1. Multiple background possibilities
Strategies and Tools for Using High Leverage Practices in Induction
Meg Kamman and Erica McCray
CEEDAR Center

2. Turn to your neighbor What types of supports do beginning teachers need?

3. In initial preparation & induction
we are not preparing experts

4. Advanced Beginners
Rely less on rule-driven behavior and begin to use context to determine when to apply rules.

5. What do we know ABOut developing advanced beginning teachers?
Not a lot, except that practice is likely to matter a great deal – much like it does in surgery, the military, etc.

6. Coursework and Field work

7. Too much heterogeneity

8. Mentoring & Induction is a Game-Changer
No preparation program can prepare a beginning teacher with all the skills necessary to be an expert on day 1.
A purposefully designed M&I program can bridge the preservice-to-in- service transition by reinforcing instructional practices that strengthen core instruction for all students.
High-quality core instruction means less likelihood of an “inverted triangle” that causes additional stress on school resources and teachers’ time.
From: Center on Great Teachers and Leaders

9. The Opportunity Mentoring and induction can be used to:
Facilitate partnerships among SEAs, LEAs, and EPPs
Establish consistent expectations of instructional practice from preservice to inservice
Provide multiple, practice-based opportunities to move teachers from novices to experts
Help low-performing schools exit targeted status

10. Beginning Teacher Development
Fair Amount of Evidence
Teachers are the most important school resource for improving student achievement
Effective Teachers
Improve their peers performance
So there is a reason to work collectively and over time on improving teaching because ultimately it matters a great deal in terms of what schools can contribute to our nation’s children and youth.

11. What do Beginning Teachers Need?
Content Support
Emotional Support
Systems Support

12. How do we Best Provide this support for development?
Content Support
Emotional Support
Systems Support

13. Turn to your neighbor Why do you think beginners get overwhelmed?

14. Moving Forward

15. How Do We Support Beginning Teachers to Become Effective Instructors?
Strengthening the core instruction provided by novice teachers (both general and special education) takes practice, practice, and more practice, paired with coaching and feedback. If learner-ready teachers are to become expert practitioners, then they need high-quality feedback, coaching, and practice on a consistent set of instructional practices. Mentorship that engages new teachers in goal setting, modeling, observation, and feedback has been shown to be effective at improving teachers’ instruction (Israel, Carnahan, Snyder, & Williamson 2013).
From: Center on Great Teachers and Leaders

16. Reasonable set of practices that:
are the essence of effective teaching, leading, etc.
can improve student outcomes
are fundamental to developing more complex practice

17. What are High Leverage Practices
Foundation for effective instructional practice
Cut across content areas
Age levels
Types of learners
e.g., Explicit instruction, Feedback
Limited in number
Novices can learn to use the practice
Can be broken down and taught during preparation and professional development

18. Why should we focus on HLP?
HLPs provide a set of consistent, clearly-defined expectations for the things all novice teachers should know and be able to do.
HLPs are the basis for the content of clinical experiences.
This can help create a seamless system of support for teachers throughout their career.

19. How Do we embed HLPs in Mentoring and induction?
Professional Development
Social-
Emotional Behavior
Assessment
Collaboration
Instruction
In mentoring conversations
In Professional Development

20. Focused Mentoring Conversations
Focused conversations are critical to the success of mentoring and the success of mentees during their first years in the field. Mentors should use focused conversations based on HLPs. For example, a mentor and mentee (and possibly the general education colleague) may discuss how to provide positive and constructive feedback to guide students’ learning and behavior.

21. Mentoring: Observation and Modeling
Mentors observe mentees’ lessons and have follow-up conversations with mentees.
Mentees observe mentors modeling practice.
Embedding HLPs
Focus a mentee observation and/or mentor modeling on a specific HLP.

22. Effective Professional Development
Research suggests that for PD to influence a teacher’s knowledge, attitudes, and classroom practice in a manner that ultimately impacts student achievement, it must:
Be Focused
include active learning (e.g., observing, planning, analyzing);
involve teachers’ participation in groups in which they discuss and share
Include implementation strategies and critically analyze student work to determine if their efforts to improve instruction are impacting students;
be coherent and aligned with the goals of teachers, the district, and the school;
occur over time and involve opportunities to revisit concepts and strategies taught.

23. Professional Development: Induction
Establish consistent, organized and respectful learning environment
Collaborate with professionals to increase student success
Use strategies to promote student engagement
Use explicit instruction
Systematically design instruction toward a specific learning goal
Use multiple sources of information to develop a comprehensive understanding of student strengths and needs
Provide positive and constructive feedback to guide student’s learning and behavior
Provide scaffolded supports
Collaborate with families to support student learning
Group meetings
All or some novice teachers in a district meet to discuss a topic. Meetings are typically scheduled on a regular basis throughout the year.
Ideally, the focus of the mentoring would align with the professional development. This provides continuous learning for a beginner and allows for the revisiting of practices. It also gives a coherent message between the prep program, district and school.

24. How we provide aligned supports for Beginning teachers
Ongoing Professional Development
Mentoring
(conversations, observation, modeling)
Leadership Support
How we provide aligned supports for Beginning teachers
HLPs

25. Questions?

26. DISCLAIMER
This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.