Silicon ValleyNew Teacher Project

A California State BTSA

Induction Program

 

 On the whole, the school reform movement has ignored the obvious: What teachers know and can do makes the crucial difference in what children learn. Policies can improve schools only if the people in them are armed with the knowledge, skills, and supports they need. Student learning in this country will improve only when we focus our efforts on improving teaching.

The Report of the National Commission on Teaching and America’s Future

What Is Induction?What Is Induction?

A phase of teacher development A period of socialization and

enculturation A formal program for beginning

teachers

Goals of an Induction Program

To support teacher practice that results in high student achievement

To assist new teachers holding a California Preliminary Credential in meeting criteria for the attainment of a Professional Clear Credential within two years

To retain high quality, reflective teachers

California’s Learning to Teach SystemPreliminary Credential

Preparation

Blended Program• Subject-Matter Preparation• Professional Preparation• Support and Supervision• Teaching Performance Assessment on the TPEs

Post-Baccalaureate Program• Subject matter Preparation• Professional Preparation• Support and Supervision• Teaching Performance Assessment on the TPEs

Internship Program• (Subject matter Preparation)• Professional Preparation• Support and Supervision• Teaching Performance Assessment on the TPEs

PRELIMINARY

Induction Program

• Advanced Curriculum Preparation

• Formative Assessment and Support

• Frequent , Focused Reflection on Practice

• Individual Induction Plan

• Application of Prior Learning

Professional ClearCredential Preparation

PROFESSIONAL

Continuous Learning

ProfessionalGrowth Program

• Individual Development Plan

• Based on Teacher’s Goals

• Advanced Curriculum Studies

• Advanced Subject Matter

• National Board Certification

• Reflection on Practice

March 2006

Teacher Retention Data:SCNTP Alumni after 7 Years

94% still in education 88% teaching 38% in same school 72% in leadership roles

[1998/99 Retention Study conducted on 1992/93 SCNTP participants]

NTC

ProfessionalDevelopment

ResearchPolicy

DisseminationPartnerships

DirectServices

DirectServices

Silicon Valley New Teacher Project

Santa Cruz/Silicon Valley New Teacher ProjectBTSA Induction Program

COMPONENTS: Complete program components each year for two years

Weekly Meetings with NTP Mentor

NTC Formative Assessment System

Professional Development: Seminar Series and Related Applications

Weekly Meetings with Mentor

Full release model: 1/15 caseload Impact on 450-2700 students Non-evaluative support Focus on Standards

Student Content Standards California Standards for the Teaching Profession BTSA Induction Program Standards

NTC Formative Assessment System

FAS TrainingFirst Year Mentors:

4 Full Day Trainings: Foundations in Instructional Mentoring Content and Pedagogy, Standard 15 Mentoring for Special Populations Success Induction Standard 20

Second Year Mentors3 Full Day Trainings:

Mentoring for Language Learner Success, Induction Standard 19 Mentoring for Equity, Induction Standard 17

Third Year + Mentors3 Trainings:

Literacy in Content Areas

Forum Logistics When : 8:30–11:45 a.m. Where: UCSC Extension How Often: 3 times a month Expectation: All mentors attend Field Friday: Once a Month

Mentors independently pursue professional development activities: Mentor Shadowing Meeting with Steering Committee Representative District Mentor Team Meeting Planning/Debriefing a District Seminar Project Seminar Planning

Mentor Learning Community -- Mentor Forums --

Mentor Forums serve important purposes: Provide a collaborative community of practice for mentors Deepen mentoring skills and advance induction practice Support program implementation Provide mentor accountability in a supportive environment Support each mentor’s emerging leadership capacity

Peer Coaching Coaching Partners within and outside of Forums

Veteran mentor coaches a new mentor Using an Advisor Collaborative Log

Mentor Shadowing A two-way cycle of peer observation

Cohort Groups Several mentors from 5-6 different districts make up a

cohort group. They meet to support and learn from one another.

Benefits to Mentors

Expand repertoire of teaching strategies Increased sense of professional efficacy Broader perspective on teaching and learning Greater likelihood to emerge in leadership roles Increased appreciation for collaboration and reflective

practice Heightened commitment to teaching profession Renewed professional vigor

Benefits to the School Culture

Recruitment of the best and brightest mentors Teachers hungry for new leadership roles Retired teachers who want to give back to

their profession Induction Program that seeks to transform

classroom practice and school culture

Silicon ValleyNew Teacher Project

Professional Development: Induction Program Standards 15-20

15: K-12 Core Academic Content and Subject Specific Pedagogy

16: Using Technology to Support Student Learning 17: supporting Equity, Diversity, and Access to the Core

Curriculum 18: Creating a Supportive and Healthy Environment for

Student Learning 19: Teaching English Learners 20: Teaching Special Populations

Professional Development Curriculum:Seminar Series and Related Applications

Year One Program Orientation Content & Pedagogy Healthy Classroom

Environment Teaching Special

Populations

Year Two Launching Your Second

Year Teaching English

Learners Technology Supporting Equity,

Diversity, and Access to Core Curriculum

ProfessionalDevelopment

Model for Teachers

A Comprehensive System of Professional DevelopmentLevel I Preparation

Preliminary Credential

Pre-service Study/ Student Teaching

Concurrent Study (Internship Program)

Alternate Certification (Teach for America, Transitions to Teaching, etc.)

Out-of-State Teachers

Level II Preparations Clear CredentialBTSA Induction

(1-2 years)

Application of Prior Learning

Formative Assessment and Support

Individual Induction Plan

Frequent Reflections on Practice

Development of Teaching Practice for Experienced Teachers

Based on Teacher’s Goals

Based on Site/District Goals

Advanced Curriculum and Subject Matter Studies

Instructional Leadership

Intern and/or BTSA Mentor

Content Specialist/ Coach

Administrator Development

National Board Certification

Union Leadership

New Teacher Center @UCSC, 2007

Self Assessment Summary

Induction Standard Action Plan

CHOICE BOARD: Session IIProgram Standard 15:

K-12 Core Academic Content and Subject Specific Pedagogy

1(a) Documents improvement in

teaching that is aligned with theCSTP’s beyond what wasdemonstrated for the preliminarycredential.

Read Chapter 7. Design a lesson that

incorporates the use ofcooperative learning groups.

Prepare students for workingin groups and assign roles toeach member of the group.

Reflect on the success of thelesson.

Evidence: 1) FAS Lesson PlanTool 2) Collaborative Log

2 (a) Documents improvement inteaching that is aligned with the CSTPsbeyond what was demonstrated for thepreliminary credential. Read Chapter 10. Using cues, questions and/or

advance organizers,incorporate methods foractivating prior knowledgeinto lesson plans in ILPcontent area for one week.

Reflect on how thesetechniques helped developstudent understanding.

Evidence: 1) Collaborative Log 2)Lesson Plans

3(a) Documents improvement inteaching that is aligned with theCSTP’s beyond what wasdemonstrated for the preliminarycredential. Read Chapter 10. Create questions that elicit

inferences (p.115) or analyticquestions (p.116) with the goalof improving the quality of yourquestions. (CSTP 1.4)

Use Bloom’s Taxonomy toevaluate the level of yourquestions.

Evidence: 1) Assignment withquestions 2) Collaborative Logevaluating questions usingBloom’s taxonomy

4(b) Continues to learn and applyknowledge of content standards,performance levels, frameworks, andadopted materials. Read Chapter 11. Plan a lesson in which you

apply 1 or more theoriesderived from Research, ORimplement a strategy forclassroom practice to teachone of the 5 specific types ofknowledge: Vocabulary termsand phrases, details,organizing ideas, skills andtactics, or process.

Reflect on the success anchallenges of the lesson andstudent work.

Evidence: 1) Lesson Plan 2)Collaborative Log

5

Teacher’sChoice*

*Requires approval byPresenter or Advisor

6(d) Creates an effective classroomenvironment that provides a climateconducive to learning. Read Chapter 8 Choose an academic standard in ILP content area Clearly communicate the

standard to students. Have students write a

personal goal regardingstandard or

Develop student contractsfor meeting standard.

Evidence: 1) Examples ofStudent personalized goals orcontracts 2) Collaborative Log

7(e) Plans and delivers standards-based instruction that is differentiatedto meet the needs of diverse learners. Read Chapter 7. Plan a lesson in ILP content

area that uses the Informal,Formal and Base Groups asdescribed in Chapter 7. (Seepages 89-91 of Marzano)

Reflect on the success of thislesson and the use of thethree types of cooperativelearning groups.

Evidence: 1) Collaborative Log

8(e) Plans and delivers standards-based instruction that is differentiatedto meet the needs of diverse learners. Choose one of the 5

structured tasks forgenerating and testinghypotheses from Chapter 9.

Utilizing the frameworkprovided or creating a newframework, plan a lesson inILP content area in whichstudents generate, test, andexplain their hypothesis andconclusions.

9(f) Interprets and uses multipletypes of formative and summativeassessment data in relation to contentstandards and performance levels. Read Chapter 8. Choose a standard or skill in

ILP content area. Create a Rubric to measure

progress. Assess skill using rubric. Communicate progress on

skill to students.

Evidence: 1) Rubric 2)Collaborative Log

Choice Board for Action Plans

Benefits to New Teachers Increased sense of professional efficacy Stronger skills in working with English

Language Learners Higher retention rate Greater job satisfaction Improved ability to articulate and document

professional growth More frequent professional collaboration Increased willingness to assume leadership

roles

Better classroom instruction Heightened attention to issues of diversity and

responsive pedagogy Sanctioned time for reflection and observation Improved teacher morale Increased collaboration Positive impact on school culture

Benefits to Schools 

Silicon Valley New Teacher Project

Who Are the “Leavers”?

Beginning teachers who do not participate in an induction program are twice as likely to leave as those who do participate.

The teachers who choose to leave are the brightest, as measured by their college entrance exams.

Novice teachers who are dissatisfied with student discipline and the school environment are twice as likely to leave.

—Susan Moore Johnson, 2005

High Costs of Turnover and Attrition:SCHOOLS

Loss of public teacher preparation and investment

Cost of hiring, preparation and replacement Churning loss of continuity and coherence Lost professional development investments Undercutting of school reforms

No Dream Denied

National Commission on Teaching and America’s Future, January 2003

High Costs of Turnover and Attrition: STUDENTS

Low Income Students Lose the Most Highest turnover Highest number of first year teachers Highest number of out-of-field teachers Fewest accomplished teachers

No Dream Denied

National Commission on Teaching and America’s Future, January 2003

Direct Services to SV Districts

Direct Coaching to Novice Administrators

Clear Credential Program

Coaching to Experienced Administrators

Professional Development for School Leaders (Improving Student Achievement Through Teacher Observation and Feedback)

Establishing Professional Learning Communities

Establishing Leadership Coaching Capacity & Programs

Support for District Office Leadership

NTC’s Leadership Development Services

RESULTS: Case Study Comparisons of Supported vs. Unsupported Principals

UNSUPPORTED Reactive, problem

driven Receive limited

feedback Engage in little

reflection Receive sporadic

assistance

UNSUPPORTED Reactive, problem

driven Receive limited

feedback Engage in little

reflection Receive sporadic

assistance

SUPPORTED Focus on instructional

issues Engage in deliberate

planning Receive feedback and

engage in reflective conversations

Receive consistent assistance

SUPPORTED Focus on instructional

issues Engage in deliberate

planning Receive feedback and

engage in reflective conversations

Receive consistent assistance

0102030405060708090

100

Changedyour

practices

Increasedclassroom

visits

Providedbetter

feedback

Usedmore datasources

Seen ashift inschoolculture

Some

Quite a bit

A great deal

Impact of ISA in WCC and GUSD:As a result of work w/NTC, to what extent have you...

A Direct Impact on Teaching & Learning

“Principals I spoke with discussed how their evaluation of teaching is qualitatively different as a result of the NTC large group/coaching work. They spoke of the support they have felt from NTC coaches to tackle difficult issues with teachers who are performing in substandard ways, and how the NTC work has enabled them to have the tools and language necessary to help teachers to improve, or in other cases, to help remove poor instructors from the classroom. These are results that building leaders clearly see having a direct impact on teaching and learning on a daily basis, and among the most powerful evidence of the work that I uncovered.”

Michael Copland - University of WashingtonExternal Evaluator

Silicon Valley New Teacher Project

Many studies show that the single most important thing in turning lives around is theongoing presence of a caring adult.

Nell NoddingsProfessor, Stanford University

Former K-12 Math Teacher

The stakes are high. Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours [as leaders] to decide.

No Dream Denied

National Commission on Teaching and America’s Future, January 2003