NCTAFGeorgia State University Induction Initiative Project - PowerPoint PPT Presentation

Title: NCTAFGeorgia State University Induction Initiative Project


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• NCTAF/Georgia State UniversityInduction
  Initiative Project
• Beginning Teacher Center Conference
• 3/25/07
• Dr. Gwen Benson, GSU Associate Dean
• Ms. Lin Black, Program Manager
• Dr. Julie A. Moore, UGA Assistant Professor
• Mr. Joseph Harris, Teacher

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Georgia State University - Context
NCTAF/GSU Induction Project is aligned with a
larger Professional Development Schools effort at
Georgia State Transitioning into Professional
Development SchoolsAn Urban University and
Urban School Systems ModelPD2 Professional
Development School Partnerships Deliver Success
GRANT 5.8 million/ 5 years/ US Dept. of
Education RECIPIENTS GSUs College of Arts
and Sciences and College
of Education GOAL To partner with our urban
school systems Atlanta City Schools, and Fulton,
Gwinnett, and DeKalb Counties to Create
Professional Development Schools (PDS).
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Georgia State University - Context
Transitioning into Professional Development
SchoolsAn Urban University and Urban School
Systems ModelPD2 Professional Development
School Partnerships Deliver Success PDS Model
Sample
Public Schools
Teacher Retention
Leadership Coordinator Site Coordinators Universit
y Coordinators Supervising and Beginning Teachers
Collaborative Induction Models Model teacher
induction sites
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Mission Statement
Georgia State University - Context
Transitioning into Professional Development
SchoolsAn Urban University and Urban School
Systems ModelPD2 Professional Development
School Partnerships Deliver Success

• To develop and retain quality P-12 educators
  who increase student success by supporting
  university-school partnerships in urban school
  settings

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Teacher Recruitment and Scholarships

• Partners include Clark/Atlanta University,
  Georgia Perimeter College and Georgia Association
  of Educators
• Focus on recruitment of students from
  underrepresented groups (traditional and career
  changers)
• Must work with school system partners to
  determine areas of greatest need
• A total of 200 teacher candidates will receive
  scholarship support over the five years of the
  grant with a target of 40 per year
• Work with middle and high schools to establish
  and support Future Teacher Clubs

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Expected Outcomes
Georgia State University - Context
Transitioning into Professional Development
SchoolsAn Urban University and Urban School
Systems ModelPD2 Professional Development
School Partnerships Deliver Success

• Increased production and retention of new
  teachers (especially underrepresented groups)
• Increased student achievement
• Professional renewal for all PDS participants

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NCTAF/GSU Induction Project

• Cross Career Learning Communities (CCLCs)
• Critical Friends Group protocols
• Professional Growth Plan (PGP)
• The BRIDGE (Building Resources Induction and
  Development for Georgia Educators
  www.teachersbridge.org)

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Cross Career Learning Communities (CCLCs)

• Teachers will form and facilitate Cross Career
  Learning Communities (CCLCs) in each school made
  up of a combination of
• Newly-hired GSU teachers
• GSU teacher candidates
• GSU faculty members
• School site coordinators
• School administrators
• Mentor teachers
• Interested teachers

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The D.M. TherrellCross Career Learning
CommunityA Trim Tab for Change

• D.M. Therrell High School
• Atlanta Public Schools
• CCLC Liaison

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A trim tab on a boat or plane is the small rudder
that turns the big rudder that turns the entire
ship
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By exercising initiative and empathy, by
building ethos, by focusing and working on those
things that are within your ability to influence,
you can become a change catalyst in any
situation. Stephen R. Covey The 8th
Habit
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CCLCs A Trim Tab for Change

• Change how our administrative teams, educators,
  student teachers communicate
• Change our protocols and procedures
• Change how we evaluate student work and foster
  student achievement
• Change how we mentor and retain neophyte teachers
• Change the direction of our educational system

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Presentation Objectives

• Discuss the D.M. Therrell CCLC
• Provide update on our progress
• Demonstrate how we use our online CCLC
• Reflect upon future directions

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What is a CCLC?

• The D.M. Therrell CCLC is a professional learning
  community
• Interdisciplinary team of new, intermediate, and
  veteran teachers
• The term professional learning community
  describes a collegial group of administrators and
  school staff who are united in their commitment
  to student learning. They share a vision, work
  and learn collaboratively, visit and review other
  classrooms, and participate in decision making
  (Hord, 1997).

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CCLC Goals Objectives

• Support new teacher retention
• Improve student achievement
• Promote congeniality and collegiality among
  educators
• Implement standardized language, protocols and
  procedures for
• Evaluating student work
• Academic and disciplinary problem solving
• Professional development for staff

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Benefits of a CCLC

• Reduced isolation of teachers
• Better informed and committed teachers
• Professional learning units
• Improved student achievement
• Positive work environment

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D.M. Therrell (CCLC)

• Damon Massey
• Charlotte Brown
• Melissa Turnipseed
• Tonella Frierson
• Letitia Glover
• Kenyatta Kendrick
• Tanya Dwellingham
• Stephen Arico
• Georgia State Student Teachers (Spring 07)

• Boris Hurst
• Principal
• Joseph Harris
• Chief Facilitator, Liaison for Atlanta Public
  Schools
• Sandra Windom
• THS Facilitator
• Cheryl Darville
• THS Facilitator

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CCLC Development

• Special training session on CCLC procedures,
  protocols and implementation held for a group of
  educators across Georgia in June, 2006
• An APS CCLC liaison was appointed
• Resource materials developed by National School
  Reform Faculty are primary tools used in the CCLC

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CCLC Professional Development Course

• CCLC Course
• Developed and taught by THS facilitators
• 9-week course held monthly for 1.5 hours
• Teaches standardized protocols and procedures for
  communicating, problem solving, evaluating
  student work
• Incorporates an online component
• Course was submitted and approved for Georgia
  Professional Learning Units
• Other school districts laud APS for spearheading
  this process

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CCLC Course Content

• CCLC Protocols
• Whats in a name (Active Listening)
• Connections (Self-reflection within a group)
• Text Rendering (Clarifying and expounding upon
  guiding principles)
• Micro Lab (Small group method for discussing
  ideas)
• Chalk talk (Small group method to generate ideas
  or check learning)
• CCLC tasks
• Professional development plan
• Home activity using Georgia Framework document
• Online participation (blogs, journals)
• Ongoing CCLC evaluation

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The CCLC Online Community

• Increased flexibility with online meetings and
  communicating via online blogs
• Allows faculty to post resources and links to
  assist one another in professional growth and
  development
• Provides an efficient means of documentation
• Creates sense of belonging and connectedness
• Creates a culture of inclusion

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The CCLC Online Community

• Demonstration

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Next Steps Where do we go from here?

• Completion of the CCLC course
• Ongoing CCLC community within the school
• Pre-post (CCLC implementation) evaluation
• teacher performance
• student achievement/standardized test scores
• teacher and student morale
• teacher retention
• Support for other APS schools developing CCLCs

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Questions, Comments, Discussion
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Contact Information
Joseph Harris, M.Ed. D.M. Therrell High
School Atlanta Public Schools 3099 Panther Trail,
S.W. Atlanta, GA 30311 Email
josharris_at_atlanta.k12.ga.us Phone (404)
346-2523 Fax (404) 346-3097
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Critical Friends Group Protocols

• Developed by the National School Reform Faculty
  (www.nsrfharmony.org)
• Provides structure for effective feedback and
  self-mentoring for school communities
• Sets up the framework for the CCLCs to use as
  they do their work in a trusting, supportive
  environment
• Offers the potential to change school culture

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Professional Growth Plan

• This tool allows users to document evidence of
  professional growth based on knowledge and skills
  identified in the Extended Georgia Framework for
  Teaching.
• The Extended Framework can also be used as an
• Observation Tool
• Self Assessment Tool

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The Extended Georgia Framework for Teaching

• Adopted as the states definition of quality
  teaching by DOE, PSC, and BOR in 2005.
• Offers six domains
• 1) Content and curriculum
• 2) Knowledge of students
• 3) Classroom environments
• 4) Assessment
• 5) Planning and instruction
• 6) Professionalism

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Professional Growth Plan

• Gives opportunity for self-assessment
• Provides six domains from which to choose one or
  more passions
• Offers a template to structure a plan
• Includes resources such as examples of teacher
  and student work, a guide to the BRIDGE, a list
  of project-specific language and participants

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• Building Resources Induction and Development
  for Georgia Educators
• http//www.teachersbridge.org

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• BuildingConnections toResources

• BuildingConnections toTeachers

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Building Connections to Resources

• Peer-reviewed resources connected to the
  Framework and Beginning Teacher Questions
• Existing websites
• Teacher created
• Multiple search paths
• Keyword
• Teacher questions
• GSTEP Framework
• Personalized
• Bookmarks
• Long term goal Amazon type system
• Goal Answer teachers questions within 2 clicks

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What makes the BRIDGE resources unique?

• There are a variety of offerings including

• Articles
• Checklists
• Essays, letters and opinion pieces
• Examples of classroom practice
• Examples of student work
• Solutions to problems

• Reviews of other materials
• Testimonials and teachers stories
• Case Studies
• Tools
• Much more!

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Building Connections to Teachers

• Teacher Learning Communities
• Content or interest based
• Multi-generational - connecting beginning
  teachers into larger teacher community
• Critical reflection on teaching
• Help now!
• Built-in support for critical reflection on
  teaching

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Building Connections to Teachers

• Based on Critical Friends Group (CFG) model of
  professional learning
• Successful, face-to-face teacher learning
  community model
• Focused on work-based problems or dilemmas
• Utilizes conversation protocols
• Facilitator led, participant driven
• More information National School Reform
  Facultyhttp//www.nsrfharmony.org
• Technology
• Currently, discussion board chat based
• Long-term, 2-way audio, video options

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CCLCs on the BRIDGE for Teachers

• Cross Career Learning Communities
• Offers school, content or interest based
  groupings
• Connects beginning teachers with experienced
  teachers
• Reflects on teaching
• Offers immediate support
• Includes rather than isolates
• Provides focused, structured activities
• Builds collegiality

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Opening Screen
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Search Options
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Search Results
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Communities
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How do I access the BRIDGE?

• You can find the BRIDGE at
• www.teachersbridge.org
• Once you get there, feel free to search our
  resources or browse the community section.
• Click on Info or Information Center at any
  time for information on how to use the BRIDGE,
  how to register, and how to search and submit
  resources.
• Free! (Registration not required, but helpful)

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For questions or further information, contact

• NCTAF/GSU Induction ProjectMs. Lin Black,
  Program Managerlinda.b.black_at_comcast.net
• The BRIDGEDr. Julie A. Moore, BRIDGE
  Co-directorjulamoor_at_uga.edu