role of the principal in a high quality teacher induction...
TRANSCRIPT
Role of the Principal in a High Quality Teacher Induction Program
Houston Independent School District Presented by Mike Heffner
Melanie Evans Smith Karl Forest
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Online Meeting Norms
Meeting Norms • Chat your comments, questions and
thoughts; • Please maintain professional comments as
this will be recorded and thus public; • Provide speaker feedback often; • For technical support: • Send Private Chat with issue to Karl - NTC; • Call Karl at 831.212.3774.
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A. Principal B. Assistant Principal, Dean C. Campus Lead Mentor D. Central Office Staff E. Other ______________
AUDIENCE SURVEY
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Outcomes
• Understand the role of the principal in HQTI. • Understand the professional context of beginning
teachers and their effectiveness. • Define elements of quality mentoring practices
that support beginning teacher development • Identify the campus policies, structures, and
procedures that principals can implement on behalf of beginning teachers.
• Reflect upon the current campus practices in support of beginning teachers.
Participants will:
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Agenda
Welcome, Norms, Outcomes, Agenda Review current research and District
data Beginning Teacher Development and
Student Achievement Principal’s Role Instructional Mentoring (Elements of
Quality Induction) Video Video Debrief Reflection, Closure, Next Steps
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Beginning Teachers and Effectiveness
Understand the professional context of beginning teachers and their effectiveness
The New Teacher Project 2009 March 5, 2010 Report for Administrators
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Professional Development
Evaluation Procedures
Principal Engagement
Assignments
Recruitment
Resources
Instructional Mentoring
Formative Assessment
Hiring Practices
Beginning Teacher
Principal
BT Coach Teacher
Coach Professional Development
Professional Learning
Communities
Sch
ool a
nd D
istri
ct C
onte
xt School and D
istrict Context
Sta
te P
olic
y C
onte
xt
Orientation to School, District,
Induction Program
State P
olicy Context
Induction Context
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HISD and Teacher Retention
Historically 1200 to 1500 teachers hired a year. • ~ 70% are first-year teachers (900+) • ~ 60% of first-year teachers are ACP
Attrition • By 2nd year - ~25-32% teachers leave (slight increase in retention each year 1)
• By 5th year – ~45-60% teachers leave
Cost to recruit, hire and replace 1 teacher: $17,872 (Natl. Commission on Teaching and America’s Future)
Annual national cost as a result of teacher turnover: $4.8 Billion
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Higher Rates of Teacher Turnover
• Inadequate support from school administration;
• Student discipline problems; • Limited faculty input into
school decision-making. Richard Ingersoll, University of Pennsylvania,
2001
After controlling for characteristics of both teachers and schools:
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Teacher Choices
If given the choice between a school where they could earn a significantly higher salary and a school with better working conditions (such as well-behaved students and supportive parents, administrators who backed teachers, effective colleagues, or a mission they believed in), Public Agenda respondents consistently said that they would choose the school with better working conditions, by a margin of 3-1.
Johnson and Birkeland, Project on the Next Generation of Teachers, AERA, 2003.
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Principals Who Retain Teachers
Demonstrate: • Keen awareness of issues
affecting new teachers • Proactive versus reactive
approach in supporting new teachers • Commitment to professional
growth excellence (for themselves, their students, and their teachers)
Brown & Wynn, Journal of School Leadership,Volume 17–November 2007
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Areas of Influence Web Poll
• I will read each card two times. • After you hear the strategy the second
time, choose which area of influence it most closely reflects.
• Mark the letter corresponding to the area of influence on the web poll.
• As your time permits, create at least one additional strategy for each “Area of Influence.”
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Strategy 1
Visit new teacher classrooms to “kid-watch” and share your observations collaboratively with the new teacher.
A. Evaluation B. Trust C. Instructional Leadership D. Communication E. Structure
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Strategy 2
Limit extra duties for new teachers. A. Policy B. Instructional Leadership C. Trust D. Communication E. Policy
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Strategy 3
Look for opportunities to incorporate new teacher voices into faculty meetings, professional learning communities, and other professional development experiences.
A. Structure B. Evaluation C. Trust D. Instructional Leadership E. Policy
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Strategy 4
Encourage the most accomplished and positive veteran teachers to serve as buddies to new teachers.
A. Instructional Leadership B. Communication C. Trust D. Policy E. Structure
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Strategy 5
Collect data of student learning and teacher practice when observing a new teacher’s classroom; avoid only sharing your judgments and evaluative feedback.
A. Policy B. Evaluation C. Instructional Leadership D. Trust E. Communication
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Phases of First Year Teacher’s Attitudes Towards Teaching
Anticipation
Survival
Disillusionment
Rejuvenation
Reflection
Anticipation
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun July
Back-to-School Night
Report Cards
Principal Observation
Parent Conferences
Winter Break
Lesson Planning
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Instructional Mentor Model
Quality Teaching
Student Achievement
Using Data to Inform Instruction
Planning Standards-Based Instruction
Ongoing Assessment of Teacher Practice
Building Schoolwide Collaborative
Practices
Analyzing Student Work
Observing and Giving Feedback
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Instructional Mentors
• Hold a vision of outstanding teaching
• Can articulate their knowledge of best practice (both content and pedagogy)
• Help new teachers balance immediate concerns with long-term development
• Approach teaching as inquiry
• Are committed to collaborative partnerships
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The Mentor’s Approach
Coaching is the single most important part of expanding the beginning teacher’s capabilities.
It’s the difference between giving orders and teaching people how to get things done.
Good [teacher] leaders regard every encounter as an opportunity to coach.
The Discipline of Getting Things Done Larry Bossidy & Ram Charan
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Video
We will move you into a Breakout Room with ten other administrators. A video will start playing automatically when you arrive.
You may need to resize it in your browser window as it may be too large (pixilated) and you may need to adjust the sound.
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Instructional Mentoring: Video Debrief
When the video ends, close the video window, and with the other administrators spend up to 10 minutes discussing:
• Something you saw in the video that affirms your thinking;
• A new idea about the role of principal; • Something you noted that could be
challenging in your induction context.
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Video
• Use the Chat feature to discuss, read and respond to the ideas of others. • A room facilitator will verbally engage your
ideas and prompt more ideas. • When time is up, a pop up window will
warn you that you will be moved back to the main room.
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Video
To maximize the chat window for discussion purposes in your Breakout Room:
View » Layouts » Wide Layout
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Instructional Mentoring: Video Debrief
When the video ends, close the video window, and with the other administrators spend up to 10 minutes discussing:
• Something you saw in the video that affirms your thinking;
• A new idea about the role of principal; • Something you noted that could be
challenging in your induction context.
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Reflection
• Thinking about the last hour, reflect upon one significant insight that will support your work with beginning teachers and/or instructional mentors in support of beginning teachers.
• Please share your one idea in the chat area.
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Where Teachers Thrive
We are seeing amazing things happen when principals and mentors work together to create the environments in which teachers – new along with their veteran colleagues – thrive. These are schools where all teachers are supported in being learners, in holding the vision that every child can and does learn, where inquiry into oneʼs practice and the use of data are simply a fact of everyday professional life, and where teachers participate in professional learning communities that foster public practice coupled with supports for teacher learning.
Ellen Moir, New Teacher Center,
Reflections, Winter 2009.
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Certification Program
Supervisor
Principal
Campus Community & Environment On-going professional development
for new teachers and support groups
Mentor Master Mentor or
Campus Lead Mentor
Years 1 and 2 • Certified Teachers
• ACP Teachers
HISD Induction Program Structure
Instructional Coaches
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1. Invite New Teachers to preservice activities (Refer to PDS website or May Memorandum)
– Classroom Management – Curriculum Institute (2 days)
– PDAS for New Teachers Network Security letters ID Badge pictures
– District-wide New Teacher Welcome August 4, 2010 Chavez High School
2. Plan New Teacher Campus Orientation Between August 5 – 20, 2010
HISD Comprehensive Induction Program NEXT STEPS
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HISD Comprehensive Induction Program NEXT STEPS
3. Campus Mentor Program Model selection
5. Mentor selection based on selection criteria • Selection upon hire to allow early and timely support
Traditional Mentoring Model with
Campus Lead (CLM) or Campus Contact Person
(CCP)
Research-driven Master Mentoring (MM)
Model
This model supports campus based mentoring through on-line training.
This model supports the development of an identified teacher leader serving as a Master Mentor who provides differentiated on-going, foundational training for campus mentors.
Houston Independent School District
Presented by…
Mike Heffner [email protected] Melanie Evans-Smith [email protected]
Lori Grossman [email protected] Clara Yates [email protected]
Role of the Principal in a High Quality Teacher Induction Program
Copyright ©2010 New Teacher Center, All Rights Reserved
Role of the Principal in a High Quality Teacher Induction Program
Houston Independent School District EXTRA CREDITS
Technical Support Robert Adams Pamela Anderson Denise Martinez Heleodoro Espinoza
Moderators/Facilitators Lori Grossman/Pearl Black Michelle Thomas/ Carol Webber Alison Faseler/Sandra Hypolite Debra Butt/Tremeka Collins Karan Shelton/Stacey Haskin Kim Seals/Marcy Divinity Gail McGee/Kelci Gabriel Ashlei Brass/Gustavo Gallardo Clara Yates/Mintha Brown Jose Zamora/Saquib Ahmed
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