Title: Developing High-Quality Campus Plans for Teacher Mentoring
1Developing High-Quality Campus Plans for Teacher
Mentoring
2NCLB Requirements for Plan Teacher Mentoring
- The plan shall
- Incorporate a teacher mentoring program.
- NCLB Act of 2001, Sec. 1116(b)(3)(A)(x)
3Which statement has the most meaning for you?
- Veteran teachers are a wealth of information.
(yellow) - Beginning teachers have new, innovative
strategies for the classroom. (dark blue) - Beginning teachers need help from veteran
teachers to make an impact in the classroom.
(light blue) - Beginning teachers may stay in the district
longer if they are mentored by an experienced
teacher. (black) - A veteran teacher helping a beginning teacher
will have a renewed teaching spirit that can
increase student learning. (orange)
4Kristina and David Scenarios
- Read each scenario to yourself.
- In your table group, discuss the following
questions - a) Which teacher is more likely to continue to
teach a second year? - b) How are the beginning teachers mentoring
programs alike or different? - c) What critical elements were put into place
for the successful beginning teachers mentor
program?
5What Is Teacher Mentoring?
- Mentoring is a systematic induction and learning
process for new teachers, and it is a avenue for
instructional renewal and improvement for
experienced teachers and principals who serve as
mentors.
Huling, L., Resta, V. (2001, November).
Teacher mentoring as professional development.
ERIC Digest. Washington, DC ERIC Clearinghouse
on Teaching and Teacher Education. (ERIC No.
ED460125).
6What Do Teacher Mentors Do?
- A mentor serves as a role model, sponsor,
encourager, counselor, and friend to a less
skilled or less experienced person for the
purposes of promoting the latters professional
and/or personal development. - Janas, M. (1996, Fall). Mentoring the mentor
A challenge for staff development. Journal of
Staff Development, 17 (6), 2-5.
7What Does Research Say about a Formal Mentoring
Program?
- A majority of those teachers who provided
- mentoring assistance at least once a week
- reported substantial improvements in their own
practice as a result of the mentoring
relationship.
Huling, L., Resta, V. (2001, November).
Teacher mentoring as professional development.
ERIC Digest. Washington, DC ERIC Clearinghouse
on Teaching and Teacher Education. (ERIC No.
ED460125).
8What Does Research Say About a Formal Mentoring
Program?
- New teachers who participate in mentoring
programs are nearly twice as likely to stay in
their profession. - A mentoring program can cut the dropout rate from
roughly 50 to 15 during the first 5 years of
teaching.
Brown, S. (2004). Working models Why
mentoring programs may be the key to teacher
retention. Retrieved on March 12, 2004, from
http//www,acteonline.org/members/techniques/may03
_story1.cfm.
9What Does Research Say about a Formal Mentoring
Program?
- Beginning teachers supported by the Texas
Beginning Educator Certification (TxBESS)
Initiative performed better in less time than
without a support, especially in the area of
instructional effectiveness, classroom
management, etc.
Texas Center for Educational Research. (2000,
Nov.). The cost of teacher turnover. Austin, TX
Author. Retrieved August 14, 2006, from
http//www.tcer.org/tcer/publications/.
10What strategy does the public believe has the
greatest potential for improving schools?
- Reducing class size
- Recruiting and retaining better teachers
- Requiring standardized tests for promotion
- Giving greater control to the local level
National Staff Development Council. (2004).
Revised standards for staff development.
Retrieved February 28, 2004, from
http//www.nsdc.org/standards/about/index.cfm.
11What strategy do principals believe is most
effective for recruiting and retaining teachers?
- Providing financial incentives
- Providing mentoring and on-going support for new
teachers - Involving teachers in the creation of policies
that they will be implementing - Providing career growth opportunities
National Staff Development Council. (2004).
Revised standards for staff development.
Retrieved February 28, 2004, from
http//www.nsdc.org/standards/about/index.cfm
12Can We Afford a Sink or Swim Approach?
- Nationally, 22 of all new teachers leave the
profession in the first 3 years because of lack
of professional support. - After 5 years, nearly 50 of new teachers had
left teaching in the state where they began
teaching.
Southern Regional Education Board. (2001). Reduce
your losses Help new teachers become veteran
teachers. Atlanta, GA Author.
13Can We Afford a Sink or Swim Approach?
- Teachers change jobs 4 more often than
professionals in other careers.
Ingersoll, R. M. (2002). The teacher shortage
A case of wrong diagnosis and wrong prescription.
NASSP Bulletin, 86, 16-31.
- More than 25 of teachers throughout the nation
are age 50 or older.
National Teacher Recruitment Clearinghouse.
(2003). A guide to todays teacher recruitment
challenge. Belmont, MA Author. Retrieved
September 29, 2003, from http//www.rnt.org.
14What is the Cost of the Turnover of Texas
Teachers?
- Costing taxpayers
- Student learning
15What is the Cost of the Turnover of Texas
Teachers?
- Texas schools spend between 329 million and
2.1 billion on recruiting, hiring, and training
new teachers each year. After three years, 43
of Texas beginning teachers had left the
profession, with a turnover cost between 81
million and 480 million. -
- Texas Center for Educational Research. (2000).
The cost of teacher turnover. - Austin, Texas Author. Retrieved August 14, 2006,
from - http//www.tcer.org/tcer/publications/.
16 17What is the Cost of the Turnover of Texas
Teachers?
- Student Achievement
- Particularly, schools where the turnover rate
is consistently high - Inner-city schools
- Rural schools
- Schools with a high percentage of students from
low socio-economic backgrounds
18What Is the Relationship Between Mentoring,
Professional Development, and Teacher Quality?
- The most important factor in student achievement
is the quality of the teacher. - Quality is defined as a teachers expertise
ability to communicate his/her expertise in
class and technique in assessing student work,
both orally and in writing.
Darling-Hammond, L. (1997). What matters most
Investing in quality teaching. New York
National Commission on Teaching Americas
Future.
19What Is the Relationship Between Mentoring,
Professional Development, and Teacher Quality?
- Only when students have teachers who have
received training in effective teaching practices
does student achievement increase.
Wenglinsky, H. (2000). How teaching matters.
Princeton, NJ Educational Testing Service.
20Different Mentoring Models
- District and university partnerships
- University 5th-year extensions
- Certification and licensing
- Beginning teachers receive special attention for
linking performance to high standards for
students.
21Planning, Implementing, and Maintaining a Quality
Mentoring Program
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23Planning, Implementing, and Maintaining a Quality
Mentoring Program
- 1. A standards-based system
- Gathering data
- Building commitment
- Building the implementation infrastructure
24A Standards-Based Induction System
- Performance Standards make explicit the
expectations for beginning teacher performance - Program Standards make explicit the qualities
of effective induction programs
25JOHNSON COUNTY PUBLIC SCHOOLSRevised Teacher
Induction Program Plan
- Goal JCPS will retain quality teaching staff.
- Objective
- 1. JCPS will provide a comprehensive induction
program that will support an increase in student
achievement. - Strategies
- 1.1 Provide a 3-day orientation experience for
beginning teachers prior to the beginning of each
school year.
26Gathering Data
- Demographic data
- Process data
- Perceptual data
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28Building Commitment
- Identify key stakeholders
- Plan group procedures
- Develop vision and mission statements
- Determine the elements of a quality induction
program - Formalize district support
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30Elements of a Quality Induction Mentor Program
- New employee orientation
- Professional development
- Mentoring
- Reciprocal classroom observations
- Training
- Formative assessment
- Peer support groups
- Mentor support groups
31Building the Implementation Infrastructure
- Project planning
- Staffing and roles
- Budgeting and financing
- Programming for beginning teacher support
- Communication
- Accountability
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34Teacher Mentoring Program
- Where are we now?
- Where do we want to go?
- What is your district and/or school doing?
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39Teachers and Mentors Make It Happen