1. Professional Development of Texas Entry-Level Teachers (ELTs) Dick Joerger

2. Introductions Names Roles Location Interests in Entry Level Teachers Experiences What is in it for you and the people you work with?

3. References http://teacherinduction.cfans.umn.edu/ http://www.newteachercenter.org/index.php

4. Presentation by Dr. Kirk Edney: New TEKS for Agriculture, Food and Natural Resources courses; Educational Excellence initiatives

5. Overview of Process Background and Existing Programming for ELTs What we know about regarding the needs of ELTs and Teacher Development Elements of a Comprehensive Program Goals for Our Program Activities for Our Program Draft One of Texas Induction Program for Early Career Agricultural Education Teachers

6. Discussion What is the current status of new teacher professional development in Texas? – No formal alignment throughout state on professional development other than VATAT What PD events occur for all teachers and ELT specifically? – VATAT Summer Conference – School District Inservice and High school scheduled workshop – University sponsored workshops with small turnouts What frameworks guide the content, frequency, and delivery of the PD for entry level teachers? – VATAT, TEKS, Universities What do you think is working well in your current activities? – Mentoring is a good start through VATAT-Needs to be strengthened – Collaboration among universities, VATAT, and TEA is critical to success of an induction program

7. What do you think is not working so well, or perhaps is non-existent for ELTs? -Revamp Mentor Program -Incentive for Master’s through Professional Development -Work with universities geographically close -Retention rate -How to define a good ag teacher without student awards -Many teachers do not have knowledge in new TEKS courses -Androgogy opportunities

8. Collaboration is Key! College Leaders Agency Leaders Extension Leaders

9. What do we know about the experiences of ELTS in Texas? Anecdotal Information? Research Findings from the Texas and other researcher about the needs of ELTs? Gary Briers et al.; Julie Harlin et al., Garton et al.; Joerger et al. Theories of Teacher Development (Joerger present one or two)

10. Discussion: What professional development should be available to new teachers to ensure success? What elements of ELT do you want to address with induction programming in Texas? – Network and appropriate mentors available to each ELT – Retention and Teacher Effectiveness What should your TEAM Ag Ed members do to ensure that the ELTs have an experience that gives them the highest probability of success? (teacher educators; state supervisors; Ag Ed teachers; state office staff; ELTS) – Communication and encourage ELT’s to work with all teacher educators around state What research foci would you like to investigate in Texas? – Research similar to Moir’s for Texas ag teachers – Teacher Effectiveness – Directory of all ELT’s

11. Group Task – Saturday Morning Group I - ask questions concerning: – Needs of early career teachers. Classify needs as Psycho Social or Professional with subs of technical information, content pedagogy, and/or leadership and SAEP Group II - address the desired foci of research and evaluation which inform programming – Gary? Activity: Report to and engage other group for input

12. What are the Biggest Concerns in the State? Technical – TEKS – Course Scheduling/Topics-How to teach what you don’t know – Needs Assessment: Program should reflect community needs – Where to find curriculum and how to assess it – Self-Assessment of strengths – Student certs Pedagogy – Andragogy opportunities – Technology inclusion – Special Education – Stem Integration – Refresher of methods & planning Program/Personal – Time Management – Appropriate Relationships – Being a professional educator Leadership/SAEP – Grounded education in experiential learning

13. Discussion: Next steps for success: Tasks needed for putting a statewide structure in place. Establishing Goals and Objectives….. Lets take a look at an example …….

14. An Example of a Large Induction Project: The Minnesota Career and Technical Education Teacher Induction Program (CTE-TIP): A Pilot Project for the ‘06-’07 Academic Year Dick Joerger, Project Leader Department of Work and Human Resource Education University of Minnesota

15. Tasks and Expectations of the Minnesota CTE- TIP Team Members The primary goal of the Minnesota Career and Technical Education Teacher Induction Program (CTE-TIP) is to deliver induction programming that will result in the retention of effective early-career career and technical education teachers.

16. CTE Teacher Educators Coordinator(1) & Teacher Org Rep(1) State CTE Specialists BME Ag Ed Health Sciences Ed Technology Ed Senior Mentors MDE, MnSCU, UM, & Funders CTE Project Leader BME - Ag Ed - Health Sciences Ed - Technology Ed Entry Level Teachers 15 1015 BMEAg EdHealth Sciences EdTechnology Ed

17. Objective 1: Provide programming to address the professional needs of entry-level CTE teachers in agriculture, business/ marketing, health science technology and trade & industrial fields. Initial Strategy: Complement induction programming being delivered by local school districts with programming that addresses the unique needs of entry-level CTE teachers Key Supporting Strategies and Activities: Responsible CTE-TIP Team Members Teacher Educators CTE – TIP Coordin ators Senior Mentors Teache r Org. Reps. State CTE Specialists CTE- TIP Program Leader CTE Leader sOther 1. Determine the nature of the common and unique professional needs of CTE teachers, focusing on instruction and management relating to career and technical education student organizations, classrooms, laboratories, and supervised occupational and work-based learning. XXXXXX

18. Objective 2: Expand our knowledge about the needs of early-career CTE teachers and about induction and mentoring of these teachers through on-going inquiry Initial Strategy: Conduct on-going systematic inquiry that builds upon and expands induction and mentoring research conducted by previous and contemporary researchers. Key Supporting Strategies and Activities: Responsible CTE-TIP Team Members Teacher Educator s CTE – TIP Coordinators Senior Mentor s Teacher Org. Reps. State CTE Specialists CTE-TIP Program Leader CTE LeadersOther 1.Examine the professional needs and difficulties of CTE teachers. XXXX 2.Explore the experiences and needs of senior mentors, program coordinators, and other program partners. XXXXX 3.Examine the influence of induction programming upon teacher effectiveness, attrition, and pace of development as professional teachers XXXXX 4.Explore the availability and nature of programming of other teacher support, assistance and evaluation systems XXXXX 5.Engage in other related research in partnership with other scholars in the Department of Education, University of Minnesota, & MnSCU. XXXXXXX

19. Objective 3: Strengthen the retention rate of effective entry-level career and technical education teachers. Initial Strategy: Monitor and attend to the psychological, technical, pedagogical, and socialization needs of the teachers. Initiate strategies known to improve teacher effectiveness. Key Supporting Strategies and Activities Responsible CTE-TIP Team Members Teacher Educators CTE – TIP Coordinators Senior Mentor s Teacher Org. Reps. State CTE Specialists CTE-TIP Program Leader CTE LeadersOther 1.Provide psychosocial support to the early career teachers. XXXXXX 1.Provide technical (pedagogical, content pedagogy, subject matter) assistance to the early career teachers. XXXXXX 1.Increase access to quality curricular and instructional materials XXXXXX 1.Optimize the socialization experience into the CTE teaching profession with an emphasis on early participation in professional teacher organizations related to the content. XXXXXX 1.Optimize teacher satisfaction through induction programming and an informed learning community for early career teachers. XXXXXX 1.Become engaged in a personalized process of professional development that meets personal, school, and professional goals. XXXXXX 1.Enhance annual induction programming using information from formative and summative program evaluations. XXXX 1.Initiate strategies to engage early career teachers in systematic formative and summative assessments of their teaching performance. XXXXX 1.Assist early career teachers to develop individual learning plans that are based upon the Minnesota Board of Teaching Standards of Effective Practice. XXXXX 10. Maintain records of information about the early career teachers (e.g., school size, student enrollment, etc.) XXX

20. Goals and Objectives for the Texas Teacher Induction Program

21. Primary Goal(s) Goal: The primary goal of the Texas Teacher Induction Program is to deliver induction programming that will result in the retention of effective entry-level Agricultural Education teachers.

22. Objectives Objective 1: Provide programming to address the professional needs of entry-level teachers of agricultural education.

23. Objectives (cont’d) Objective 2: Expand our knowledge about the needs (e.g., technical, professional, psychosocial, and program management) of entry level Agricultural Education teachers. Objective 3: Expand out knowledge about induction and mentoring of Agricultural Education ELTs through on-going research.

24. Objectives (cont’d) Objective 4: Identify and improve the retention rate of effective entry-level career and technical education teachers.

25. Discussion: Identify the ways, means, to deliver professional development for ELTs. (Consider for induction, technical agriculture, program management, leadership and SAEP)

26. Group Tasks (Late Morning, Report Out) Focus I: Identify the induction activities to enhance retention and effectiveness. In addition, – Create a organizational and geographic framework for delivering PD for ELTs. Work on initial calendar of when instructors meet in person; discuss options for delivery including digital mentoring Focus III: Identify key resources (people, agencies, dollars, advocacy) and policy options; framework of operation to include coordinators and key people Focus III: Identify the initial topics and activities of research and evaluation that should be conducted

27. Planning: Divided tasks with identified personnel plan for future Create Action Plan for each Work Group Work Groups (?): PD Activities Funding and Resources Research Evaluation and Accountability

28. Focus I: Identify the induction activities to enhance retention and effectiveness Organizational and Geographic framework Calendar: August, October, January, 2 nd week in April Meetings at VATAT conference – Pre conference workshop for ELT’s – Conference Session – ELT Luncheon – Post conference reflection: ELT dinner VATAT ELT workshop – How to adjust the first day/week of school? Establish Teacher Educator/ELT mentor relationships 4 Regional PD workshops: e.g. “Vet-Tech or SAE Workshops” – Houston, San Antonio, Lubbock, DFW – Fall and Spring ELT Recognition for attending 2 workshops/year

29. Focus III: Identify key resources and policy options; framework of operation to include coordinators and key people Houston (TAMU, SHSU, PVAMU) San Antonio (TAMU-K, TSU) Lubbock (TTU, WTAMU, Sul Ross, Angelo) DFW (SFA, TAMU-C, Tarleton) Fundraising with Texas FFA Advisory Committee TASA CEV and textbook vendors Regional livestock shows – Waco – Angelo – Tyler – Beaumont – Rio Grand Valley

30. Focus III: Identify the initial topics and activities of research and evaluation that should be conducted. Use Needs assessments to identify the following – Retention rate – Teacher Effectiveness Need to identify alternatively certified teachers and include in research

31. Note the following of an action plan: What will we do? Who will do it? When will we do it? Where will we do it? How will we know we completed the tasks to expectations?

32. Presentations of Work Groups: Planned delivery of professional development and discussion: Draft I of Texas Plan

33. PD Activities – How we will do it? VATAT Conference – Monday long workshop Meet with University supervisor Record Books Handling money First days of school – Create classroom procedures – Create syllabus – Create Rules – Create scope and sequence – Tips and tricks on organization of paperwork – Workshop designated on Thursday Needs assessment going into school year Reflection on conference Match with mentor through VATAT Mentoring Program (VATAT) – Set new students up with mentor – Monthly letter out to new students – Workshop in conjunction with new teacher workshop on Thursday – Selection Process Selected by peers/teacher educators Invite mentors via letter to be a mentor Accept/Confirm Attend workshop and commit to year long process RECOGNIZE!!! – Letters to administrators – Recognition at conference – Social Media – University Supervision Matched with new teachers close to region Approximately 4 people to 1 supervisor Matched at first new teacher workshop on Monday at conference

34. PD – Who will do it? VATAT Conference – Lance Kieth @WTAMU – Coordinate with Universities Workshops – Coordinated with universities – Ag teachers who are an expert in specific area

35. PD – When will we do it? October: All regions – Preparing leadership teams – Classroom management – Online stock show entries – Fundraisers – Grades/parent contact January: Area III – Offer to everyone but only 1 location SPED and October CDES Major Shows April: All regions – Summer plans for administrators – Banquets – Proficiencies – Prepping for summer activities Animals

36. PD – Where will we do it? Regional Centers Universities Area III Midwinter at Blinn VATAT Conference

37. PD – How will we know we completed the tasks to expectations? Retention Data Collection from first year teachers – Those who have not gone through the program – Those who go through the program – Based on: Stress Retention Teacher Effectiveness

38. Funding & Resources What will we do?Who will do it?When will we do it?Where will we do it?How will we know we’re done? Identify Necessary Resources ELT WorkgroupNov. 1, 2010Budget for ELT activities Identify Income from Activities Teacher Preparation Unit Heads (Ag Consortium) March 2011Budget for ELT activities Examine Perkins funding as a source Jack Elliot, Ron Whitson End of JanuaryAustinSecure Resources or Know Not Available Secure Direct Legislative Funding Gerald Young and Todd Staples AustinSecure Resources or Know Not Available Secure External Funds- (Regional Fairs, Vendors) FFA FoundationGerald YoungAustin Explore VATAT and FFA Support Kirk Edney, Ron Whitson DecemberAustinSecure Resources or Know Not Available Summer Conference Registration VATAT Extension Specialist- Ag Teachers Elliot/Briers All system schools/Agency Reps FebruaryCollege StationSecure Resources or Know Not Available Ag Life Extension OnBoarding Cummings, ElliotFebruaryCollege StationSecure Resources or Know Not Available

39. Research What will we do?Who will do it?When will we do it?Where will we do it?How will we measure success? Needs Assessment: Self assessments including pre service, school size, teacher effectiveness CTE Directors, principles, assistant principle, student teachers, teacher educators May 2011 and then follow up Oct., Jan., April of each year High SchoolsEvaluation of in service or pd workshop Moir type study for TX AGSC Doctoral StudentWhen student is recruited UniversityCurve more accurate to Texas teachers Obtain accurate ELT listAET, judgingcard.com and grad student Update list monthlyUniversityTrack teachers 3-5 years to obtain retention rate Teacher stress amongst those that go through the program and those that do not University and High Schools Use evaluations to determine if teacher stress is higher without the program Administrator perception-Are there differences in the perception viewed of teachers that go through this program and those that do not? University and High School Use evaluations to determine if teachers in program have a better perception of their job Conduct a review of the literature

40. Next Steps in the Short Run…… Who? When? Where- How? Skype?? Other – Meeting dates and times coming to you before 10/22