Appendix I - Effective Support for New Teachers

8/6/2019 Appendix I - Effective Support for New Teachers

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Effective Support for New Teachersin Washington StateStandards for Beginning Teacher Induction

, Funded by the Paul G. Allen Family Foundation


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, Funded by the Paul G. Allen Family Foundation

The Center for Strengthening the Teaching Profession (CSTP) is an independent, nonprot organization that supports research andpromotes policies and practices to ensure all students in Washington are taught by highly skilled teachers. Major funding for CSTP

is provided by The Stuart Foundation. Under CSTPs guidance, these standards were developed by a diverse team of educators from

both large and small districts throughout Washington state. The Paul G. Allen Family Foundation supported the development of the

induction standards (2005) and this revision.

CSTPs New Teacher Alliance (NTA) funded by the Paul G. Allen Family

Foundation and the Bill & Melinda Gates Foundation is a partnership

of school districts and Educational Service Districts (ESDs) using these

induction standards to design and implement effective induction programs

that reect the district culture and context.

The Ofce of Superintendent of Public Instruction (OSPI) manages the

states Teacher Assistance Program (TAP) and sponsors Mentor Academies

and other professional development for mentors and coaches. OSPI is an

active partner in NTA, championing policy changes that support high-quality

induction.

Together, CSTP and OSPI sponsor regional Mentor Roundtables,

opportunities for mentors and induction program coordinators to improve

their effectiveness by sharing knowledge, resources and solutions across

district boundaries. OSPI-CSTP Induction Think Tanks provide the chance for

district teams to reect on areas of strength and plan improvements to their

novice teacher induction programs.

For more information about CSTP or NTA, or to access this document online,

see www.cstp-wa.org.

For more information about OSPIs Teacher Assistance Program, see

www.k12.wa.us/ProfDev/tap/default.aspx.

Thanks to all of the educators whose expertise and hard work are evident

in this publication.

Jeanne Harmon

CSTP, Executive Director

Linda Foster

OSPI Teacher Assistance Program

KSA-Plus Communications, Inc.

Editing and Design


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Funded by the Paul G. Allen Family Foundation 1

Table of Contents

Why Invest in Induction? 2

What Constitutes High-Quality Induction for New Teachers? 3

Standards for High-Quality Beginning Teacher Induction

Programs in Washington State 4

Core Beliefs about Induction 5

What Do New Teachers Need? 6

Where Should We Begin? 7

Program Standard: Hiring 8

Program Standard: Orientation 10

Program Standard: Mentoring 13

Models of Mentoring

Leadership That Supports Mentoring

Coordinating Support

Guidelines for Selecting Mentors

Professional Development for Mentors

Knowledge and Skills of Effective Mentors

Program Standard: Professional Development 26

Program Standard: Assessment for Teacher Growth 28

Great Ideas from around the State and Nation 30

Induction Standards Planning Guide 33

Resources for Induction 34

Works Cited 36

Collaborators 37


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2 C E N T E R F O R S T R E N G T H E N I N G T H E T E A C H I N G P R O F E S S I O N / O F F I C E O F S U P E R I N T E N D E N T O F P U B L I C I N S T R U C T I O N , 2 0 0 8

Why Invest in Induction?

A highly qualified teaching workforce, both novice and veteran, is the single

greatest leverage point for ensuring that all students in Washington state achieve

at their highest level. Research has found that differences in teacher capability

can account for as much as percent of the variation in student learning in

schools with similar student characteristics (Armour-omas, Clay, et al., ).

School and district leaders across our state recognize the critical importance of

providing sustained and purposeful professional development to their teachers,

forces, including and perhaps especially those teachers in the beginning

years of their profession.

Washington loses about percent of its new teachers within their first five

years in the classroom (Knapp, et al., ). ough not as dire as the percent

attrition rate found in some parts of the country, this attrition still represents a

significant loss to the K system. e constant churn some schools experience

makes it exceedingly difficult for staffto embark on a coherent, multiyear

improvement plan, as much of the expertise developed over the year walks

out the door each spring. It also makes it difficult for parents and community

members to form solid relationships with faculty, as the cast of characters

changes frequently.

In addition to retaining teachers in the school and profession (Ingersoll, ),

a high-quality induction program moves new teachers beyond survival to

increasingly positive impacts on student learning (Villar, ), and integrates

them into the professional communities in their schools and districts.

Washingtons schools and districts must offer beginning teachers robust and

comprehensive support so they:

Develop into highly capable practitioners who positively affect

student learning,

rive in a culture that encourages them to contribute their expertise

while learning from their more experienced colleagues, and

Remain invested in the profession and in our public schools.

INDUCTION A comprehensive, coherent and sustained professional development

process that is organized by a school district to train, support and retain new teachers, and

which then seamlessly guides them into a lifelong program of professional learning.

Harry Wong


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HIRING

Students, schools and districts are well served by hiring policies and practices

that honor the unique needs and powerful potential of beginning teachers.

ORIENTATION

New teachers benefit from participation in an orientation to the school and

district beliefs and practices before their teaching responsibilities begin and

continuing throughout the year.

MENTORING

A strong relationship with a highly qualified mentor is essential to facilitating

maximum growth in new teachers.

PROFESSIONAL DEVELOPMENT

New teachers benefit from engagement in purposeful, ongoing, formal and

informal job-embedded learning opportunities that promote reflection,

collaboration and professional growth.

ASSESSMENT FOR TEACHER GROWTH

New teachers benefit when districts have a carefully developed collaborative

assessment system focused on improving teaching practice and enhancing

student achievement.

Standards for High-Quality Beginning Teacher Induction Programs in Washington State

HIRING

ORIENTATION

MENTORING

PROFESSIONAL

DEVELOPMENT

ASSESSMENTFOR TEACHER

GROWTH


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From our research and dialogue emerged four new foundational beliefs that

we recognize as essential to Washington states efforts to provide high-quality

support for beginning teachers.

1. Effective support for beginning teachers requires

. To affect both teacher and student performance,

educators, leaders and legislators must craft, fund, and manage a

comprehensive and coherent system.

2. A high-quality system of support for beginning teachers is

the -

(Professional Certification, National Board certification, degree

programs and other examples of continuous learning).

3. Serving the needs of beginning teachers is a

. Increasing the stability and expertise of

the teaching corps, especially in schools with challenging student

populations, can help to ensure all students experience the high-

quality teaching they deserve.

4. significantly affects beginning teachers

experiences and development. It can nurture or negate a beginning

teachers passion for the profession and can support or inhibit theacquisition of the skills and knowledge needed for proficiency

(Johnson, ).

From the outset, our goal has been to craft a useful document that will prompt

both thinking and actions that improve support for the professional needs of

beginning teachers in our state.

Core Beliefs about Induction


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To become highly skilled teachers, those new to the profession need:

Timely and informative hiring processes.

Appropriate assignment load, classroom location and support.

Orientation to building and district norms, policies, and practices.

Strong relationships with colleagues in the school.

Adequate classroom materials and access to other resources.

Clearly defined curriculum.

Principals who build a collaborative culture, provide regular feedback

and systematic support for new teachers through the above and

ongoing feedback.

Carefully selected, highly skilled mentors who understand the needs

of new teachers and build on what they al ready know.

Opportunities to belong and contribute to the larger educational

community.

Just-in-time training throughout the year (e.g., report cards, parent

nights).

Access to comprehensive professional development matched to their

needs and the needs of their students as well as those of building and

district initiatives.

Regular opportunities to observe and be observed, receive feedback

and reflect on teaching practices.

THE MANY FACES OF NEW

Teachers who are new to the state, new to the district or have a new grade-level

or content assignment also need an induction program one that recognizes

the expertise of the teacher while acknowledging gaps in knowledge about

teaching standards, performance expectations, district practices or state

assessments. In addition, now that a large number of new teachers come from

other careers, induction programs must help these adults capitalize on their

previous experiences as they transition to teaching; they need an introduction

to school culture and the expectations of a different kind of workplace.

Education staffassociates (school counselors, psychologists and socia l workers;

occupational and physical therapists; speech/language pathologists; and nurses)

also need a thoughtful and systematic support system that respects their

professional contributions and capacities while providing needed professional

development. Many come to education from a medical or social service

background and find the school system confusing. ey also need to learn to

work effectively with school and district initiatives, curricula and management

systems. ese professionals should be included in new teacher activities that

are appropriate to their assignments while acknowledging their special contextsand responsibilities.

What Do New Teachers Need?


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is document was designed to serve as a tool for ,

by those with varying roles and connections

to induction for beginning teachers: state leaders, district supervisors,

professional development coordinators, human resources personnel, school

principals, and district- and school-based mentors. Situations that lend

themselves to its use might include:

Coordinating support for new teachers in a department, school

or district.

Planning school improvement to address teacher quality and student

achievement.

Evaluating current induction practices within a school or district.

Advocating for resources to support induction.

Prioritizing work on a particular standard.

Guiding mentor selection.

Planning for mentor professional development.

Designing professional development for new teachers.

For each of the five standards, this document provides key elements and a set

of reflective statements. Become familiar with the standards and key e lements.

Begin by gathering and analyzing data (e.g., teacher surveys, retention data,

program review) around the reflective statements in one or more standards. Use

the data to identify needs and set priorities for the work in your school or district.

Leadership is key to ensuring the work is focused and has the resources it needs

to accomplish its goals. See the Induction Standards Planning Guide at the end of

this document.

Finally, program evaluation may get lost in the enthusiasm for doing. Create

systems for ongoing, systemic, data-driven evaluations.

QUESTIONS TO CONSIDER

A quality induction program requires coordinated efforts from those across the

district human resources, building principals, curriculum and instruction

staff, coaches, mentors. Consider

How will you bring the various stakeholders together to assess the

current induction program and build a common vision for the future?

How will you learn from and collaborate with colleagues from around

the state to improve your induction practices?

Who will accept the primary responsibility of seeing that your district

implements an effective and sustainable teacher induction program

which attracts, trains and retains highly qualified teachers? Who will

be the team leader for each of the five standards?

How will you gather and analyze feedback from mentors, new

teachers and principals, human resources staff, and district-leveladministrators? Who will examine retention and mobility data

and student-learning data to look for evidence of program impact?

How will you use this information to make program improvements,

prioritize resources and argue for continued funding?

Where Should We Begin?


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HIRING

Hiring isthe process of analyzing employment needs, providing an information-rich

recruiting and selection process, and using a shared decisionmaking process to place

teachers in assignments appropriate to their experience and needs. Students, schools

and districts are well served by hiring policies and practices that honor the unique

needs and powerful potential of beginning teachers.

Key elements of quality practice:

Analysis of needs guides recruitment and hiring practices.

Information-rich practices for recruitment and hiring benefit new

teachers and the district.

Placement of new teachers is focused on maximum success for new

teachers and their students.

Program impact analyses are used to evaluate and refine hiring

processes.

Hiring

HIRING

ORIENTATION

MENTORING

PROFESSIONALDEVELOPMENT

If we dont figure out how to recruit and support these

new people, we will lose them, and the whole fabric of

the schools will unravel. We will find that we are runningorganizations filled with short-term workers. ... As a society,

we just cant afford that.

Susan Moore Johnson

ASSESSMENT

FOR TEACHERGROWTH

Program Standard and Elements of Quality Practice


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Program Standard: HIRINGStudents, schools and districts are well served by hiring policies and practices that honor the unique needs and powerful potential of beginning teachers.

Level of development of our school or district program:

1 = Beginning Awareness 2 = Developing Practice(s) 3 = Implementing Practice(s) 4 = Practice(s) Systemically Integrated

Key Elements Reective Questions for Analysis of School/District Performance

ANALYSIS OF

NEEDS

The hiring process proactively addresses student population trends and future needs of the district (e.g., rising ELL population,

anticipated reduction/increase in student population).

District leaders identify and partner with universities that have outstanding programs to attract new teachers, particularly in areas

that are hard to ll.

A strategic analysis of the teaching workforce (e.g., gender, experience, ethnicity, preparation) informs and improves decisions about

recruitment needs.

An understanding of our capacity to meet the needs of beginning teachers informs hiring decisions.

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INFORMATION-

RICH PRACTICES

District mission, vision, initiatives and values are communicated through attractive marketing materials and personal interactions.

During the recruitment and selection process, potential hires receive important information about student demographics, programs,

curricula, community and community involvement, and the type of mentoring support provided to new teachers.

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PLACEMENT OF

NEW TEACHERS

Teacher placement takes into account the talents and needs of new teachers as well as the needs of students and the school.

A shared decision-making process guides teaching assignment, number of preparations, room location, class size and duties for

beginning teachers.

The most challenging students are placed with highly capable teachers.

A system is in place to ensure that new teachers have necessary resources (e.g., curriculum, technology, materials and supplies)

including discretionary funds for purchasing classroom materials and supplies.

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PROGRAM

IMPACT

Data from a variety of sources (e.g., potential hires, new hires and staff) is collected and analyzed to assess whether essential

outcomes for hiring were met, to identify areas of need and to guide future hiring.

Overall impact of the districts hiring practices is evaluated, and results are shared with key stakeholder groups and used to rene the

process.

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ORIENTATION

Orientation is the integration of new teachers into the school system. Orientation

activities are designed to introduce teachers to their district, school and colleagues

and to the tools and resources needed to be successful. New teachers benefit from

participation in an orientation to the school and district beliefs and practices

before their teaching responsibilities begin and continuing throughout the year.


Planningfor the orientation takes into account what new teachers

must know and when they need to know it.

New teachers receive timely, succinct, easily accessed information

about essentialpolicies.

New teachers learn about adopted curriculum, instruction and

assessment practices to promote student learning.

New teachers are assisted withpreparing for the first days of school

to build a strong foundation for student success.

A comprehensive evaluation of the orientation program is used to

refine the program.

Orientation

HIRING

ORIENTATION

MENTORING


Induction programs have the potential to become one

of the most powerful forces for educational change and

professional renewal in the history of public education.

Ellen Moir and Janet Gless

ASSESSMENT

FOR TEACHERGROWTH



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Program Standard: ORIENTATION

New teachers benefit from participation in an orientation to the school and district beliefs and practices before their teaching responsibilities begin andcontinuing throughout the year.


1 = Beginning Awareness 2 = Developing Practice(s) 3 = Implementing Practice(s) 4 = Practice(s) Systemically Integrate


PLANNING District, school, community and collective bargaining members participate in the development and implementation of ourcomprehensive orientation plan.

Our plan uses best practices to determine essential outcomes, associated activities, a timeline and a plan for ongoing evaluation of

program impact.

We plan immediate and continued support of new teachers regardless of hire date.

Trained, effective staff receive ample time for coordinating orientation activities which are prioritized among their other

responsibilities.

Adequate resources are allocated for orientation of new teachers.

Teachers are compensated for their time for participating in orientation activities.

The initial welcome for teachers creates a positive rst impression and a sense of excitement about the new year, engages teachers

in authentic learning, and models best teaching practices.

We plan for gathering information about anticipated professional development needs of the new teachers to assist with planning for

additional differentiated trainings.

Our orientation plan for new teachers addresses the following areas at the district and/or school level:

Completion of required paperwork including benets.

Building a shared understanding of the mission, vision and culture of the school/district.

Information about the community that the district serves.

Collective bargaining group membership details.

Forming relationships with other new teachers.

Meeting people who hold key roles in supporting staff.

Working with mentors.

Learning about the roles, responsibilities and condential nature of the mentoring relationship.

Information about the new teacher support program and expectations for participation.

Previewing upcoming trainings.

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(continued)


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POLICIES New teachers receive:

An orientation to the Code of Professional Conduct.

An introduction to the district evaluation procedures and timelines.

Training about legal issues in the school setting and health/safety training including any mandated trainings necessary for

the start of school.

Essential information about human resources policies and procedures.

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CURRICULUM,

INSTRUCTION

AND

ASSESSMENT

New teachers receive:

State and district learning standards, associated state- and district-mandated testing information, and testing schedules.

Training around appropriate curricula for their assignments including scope and sequence, pacing guides, assessments,

supplemental resources, specic lesson or unit models.

Names/introductions to support personnel for their teaching assignment.

Information about availability of and access to technology and media to support instruction.

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PREPARING FOR

THE FIRST DAYS

OF SCHOOL

New teachers receive:

An orientation to their school including its staff, demographics, resources and key information (e.g., calendar of events in the

year, schedules, class lists, evaluation timelines).

An introduction to procedures in their building including taking attendance, arranging for a substitute, accessing the building

after hours, obtaining supplies, duplicating materials.

Support in planning for the rst days of school and assistance in setting up their classrooms.

An introduction to student management policies and any school- or district-adopted models of classroom management.

Access codes and training for technology-related tools such as e-mail and grading software.

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PROGRAM

IMPACT

Data is collected and analyzed to assess whether essential outcomes for orientation were met, to identify areas of need and to guide

planning for future orientations.

Overall impact of the districts orientation practices is evaluated yearly, and results are shared with key stakeholder groups and used

to rene practices.

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Orientation

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Program Standard: ORIENTATION

New teachers benefit from participation in an orientation to the school and district beliefs and practices before their teaching responsibilities begin andcontinuing throughout the year.


1 = Beginning Awareness 2 = Developing Practice(s) 3 = Implementing Practice(s) 4 = Practice(s) Systemically Integrate


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Mentoring

MENTORING

Mentoring isthe working relationship established between novice teachers and

experienced teachers. e primary focus of this relationship is to strengthen the new

teachers understanding and initial application of subject area content, instructional

practices, school processes and management strategies (Improving Instruction

through Coaching, CSTP, ). A strong relationship with a highly qualified

mentor is essential to facilitating maximum growth in new teachers.


Mentor program design is research-based and well-defined.

Leadership places a high value on mentoring and supports

mentors work.

Roles and responsibilities are clearly articulated.

Sufficient resources are committed to support mentoring.

Mentor selection is guided by widely accepted competencies and

dispositions for mentors with attention given to the match for each

new teacher.

Professional development for mentors is ongoing, high quality and

job embedded.

Mentoring supports school improvement goals.

e mentor program is evaluated for impact on teacher practice and

student achievement.

HIRING

ORIENTATION

MENTORING

PROFESSIONAL

DEVELOPMENT


If we hold high expectations for new teachers as learners

and hope to meet ambitious reform goals, then mentoring

must move beyond emotional support and brief technical

advice to become truly educative, focused on learning

opportunities that move novices practice forward and

challenge their thinking and practice.

Sharon Feiman-Nemser, et al.

ASSESSMENT

FOR TEACHERGROWTH


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Program Standard: MENTORING

A strong relationship with a highly qualified mentor is essential to facilitating maximum growth in new teachers.




MENTOR

PROGRAM

DESIGN

Our mentoring model was developed using research and input from staff.

Policies regarding our model of mentoring assistance are written and communicated to staff.

The goals of our adopted model are communicated to all staff through written documents and board policy.

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LEADERSHIP Our school and district leaders are:

Educated about the unique needs of new teachers and have realistic expectations for their growth.

Informed about our established guidelines outlining the supportive conditions for mentoring. (See in this document

Leadership That Supports Mentoring.)

Knowledgeable about and protective of the nonevaluative and condential nature of the mentoring relationship.

Structures, schedules and procedures are created with the needs of new teachers and mentoring in mind.

A designated person coordinates the mentor program.

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ROLES AND

RESPONSIBILITIES

Clear roles and responsibilities are established for new teachers, mentors, specialists, coaches and administrators around

mentoring.

Administrators, mentors and teachers understand the law regarding condentiality and the role of condentiality in their relationships.

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RESOURCES New teachers time for learning, induction activities and mentor/new teacher collaboration is prioritized and protected.

Mentoring loads follow the suggested ratio of 1 mentor to 1215 new teachers or fewer.

Sustainable funding is provided.

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MENTOR

SELECTION

Mentors are selected based on mentor standards and prociencies. (See in this document Guidelines for Selecting Mentors.)

Multiple stakeholders (i.e., mentors, administrators, association, teachers) are involved in the mentor selection process.

We have and use established criteria (e.g., mentor skill, content and level similarity, load) to facilitate mentor/new teacher match.

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Mentoring

(continued)


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PROFESSIONAL

DEVELOPMENT

FOR MENTORS

We intentionally plan for the professional development needs of mentors.

Opportunities for collegial conversation, demonstration, reection and feedback are provided for mentors.

Professional development focuses on developing knowledge and skills of effective mentors. (See in this document Knowledge and

Skills of Effective Mentors.)

A cohort of future mentors is built by encouraging and supporting teachers who seek professional growth, desire to assist and nurture

others, challenge themselves to improve, and practice effective interpersonal skills.

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SUPPORT

OF SCHOOLIMPROVEMENT

Mentoring activities support school improvement initiatives. 1 2 3 4 NA

MENTOR

PROGRAM

IMPACT

Data is collected and analyzed to assess whether essential outcomes for mentoring were met (e.g., helping new teachers become

more effective to increase student achievement, increasing teacher retention), to identify areas of need and to guide planning for

future mentoring work.

Overall impact of the districts mentoring program is evaluated yearly, and results are shared with key stakeholder groups and used to

rene mentoring practices.

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(continued)

Program Standard: MENTORING

A strong relationship with a highly qualified mentor is essential to facilitating maximum growth in new teachers.




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ere are a variety of configuration options for mentor programs. In all cases,

those with mentoring responsibilities must be carefully selected and highly

trained. (See in this document Guidelines for Selecting Mentors and Professional

Development for Mentors.) e match of mentor with teacher should take into

account factors such as mentor and teacher styles, mentor skills, availability,

and assignment. Mentors must be given adequate time and appropriate case

loads in order to provide effective support for new teachers. Below are several

key considerations for various program options.

SCHOOL- OR DISTRICT-BASED

Mentors based in a school may have a deeper understanding of the school

culture, contexts and unique features. ey are present at building meetings

and trainings which can help with the integration of new teachers into a

schools professional learning community. In addition, these mentors are on site

and may be more accessible when needs arise.

District-based mentors bring an outside perspective to a school and provide

a safe place for new teachers to discuss challenging situations within their

buildings. District mentors may be more well informed about district initiativesaffecting new teachers. In addition, district mentors may have more access to

district information, personnel and resources. ey also are able to link new

teachers to ideas and learnings from other sites within the district.

To broaden mentors access to resources and understanding of the new teachers

contexts, building mentors can be invited to district trainings and district

mentors invited to participate in building trainings. Whether school- or

district-based, an important consideration is which placement of mentors will

provide a safe context for teachers to face challenging situations and be able to

take risks.

COLLEAGUE MENTOR TEACHER OR FULL-RELEASE MENTOR

Because colleague teachers serving as mentors generally teach a similar grade

level or subject as the new teacher, they have a deep understanding of student

learning needs and curricula for the new teachers assignment. is provides acontext for collaborative planning and examining evidence of student learning.

It also helps to lay a foundation for new teachers becoming contributing

members of a professional learn ing community.

Full-release mentors have the most flexible time for working with new teachers.

ese mentors can spend extended time in a given day, multiple days in a row, or

weekly time planning, conducting conferences and observations, and providing

feedback. In addition, during busy times in the school year, full-release mentors

are available to provide support because they do not have the time demands of

their own students and classrooms. Working as a full-release mentor allows fordeveloping of mentor skills and capacity over time.

Colleague mentor teachers will need assistance finding time to observe and

work with new teachers. Building the capacity of these mentors who only work

occasionally in this role is also an important consideration. Creating a cadre of

mentors who support each other and practice their craft together may help.

Models of Mentoring

Mentoring

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Too many teachers with similar needs at one time may keep a full-release

mentor from providing adequate support. Manageable case loads will allow

these mentors to assist teachers regularly, especially during crunch times (e.g.,

conferences, final grading, etc.).

SINGLE OR MULTIPLE RESPONSIBILITIESose whose sole responsibility is mentoring are able to have a single focus for

their work. ey can more quickly and deeply develop their mentoring skills

and provide consistent and timely responses to teacher needs.

When there are few new teachers in a district, combining mentoring with other

responsibilities may be a way to meet various district needs. Content coaches

with mentoring responsibilities bring content or instructional expertise into

their work and may have access to extra resources for new teachers.

Additional responsibilities for mentors may add the challenge of balancing time

demands between different departments and/or roles. For those with multiple

responsibilities, protecting the confidentiality of the mentoring relationship

can be challenging, and there may be conflicts between the responsibilities

associated with the different roles. For new teachers, there may be confusion

at times as to what role the mentor is functioning in. Coaches and others may

not know or be trained about the unique needs of new teachers. Priorities for

coaching work may occur at the same time as when new teachers need intensive

support.

COLLABORATION AMONG DISTRICTS

For small districts and those with few new teachers, ESDs or groups of districts

can collaborate to provide mentoring support. Mentors in these models can

build cadres of new teachers from across districts and provide curriculum

support and ideas to address regional issues.

Models of Mentoring (continued)


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Leadership is essential to the success and effectiveness of mentoring efforts.

While the mentor-teacher relationship lies at the center of the work, the context

in which they work and the support of leadership have been identified as

significant factors in teachers deciding to stay in a particular building.

Leaders who effectively support mentoring are educated about the unique needs

of new teachers and the role mentoring plays in meeting those needs. ey have

realistic expectations for new teachers growth and recognize that beginning

teachers are generally at early stages of teacher performance (i.e., emerging orbasic level of skill).

With competing expectations from the district, school and classroom, new

teachers can find it cha llenging to sort out the priorities for their work. Effective

leaders serve new teachers well by recognizing the importance of the mentoring

relationship, protecting the time set aside for mentoring, and helping new

teachers reserve time for their own growth, learning, and reflection. is requires

creating structures, schedules and procedures with new teacher needs in mind.

When leaders provide a reasonable caseload for mentors ( to or fewer),mentors are able to have frequent contact with teachers (at least to . hours

per week), be available for emergent situations, and follow up on teacher needs

and concerns (Moir, ).

New teachers and their mentors need to develop a trusting relationship to

achieve real improvement in new teacher performance. In developing the

law governing new teacher assistance, the Washington Legislature created a

firewall between mentoring and evaluation. Mentors may not be involved in

the evaluation of new teachers. is firewall allows the mentoring relationship

to be one of safety and trust. ough mentors may not share the specifics of

their work with administrators, they may share the general topics or focus

of their work and the contents of program activities. (See Washington state

Legislature Web site for RCW A..: http://apps.leg.wa.gov/RCW/

default.aspx?cite=A...) is communication can enhance teacher

learning by helping new teachers focus and feel less fragmented in their work

and expectations.

Some districts have developed contract language that allows mentors to be

invited by new teachers to conferences with the principal. e role of the

mentor in this situation is to be a second set of ears and to help the new teacher

process the information received in the conference.

ere is one situation in which mentors must break confidentiality and share

information with an administrator: if a new teacher violates the Code of

Professional Conduct. (See OSPI Web site for a copy of the Professional Code

of Conduct and for more information about confidentiality. See OSPI TeacherAssistance Program (TAP) Web site: www.k.wa.us/ProfDev/tap/default.aspx.)

Sustainable and adequate program funding allows for program continuity

and development and refinement of services provided through the mentoring

program. Districts that continue to fund mentoring capitalize on initial

training investments in teachers and mentors and build an integrated

culture that values the learning and contributions of all.

Leadership That Supports Mentoring

Mentoring


21/40


Increasingly, districts and schools are releasing exemplary teachers on a full- or

part-time basis as mentors and/or instructional coaches. Generally, coaches

work with teachers who have a range of experience and expertise. Coaches, like

mentors, have a key role in teacher growth and development and in facilitation

of new teacher integration into a schools learning community.

While mentors and coaches share many responsibilities, some are specific to

their different roles. Instructional coaching may not cover areas encompassed

by mentoring such as guiding teachers navigation of the culture and dynamicsof their schools, districts, communities and the profession. Coaches who

mentor must be aware of responsibilities unique to mentoring. Mentors are

expected to lay a foundation for Professional Certification, provide professional

growth planning, and build an understanding of beginning teachers needs

and strengths among others in the school community. (For more information

about the unique skills of mentors, see in this document Knowledge and

Skills of Effective Mentors. For information about the knowledge and skills

of instructional coaches, see Improving Instruction through Coaching(),

available on the CS TP Web site.)

To develop the trusting relationship that is key to the success of any mentoring

or coaching program, mentors and coaches along with administrators

must be seen as advocates for teachers, and they must faithfully protect the

firewall between their role as a support provider and someone elses role as an

evaluator. Mentoring work must occur within the context of confidentiality.

Support from mentors, coaches and other colleagues should be coordinated,

individualized and sequenced to ensure that efforts are not duplicated and

that new teachers are not overwhelmed by competing programs and agendas.

Collaboration between administrators, mentors and coaches is essential to

make this happen. Four actions can help:

1. District and building leaders of initiatives plan for and set aside time

for mentors and coaches to coordinate work with new teachers.

2. Mentors and coaches coordinate timing and topics of professional

development throughout the year, focus areas for teachers growth and

work, expectations of new teachers, and the amount of time teachers

spend working with support personnel.

3. One person (often the teachers mentor) serves as a central point of

contact or gatekeeper to ensure that the support matches the

new teachers immediate needs.

4. All those supporting new teachers understand and hold appropriateexpectations for teachers beginning their careers.

Coordinating Support


22/40


23/40


EFFECTIVE PRACTICE

Observes students closely to clarify needs; recognizes strengths and

identifies resources to support learning.

Applies knowledge of diverse student needs to personalize and

differentiate instruction and promote achievement for all.

Knows and responds to the unique needs of students, parents, the

school and the community.

Creates a classroom community of tolerance and acceptance.

Understands and translates research and theory into practical

application.

Uses multiple approaches to teaching and learning.

Uses appropriate and current classroom applications of technology

that deepen learning.

Uses data from ongoing assessments to inform and improve

instruction.

Holds a continuing or professional certificate and has documented

successful contracted teaching experience.

Knows and uses local, state and federal learning goals and professional

teaching standards.

Demonstrates appropriate content knowledge and pedagogy.

Demonstrates research-based classroom management skills.

Demonstrates knowledge of the state assessment system.

Regularly pursues professional development opportunities.

Has experience presenting to or instructing adults.

Supports and implements school/district policies and initiatives.

Guidelines for Selecting Mentors (continued)


24/40


e development of mentoring skills, like that of teaching skills, takes time for

formal professional learning and for practice that allows mentors to build their

repertoire of skills. Mentors must receive differentiated, job-embedded, ongoing

professional development tailored to the unique contexts of their assignments.

is professional development should focus on the princ iples ofKnowledge and

Skills of Effective Mentors (see next column).

A critical component of ongoing professional development is the opportunity

for mentors to connect, problem solve and collaborate with others in similarroles and with others who also support the learning of beginning teachers.

District and building leaders play a significant role by providing time and

opportunity for this collaboration.

Initial skill training is currently provided through OSPIs Mentor Academy

and follow-up trainings. Job-alike collaboration can take the form of regular

mentor team or cadre meetings, mentor and coach collaboration sessions,

participation in professional networking groups, and regional mentor meetings

(such as OSPIs Mentor Roundtables).

An effective mentor possesses knowledge and skills in research-based best

practices for both adult learners and students in the classroom. Mentoring

knowledge deepens, and skills improve, over time and with practice. e below

list of knowledge and skills builds on items in Guidelines for Selecting Mentors.

Effective mentors are able to:

Build relationships that foster learning.

Promote reflective practices for new teachers.

Understand adult learning.

Deepen content and pedagogy knowledge and skills.

Respond to cultures and contexts of their school and community.

Professional Development for Mentors Knowledge and Skills of Effective Mentors

Mentoring


25/40


BR

Assists teachers in building networks of support.

Represents and builds understanding of new teachers needs and strengths among others (teacher leaders, peers, administrators, colleagues, humanresources staff, association representatives, state officials).

Assists new teachers in becoming part of professional learning communities within their schools.

Coaches new teachers to develop effective communication beyond the classroom to establish and maintain effective parent, staffand communityrelations.

Skillfully communicates in difficult situations (e.g., when faced with resistance or difficult topics/conversations).

Seeks professional collaboration with other teachers, as well as school and district leaders, while maintaining confidentiality.

Understands and can protect confidentiality and appropriately handle situations that violate the Code of Professional Conduct requirements. (See theOSPI Web site.)

Acts as a resource for conflict resolution.

Builds capacity and sustainable leadership in teachers and other mentors.

PRP

Fosters a desire for growth in new teachers and understands how mentoring can facilitate this growth.

Fluently uses coaching practices (e.g., probing for information, asking open-ended questions, listening for underlying concerns, reading body language) topromote reflective thinking about improving instruction and increasing student achievement.

Shifts stance/approach (coach, collaborate, consult) according to teachers needs (Lipton, 2003).

Assesses teacher needs and strengths to determine when to support, challenge and facilitate vision (Lipton, 2003).

Conducts effective observations, gathers meaningful data and provides useful feedback.

Provides feedback which fosters teacher reflection in classroom management and discipline, instructional design and delivery, and assessment of studentlearning.

Understands Professional Certification requirements and resources, and can assist with professional growth planning aligned with ProfessionalCertification standards.

An effective mentor:

(continued)


26/40


An effective mentor: (continued)

UAL

Knows and applies adult learning theory to creative effective professional learning opportunities.

Has the ability to plan and deliver effective professional development for adults.

Uses effective practices when modeling instruction with students and facilitating professional learning with adults.

Plans an appropriate timeline of professional development which is responsive to the unique needs and developmental phases experienced by newteachers. (See Ellen Moirs Phases of the First Year of Teaching.)

Understands how diverse backgrounds affect adult relationships and differentiates new teacher support based on teachers unique needs.

Understands the change process and is able to support adult learners movement through the process.

DCP

Deepens content expertise, theory and pedagogy.Deepens knowledge and use of current, appropriate technology.

Understands state and local learning goals and initiatives, and is able to align instruction with them to improve student learning.

Understands a range of ongoing assessments (data) and can use it to guide instruction.

Understands diverse student needs and how to personalize and differentiate instruction based on those needs.

Knows strategies to create a classroom community of tolerance and acceptance.

RCC

Adjusts approach to coach teachers in a variety of school cultures and climates.

Assists new teachers in understanding and navigating school, district and community culture and politics.

Mentoring


27/40



Professional Development means providing intentional and coordinated

opportunities for new teachers to grow professionally in both knowledge and

application of current instructional best practices. New teachers benefit from

engagement in purposeful, ongoing, formal and informal job-embedded learning

opportunities that promote reflection, collaboration and professional growth.


Leaders create integrated professional cultures and professional

learning communities which support all teachers growth.

Leaders work together to coordinate professional learning activities

for new teachers.

Professional development is targeted and responsive to specific

needs of the new teachers.

Dedicated resources, including time and funding, support high-

quality professional development.

New teachers receive ongoing professional development around

district and building curricula and initiatives.

Professional development for new teachers is evaluated for impact on

the learning of new teachers and their students.

Professional Development

HIRING

ORIENTATION

MENTORING


If adults dont learn, then students wont either. No matter how

good a schools goals are, they cannot be met if the school isnt

organized to accomplish them. The school operates as a learning

community that uses its own experience and knowledge, and

that of others, to improve the performance of students and

teachers alike. Instructional practices must be aligned with high

standards.

National Association of Elementary School Principals


GROWTH



28/40


Program Standard: PROFESSIONAL DEVELOPMENT

New teachers benefit from engagement in purposeful, ongoing, formal and informal job-embedded learning opportunities that promote reflection,collaboration and professional growth.




PROFESSIONAL

LEARNING

COMMUNITY

School/district leaders foster an integrated professional culture that values new teachers perspectives, experiences and

contributions.

School/district leaders create sustainable professional learning communities.

1 2 3 4 NA

1 2 3 4 NA

COORDINATED Professional development opportunities are coordinated to provide timely and necessary training without overwhelming new teachersor creating conicting schedules.

School/district leaders ensure that new teachers receive consistent messages about district and building practices.

1 2 3 4 NA

1 2 3 4 NA

DEDICATEDRESOURCES

School/district leaders secure necessary time and funding for new teachers to participate in professional development activitiesappropriate to their needs and teaching assignments, including:

Meeting as cohort(s) for professional learning.

Collaborating with mentors and experienced colleagues.

Observing exemplary colleagues.

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

TARGETED AND

RESPONSIVE

School/district leaders take into account beginning stages of teacher performance (e.g., emerging or basic level of skill), teacher

needs and student needs when planning professional development.

Accommodations are made for new teachers who have differing schedules (e.g., coaches, part-time teachers, elementary/secondary

teachers).

New teachers are prepared for upcoming events (e.g., curriculum nights, report cards, nal exams) in a timely and time-efcient manner.

Professional development activities:

Address the specic needs of new teachers with a range of experiences (e.g., just out of college, second career, alternative

certication).

Offer a variety of ways and opportunities for new teachers to rene their practice (e. g., visitation, demonstration classrooms,video presentation).

Align with teaching standards and teachers development of best practices.

Support teachers in aligning classroom practice with state or district teaching standards and the professional growth

planning process.

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

CURRICULA AND

INITIATIVES

Initial use and ongoing training for curricula includes lesson design, pacing and assessment tools, and necessary materials.

Training presents preferred teaching practices and/or models of instruction.

New teachers receive professional development on all new and ongoing key professional development initiatives (e.g., school

improvement planning processes, literacy initiatives, etc.) appropriate to their teaching assignment.

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

PROGRAM

IMPACT

Data is collected and analyzed to assess whether essential outcomes for professional development were met, identify areas of need,

and guide planning for future professional development for new teachers.

Overall impact of the districts professional development practices is evaluated yearly, and results are shared with key stakeholder

groups and used to rene the program.

1 2 3 4 NA

1 2 3 4 NA


29/40



Assessment for Teacher Growth refers to the formal and informal processes by

which teachers improve their instruction. ese processes include continuous self-

reflection, examination of evidence for student learning, and mentor and supervisor

feedback. New teachers benefit when districts have a carefully developed collaborative

assessment system focused on improving teaching practice and enhancing student

achievement.


New teacher reflection is guided by clearly articulated teaching

standards and used for continuous assessment of instructional

practice and professional growth planning.

Examining evidence of student learningprovides the foundation for

efforts to improve instructional practices.

Observations and feedback inform new teacher growth.

School and district activities related to assessment for teacher

growth are evaluated for impact on teacher practice and studentachievement.

HIRING

ORIENTATION

MENTORING


As leaders, our journey to success begins with the end in

mind and uses assessment for learning to keep us on track

and to provide tools for the journey. Assessment for learning

helps transform problems into challenges that propel us toward

success.

Anne Davies

Assessment for Teacher Growth


GROWTH



30/40


Program Standard: ASSESSMENT FOR TEACHER GROWTH

New teachers benefit when districts have a carefully developed collaborative assessment system focused on improving teaching practice and enhancingstudent achievement.




TEACHER

REFLECTION

Tools are in place to enable new teachers, mentors and school leaders to assess new teacher instructional practice, measure growth

and demonstrate achievement using teaching standards.

Mentors and school leaders recognize that beginning teachers are generally at early stages of teacher performance (e.g., emerging or

basic level of skill).

Mentors and administrators use and guide new teachers to use teaching standards to re ect on their practice.

New teachers develop a professional growth plan using evidence of student learning, self-re ection, and input from their mentors and

supervisors.

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

EVIDENCE

OF STUDENT

LEARNING

New teachers receive instruction on a variety of tools for collecting and analyzing student work.

Mentors and new teachers collect, examine, and assess evidence of student learning to identify strengths and areas for professional

growth.

New teachers, in collaboration with other staff members, examine evidence of student learning as part of assessing instructional

practice.

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

OBSERVATIONS

AND FEEDBACK

In addition to required evaluations, principals observe new teachers formally and informally, and provide feedback and support on a

regular basis.

Mentors observe new teachers and use learning-focused conversations to support new teacher reection about the data collected.

We honor and protect condentiality in the mentor/new teacher relationship during the observation process.

1 2 3 4 NA

1 2 3 4 NA

1 2 3 4 NA

PROGRAM

IMPACT

Data is collected and analyzed to determine whether essential outcomes for the teacher assessment system were met and to identify

areas of need.

Overall impact of the districts teacher assessment system is evaluated yearly, and results are shared with key stakeholder groups

and used to rene the system.

1 2 3 4 NA

1 2 3 4 NA


31/40


e following are strategies used across the state and nation by districts

developing and refining their induction programs. See in this document

Induction Standards Planning Guide to begin articulating next steps in

your work.

HIRING

Encourage retiring teachers to notify the district as early as possible of

their impending retirements. Some districts provide incentives such

as extra days of paid time.

ink carefully about your districts local context, and recruit

potential teachers who are accustomed to living in that context.

Teachers who have grown up in a small, r ural community are more

likely to stay in such a community than those who have grown up in a

large, urban area.

Involve mentors in the hiring process to provide concrete information

to candidates about when support is provided and in what forms.

Develop a farm team of teachers who student teach or substitutein your district or school. When you have an opening, you will have

knowledge of their skills and their fit, and they will have knowledge

of your school and district.

As the hiring process nears completion, provide information about

settling into the area (e.g., possible housing options, doctors, dentists,

best places to eat).

ORIENTATION

Once they have their keys and classrooms, new teachers are generally

eager to get started setting up the room and planning for the first

weeks of school, rather than attending trainings, school meetings

or staffdevelopment. Consider using mornings for meetings and

training during the orientation period and reserving afternoons for

new teachers to set up their classrooms and plan with their mentors in

their schools.

Invite local businesses to participate in new teacher induction (and

advertise themselves to potential customers!) by contributing items or

gift certificates for new teacher welcome baskets. Some businesses

may be willing to provide a special meal or reception for new teachers.

As part of orientation, find time for new teachers to explore their

students communities. Teachers from similar areas of the district or

the same school can network with each other while driving around

the community noticing places where their students may hang out,

work, catch the bus, shop, etc. Teachers and their mentors might

lunch at a restaurant in or near the school neighborhood.

Ask a panel of second-year teachers to share their answers to

predetermined questions (e.g., What most surprised you? What is

a piece of advice you have for new teachers?) and then open up the

discussion to questions from new teachers to provide them with

encouragement and fresh perspectives.

Great Ideas from around the State and Nation

(continued)


32/40


Have a mentor conduct a public coaching conversation with an

experienced teacher about how she or he plans to build community in

the classroom. New teachers gain ideas from the seasoned teacher and

see what a coaching conversation looks like.

Give new teachers a paycheck at the end of the orientation. For a big

impact? Have the superintendent hand it out.

MENTORING

Encourage mentors to observe each other as they conduct learning-

focused conversations with new teachers. e observer practices

coaching skills with mentor-colleague following the observation. As

with any observations, establishing trust is a key prerequisite.

Have mentors co-observe in new teachers classrooms, later discussing

together possible supports, resources and next steps for the teacher.

Establish a mentor roundtable that brings mentors from a district or

region together on a regular basis to discuss topics of interest, practice

skills and share the latest research. Rotate responsibility for the forumtopics, location and amenities. For more information, see the OSPI

Teacher Assistance Program (TAP) Web site.

Send mentors to mentor-specific professional development

opportunities such as OSPI Mentor Tune-up and statewide Mentor

Symposium.


Invite new teachers to attend state or national conferences with

experienced colleagues. is helps to integrate teachers into their

schools professional learning community.

Develop an online discussion board (e.g., district Moodle site) for

new teachers, and invite mentors and other experienced colleagues to

contribute ideas.

When your school or district adopts new curricula, build into theplan ways to catch up new teachers (or teachers new to the district)

hired after the initial user training has occurred. Specific teachers

might be identified as resource colleagues for this.

Create a library of current outstanding resources on teaching and

learning for new teachers to check out and use. Include study books

on passing standardized tests for certification, endorsements and

advanced degrees.

Seek input from new teachers about areas of interest or needs to

pursue through professional development and in alignment with theirown professional goals.

Great Ideas from around the State and Nation(continued)

(continued)


33/40



Have mentors and new teachers keep a record of their meetings in

which they write whats working, whats in progress, the next steps for

each, and their next meeting time and place.

Ensure that new teachers receive input from their principal and

mentor to help the teacher align their professional growth planning

with state Professional Certification standards. For a sample template,

see the OSPI Teacher Assistance Program (TAP) Web site. Provide the option for new teachers to ask their mentor to sit in on

evaluation conferences. e mentor participates as a note-taker and

second set of ears and is later able to help focus the mentoring work to

support the teachers progress toward identified needs and goals.

Support new teachers calibration in expectations for students by

providing time for them to examine student work with colleagues

from common courses or grade levels. Together they identify which

students have met learning targets, which have not and what kinds of

supports students need next.

Encourage mentors and new teachers to observe together an

exemplary teacher at work. is gives the mentor opportunities to

direct the attention of the new teacher to specific effective practices of

the exemplary teacher.

Follow up observing exemplary colleagues by having mentor and

teacher examine ideas from professional texts (e.g., What Great

Teachers Do Differently: ings that Matter Most, by Todd

Whitaker).

Great Ideas from around the State and Nation (continued)


34/40


A comprehensive induction plan identifies essential outcomes and priorities for each standard, associated activities, a timeline and ongoing program evaluation.

Use this page for any one of the standards to capture your preliminary thinking and planning around an induction.

PROGRAM STANDARD: (circle one)

Hiring Orientation Mentoring Professional Development Assessment for Teacher Growth

Person(s) primari ly responsible for monitoring efforts for this standard:

Other personnel closely involved in supporting this standard:

Person(s) who will conduct assessment of this standard (e.g., completing reflect ive questions, identify ing

and gathering other data for analysis, analyzing data, identifying strengths and areas of need for the work):

Types of data to be gathered in the assessment of this standard:

Timeline for assessment of this standard and setting of priorities for the work:

Stakeholders with whom this information will be shared and how it will be shared:

Next steps for developing or refining your work around this standard:

Induction Standards Planning Guide


35/40


e following are resources that administrators,

teachers, mentors and others have used to develop,

support and assess their induction programs.

HIRING

Students, schools and districts are well served by

hiring policies and practices that honor the unique

needs and powerful potential of beginning teachers.

Finders and Keepers. Susan Moore Johnson. Jossey-

Bass, .

Finding Good Teachers And Keepingem.

Barbara Sargent. Educational Leadership, May

.

Teachers Matter: Attracting, Developing and

Retaining Effective Teachers. OECD Education

Committee, available on the Web at www.oecd.org/

edu/teacherpolicy.

ORIENTATION

New teachers benefit from participation in an

orientation to the school and district beliefs and

practices before their teaching responsibilities

begin and continuing throughout the year.

New Teacher Induction: How to Train, Support, and

Retain New Teachers. Annette L. Breaux and Harry

K. Wong. Harry K. Wong Publications, Inc., .

MENTORING

A strong relationship with a highly qualified

mentor is essential in facilitating maximum growth

in new teachers.

Culturally Proficient Coaching: Supporting Educators

to Create Equitable Schools. Delores B. Lindsey,

Richard S. Martinez and Randall B. Lindsey.

Corwin Press, .

How to Develop a Coaching Eye. Stephanie Feger,

Krostine Woleck and Paul Hickman. National

StaffDevelopment Council, available on the

Web at www.nsdc.org/library/publications/jsd/

feger.cfm.

Mentoring Beginning Teachers: Guiding, Reflecting,

Coaching. Jean Boreen, Mary K. Johnson, Donna

Niday and Joe Potts. Stenhouse Publishers, .

Mentoring Matters: A Practical Guide to Learning-

Focused Relationships. Laura Lipton, Ed.D., and

Bruce Wellman, M.Ed., with Charlotte Humbard,

M.Ed. MiraVia, LLC, Second Edition, .

Mentors in the Making: Developing New Leaders

for New Teachers. Betty Achinstein and Steven

Athanases, eds. Teachers College Press, .

OSPI Teacher Assistance Progam (TAP) Web site:www.k.wa.us/ProfDev/tap/default.aspx.

Teacher Mentoring and Induction: e State of the

Art and Beyond. Hal Portner, ed. Corwin Press,

.

e st Century Mentors Handbook: Creating a

Culture for Learning. Paula Rutherford. Just ASK

Publications, .

What Successful Mentors Do: Research-Based

Strategies for New Teacher Induction, Training andSupport. Cathy Hicks, et al. Corwin Press, .

Resources for Induction

(continued)


36/40


Resources for Induction (continued)


New teachers benefit from engagement in

purposeful, ongoing, formal and informal job-

embedded learning opportunities that promote

reflection, collaboration and professional growth.

Creating Dynamic Schools through Mentoring,

Coaching and Collaboration.Judy Carr, et al.

Association for Supervision and Curriculum

Development, .

Enhancing Professional Practice: A Framework for

Teaching. Charlotte Danielson. Association for

Supervision and Curriculum Development, .

Evaluating Professional Development. omas R.

Guskey. Sage Publications, .

Looking Together at Student Work: A Companion

Guide to Assessing Student Learning. Tina Blythe,

David Allen and Barbara Schieff

elin Powell.Teachers College Press, .

e Mentor ing Year. Susan Udelhofen and Kathy

Larson. Corwin Press, .

Professional Development at Works: What Makes

Professional Development Effective? omas R.

Guskey. Phi Delta Kappan, .


New teachers benefit when districts have a carefully

developed formative assessment system focused on

improving teaching practice and enhancing student

achievement.

Cultivating High-Quality Teaching through

Mentoring and Induction. Carol Bartell. Corwin

Press, .

e New Teacher Center at the University

of California, Santa Cruz. NTC Formative

Assessment System, available on the Web at

www.newteachercenter.org.

Study of the Impact of the California Formative

Assessment and Support System for Teachers.

ETS Research Summary, available on the Web at

www.ets.org/research/CFASST.html.

What Great Teachers Do Differently: ings thatMatter Most. Todd Whitaker. Eye on Education,

Inc., .

FOR PRINCIPALS AND OTHER

ADMINISTRATORS

From First Year to First Rate: Principals Guiding

Beginning Teachers. Barbara L. Brock and Marlyn L.

Grady. Corwin Press, .

Principal Leadership in New Teacher Induction:

Becoming Agents of Change. Finney Cherian and

Yvette Daniel. International Journal of EducationPolicy and Leadership, Feb. , , vol. , no. .

Supporting New Educators. Educational

Leadership, May , including Bridging

the Generation Gap, Hazed, What Helps

Beginning Teachers.

Supporting New Teachers: A Fundamental

Responsibility. Gary Bloom and Barbara Davis,

New Teacher Center. Available on the Web at

www.newteachercenter.org/article.php.


37/40


Works Cited

Armour-omas, Clay, et al., , in What Matters

Most: Teaching and Americas Future. National

Commission on Teaching & Americas Future, .

www.nctaf.org/documents/WhatMattersMost.pdf.

Davies, Anne. Transforming Barriers to Assessment

for Learning. Connections Publishing, .

Feiman-Nemser, Sharon, et al., , in Mentors

in the Making. Betty Achinstein and Stecen Z.

Ahtanases, eds. Teachers College Press, .

Improving Instruction through Coaching. Center

for Strengthening the Teaching Profession and

Office of the Superintendent for Public Instruction,

June .

Ingersoll, R. M., and Kralik, J. M. e Impact of

Mentoring on Teacher Retention: What the ResearchSays. Denver, CO: Education Commission of the

States, .

Johnson, Susan Moore. Finders and Keepers. Jossey-

Bass, .

Knapp, M. S., Elfers, A. M., Plecki, M. L., Loeb,

H. and Zahl, A. Teachers Count: Support for

Teachers Work in the Context of State Reform.

Seattle, WA: University of Washington, .

Lipton, Laura, Ed.D., and Wellman, B., M.Ed.

Mentoring Matters: A Practical Guide to Learning-

Focused Relationships. MiraVia, .

Moir, Ellen. Launching the Next Generation of

Teachers in Teacher Mentoring and Induction: e

State of the Art and Beyond. Hal Portner, ed. Crown

Press, .

Moir, Ellen. Phases of the First Year of Teaching.

www.newteachercenter.org/article.php.

Moir, Ellen and Gless, J. Quality Induction:

An Investment in Teachers.www.newteachercenter.org/article.php.

Professional Code of Conduct and more

information about confidentiality: OSPI Teacher

Assistance Program Web site. www.k.wa.us/

ProfDev/tap/default.aspx.

Standards for What Principals Should Know

and Be Able To Do. National Association of

Elementary School Principals. www.naesp.org/

client_files/LLC-Exec-Sum.pdf.

Strong, M., Fletcher, S. and Villar, A. Survey

of American Teachers: Transitions and the Role

of Supportive Relationships. MetLife, .

Washington state Legislature Web site for

RCW A... http://apps.leg.wa.gov/RCW/

default.aspx?cite=A...

Wong, Harry. New Teacher Induction: e

Foundation for Comprehensive, Coherent, and

Sustained Professional Development. Teacher

Mentoring and Induction: e State of the Art and

Beyond. Hal Portner, ed. Crown Press, .


38/40


Collaborators

2005 RESEARCH AND WRITING TEAM

Nancy Cartwright

Mentoring and ProCert Program Manager

Edmonds School District

Jane Cleveland

Mentor Teacher

Kent School District

Karen Dickens

Mentor and TAP Coordinator

Lake Washington School District

Francine Fankhauser


Federal Way School District

Dan Jamieson

PrincipalOmak School District

Erin LaVerdiere

Professional Development Administrator

Sumner Public Schools

Starla Manchester

Teacher Mentor

Vancouver Public Schools

Adrienne Nelson

Director, K Curriculum

Bellingham School District

Tessa OConnor


Northshore School District

Jan Rust

Director, Support Services

Spokane Public Schools

Laura Waldren

District Mentor/Coach

Wenatchee School District

Tracy Williams

Director of Special Programs


Marcy Yoshida

District Mentor

Highline School District

2005 PRODUCTION TEAM

Sue Anderson

Teacher Assistance Program Coordinator

OSPI

Susan Byrnes

Project Facilitator

SBB Communications

Kimberly Elliott

Developmental Editor

e Word Mechanic

Jeanne Harmon

Executive Director

CSTP

Dr. Kristina Mayer

KLMayer Consulting Group, Inc.for the Paul G. Allen Family Foundation

KSA-Plus Communications, Inc.

Editing and design

Elizabeth Whisnant

Project Coordinator

CSTP(continued)


39/40


2008 ADVISORY AND WRITING TEAM

Charlene Allen

School Improvement Specialist

Sue Anderson

Supervisor, Professional Development and Curriculum

Tumwater School District

Francine Fankhauser

Mentor and TAP Program Coordinator

Federal Way School District

Linda Foster

Teacher Assistance Program

OSPI

Kim Fry

Assistant Superintendent

Rochester School District

Cathryn Gardner

NW Regional Educational Laboratory

Jeanne Harmon

Executive Director

CSTP

Starla Manchester

Professional Development Manager

Vancouver Public Schools

Mindy Meyer

Project Director

CSTP New Teacher Alliance

Tessa OConnor

Instructional Facilitator

Everett Public Schools

Anastasia Sanchez

Principal

Toppenish School District

Michael Villarreal

Assistant Superintendent

Othello School District

Laura Waldren

District Mentor/Coach

Wenatchee School District

Tracy Williams

Director of Special Programs


Marcy Yoshida

Consultant/Mentor Teacher

2008 PRODUCTION TEAM

Tessa OConnor

Everett Public Schools

Project Co-facilitator

Marcy Yoshida

Consultant

Project Co-facilitator

Collaborators (continued)


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Documents

Appendix I - Effective Support for New Teachers