Tearing Down the Silos

1
Tearing Down the Silos

• 2006 OSPI Summer Institutes

Sue Anderson, TAP Coordinator OSPI Mary Jo
Larsen, Professional Certification Program
Specialist, OSPI
2
Entry Task

• What professional needs might the following
  groups have in common? Share ideas with
  neighbor.
• Student teachers/Interns
• First and second-year teachers
• ProCert candidates
• Experienced teachers
• National Board candidates

3
Meeting Those Needs The Silos
District Prof. Devel.
School-based initiatives
TAP
ProCert
4
TAP provides money to districts that have new
teachers/ESAs

• Mentor/new teacher stipends
• Release time for mentors and new teachers to
  observe each other and other exemplary teachers
• Training/orientation for mentors and new teachers
• Confidential relationship
• Professional Growth Plan (PGP)

TAP
5
Effective New Teacher Induction Program Elements

• Hiring
• Orientation
• Mentoring
• Professional Learning
• Formative Assessment of Instruction

TAP
6
Professional Certification

• Demonstration of competency in 3 areas
• effective teaching
• professional development
• professional contributions
• Certain evidence required as part of professional
  portfolio
• Candidates work with a professional growth team
  in designing their professional growth plan or
  PGP, which outlines their pathway to the
  Professional Certificate

ProCert
7
Professional Certification

• Teachers take ownership of their professional
  development
• Direct relevance to classroom and real teaching
  situations
• Opportunity for teachers to demonstrate they are
  effective and have positive impact
• Focused on student learning
• Less seat time
• Performance-based alignment with K-12 assessment
  system

ProCert
8
Professional Certification

• Pre-Assessment Seminar
• Self analysis and reflection
• Professional Growth Plan (PGP)
• Core
• Implement PGP
• Culminating Seminar
• Develop Portfolio of Evidence and next steps

ProCert
9
Other School and District Initiatives and
Professional Development
Other
10
Common Components
District Prof. Devel.
School-based initiatives
TAP
ProCert

• Professional Activities
• Professional Growth Plans
• School Improvement Planning
• Professional Needs
• Positively impact student learning
• Remain invested in profession and in WA public
  schools

11
Tearing Down the Silos The Mentor Cadre Model
Other Initiatives i.e. IN ACTION
District Prof. Dev.
TAP
ProCert
12
Mentor Cadre An Example
Experienced/ Cooperating Teacher
University Representative
Student Teacher
Mentor/Coach
1st Year Teacher
PGT Member NBPTS candid.
ProCert Candidate
13
An interesting bit of research to consider

• Veteran-oriented
• Experienced, well-established practice
• Isolated
• Undifferentiated roles
• Novice-oriented
• Start-up or low performing school
• High energy, limited experience
• Integrated Principal establishes
  norms/procedures
• Sustained support/exchange across experience
  levels
• New teachers recognized as novices
• Differentiated roles
• Susan Kardos, Susan Moore Johnson et al, Harvard
  Project on the Next Generation of Teachers

14
Other Benefits?
15
Think and discuss

• What structures does your school or district
  already have in place to support this kind of
  collaboration?
• What (else) might it take for this to happen?

16

• What might be some next steps you could take to
  further this kind of work in your school or
  district?