Shauna Lane, Education Specialist

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Induction and Support Keeping Teachers Teaching

• Shauna Lane, Education Specialist
• Lela Taubert, Education Specialist

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Purpose Guiding Questions

• Look at how to create a network of support so
  that new teachers have more than a chance to be
  successful
• Why do we need an induction program?
• Who are they? Where are they? (skill level)
• What do they need?
• How much and when?
• How do we do this?
• What does a system of support look like?

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Highly Qualified Beginning Teachers-NCTAF

• Possess a deep understanding of the subjects they
  teach
• Evidence a firm understanding of how students
  learn
• Demonstrate the teaching skills necessary to help
  all students achieve high standards
• Create a positive learning environment
• Use a variety of assessment strategies to
  diagnose and respond to individual learning needs
• Demonstrate and integrate modern technology into
  the school curriculum to support student learning
• Collaborate with colleagues, parents and
  community members, and other educators to improve
  student learning
• Reflect on their practice to improve future
  teaching and student achievement
• Pursue professional growth in both content and
  pedagogy
• Instill a passion for learning in their students.

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To understand, we must know why we need an
induction program
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The crisis

• Teachers are leaving the profession.
• We are not recruiting those who would teach.
• Many who are entering teaching have alternative
  certification.
• Most who leave cite lack of support as 1 cause,
  above money and tough kids.

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Beginning Teacher Attrition(national data)
Source Richard Ingersoll
Five Year Attrition Rate for Teachers(Source
analysis of 2007 TEA and SBEC Texas data by Dr.
Ed Fuller)
Minimum field experience hours required
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Whats the Point?

• NCTAFs summary report
• Issueteacher supply isnt the problem teacher
  retention is the problem. Teacher supply is a
  symptom of the problem.
• Just because someone has a college degree doesnt
  mean he or she knows everything about being a
  teacher. Becoming a teacher is a life-long
  pursuit and a complex task!
• Preparatory programs alone cannot prepare
  teachers for what teaching requires today.
• Action StepEffective Induction programs
• Those without induction support leave at a rate
  70 higher than those with help.

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Cost of Teacher Turnover

• Partner Talk 2 Minutes
• Think What are costs that could be calculated as
  a result from teacher turnover? Are there costs
  that are not calculable?Talk Share with a
  person next to you.
• Separation costs
• Hiring costs
• Training and support costs
• Estimated national cost - 2.2 billion

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To help, we must understand who they are and
where they are
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Where are they?
Steps to Success
Conscious Unconscious Competence
Unconscious Competence
Conscious Competence
Conscious Incompetence
Unconscious Incompetence
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Stages of Teacher Development

• Stage I Survival Stage (1st year)
• Stage 2 Adjustment Stage (2nd, 3rd, 4th )
• Stage 3 Mature Stage (5th and beyond)

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RememberNEW teachers are NEW!

• it doesnt get easier we get better!
• To achieve better results, we can either
• Get better students,
• Get better teachers, or
• Improve the people we have!

New teachers have a variety of needs, but cannot
do everything at once. We must provide on-going
support that is timely and responsive to their
unique needs
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To implement, we need to know what they need and
when
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FYTs needMentoring Support

• Training and Coaching
• Time to try
• Feedback and follow up

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When and how much? from Ellen Moirs work at
UCSC
Anticipation
Anticipation
Survival
Reflection
Rejuvenation
Disillusionment
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First Year Teacher Needs Perceptions before
school starts

• Needs
• Classroom Organization
• Getting the room and lessons ready
• Meeting parents
• Getting resources
• Who to ask where to find
• Dealing with students with special needs
• Maintaining control of the classroom
• Thoughts
• Can I do it?
• Will they like me?

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First Year Teacher Needs At the beginning of
school (2-4 weeks into semester)

• Needs
• Time Management
• Classroom Organization (materials, mail,
  paperwork, meetings)
• Dealing with real parents
• Discipline (whole class and that one)
• Planning lessons
• Assessing students how much do I count?
• Dealing with stress
• Dealing with other adults
• Special Ed issues (paperwork, modifications,
  ARDS)
• TEKS STAAR
• Thoughts
• How does anyone get it all done?
• This is harder that I thought!

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First Year Teacher Needs Reflections in the 2nd
semester

• Needs
• Classroom organization and management getting a
  system
• Time, materials, arrangement, behavior
• Dealing with parents conferencing, partners
• Discipline
• Instruction planning, preparing, teaching,
  assessing
• Stress Management physically and emotional
• Teacher evaluation
• Professional and legal issues
• Special Ed issues
• Technology, TEKS, STAAR
• Thoughts
• I can do thisI know lots of things that dont
  work and some that do
• I wish I had been stricter when I started

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To evaluate our process, we need to know what a
system of support looks like
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Issues in Teacher InductionFrom Leslie Huling

• First day expectations
• Isolation from peers
• Double barrier to assistance
• Beginning teacher hesitant to request assistance
• Experienced teachers reluctant to interfere
  and/or give assistance
• Teaching Assignment

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The Solution?

• 3 Powerful Strategies
• Teacher Preparation
• Schools as Learning Communities
• Comprehensive Induction Program
• Those schools without induction support for
  teachers have them leave at a rate 70 higher
  than those with help. (NCTAF)

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How do we do this?What does a system of support
look like?
Mentors Coaches
FYT
Campus Support
District Support
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Beginning Teacher Attrition After One
YearAccording to Amount of Induction
HelpSource Smith, T.M Ingersoll, R. M. (2004)
Basic Induction means having a mentor and
supportive communication from administrator.
Collaboration refers to schedule time and for
collaboration with other teachers in the same
field and participation in a new teacher
seminar. Extra resources refers to having a
reduced course load, participation in an external
network of teachers, and having an aide.
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Induction Program Recommendations

• Academies
• District and campus plan goal/objective for
  teacher retention3 year plan
• Year 1induction (management)
• Year 2instruction (basics)
• Year 3assessment (advanced)
• Beginning Educator Support Teams (BEST)
• Mentors or mentor teams
• FYT Support Teams District and campus
• Administrators, mentors, department chair
• District Induction Team

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Induction Components

• 1. Collegiality Mentoring and Coaching
• A trained and willing mentor/team in the same
  field is assigned to the new teacher with a plan.
• 2. Collaboration with Peers
• The new teacher has a common planning time with
  teachers in the same field with scheduled
  collaboration time with other teachers focused on
  student learning.
• 3. Communication
• The new teacher has supportive communication with
  admin, receives feedback from campus leaders, a
  safe channel for communicating needs concerns.

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Induction Components

• 4. Commitment to Continuous Improvement
• The new teacher participates in planned, targeted
  professional development through FYT Academies
  and other learning opportunities as part of an
  overall personal professional development plan
  with follow-up support.
• 5. Connections
• The new teacher participates in an external
  network, such as online new teacher groups,
  content groups, etcetera and receives an
  orientation to the district, campus, and
  community.
• 6. Considerations
• The new teacher has a reduced teaching load to
  facilitate observations and professional
  development, limited number of subject
  preparations, help from a teachers aide, and not
  responsible for time-consuming extra-curricular
  assignments.

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Some non-negotiables

• Develop a systemic plan of support
• Annual administrator update (Central and Campus)
• Inform and train principals
• Select and train mentors/teams
• Train a cadre of mentors to choose from
• Offer 2 tractsveteran and novice mentors
• Hold them accountable
• Campus Mentor Leader OR Campus Mentoring Team
  instead of individuals
• Support and challenge FYTs
• Provide FYT Academy and mentor support sessions
  throughout the year. Provide academies through
  PLCs
• Develop a program evaluation
• This may be the schools most important at-risk
  program!

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Resources

• Ginger Tuckers The Heart of Teaching Series
• NCTAF National Commission on Teaching and
  Americas Future
• Smith, T.M. Ingersoll, R.M., (2004)
• SBEC Texas Data by Dr. Ed Fuller
• Alliance for Excellent Education (July 2014)
• William S. Howell, Bob Pike
• Leslie Huling

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INUCTION AND SUPPORTKEEPING TEACHERS TEACHING

• Shauna LaneESC 17 Education Specialistslane_at_esc1
  7.net

Lela TaubertESC 17 Education Specialistltaubert_at_
esc17.net