Helping Jewish Day Schools Help New Teachers: A tool for understanding and transforming school-based induction © 2012 The Teacher Learning Project

The Teacher Learning Project at the Mandel Center for Studies in Jewish Education Brandeis University © 2012 The Teacher Learning Project

Coaches needed a tool to raise consciousness that strong induction is school-based is comprehensive is built on shared understandings about teaching is complex work to spark conversations among school teams to measure progress © 2012 The Teacher Learning Project

We drew on… continua of teaching standards: New Teacher Center, Charlotte Danielson Robust description of exemplary practice Visual depictions of development over time Formative assessment tools © 2012 The Teacher Learning Project

Six Elements of Strong School-Based Induction 1. committed leadership 2. early, information-rich hiring 3. summer preparation and formal orientation 4. complete curricula 5. Opportunities to learn with and from colleagues 6. growth-oriented supervision and a transparent rehiring process © 2012 The Teacher Learning Project

1. Committed Leadership a.School leaders develop shared understandings that support effective induction throughout the school community. b.School leaders designate an induction leader and build his or her capacity to do the work effectively. c.School leaders prioritize induction activities within the budget. d.The induction leader ensures that there is ongoing assessment and improvement of new teacher induction. e.School leaders educate parents and board members about the process of learning to teach over time and inform them about how the school develops new teachers. © 2012 The Teacher Learning Project

Standard of Practice UnawareBeginning Awareness On the WayExemplary Practice e. School leaders educate parents and board members about the process of learning to teach over time and inform them about how the school develops new teachers. School leaders explicitly or implicitly communicate that there is no difference between novice and experienced teachers. School leaders offer verbal reassurance to parents and board members that they will provide support and oversight to the new teachers in the school. School leaders acknowledge that learning to teach takes time and publicize their systems for developing the practice of novice teachers to parents and board members. School leaders educate parents and board members about the needs of novice teachers, publicize the school’s systems for developing them, and invest parents and board members in creating a collaborative, growth-oriented school culture. Row 1e (Committed Leadership) © 2012 The Teacher Learning Project

Standard of Practice UnawareBeginning Awareness On the WayExemplary Practice e. School leaders educate parents and board members about the process of learning to teach over time and inform them about how the school develops new teachers. School leaders explicitly or implicitly communicate that there is no difference between novice and experienced teachers. School leaders offer verbal reassurance to parents and board members that they will provide support and oversight to the new teachers in the school. School leaders acknowledge that learning to teach takes time and publicize their systems for developing the practice of novice teachers to parents and board members. School leaders educate parents and board members about the needs of novice teachers, publicize the school’s systems for developing them, and invest parents and board members in creating a collaborative, growth-oriented school culture. Row 1e (Committed Leadership) © 2012 The Teacher Learning Project

School-Based Induction: a continuum of institutional practices a conceptual tool communicates “big ideas” about induction captures what we have learned in our work a practical tool used by coaches to spark conversation used by school teams to mark progress a lever for transforming professional learning in day schools © 2012 The Teacher Learning Project