Comprehensive Induction: A Key Connection Valdosta State University April 23, 2004

Gail A. Epps Program Manager New Teacher Induction Program Office of Staff Development Montgomery County Public Schools

Beyond Mentoring Jon Saphier, Susan Freedman, Barbara Aschheim A comprehensive induction program involves more than just mentors. In fact, mentors alone, though a critical part of good induction, cannot hope by themselves to provide the range of input, feedback, and support beginning teachers’ need. Well-designed induction programs include specific roles for principals, superintendents, central office personnel, the teacher's union, parents, school board, and particularly the other staff members in the school or department where the beginning teacher works.

Abstract A comprehensive induction program provides professional growth for the new teacher, increases professional collegiality among all staff, and enhances student learning. The Montgomery County Public Schools (MCPS) has developed a quality comprehensive induction program. The induction program in MCPS accommodates a variety of backgrounds and needs of new teachers. To sustain new teachers several aspects of induction are used including: New Educator Orientation, peer mentor program, professional development, technology networks, MCPS support, peer support, and university partnerships.

Essential Question What do school districts and their leadership teams need to know and do to create a comprehensive induction program for new educators in their schools?

Research Says: Which strategy do principals believe is the most effective for recruiting and retaining teachers? a. Providing financial incentives b. Providing mentoring and on-going support for new teachers c. Involving teachers in the creation of policies that they will be implementing d. Providing career growth opportunities

Research Says: What percentage of public school teachers believe that being mentored formally by another teacher at least once a week improves their classroom teaching moderately or better? a. 58% b. 68% c. 78% d. 88%

Research Says: According to the public, what is the most important characteristic for teachers to possess? a. Ability to communicate with parents b. Thoroughly educated in subject area c. Understanding how people learn d. Well-trained and knowledgeable about how to teach effectively

Michigan State University College of Education The researchers also call for using a greater variety of induction activities, including improving initial teaching assignments, enhanced mentoring practices, more variety of teaching observations, and facilitating peer support.

New Educator Orientation

 Build an orientation that would take place over several days  Include topics such as curriculum, professional learning community, benefits, state standards, union, school policy and networking  Embed skill builders such as classroom management, diversity training, technology and special education/ESOL strategies into the orientation  Build in incentives for attending such as door prizes, stipends, and/or salary

New Educator Orientation At the school level, include the following:  Tour of the building  Introductions of key personnel  Distribution of classroom supplies  Time to organize the teacher’s classroom  Time to have an initial meeting with an assigned mentor  Prepare for the 1 st day, 1 st week or 1 st unit of curriculum

Peer Mentor Program What is a mentor? A mentor is a wise and trusted teacher, guide, and friend. Webster’s Dictionary

Mentor Criteria  Exemplary classroom teaching experience for the past three years  Commitment to constant learning about the craft, collegiality, and experimentation in one’s teaching  Effective communication and interpersonal skills  Able to maintain confidential relationships  Appointment by principal, supervisor, or coordinator  Completion of the Mentoring the New Teacher (TOT-02) course

Mentor Duties  Meet with the new educator weekly for at least one hour or monthly for 4 hours  Maintain a mentor log and electronically submit it monthly  Establish a supportive relationship with the new teacher  Promote the socialization of the new teacher in the school setting  Help the new teacher identify pressing duties and prioritize time

Mentor Duties  Assist the new teacher with ideas to organize and manage the classroom  Recommend ways to plan and deliver instructional materials  Conduct observations which includes pre and post conferences  Help the new teacher access resources  Suggest ways to communicate effectively with parents  Work collaboratively with the Staff Development Teacher and other staff in the school setting

Mentors are guides. They lead us along the journey of our lives. We trust them because they have been there before. They embody our hopes, cast light on the way ahead, interpret arcane signs, warn us of lurking dangers, and point out unexpected delights along the way… Mentor: Guiding the Journey of Adult Learners Laurent A. Daloz

Professional Development

 Courses for mentors and new teachers  Workshops for mentors and new teachers  Seminars given by experts in the field of induction such as Ellen Moir, Laura Lipton and Jon Saphier  Conferences and workshops such as the Induction Institute hosted by The New Teacher Center at the University of California  Local symposium within districts

Technology Networks

 Newsletters, The Mentor Communicator  Newsletters, The Newbie Press  Electronic communication, The Mentor Update  Website

MCPS Support

 Mentors for novice and new–to–MCPS teachers  Staff Development Teachers in every school  Consulting Teachers for every novice teacher  Administrators as instructional leaders of the school

Peer Support

 Councils of Teaching and Learning  Professional Learning Community  Monthly new teacher committee meetings at the school level  Mentor Forums  Mentor Focus Groups  Directory of demonstration classes

University Partnerships

University Partnerships Russ Fazio, Ph.D. Coordinator of University Partnerships, MCPS At some point, the public schools will recognize their responsibility toward developing teacher candidates; and higher education will see teacher education that goes beyond graduation. Only then, will the real value of induction become visible. The ideal would be for higher education and the public schools to act as one in teacher education with induction as the teacher candidate’s transition between the two experiences.

University Partnerships  Professional Development Schools (PDS)  Creative Initiatives in Teacher Education Program (CITE)  Special Education Teacher Immersion Training Program (SET-IT)  Full-time Mentoring Program

Summary  Implementing a high quality induction program helps attract and retain high quality teachers  Selecting and training quality mentors will improve the program so that new teachers will be retained  District–wide planning process, including all stakeholders, is needed for success  On–going assessment is critical for continuous improvement

Modification of an African Proverb Jon Saphier, Teachers 21 It takes a whole district to raise a teacher.