Keeping Induction and Mentoring Alive without a Grant February 23, 2012 Rosalie Gardner Facilitator

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Objectives Identify steps taken to continue without grant funding Evaluate the impact loss of funding has had on quality of programs Provide a list of possible steps that can be taken to continue quality programs

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Grant Background First grant in FY 08, $92,000 –10 Districts from 2700 students to less than 150 K-12 FY 09 maintained grant level FY 10 grant reduced to $72,000 with over 40 teachers served FY 11 reduced to $47,000 FY 12 no grant, districts contributing $18,000

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Under the grants Over 70 mentors have received Level I training Advanced training was conducted every summer Leadership team was established PD workshops for 1 st and 2 nd year teachers INTC Conference for grant coordinator (presented at conference 4 years) Resources provided to new teachers and mentors Served from 16 (initial year) new teachers to high of 45 new teachers yearly 120 days of coordinator time Last year new teacher priority list, couldn’t serve all

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Grant Requirements 3 formal observation cycles 8 written reflections with mentor response 4 PD workshops over 2 years Analysis of student work twice in 2 years Observation of experienced teacher each year Required contact hours (varied with grant requirements from 36 per year to 60 per year) District orientation activities

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Results of loss of grant money Two districts opted to provide program under their own approved programs Two districts did not have any new teachers Six districts opted to pay for the cost to continue the program Serving 30 new teachers, first and second year

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Requirement Changes Reduction to 36 hours of contact/year Eliminated requirement of analysis of student work (not in requirements to move to standard) Added observation of experienced teacher each year Two informal observations in first semester for first-year teachers Created options for second-year teacher professional development – choice

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Steps taken to continue Contacted districts –Interest in continuing –Numbers of new teachers to serve Developed cost estimate for time, PD/workshops, program management, evaluation, and supplies Waited for district responses Concurrently designed year’s PD with current teachers in mind Goal was to begin September 1 Contracts with districts signed by September 15

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Cost Estimates 65 days coordinator time for workshops, preparations, program management, program evaluation, monitoring of activities, communication with new teachers and mentors: $255 per day ($16,000) $2000 for supplies and travel (mileage, resource books for new teachers, workshop materials, sodas/water for workshops) Figured per teacher cost ($600) Mentor Stipend ($720)

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Impact of funding loss Dropped two districts Reduced required hours of contact Reduced mentor stipend Less contact with new teachers/mentors Reworked PD requirements for new teachers No meals provided for workshops/meetings Fewer resources for teachers/mentors Reduced number of coordinator days by 45%

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Impact on Quality of Program Less time with new teachers No focus on analysis of student work Less time to work with mentors No leadership team direction Communication via tech rather than personal Impact on quality can’t be measured until data collected for year

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N What can we do to maintain quality? Monitor Continue to work with districts with continuum Build administrator understanding of continuum Collect data and compare with grant data ????

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Wrap Up Share what your program has done to maintain quality.

M O N R O E – R A N DO L P H R E G I O N A L O F F I C E O F E D U C A T I O N Rosalie Gardner Monroe-Randolph ROE East Mill Waterloo, IL