The New Teacher Support Program: An Individualized Support Plan for Retaining STEM Teachers Greer Richardson, La Salle University Carol Rulli, Philadelphia Education Fund Bonnie Hallam, Bryn Mawr College

This presentation will  Introduce the audience to the PRNP  Explore the component parts of the Philadephia Regional Noyce Partnership (PRNP)  Describe the activities and outcomes of the New Teacher Support Program  Discuss the implications and next steps of the NTSP  Engage the audience in discussion about mentoring and new teacher support

Introductions The Philadelphia Regional Noyce Partnership (PRNP) Vision To make Philadelphia a leader in STEM teacher education and to serve as a national model for partnerships in STEM teacher preparation and development. Members Bryn Mawr College Haverford College Drexel University La Salle University Temple University Saint Joseph’s University University of Pennsylvania The Philadelphia Education Fund

What is the PRNP? The Philadelphia Regional Noyce Partnership (PRNP) is a collaborative partnership that began in The project is funded by a capacity-building grant from the National Science Foundation (NSF).

What is PRNP?

PRNP Partners and Affiliates Mathematics Science and Education Faculty IHE Program Administrators Noyce Program Administrators District Specialists and Administrators Teachers and Scholars

The Noyce Foundation The mission of the Noyce Foundation for the past 24 years has been to help young people become curious, thoughtful, and engaged learners. We have focused on improving the teaching of math and science, developing leadership to improve student achievement, and creating opportunities for students to experience hands-on science.

The Robert Noyce Scholarship Program  The Noyce scholarship program responds to the critical need for K-12 STEM teachers (AAAS, 2014).  The scholarship program was first authorized under the National Science Foundation Authorization Act of 2002 (P.L ).  The program provides funding to institutions of higher education for scholarships, stipends, and programmatic support to recruit, prepare and develop STEM majors and professionals for K-12 teaching.  In return, teachers are required to teach in high- need school districts.

PRNP Today  The project is in its fourth year of operation under a second capacity building grant from the NSF.  Its focus continues to be building synergies and doing collaborative work that benefits the partners and the region.  The New Teacher Support Program is a new initiative of the PRNP that provides individual support plans for new teacher in an effort to increase teacher retention in the region.

New Teacher Support Program Goals The New Teacher Support Program (NTSP) proposes a flexible and individualized supportive services for new teachers designed to address the problem of teacher retention, especially in the area of early career, STEM teachers in high needs urban schools.

Literature Researchers who study teacher attrition call for a comprehensive induction and mentoring program to support and retain teachers. (Feiman-Nemser, 2003; Ingersoll and Strong, 2011). Practice-based learning opportunities are needed while teachers are “on the job” (Feiman-Nemser, 2001a; Feiman- Nemser; 2001b; Ganser, 2002; Gold, 1996 and Hegstad, 1999) in order to fully prepare them for the complexities of professional practice. Induction and mentoring have a positive impact on beginning teachers. These practices include: comprehensive, well- defined induction programs throughout the year, knowledgeable mentors and veteran teachers and opportunities for new teachers to engage in learning communities both inside and outside of schools (Ingersoll and Strong, 2011).

Program-Wide Inquiry Stance The authors have chosen to adopt an inquiry stance in order to contextualize the practice of mentoring in a newly developed program and to ask questions about its effectiveness. Ravitch (2015) refers to this as practitioner research. Teacher research is the systematic and intentional study of one’s professional practice (Cochran-Smith and Lytle 2009). Teacher research is also linked to action research (Stremmel 2007). Each allows for the intersection of theory, research and practice that fosters reflection and action on professional practice which shape decision-making in communal and organizational settings (Ravitch, 2015).

Research Questions Was the practice of the mentors improved? Were the stated needs of the new teachers met?

Research Context The Partnership The Individual Support Plans Mentor Development

Research Context Model of Action Instructional Professional Personal Needs Assessment Goal Setting Actions Toward Goals Evidence of Success Individual Support Plan Reassessments of Actions and evidence Realignment to Goals Formative Meetings Reflection on Actions Goal Setting for Coming Year Summative Meeting

Research Context Participants First and second year STEM teachers External mentors Program administrators

Research Context – Mentor Development Mentor skills survey used to develop mentor PD and to track changes over the year Monthly mentor meetings developed the learning community Mentors addressed stated needs of each new teacher through twice a month meetings with each new teacher Mentors completed initial, formative and summative report forms linked to action plan

Research Context Mentor Activity January  New Teacher-Mentor Meetings (existing pairings)  Mentor Orientation February  Existing Teacher-Mentor Meetings  NTSP Orientation March  New Teacher-Mentor Meetings  PD: Problems of Practice April  New Teacher-Mentor Meetings  PD: Active Listening May  New Teacher-Mentor Meetings  PD: Culturally Relevant Teaching June  New Teacher-Mentor Meetings  Focus Group Evaluation Meeting

Methodology This is primarily a case study in which a a mix of qualitative and quantitative data are used to address the research questions. As this in a preliminary look at the activities and outcomes of the program, a case study design is appropriate.

Instrumentation Qualitative Needs Assessment Individual Support Plans Initial mentoring conference form Monthly Formative Mentoring Conference form Quantitative Mentor Skills Assessment Summative Mentoring Conference form Year-end focus group surveys with each group

Results Did the mentors improve their practice? Substance and Frequency of Mentor Exchanges SubstanceFrequency Classroom Management 14 Content resources8 Content advice8 Pedagogical resources12 Pedagogical advice14 Wellness advice9 Professional advice10 n=6 mentors Sources: Mentor initial, formative and summative reports

Results Did the mentors improve their practice? Mentor Skills Survey - Mean Results ItemPrePost Providing Constructive Feedback Helping a new teacher develop a realistic plan for growth Assisting new teacher with evaluating, selecting and developing instructional resources to meet the needs of all learners

Results Did new teachers have their needs met? Comparison of new teacher action plan and mentor progress reports 3 categories identified: instructional practices, professional practices, social emotional needs 100% consistency

Results Did new teachers have their needs met? Focus Group Results (n=8) Needs Assessment successful tool for articulation of needs Mentors met their needs through skill development, encouragement, honest feedback, and fostering self-awareness. Working with their mentor (n=4); sharing with other teachers (n=4); and the professional development as very valuable (n=4) All agreed to continue in the program in various ways

Results Did the new teachers have their needs met? New Teacher Summative Survey %Extremely to moderately useful 78Needs assessment survey 60PD sessions 89Interaction with mentors n=9 new teachers

Results and Conclusions Mentor development New teacher needs

Next Steps Mentor development Mentor tool development and mentor use STEM mentoring Continued growth for new teachers

Please visit the webpage at PRNP.org for access to the research paper and a complete list of references. References

Greer Richardson Carol Rulli Bonnie Hallam Contact Information

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