1. Induction, Placement, and Equity for Students
ESD 112 Regional Coordinator Roundtable

2. Connecting
Introduce yourself to your tablemates and share an area of success in your induction work and an area of challenge.

3. Core Beliefs About Induction
Effective induction is an issue of equity for students.
Filling the position is just the beginning.

4. Induction Program Impact
Comprehensive Induction
Bringing new teachers into their districts, schools, and classrooms in ways that set up them AND THEIR STUDENTS for success.
Hiring
Orientation
Induction Program Impact
Mentoring
Formative Assessment for
Teacher Growth
Professional
Learning

5. Why do new teachers leave?
The feeling of being isolated from colleagues
Scant feedback on performance
Poor professional development
Insufficient emotional backing by administrators
“Quite simply, new teachers don’t think the people they work for care about them or their efforts to improve.”
Beginners in the Classroom, Susan Headden. Carnegie Foundation for the Advancement of Teaching.

6. Why do teachers stay? Sense of Efficacy Sense of Belonging
In your district who are the people with potential to impact these for your beginning teachers?
Collect responses on next slides – save and distribute to group

7. Collective Sense of Responsibility

8. Thinking about Your District
On your own - Jot a list: What are key areas of focus for improvement in student learning/achievement? What are some opportunity gaps, groups of students who struggle, etc.?
Left side of chart

9. Induction Standard: Hiring p. 7
Read:
Key Element—Placement
Avoid placements for novice teachers that have more-than-typical challenges.
Mitigate the impact on student learning of sub-optimal placements of novice teachers

10. Thinking about Your District
On your own - Jot a list: What are some placements (building, teaching assignment, classroom location, etc.) that create more-than-typical challenges for your novice teachers?
Right side of chart

11. Considering Impact of Placement
Table Groups: Where might students' learning be compromised because of their teachers’ placements (building, teaching assignment, and classroom location/conditions, etc.)?

12. “What We Do For Teachers…”
On your own: Read the text considering connections to your district and
Avoiding placements for novice teachers that create more-than-typical challenges.
Mitigating the impact on student learning of sub-optimal placements of novice teachers
Partners: Share a few ideas.
Same lens as with standards – avoid and then mitigate impact on kids

13. Too little water… or too much?
Support must be:
Targeted
Timely
Differentiated
Coordinated
Plants die with too little water, but also too much. With novice teachers, those in the system need to coordinate support to ensure it meets their learning needs and the learning needs of their students.

14. Supporting Beginning Teachers of Special Education
3 roles: 
Classroom teacher 
Case manager for students 
Lead/resource for adults in their schools 
What supports are they receiving in each area? 
How are those who are providing support coordinating their efforts so as not to overwhelm? 
What data are your gathering to check what you think is true? 

15. Too little water… or too much?
Support must be:
Targeted
Timely
Differentiated
Coordinated

16. Exit Slip As you think about your learning from today…
What will you STOP doing?
START doing?
CONTINUE doing?
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