1. College and Career Readiness
Lake County Schools
Investing In Excellence!
College and Career Readiness
Academic Services
C² Collaborative Cohort
October 18, 2012

2. Common Board Configuration
Date: October 18, 2012
Vocabulary: C² Ready, Teacher Leader, Model Classroom
Bell Ringer: Turn and Talk: Reflection
Agenda:
I DO: Review need for New Teacher Support System.
WE DO: Identify targeted focus areas for differentiated new teacher support.
YOU DO: Develop comprehensive plan to aid in development of highly effective new teachers.
Learning Goal: Educational Leaders will understand the necessity of a differentiated school-based New Teacher Support System.
Benchmark: District Goals
#1 – Student Achievement
#5 – Highly Developed and High Performing Staff
Objective: Educational Leaders will develop a Capacity Builders’ Plan to support the development of an effective new teacher.
Summarizing Activity:
Collaborative planning session using Capacity Builders’ Guide.
Homework: Utilize tools provided to complete your Capacity Builders Planning Guide. Review and refine Guide with your school leadership team for Instructional Reviews and share plan at future C2 Cohort Sessions
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?

3. Lake County Schools Vision Statement
A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission Statement
The mission of the Lake County Schools is to provide every student with individual opportunities to excel.
Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.
Academic Services

4. Academic Services

5. Academic Services
Curriculum & Instruction ~ Professional Development ~ Teaching & Learning
The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.  
Assurances
We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes.
We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.
We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.
We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.
Academic Services

6. 21st Century Skills Tony Wagner, The Global Achievement Gap
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
Academic Services

7. Progress Pathways to Progress
Sustaining New Teacher Development
Pathways to
Progress
Progress
Presented by::
Melissa Bradley ◊ Cathy Caudill ◊ Jeanmarie York
LCS Academic Services Unit / Professional Development

8. “Turn & Talk”
1. Revisit your own pathway to progress.
2. Reflect on your first year of teaching; think about one of your most humorous or memorable experiences.
3. Turn to your shoulder partner. You will have one (1) minute each to share your experience with your partner.
Countdown Clock

9. Instructional Coach Connections
District provided support to assist in the development of new teachers. Dr. Cele Oldham, Program Specialist TOP
Linda
Bradley *
* Title Services
Karen Conrad *
Cathy
Caudill
Jeanmarie York
Melissa
Bradley
New Teachers

10. Can one coach fully develop an effective new teacher?
Rigorous Program Design
Right Conditions for Success
Differentiated Instructional Support
Evaluation for continuous improvement
NO.
Developing effective new teachers requires a strategic school-based support system.

11. New Teacher Support Cohort Series Preview
Look
Ahead
Session 1
Determining needs of your new teachers
Creating a School-based plan
Refining Your New Teacher Support Team
Session 2
Session 3
Session 4
Developing Effective Instructional Mentors
Mentor Support and Direction
Coaching Conversations
Focused Feedback
Based on Feedback

12. Online Anticipation Guideor or
Scan your QR Code on your notes page of your toolkit

13. Retention Rate of First-Year Teachers?
Let’s Talk Numbers
85%
Retention Rate of First-Year Teachers?
FLDOE , EAIS Report May 2011

14. Retention rate of Florida’s teachers after their 5th year?
Let’s Talk Numbers
61%
Retention rate of Florida’s teachers after their th year?
FLDOE , EAIS Report May 2011

15. Let’s Talk Numbers
In 2008, how many teachers were predicted to leave the profession by the year 2011?
50%
National Commission on Teaching and America’s Future (NCTAF), 2008

16. Annual cost of teacher turnover in the U.S.?
Let’s Talk Numbers
Annual cost of teacher turnover in the U.S.?
$7.3 billion
National Commission on Teaching and America’s Future (NCTAF), 2008

17. Lake County – 2011 Rate of Retention
Let’s Talk Numbers
Lake County – 2011 Rate of Retention
94%
94% - LCS Office of Planning, Evaluation and Accountability

18. Cause for Applause Current best practices for developing and retaining new teachers
PLCs for new teachers
School-based New Teacher Boot Camps
Teacher Leaders modeling effective strategies
G.I.V.E.S Garnering Inspiration by Viewing other Educators

19. What is your school’s retention rate?
Make a note…
# of New Teacher Hires
Total # of Teachers = ?
Reflection: Consider the last few years on your school campus.
What subject area needs to be filled most often?
Which grade level sees the largest turnover?
…And another!

20. Lack of strong leadership
Certification Issues
Spending more time inducting / mentoring new staff

21. Teacher Vacancies

22. The New Teacher Induction Process
“From Hire to Higher”

23. Common Board Configuration
Date: October 18, 2012
Vocabulary: C² Ready, Teacher Leader, Model Classroom
Bell Ringer: Turn and Talk: Reflection
Agenda:
I DO: Review need for New Teacher Support System.
WE DO: Identify targeted focus areas for differentiated new teacher support.
YOU DO: Develop comprehensive plan to aid in development of highly effective new teachers.
Learning Goal: Educational Leaders will understand the necessity of a differentiated school-based New Teacher Support System.
Benchmark: District Goals
#1 – Student Achievement
#5 – Highly Developed and High Performing Staff
Objective: Educational Leaders will develop a Capacity Builders’ Plan to support the development of an effective new teacher.
Summarizing Activity:
Collaborative planning session using Capacity Builders’ Guide.
Homework: Utilize tools provided to complete your Capacity Builders Planning Guide. Review and refine Guide with your school leadership team for Instructional Reviews and share plan at future C2 Cohort Sessions
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?

24. Elements of Successful School-Based Support Systems for New Teachers
Effective Principals
Multiple Support Structures for Beginning Teachers
Strong Program Leaders
Ongoing Program Evaluation
Effective and Capable Instructional Mentors
Revisit
Refine
Revitalize
Elements of Successful School-Based Support Systems for New Teachers

25. Revisiting: Current Support Teams
Principal
All APs (not just TQR)
Mentors
Other Teacher Leaders
Instructional Coach for new hires

26. Capable Instructional Mentors
How are they trained?
What tools are they using to develop new teachers?
Have useful resources been provided to them?
Is there a broad spectrum of talent represented?
Are they effective when supporting others through coaching, modeling and feedback?
Do they represent a cross section of experience? (Emerging to Seasoned)
Are they familiar with new teacher requirements?
Have they instilled protocols to support new teachers and mentors?
What considerations are given when selecting capable mentors?
Have they made Team members aware of their roles and responsibilities?
How do they provide meaningful feedback?
How do they create environments where new teachers thrive?
Teacher Leaders
Capable Instructional Mentors
Assistant Principals
Principal
School-Based Support Team

27. Important Take Aways for Stakeholders
Roles and responsibilities must be transparent and clarified for all team members
Effective collaboration requires flexibility
Providing varied opportunities to connect increases awareness and strengthens relationships

28. New Teacher Support System
How do they create environments where new teachers thrive?
How do they provide meaningful feedback?
Have they made team members aware of their responsibilities?
Rate yourself

30. Common Board Configuration
Date: October 18, 2012
Vocabulary: C² Ready, Teacher Leader, Model Classroom
Bell Ringer: Turn and Talk: Reflection
Agenda:
I DO: Review need for New Teacher Support System.
WE DO: Identify targeted focus areas for differentiated new teacher support.
YOU DO: Develop comprehensive plan to aid in development of highly effective new teachers.
Learning Goal: Educational Leaders will understand the necessity of a differentiated school-based New Teacher Support System.
Benchmark: District Goals
#1 – Student Achievement
#5 – Highly Developed and High Performing Staff
Objective: Educational Leaders will develop a Capacity Builders’ Plan to support the development of an effective new teacher.
Summarizing Activity:
Collaborative planning session using Capacity Builders’ Guide.
Homework: Utilize tools provided to complete your Capacity Builders Planning Guide. Review and refine Guide with your school leadership team for Instructional Reviews and share plan at future C2 Cohort Sessions
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?

31. Refining: Using Data to Determine New Teacher Support
“Hire vs Higher” - Determine instructional effectiveness of all new teachers regardless of HR grouping.
How can Support Team collect data on each new teacher?
FEAPs / Marzano
Collegial Conversations
Walkthrough data
Formative Observations
Student Assessment Data tied to new teacher
Behavioral Student Data

32. Refining: Prioritizing New Teacher Needs
Are your new teachers a C? A 2? Or Ready? C 2
Ready
Intensive Coaching required
Highest level of support needed (human and material)
COACHING
Can benefit from meaningful collaboration with peers, capable mentors; focused feedback
COLLABORATION
Demonstrates effective instructional practices based on measurable data
CONSULTATION
* Prioritize the teacher’s needs based on data and match them with structured resources

33. Hire to Higher: Supporting New Teachers
Intensive Support
Consistent ,targeted assistance
Community Support
Ongoing assistance from School-based Team
Additional assistance provided by District Instructional Coaches as needed
Enriched Support
Support provided by School-based Team and web-based tools and resources facilitated by district
PLCs for new teachers
Consultation Collaboration Coaching
C Ready

34. Revitalizing: Developing Differentiated New Teacher Support
Use the instructional focus areas checklist to establish a matrix of model classrooms across varied content / grade levels
Highlight model classrooms and teacher leaders where strategies are performed with fidelity
Create opportunities for new or struggling teachers to visit model classrooms

36. Benefits of Creating a Model Community
Provides differentiated support to new teachers
Can identify gaps in depth and breadth of model instruction
Helps to accelerate Common Core focused instruction
Encourages development of teacher leaders
Promotes open community of learning

38. Common Board Configuration
Date: October 18, 2012
Vocabulary: C² Ready, Teacher Leader, Model Classroom
Bell Ringer: Turn and Talk: Reflection
Agenda:
I DO: Review need for New Teacher Support System.
WE DO: Identify targeted focus areas for differentiated new teacher support.
YOU DO: Develop comprehensive plan to aid in development of highly effective new teachers.
Learning Goal: Educational Leaders will understand the necessity of a differentiated school-based New Teacher Support System.
Benchmark: District Goals
#1 – Student Achievement
#5 – Highly Developed and High Performing Staff
Objective: Educational Leaders will develop a Capacity Builders’ Plan to support the development of an effective new teacher.
Summarizing Activity:
Collaborative planning session using Capacity Builders’ Guide.
Homework: Utilize tools provided to complete your Capacity Builders Planning Guide. Review and refine Guide with your school leadership team for Instructional Reviews and share plan at future C2 Cohort Sessions
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?

39. Planning Activity & Gallery Walk

40. New Teacher Development Toolkit

41. Building Capacity – What’s Next?
Capacity Builders’ Planning Guide
1. Return to Principal.
2. Share information about effects of teacher turnover and importance of developing new teachers who can impact student achievement.
3. Collaborate to design a school based impact plan for New Teacher Development.
School Based Support System
1. Share concept with Leadership Team.
2. Analyze current New Teacher Support System to determine gaps in support. Refine as needed.
3. Confirm that all new teachers have been assigned capable mentors.
4. Provide PLCs for new teacher mentors to better equip them with skills to mentor/coach effectively.
Model Matrix
1. Convey concept to members of Support Team.
2. Identify at least three (3) model teachers in each instructional focus area.
3. Determine gaps in instructional focus areas.
4. Provide opportunities for new teachers to visit model classrooms/teacher leaders.

42. Participant Scale and Reflection (Please complete and turn in)
0-Not Using
No understanding or implementation steps taken away
1-Beginning
Little understanding and inconsistent implementation steps taken away
2-Developing
Moderate understanding and implementation steps taken away
3-Applying
Consistent understanding and implementation steps taken away along with monitoring componets for effective execution
4-Innovating
In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways
Academic Services