New Teacher Development Program developing and retaining talented new teachers

New Teacher Support System Statement of Problem High rates of new teacher attrition in the Boston Public Schools and accompanying costs Inconsistent teacher quality across the district Need to retain talented and experienced teachers Lack of adequate school based support -Birkeland, S., Curtis, R. Ensuring the Support and Development of New Teacher s in he Boston Public Schools (2006)

New Teacher Support System Components of New Teacher Development Program 1.New Teacher Institute 2. Professional Development specifically crafted for novice teachers 3. New Teacher Developers (Mentoring ) 4. School Based Administrator Induction “Toolkit” 3

New Teacher Support System 4 New Teacher Institute Three-day orientation in August for all teachers new to Boston Public Schools Workshops focused on: –Dimensions of Effective Teaching –District Initiatives Lunch with school based Administrators

New Teacher Support System Professional Development for Novice Teachers Beginning Teacher Seminars –Dimensions of Effective Teaching –Case Study/Problem of Practice Advancing Practice Seminars –Differentiated Instruction –Monitoring and Assessment of Student Progress BPSOM (BPS Online Mentoring) –Dimensions of Effective Teaching –2 nd and 3 rd year teachers –“web-folio” Exemplary Teacher Cross-Site Visits 5

New Teacher Support System 6 New Teacher Developers BPS Mentoring Program Classroom based support for novice teachers Standards-based model based on the Dimensions of Effective Teaching Fulfills a requirement for Professional Licensure Intensive and ongoing professional development for all New Teacher Developers

New Teacher Support System 7 New Teacher Developers Full-Time NTDPart-Time NTD Full-time mentors who each support 14 novice teachers in BPS and spend 2.5 hours each week with each teacher Current full-time teachers who spend up to 2.5 hours beyond their teaching time to support one novice teacher in their building. (5 hours for 2 teachers) Selected centrally by joint BPS/Boston Teachers Union Current teachers who are selected by school personnel sub-committee Receive intensive professional development provided by the New Teacher Center Receive intensive professional development provided by New Teacher Center and Full-Time NTDs

New Teacher Support System 8 How do New Teacher Developers support novice teachers? Provide non-evaluative observations and feedback Help with classroom management, curriculum, and lesson planning Analyze student work Assist with reflecting on practice and developing long- term professional development goals Facilitate Beginning Teacher Seminars and Advancing Practice Seminars

New Teacher Support System Evidence of Initiative Effectiveness One year retention rates for new teachers of color (a priority hiring group for BPS increased from 71.6% to 91% (Towery, I., Salim, K., Hom, V. Hiring and Keeping Urban Teachers; 2009) Prior to the NTD program 57% of new teachers expressed satisfaction with BPS mentoring support vs. after the adoption of the NTD program 81% of new teachers expressed satisfaction with BPS mentoring support (Towery, I., Salim, K., Hom, V. Hiring and Keeping Urban Teachers; 2009) Over 70% of Boston’s new teachers attribute part of their success to their NTD (National Council on Quality Teaching; Human Capital in Boston Public Schools;-Rethinking How to Attract, Retain and Develop Effective Teachers 2009) 9

New Teacher Support System METRICS Project: Measuring impact of NTD Program on student achievement What Funded through MetLife Foundation Supported by the New Teacher Center Inquiry What are the mentoring practices that can improve teacher practice and student achievement? Which mentoring practices can be replicated to enhance supports and professional development for all teachers in the district? Method gather data through an electronic data collection system capture evidence of mentor practice through videotaped conferences with beginning teachers identify correlations between mentor practice, teacher practice and student learning 10

New Teacher Support System Implications for Improving Instruction and Student Achievement Increased retention of new teachers and associated cost savings Increased teacher efficacy and improve student achievement Built in leadership roles that broaden the career continuum and increase retention -Birkeland, S., Curtis, R. Ensuring the Support and Development of New Teacher s in he Boston Public Schools (2006) 11