developing relationships between mentors and beginning teachers is foundational to ensuring a quality induction experience, fostering professional growth and supporting leadership in the classroom and beyond. 12

Standard 1 Key Components Trusting Relationship & Coaching Leadership Communication & Collaboration Best Practices Advocacy for Beginning Teachers Ethical Standards

Standard 1 Refer to ABSS BT and Mentor Support website for activities: Reflection on strengths and weaknesses of Standard 1 Generational Traits Generational Quiz

Standard 2: Mentors support beginning teachers to establish a respectful environment for a diverse population of students. Forming strong relationships with students is central to establishing respectful learning environments for all students. 15

Standard 2 Key Components Relationships with students, families, at school and in the community Honor and Respect for Diversity Classroom Environments that Optimize Learning Reaching Students of all Learning Levels

What is culture? “Culture is the totality of ideas, beliefs, values, activities, and knowledge of a group or individuals who share historical, geographical, religious, racial, linguistic, ethnic, or social traditions, and who transmit, reinforce, and modify those traditions.” Bonnie M. Davis A culture is the total of everything an individual learns by growing up in a particular context and results in a set of expectations for appropriate behavior in seemingly similar situations.

Our Cultural Lens 40% of Americans are members of racial or ethnic minority with approximately: 13% Latino/Hispanic 12% African American 4% Asian American 1% American Indian or Alaska Native 8% Other racial/minority groups In our schools: 10 million children come from homes where a language other than English is spoken Language minority population will soon outnumber the English-speaking population

Cultural Factors Family Gender Race Age Sexual Orientation Language Friends Religion Geography School Income of Family Social Class Political Views Ethnicity Electronic Media Social Organizations

Communication Styles How can you shape your instructional practices to ensure that you offer the most academically rigorous work to all students? How can you encourage and support your beginning teacher in maintaining high expectations for all students? In what ways can you help your beginning teacher in locating and accessing resources (tangible and human) to meet the diverse learning needs of all students? 20

Parental Involvement In what ways can you best support your mentee to assist them with parental involvement issues as well as supporting their school and community? The research on parental involvement is clear: when parents are more actively and meaningfully involved in their child’s education, many successes are experienced by the child. 21

Multiple Intelligences In what ways can you best support your mentee to assist them with individualizing instruction to meet the needs of varied learning styles? 22

Standard 2 Refer to ABSS BT and Mentor Support website for activities: Measure of school, family and community partnerships Share a positive experience Optimize Learning My Multiple Intelligences

Standard 3: Mentors support beginning teachers to know the content they teach. Having in depth knowledge of the subject matter for the scope of a teacher’s grade level or content area is essential in promoting student achievement. KEY COMPONENTS Common Core/Essential Standards and 21st Century Goals Content and Curriculum 24

Reflecting on Educator Self Do I love my subject content? Am I a voracious reader who regularly accesses articles from journals, newspapers, and magazines about my subject matter to share with my students or colleagues? Do I have a deep and broad understanding of my subject content? Do I make my subject matter explicit? Do I talk about how I learn and what I must do to learn?

Reflecting on Educator Self Do I use an educational design when I prepare my lesson plans? Do I use research-based instructional strategies when I teach? Do I practice my subject content? If I teach literacy or English, am I a writer and reader? If I teach physical education, do I keep myself physically healthy and fit? 26

Standard 3 Refer to ABSS BT and Mentor Support website for activity: Did you know 20th vs. 21st Century Classrooms

Standard 4: Mentors support beginning teachers to facilitate learning for their students. Mentors encourage and support the efforts of beginning teachers to plan, implement, and assess the results of teaching and learning. KEY COMPONENTS Instructional Practice Professional Practice Student Assessment 28

Inventory of Present Practices 2012-2013 Mentor Timeline Calendar of Needs and Concerns of Novice Teachers. (Both on the ABSS BT/Mentor Website)

Professional Learning Communities “A Professional Learning Community (PLC) is educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators. -adapted from Learning by Doing 30

Professional Learning Communities 3 Big Ideas of a PLC Focus on Learning The fundamental purpose of the school is to ensure high levels of learning for all students. This focus on learning translates into four critical questions that drive the daily work of the school. In PLCs, educators demonstrate their commitment to helping all students learn by working collaboratively to address the following critical questions: 31

Professional Learning Communities What do we want students to learn? What should each student know and be able to do as a result of each unit, grade level, and/or course? How will we know if they have learned? Are we monitoring each student’s learning on a timely basis? What will we do if they don’t learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty? What will we do if they already know it? 32

Professional Learning Communities Build a COLLABORATIVE CULTURE No school can help all students achieve at high levels if teachers work in isolation. Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another. 33

Professional Learning Communities Focus on Results PLCs measure their effectiveness on the basis on results rather than intentions. All programs, policies, and practices are continually assessed on the basis of their impact on student learning. All staff members receive relevant and timely information on their effectiveness in achieving intended results. 34

Student Assessment Formative and Summative Assessments Groups create a “working definition” for each type of assessment. List the best methods to use with each type of assessment. Describe when each type of assessment is best. Identify how to determine whether an assessment is valid, reliable, and fair. Determine time/opportunity to share information with your mentee. 35

Standard 4 Refer to ABSS BT and Mentor Support website for activities: Differentiating for Students PLC Activity

Standard 5: Mentors support beginning teachers to reflect on their practice. Mentors initiate making connections with beginning teachers and begin providing support before or near the start of school or at the time of employment for those hired later in the year.

Standard 5 Key Components Allocation and Use of Time with Beginning Teachers Reflective Practice Mentor Data Collection

Collaborative Coaching The role of the mentor is to advocate, support, and coach beginning teachers as they learn and acquire new instructional strategies for effective teaching. For example, if a teacher is successful at lesson planning but struggles with effective questioning strategies, the mentor can coach the beginning teacher in the use of questioning techniques. The beginning teacher with support from the mentor should identify instructional strategies that are most essential to affect the necessary or desired changes to improve the teacher’s and student’s success in the classroom.  

Collaborative Coaching As mentors go into classrooms to observe and coach BTs, a coaching model should be used by mentors to help beginning teachers analyze their performance, realize their needs, and create a plan for improvement. Rather than providing advice, the mentor encourages the beginning teacher through reflective questions to look at his/her own resources to determine planning and problem-solving solutions.

Collaborative Coaching Using the coaching cycle model, the beginning teacher and the mentor should work on a single instructional focus at a time using the cycle of planning conference, observation, reflective conference, and a written coaching plan to guide them through the process of review, practice, and incorporation of best teaching practices.

Phases of First Year Teachers

Standard 5 Refer to ABSS BT and Mentor Support website for activities: Teacher Working Conditions Survey Coaching With a Focus NC Mentor Self-Assessment