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Silicon ValleyNew Teacher Project
A California State BTSA
Induction Program
On the whole, the school reform movement has ignored the obvious: What teachers know and can do makes the crucial difference in what children learn. Policies can improve schools only if the people in them are armed with the knowledge, skills, and supports they need. Student learning in this country will improve only when we focus our efforts on improving teaching.
The Report of the National Commission on Teaching and America’s Future
What Is Induction?What Is Induction?
A phase of teacher development A period of socialization and
enculturation A formal program for beginning
teachers
Goals of an Induction Program
To support teacher practice that results in high student achievement
To assist new teachers holding a California Preliminary Credential in meeting criteria for the attainment of a Professional Clear Credential within two years
To retain high quality, reflective teachers
California’s Learning to Teach SystemPreliminary Credential
Preparation
Blended Program• Subject-Matter Preparation• Professional Preparation• Support and Supervision• Teaching Performance Assessment on the TPEs
Post-Baccalaureate Program• Subject matter Preparation• Professional Preparation• Support and Supervision• Teaching Performance Assessment on the TPEs
Internship Program• (Subject matter Preparation)• Professional Preparation• Support and Supervision• Teaching Performance Assessment on the TPEs
PRELIMINARY
Induction Program
• Advanced Curriculum Preparation
• Formative Assessment and Support
• Frequent , Focused Reflection on Practice
• Individual Induction Plan
• Application of Prior Learning
Professional ClearCredential Preparation
PROFESSIONAL
Continuous Learning
ProfessionalGrowth Program
• Individual Development Plan
• Based on Teacher’s Goals
• Advanced Curriculum Studies
• Advanced Subject Matter
• National Board Certification
• Reflection on Practice
March 2006
Teacher Retention Data:SCNTP Alumni after 7 Years
94% still in education 88% teaching 38% in same school 72% in leadership roles
[1998/99 Retention Study conducted on 1992/93 SCNTP participants]
NTC
ProfessionalDevelopment
ResearchPolicy
DisseminationPartnerships
DirectServices
DirectServices
Silicon Valley New Teacher Project
Santa Cruz/Silicon Valley New Teacher ProjectBTSA Induction Program
COMPONENTS: Complete program components each year for two years
Weekly Meetings with NTP Mentor
NTC Formative Assessment System
Professional Development: Seminar Series and Related Applications
Weekly Meetings with Mentor
Full release model: 1/15 caseload Impact on 450-2700 students Non-evaluative support Focus on Standards
Student Content Standards California Standards for the Teaching Profession BTSA Induction Program Standards
NTC Formative Assessment System
FAS TrainingFirst Year Mentors:
4 Full Day Trainings: Foundations in Instructional Mentoring Content and Pedagogy, Standard 15 Mentoring for Special Populations Success Induction Standard 20
Second Year Mentors3 Full Day Trainings:
Mentoring for Language Learner Success, Induction Standard 19 Mentoring for Equity, Induction Standard 17
Third Year + Mentors3 Trainings:
Literacy in Content Areas
Forum Logistics When : 8:30–11:45 a.m. Where: UCSC Extension How Often: 3 times a month Expectation: All mentors attend Field Friday: Once a Month
Mentors independently pursue professional development activities: Mentor Shadowing Meeting with Steering Committee Representative District Mentor Team Meeting Planning/Debriefing a District Seminar Project Seminar Planning
Mentor Learning Community -- Mentor Forums --
Mentor Forums serve important purposes: Provide a collaborative community of practice for mentors Deepen mentoring skills and advance induction practice Support program implementation Provide mentor accountability in a supportive environment Support each mentor’s emerging leadership capacity
Peer Coaching Coaching Partners within and outside of Forums
Veteran mentor coaches a new mentor Using an Advisor Collaborative Log
Mentor Shadowing A two-way cycle of peer observation
Cohort Groups Several mentors from 5-6 different districts make up a
cohort group. They meet to support and learn from one another.
Benefits to Mentors
Expand repertoire of teaching strategies Increased sense of professional efficacy Broader perspective on teaching and learning Greater likelihood to emerge in leadership roles Increased appreciation for collaboration and reflective
practice Heightened commitment to teaching profession Renewed professional vigor
Benefits to the School Culture
Recruitment of the best and brightest mentors Teachers hungry for new leadership roles Retired teachers who want to give back to
their profession Induction Program that seeks to transform
classroom practice and school culture
Silicon ValleyNew Teacher Project
Professional Development: Induction Program Standards 15-20
15: K-12 Core Academic Content and Subject Specific Pedagogy
16: Using Technology to Support Student Learning 17: supporting Equity, Diversity, and Access to the Core
Curriculum 18: Creating a Supportive and Healthy Environment for
Student Learning 19: Teaching English Learners 20: Teaching Special Populations
Professional Development Curriculum:Seminar Series and Related Applications
Year One Program Orientation Content & Pedagogy Healthy Classroom
Environment Teaching Special
Populations
Year Two Launching Your Second
Year Teaching English
Learners Technology Supporting Equity,
Diversity, and Access to Core Curriculum
ProfessionalDevelopment
Model for Teachers
A Comprehensive System of Professional DevelopmentLevel I Preparation
Preliminary Credential
Pre-service Study/ Student Teaching
Concurrent Study (Internship Program)
Alternate Certification (Teach for America, Transitions to Teaching, etc.)
Out-of-State Teachers
Level II Preparations Clear CredentialBTSA Induction
(1-2 years)
Application of Prior Learning
Formative Assessment and Support
Individual Induction Plan
Frequent Reflections on Practice
Development of Teaching Practice for Experienced Teachers
Based on Teacher’s Goals
Based on Site/District Goals
Advanced Curriculum and Subject Matter Studies
Instructional Leadership
Intern and/or BTSA Mentor
Content Specialist/ Coach
Administrator Development
National Board Certification
Union Leadership
New Teacher Center @UCSC, 2007
Self Assessment Summary
Induction Standard Action Plan
CHOICE BOARD: Session IIProgram Standard 15:
K-12 Core Academic Content and Subject Specific Pedagogy
1(a) Documents improvement in
teaching that is aligned with theCSTP’s beyond what wasdemonstrated for the preliminarycredential.
Read Chapter 7. Design a lesson that
incorporates the use ofcooperative learning groups.
Prepare students for workingin groups and assign roles toeach member of the group.
Reflect on the success of thelesson.
Evidence: 1) FAS Lesson PlanTool 2) Collaborative Log
2 (a) Documents improvement inteaching that is aligned with the CSTPsbeyond what was demonstrated for thepreliminary credential. Read Chapter 10. Using cues, questions and/or
advance organizers,incorporate methods foractivating prior knowledgeinto lesson plans in ILPcontent area for one week.
Reflect on how thesetechniques helped developstudent understanding.
Evidence: 1) Collaborative Log 2)Lesson Plans
3(a) Documents improvement inteaching that is aligned with theCSTP’s beyond what wasdemonstrated for the preliminarycredential. Read Chapter 10. Create questions that elicit
inferences (p.115) or analyticquestions (p.116) with the goalof improving the quality of yourquestions. (CSTP 1.4)
Use Bloom’s Taxonomy toevaluate the level of yourquestions.
Evidence: 1) Assignment withquestions 2) Collaborative Logevaluating questions usingBloom’s taxonomy
4(b) Continues to learn and applyknowledge of content standards,performance levels, frameworks, andadopted materials. Read Chapter 11. Plan a lesson in which you
apply 1 or more theoriesderived from Research, ORimplement a strategy forclassroom practice to teachone of the 5 specific types ofknowledge: Vocabulary termsand phrases, details,organizing ideas, skills andtactics, or process.
Reflect on the success anchallenges of the lesson andstudent work.
Evidence: 1) Lesson Plan 2)Collaborative Log
5
Teacher’sChoice*
*Requires approval byPresenter or Advisor
6(d) Creates an effective classroomenvironment that provides a climateconducive to learning. Read Chapter 8 Choose an academic standard in ILP content area Clearly communicate the
standard to students. Have students write a
personal goal regardingstandard or
Develop student contractsfor meeting standard.
Evidence: 1) Examples ofStudent personalized goals orcontracts 2) Collaborative Log
7(e) Plans and delivers standards-based instruction that is differentiatedto meet the needs of diverse learners. Read Chapter 7. Plan a lesson in ILP content
area that uses the Informal,Formal and Base Groups asdescribed in Chapter 7. (Seepages 89-91 of Marzano)
Reflect on the success of thislesson and the use of thethree types of cooperativelearning groups.
Evidence: 1) Collaborative Log
8(e) Plans and delivers standards-based instruction that is differentiatedto meet the needs of diverse learners. Choose one of the 5
structured tasks forgenerating and testinghypotheses from Chapter 9.
Utilizing the frameworkprovided or creating a newframework, plan a lesson inILP content area in whichstudents generate, test, andexplain their hypothesis andconclusions.
9(f) Interprets and uses multipletypes of formative and summativeassessment data in relation to contentstandards and performance levels. Read Chapter 8. Choose a standard or skill in
ILP content area. Create a Rubric to measure
progress. Assess skill using rubric. Communicate progress on
skill to students.
Evidence: 1) Rubric 2)Collaborative Log
Choice Board for Action Plans
Benefits to New Teachers Increased sense of professional efficacy Stronger skills in working with English
Language Learners Higher retention rate Greater job satisfaction Improved ability to articulate and document
professional growth More frequent professional collaboration Increased willingness to assume leadership
roles
Better classroom instruction Heightened attention to issues of diversity and
responsive pedagogy Sanctioned time for reflection and observation Improved teacher morale Increased collaboration Positive impact on school culture
Benefits to Schools
Silicon Valley New Teacher Project
Who Are the “Leavers”?
Beginning teachers who do not participate in an induction program are twice as likely to leave as those who do participate.
The teachers who choose to leave are the brightest, as measured by their college entrance exams.
Novice teachers who are dissatisfied with student discipline and the school environment are twice as likely to leave.
—Susan Moore Johnson, 2005
High Costs of Turnover and Attrition:SCHOOLS
Loss of public teacher preparation and investment
Cost of hiring, preparation and replacement Churning loss of continuity and coherence Lost professional development investments Undercutting of school reforms
No Dream Denied
National Commission on Teaching and America’s Future, January 2003
High Costs of Turnover and Attrition: STUDENTS
Low Income Students Lose the Most Highest turnover Highest number of first year teachers Highest number of out-of-field teachers Fewest accomplished teachers
No Dream Denied
National Commission on Teaching and America’s Future, January 2003
Direct Services to SV Districts
Direct Coaching to Novice Administrators
Clear Credential Program
Coaching to Experienced Administrators
Professional Development for School Leaders (Improving Student Achievement Through Teacher Observation and Feedback)
Establishing Professional Learning Communities
Establishing Leadership Coaching Capacity & Programs
Support for District Office Leadership
NTC’s Leadership Development Services
RESULTS: Case Study Comparisons of Supported vs. Unsupported Principals
UNSUPPORTED Reactive, problem
driven Receive limited
feedback Engage in little
reflection Receive sporadic
assistance
UNSUPPORTED Reactive, problem
driven Receive limited
feedback Engage in little
reflection Receive sporadic
assistance
SUPPORTED Focus on instructional
issues Engage in deliberate
planning Receive feedback and
engage in reflective conversations
Receive consistent assistance
SUPPORTED Focus on instructional
issues Engage in deliberate
planning Receive feedback and
engage in reflective conversations
Receive consistent assistance
0102030405060708090
100
Changedyour
practices
Increasedclassroom
visits
Providedbetter
feedback
Usedmore datasources
Seen ashift inschoolculture
Some
Quite a bit
A great deal
Impact of ISA in WCC and GUSD:As a result of work w/NTC, to what extent have you...
A Direct Impact on Teaching & Learning
“Principals I spoke with discussed how their evaluation of teaching is qualitatively different as a result of the NTC large group/coaching work. They spoke of the support they have felt from NTC coaches to tackle difficult issues with teachers who are performing in substandard ways, and how the NTC work has enabled them to have the tools and language necessary to help teachers to improve, or in other cases, to help remove poor instructors from the classroom. These are results that building leaders clearly see having a direct impact on teaching and learning on a daily basis, and among the most powerful evidence of the work that I uncovered.”
Michael Copland - University of WashingtonExternal Evaluator
Silicon Valley New Teacher Project
Many studies show that the single most important thing in turning lives around is theongoing presence of a caring adult.
Nell NoddingsProfessor, Stanford University
Former K-12 Math Teacher
The stakes are high. Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours [as leaders] to decide.
No Dream Denied
National Commission on Teaching and America’s Future, January 2003
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