A caring, competent, and qualified

1
A caring, competent, and qualified teacher for
every child is the most important ingredient in
education reform and, we believe, the most
frequently overlooked. From the Report of the
National Commission on Teaching Americas
Future, What Matters Most Teaching for Americas
Future, c1996.
2
Our society can no longer accept the hit-or-miss
hiring, sink-or-swim induction, trial-and-error
teaching, and take-it-or-leave-it professional
development it has tolerated in the past. The
time has come to put teachers and teaching at the
top of the nations education reform
agenda. From the Report of the National
Commission on Teaching Americas Future, What
Matters Most Teaching for Americas Future,
c1996.
3
Effects On Students Math Scores In Dallas
(Grades 3-5)
90
Dallas Students Assigned to 3 Very Effective
Teachers in a Row
Dallas Students Assigned to 3 Very Ineffective
Teachers in a Row
76
60
Average Score on Math Assessment 3 years later in
Percentile
Beginning 3rd Grade Score (Percentile)
50
27
15
Source Heather Jordan, Robert Mendro, Desh
Woernsingle, Teacher Effects on Longitudinal
Student Achievement, 1997
4
Californias Growing New Teacher Population

• Approximately 260,000 new teachers needed from
  2000-01 through 2007-08 Teaching Californias
  Future, 1999
• Needs range from 28,000 to 36,000 new hires/year
  nearly twice the number of new teachers
  graduating from teacher training programs
  annually Teaching Californias Future, 1999
• In 1998 close to 10 of the states teaching
  force was teaching on emergency credentials Ed
  Source, 1999
• 27 secondary school classes taught by teachers
  not credentialed in the subject field Education
  Trust, 1998

5
What is Induction?

• Phase of Teacher Development
• Period of Socialization Enculturation
• A Formal Program for Beginning Teachers
• Sharon Feiman-Nemser, Opening Address, New
  Teacher Center Research Forum, January 2000.

6
Induction for What?

• New professional norms of collaboration and
  on-going learning
• Improved teaching performance
• Increased student achievement, especially among
  traditionally underserved student populations

7
Phases of First Year Teachers Attitude Towards
Teaching
Anticipation
Anticipation
Reflection
Survival
Rejuvenation
Disillusionment
Aug Sept Oct Nov
Dec Jan Feb Mar Apr
May Jun July
8
A Comprehensive System of Professional Development
Pre-Service
Recruitment
Induction
Professional Development
Instructional Leadership
Inquiry, Formative Assessment, Coaching,
Analyzing Student Work Professional Standards
(CSTP and PVUSD Administrator Standards)
9
Program Vision
Institutional Commitment Support
Induction Program Essential Components
Quality Mentoring
Professional Standards
Focus on Equitable Student Achievement
Classroom-based Teacher Learning
10
Santa Cruz New Teacher ProjectPhilosophy

• Teaching is a career-long developmental process
• Teaching is a continuous cycle of teaching,
  assessment, reflection, and reteaching
• Professional standards and a focus on student
  achievement guide the improvement of practice
• Teacher development occurs best in a collegial
  environment
• A teachers professional growth leads to improved
  student achievement

11
Professional Standards PURPOSES

• To provide a common language that describes best
  practice
• To assist the beginning teacher in setting goals
  for professional growth
• To guide the design and implementation of
  professional development experiences
• To link teacher preparation with induction and
  on-going professional development

12
A Mentoring Curriculum

• Developing Productive Supportive Relationships
• Understanding Professional Standards
• Collecting and Analyzing Observation Data
• Using Formative Assessment Strategies
• Using Student Work/Data to Guide Instruction
• Creating Learning Opportunities for Adults
• Building Leadership Capacity and Skills
• Facilitating Groups

13
Quality Factors

• Mentor selection, training, accountability
• Time spent in one-on-one support and assessment
  of classroom practice
• Frequency of classroom observation
• Collaborative processes
• Focused seminars and networking opportunities

14
Benefits to Veteran Teachers

• Expanded 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

15
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

16
Benefits to Schools

• Better classroom instruction
• Heightened attention to issues of diversity and
  responsive pedagogy
• Positive impact on school culture
• Increased collaboration
• Sanctioned time for reflection and observation
• Improved teacher morale

17
Teacher InductionLEVER POINTS FOR SYSTEMS CHANGE
Structures
Roles
System
Beliefs Attitudes
Policies
Practices