The Next Generation of Teachers

Accelerating TeacherEffectiveness: Lessons

Learned from Two Decades ofNew Teacher Induction

14 Kappan Octollcr 2009 pdkintl,org

The best induction programs blend support for novice teachers withexpertise from veteran teachers, creating collegial groups that benefit allteachers and all students.

BY ELLEN MOIR

These are inspiring times to be in education. Per-haps you worider at my statement. You may questionwhether I've read the discouraging news about stu-dent achievement gaps, the conditions of our urbanclassrooms, an(l the loss of confidence in our publicschools.

I'm an optimist, but no Pollyanna. I'm acutelyaware of the challenges facing schools across Amer-ica. As we hear more and more calls for reform -friom politicians to parents, and from educators toemployers - what gives me hope is that the conver-sation has begun to settle on what those of us whohave devoted our lives to education have alwaysknown: The single most important element in achild's education is the teacher.

Support for new teachers can transform our na-tion's schools.

It's that radical. By focusing on new teachers, webegin to address the student achievement gap. Newteachers are traditionally assigned to the most chal-lenging classrooms in the hardest-to-staff schools.When districts and schools organize to acceleratenew teacher development, they break the cycle of in-equity and provide children who are most in need ofa high-quality education with teachers capable ofhelping them.

Before founding the New Teacher Center, I wasdirector of teacher education at the University ofCalifornia at Santa Cruz. The program offered stu-dent teachers comprehensive opportunities to par-ticipate in multiple classrooms and diverse settings,rigorous assessment, and rich content. Yet despiteour best efforts, many of our graduates wanted toquit teaching by October of their first year. It upsetme to watch these intelligent, energetic individuals

question why they had chosen a career in teaching.In response, we developed an induction program

that has since grown into the model used by the NewTeacher Center. Our robust instructional mentor-ing program includes careful selection of the dis-trict's best teachers to provide one-on-one mentor-ing of new teachers, ongoing professional develop-ment of teachers and mentors within a communityof practice, and a standards-based formative assess-ment system that maintains the focus of new teachersand mentors on student learning.

When districts and schools organize to accelerate

new teacher development, they break the cycle of

inequity and provide children who are most in need

of a quality education with teachers capable of

helping them.

Over the past 20 years, we've collected feedbackand evaluation data that enhance our work. "We'vefound that the reach of induction programs extendsfar beyond new teachers and the mentors who workwith them. This article describes lessons learnedfrom two decades of new teacher induction.

LESSON #1: A NEW TEACHER INDUCTIONPROGRAM REQUIRES A SYSTEMWIDECOMMITMENT TO TEACHER DEVELOPMENT. PDKCon

New teacher induction isn't a "plug and play" so- To comme• on this arti

lution. Before induction begins, a review of the dis- lo in at

nect

ntcle,

pdkintl.org andclick onPDKConnect.ELLEN MOIR is executive director of the New Teacher Center, Santa Cruz, California,

pdkintl.org V91 N2 Kappan 15

ARTICLE AT

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Induction programs are

her Center has provided most effective when allw teachers for 20 years. stakeholder groups arehas taught 10 lessons: represented in the pro-•r induction program gram design and whenstemwide commitment to new teacher induction isopment. part of a districtwide ini-grams accelerate new tiative to improve teach-iveness. ing and learning.sed formative assessment Pre-assessirent maynt impact. uncover areas that requiregrams build a pathway for additional emphasis in or-

der to create the most ef-als create a culture of fective teachers for the dis-

trict's students. For exam-ction programs combine pie, the demographics innentoring with communities one district may indicate

that professional develop-ditions matter to ment emphasizes ELLid keeping new teachers. support. In other districts,unities provide timely, cost- the focus may be on differ-toring. entiated instruction orements practice. special education. Theon programs are account- pre-assessment processcompliant. provides a baseline against

)ns in mind, a school can which programs can meas-

ssful induction program ure impact and framelership and encourages strategic goals. Thought-

ful planning, clear goal set-ting, and articulated out-

comes will ensure that induction produces strong re-turns.

LESSON #2: INDUCTION PROGRAMSACCELERATE NEW TEACHER EFFECTIVENESS.

Teacher turnover, with the resultant increase in re-cruiting and retraining costs, negatively affects a dis-trict's bottom line. This is especially true in high-poverty, urban districts in which teachers face chal-lenging working conditions. But induction programsare much more than a money-saving tactic. Inductionprograms accelerate the effectiveness of new teachers,fast-tracking their progress to exemplary teacherswith the ability to positively impact student achieve-ment.

The heart of our model is regular, one-on-onementoring in which new teachers are matched withexemplary teachers who analyze their practice and,using classroom data, offer constructive suggestionsfor improvement. Ideally, mentors are released fulltime friom their teaching duties in order to concen-trate on mentoring a portfolio of new teachers. Dur-

16 Kappan October 2009 pdkiit I q

ing individual coaching sessions, mentors help newteachers set professional goals, plan lessons, analyzestudent work, and reflect on their progress. Mentorsmay teach a lesson while the new teacher observes.From this experience, new teachers learn to developthe habits of mind of exceptional teachers.

LESSON #3: STANDARDS-BASED FORMATIVEASSESSMENT TOOLS DOCUMENT IMPACT.

NTC has developed a Formative AssessmentSystem (FAS) to ensure that mentor discussions withbeginning teachers are grounded in standards-basedinstructional practice and are driven by data. Thetools and protocols of the assessment system helpmentors tailor the mentoring experience by identi-fying teacher strengths and challenges, clarifyingstudent academic needs, and providing a context forimprovement based on specific student needs andthe capabilities of the teacher.

FAS tools help the district establish professionalnorms, collect evidence of student learning, andmeasure teacher growth over time. Many districtsrequire that all district coaches use FAS tools. Forexample, our Collaborative Assessment Log identi-fies what works, current challenges, and next stepsfor the teacher and the mentor, establishing a frame-work that can be used by literacy coaches as well asinduction mentors. The Analysis of Student Worktool (see pages 20-2 1) helps identify student needsin order to plan for differentiated instruction. WNhenformative assessment tools are used consistentlyacross the district, measuring the impact of all pro-fessional development programs is easier.

LESSON #4: INDUCTION PROGRAMS BUILD APATHWAY FOR LEADERS.

Although districts may feel reluctant to recruittheir best teachers away from the classroom, induc-tion programs provide talented teachers with a mid-career boost and a powerful opportunity to developleadership skills. Teachers gain a fresh perspectiveon their districts by working in various classroomsand schools, and they build a repertoire of instruc-tional strategies. Through the process of coachingothers, mentors learn to codify and value their ownexperience and skills. This renewal of experiencedteachers is a powerful result of an induction pro-gram. They gain a vision of education that extendsbeyond their classrooms. WVhen we value exemplaryteachers, they thrive and, most important, they be-come more effective teachers.

Recruiting the best teachers to serve as mentorsis only the first step. Mentors need job-enibeddedprofessional development tailored to meet the needsof adult learners and their coaches. An effectivecourse of training for mentors includes such topics

as coaching and feedback strategies, working withadult learners, and mentoring for equity. In additionto formal professional development, weekly forumsallow mentors to build a professional learning com-munitV as they review and apply skills, delve intocase studies, and plan their next steps.

The career ladder created by an induction pro-grain is a program by-product that is particularlyrelevant to mid-career teachers. The NTC modelencourages mentors to serve a three-year rotation asa mentor, after which they return to the classroomor assume other leadership roles within the district.()ur research shows that a significant percentage ofmentors move on to leadership roles in administra-tion, content coaching, grade-level or subject-arealeadership, or curriculum design after completingtheir assignment as a mentor.

This career progression makes sense and can bea strategic "grow-your-own" approach to leadershipdevelopment. After all, mentors have years of expe-rience in advancing the progress of other adult pro-fessionals. They've gained skills in communication,coaching, observing, and assessing instructionalpractice - all part of an administrator's job. Men-tors who return to the classroom do so with a greaterunderstanding of how to impact student learning,influence school policies, and contribute to schoolreform. As much as we should be concerned aboutretaining new teachers - and it's critical - we alsowant to ensure that we retain, challenge, and learnfrom our most experienced teachers.

LESSON #5: GOOD PRINCIPALS CREATE ACULTURE OF LEARNING.

As the instructional leaders of their schools, prin-cipals are a critical component of the induction pro-grain. Principals who value adult learning support acommitment to ongoing professional development.They find time to get into classrooms and are skilledat observing and providing feedback.

Mentors are encouraged to meet regularly withsite administrators to discuss the induction programand ensure it's aligned with school goals. Together,they can discuss mentoring strategies and learn howto advance teacher effectiveness and student learn-ing. Through their work with multiple teachers andsometimes multiple schools, mentors gain a uniqueperspective and may uncover such problems as theinequital)le allocation of resources. If the mentor hasa comfortable working relationship with the princi-pal, issties can be addressed without divulging con-fidential information.

Mentors and teachers need time to work togetherand collaborate. When principals understand thegoals of the induction program, they're more likelyto support teacher/inentor and collaborative grade-

level meetings and less likely to schedule conflictingactivities. By working together, principals and men-tors can create environments where teacher learn-ing is supported and students benefit.

LESSON #6: EFFECTIVE INDUCTIONPROGRAMS COMBINE HIGH-QUALITYMENTORING WITH COMMUNITIES OFPRACTICE.

Learning communities that bring together experi-enced and new teachers build teacher capacity whileproviding a structure for student learning. For pri-mary grades, learning teams are usually formed bygrade level within a site or a district. In middle and sec-

As much as we should be concerned about retaining new

teachers - and it's critical - we also want to ensure

that we retain, challenge, and learn from our most

experienced teachers.

ondary schools, teams are usually grouped by subjectarea either within the school or across a district. Thegroup identifies an inquiry subject, such as curriculumplanning, and establishes norms. In learning teams,teachers collaborate to design powerful lessons, ob-serve each other teach when possible, and analyze stu-dent data to ensure that students are learning.

Teams require commitment from each team

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pk nI org V91 N2 Kappan 17

member and from administrators. Results take time.As teams become more established, the group dy-namics become more automatic and the focus turnsto inquiry. Ultimately, learning teams result in astrong teaching culture where lines between newand experienced teachers are blurred and all teach-ers feel they have a voice in school improvement.

LESSON #7: TEACHING CONDITIONS MATTERTO SUPPORTING AND KEEPING NEWTEACHERS.

Supportive school environments, where educatorsare valued, trusted, and have the time and ability tocollaborate to improve instruction, are necessary forteachers to be successful. The workplace can eitherencourage or constrain good teaching and ultimatelyimpact student learning and teacher retention. We'veconducted statewide surveys of teaching conditions in10 states, heard from more than 300,000 educators,and provided results to almost 8,000 schools to em-power teachers and administrators to better under-stand and improve their school environments. Formentoring to affect the enculturation and instruc-tional practice of beginning teachers, schools needsufficient resources, empowered educators, and the

New Teacher Center

Established in 1998, the New Teacher Center is a national organizationdedicated to improving teaching and learning in America's schools.NTC works with induction programs in over 40 states, including urbanschool districts in Chicago, Durham, Austin, East Palo Alto, andBoston. NTC strives to support essential research, well-informed policy,and thoughtful practice that encourage teacher and administratordevelopment from preservice throughout a teacher's career.

Learn more about NTC programs and services atwww.newteachercenter.org.

time and professional development to work closelywith colleagues. These same conditions are essentialto teacher retention because such factors as school fa-cilities, safety, and the quality of school leadershiphave a greater effect on mobility than salary.

LESSON #8: ONLINE COMMUNITIES PROVIDETIMELY, COST-EFFECTIVE MENTORING.

Online learning communities can supplement in-person meetings and professional developmenttraining and extend the mentoring relationship. On-line technology allows beginning teachers to posequestions in discussion groups and communicatewith mentors at their convenience. It also helps im-merse new teachers into a community of experi-enced teachers in which they move beyond the sup-

port of the individual mentor into collegial relation-ships that develop lifelong habits of learning.

One specific application of online learning is theability to provide access to content-matched men-tors, such as the NTC's Electronic Mentoinngfir Stu-dent Success program for new math and scienceteachers. In secondary schools, the goal is to matcha new teacher with a mentor from the same contentarea. But that is not always possible. Even robustmentoring programs may be challenged to providequalified mentors in specific content areas. For ex-ample, a district may not have sufficient breadth tohave a mentor with a background in the physical sci-ences available to mentor a new chemistry teacher.In cases like these, local induction mentors can fo-cus their support of the new teacher on pedagogyand an online mentor can focus on connecting sub-ject matter to content-specific pedagogy.

Online learning communities offer access to re-sources - experienced teachers, content facilitators,and content experts - that are not always availablewithin the district. These online communities extendand deepen in-person professional development train-ings by scaffolding long-term knowledge constructionaround solutions to immediate pedagogical questionsand providing a cost-effective solution to matchingnew teachers with content-specific mentors.

LESSON #9: POLICY COMPLEMENTSPRACTICE.

At last count, more than 30 states require somesort of mentored induction experience for newteachers. While we're glad to see the attention paidto induction, unfunded mandates that require thatdistricts assign mentors to new teachers without re-gard to program quality won't improve teacher prac-tice or student learning. In most cases, mentoring be-comes "check the box" compliance. Many programsset their sights too low and overlook opportunities toinfluence the next generation of their teachers.

Robust induction programs that improve teacherpractice and student learning don't come easy - andthey don't come free of charge. Policy makers need toset the bar high and then point the way to resourcesif induction programs are going to realize their fullimpact. Clear expectations coupled with support formentor released time and reduced teaching loads forbeginning teachers, mentor professional develop-ment, and the collection of program impact data arecritical. State-level infrastructure, such as well-de-signed program and teacher performance standards(far beyond the traditional behavioral checklists thatfoster compliance), and a system of communicationand support for induction efforts can help.

Program leaders need tools to assess the perform-ance of mentors, just as mentors assess new teach-

18 Kappan October 2009 pdkintl.org

ers. When accountability is built into an inductionprogram, participants can document growth towarddefined objectives.

LESSON #10: GOOD INDUCTION PROGRAMSARE ACCOUNTABLE, NOT JUST COMPLIANT.

Strong induction programs need to embrace a ro-bust, well-articulated vision and then work towardimpacting teacher effectiveness and equitable stu-dent learning. Those are the only outcomes thatcount. State policies can guide the development ofthat vision, but accountability ultimately rests at thedistrict level. Program leaders need to ask them-selves if their induction efforts are making a differ-ence in the instructional practices of new teachersand the academic lives of children regardless of theirstate policy context.

Accountability begins with clarity of expecta-tions, roles, and responsibilities. Program leadersneed to communicate expectations to everyone in-volved, especially to the program's mentors and newteachers. But expectations alone aren't enough. Weneed to equip our mentors with high-quality profes-sional development, adequate time and tools to ad-vance a new teacher's practice, and a supportive en-vironinent where they can share their work.

And, we need to collect data related to teacher re-tention, student achievement, job satisfaction, andstudent engagement. Human nature is such that ourdrive for success is enhanced when the outcome mat-ters and when someone cares about whether we aresuccessful. All of us must pay attention. Programleaders must pay attention to their mentors and newteachers; they must assume responsibility for sup-porting mentors in gathering and collecting data,making their work public, and regularly assessingtheir effectiveness. This sort of accountability tran-scends compliance and moves toward a cycle of con-tinuous improvement - the essence of any stronginduction program that seeks to accelerate newteacher effectiveness.

After two decades of teacher induction, I remain op-timistic about the possibilities and welcome the currentfocus on our nation's teachers. Successful inductionprograms require the involvement of stakeholdersthroughout the district as well as policy makers acrossthe country. They provide a lever for school changethat builds leadership and encourages collaboration.Most important, successful induction programs incor-porate both the passion of new teachers and the expert-ise of experienced teachers to ensure that all studentsin America receive the best education. K

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pdkinti.org V91 N2 Kappan 19

SeeAnalysis ofStudent Workassessmenttool nextpage.

I CHANGING EDUCATION. CHANGING THE WORLD.

FORMATIVE ASSESSMENT TOOL page I of 2

Analysis of Student WorkFor use where content standards may not be appropriate (e.g. Art, PE., Special Education using

Alternate/Substitute/Functional Curriculum ...)

Name: Reggie Mentor: Ronnie

Grade Level/Subject Area: 7th-8th Grade, Special Education- Date: 11121Resource Specialist Program

Student Performance Area Selected for Analysis: 3 Palra ph Essay

Performance Objective: 4.1 Create multiple paragraph composition

i. Using a district assessment or other appropriate rubric, describe expectations for student work/performance.

students will develop factual multiple paragraph compositions to include: min. 3 paragraphs,

topic sent. @ beginning, intro., supportive facts, conclusion, correct indentation

2. Sort the students' work and write the students' names in the appropriate column.

objective not met objective partially met objective met exceeding objective

Christian Carl Brian Raquel Omar

Sam John jake Juan FrOnkie

Alex Arron Ebony

Jose

29 %of class 21 %of class 36 %of class 14 %of class

3. Choose one sample from each category and describe the performance of each selected student.

objective not met objective partially met objective met exceeding objective

Sam: Carl: Ebony: Frankie:

"* I paragraph * 2 strong paragraphs * 3 paragraphs * 4 paragraphs

"* unclear topic e brief conclusion a 1st sentence--

sentence s limited facts topic sentence

"• did not indent * clear topic sentence * intro., support"* no factual * indentation (using facts)

information - clear conclusion"* no supporting a proper indentation ÷

details * includies illustration

20 Kappan October 2009 pdkinti.org

ANALYSIS OF STUDENT WORK TOOLPAGE 2

4. Describe the learning needs of the identified students.

objective not met objective partially met objective met exceeding objective

Sam: Carl: Ebony: Frankie:

"* examples (visual) 9 review conclusion * develop more * use variety orthat match criteria + indentation complex sent. research tools

"* i:I or peer tutor- 9 fact gathering tools structure

paragraphs, review 0 expand compositionbasic structure + develop factualhow to gather reportsfactual info

5. Identify differentiated strategies/instruction to move students forward. Note any patterns and trends.Consider resources and/or personnel to support you.

"* reduced assignments"* focus on 1 strong

para. graduallyincrease expectation

"* examples ofparagraphs withand without errors

"* extended time tocomplete assignment

"• develop morecomplex sentencestructure

"• Peer coaching

"• Instruction in factualreport writing

* variety of research skills --

• Graphic Organizers -

vary type used w1levels

pdkintl.org V91 N2 Kappan 21

4 * cooperative learning groups -

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TITLE: Accelerating Teacher Effectiveness: Lessons Learned fromTwo Decades of New Teacher Induction

SOURCE: Phi Delta Kappan 91 no2 O 2009

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