Silicon Valley New Teacher Project

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Silicon ValleyNew Teacher Project

• A California State BTSA
• Induction Program

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   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 Americas
Future
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What Is Induction?

• A phase of teacher development
• A period of socialization and enculturation
• A formal program for beginning teachers

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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

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Californias Learning to Teach System
Preliminary Credential Preparation
Professional Clear Credential Preparation
Continuous Learning
PREL IMINARY
P R O F E S S I O N A L

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

• Induction Program
• Advanced Curriculum Preparation
• Formative Assessment and Support
• Frequent , Focused Reflection on Practice
• Individual Induction Plan
• Application of Prior Learning

• Professional
• Growth Program
• Individual Development Plan
• Based on Teachers Goals
• Advanced Curriculum Studies
• Advanced Subject Matter
• National Board Certification
• Reflection on Practice

• 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

March 2006
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Teacher Retention DataSCNTP 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

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Direct Services
NTC
Dissemination
Policy
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Silicon Valley New Teacher Project
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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

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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

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NTC Formative Assessment System
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FAS Training

• First 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 Mentors
• 3 Full Day Trainings
• Mentoring for Language Learner Success, Induction
  Standard 19
• Mentoring for Equity, Induction Standard 17
• Third Year Mentors
• 3 Trainings
• Literacy in Content Areas

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Forum Logistics

• When 8301145 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

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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 mentors emerging leadership capacity

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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.

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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

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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

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Silicon ValleyNew Teacher Project
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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

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Professional Development CurriculumSeminar
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

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ProfessionalDevelopment Model for Teachers
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A Comprehensive System of Professional Development

• Level 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 Credential
• BTSA 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 Teachers
• 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 _at_UCSC, 2007
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Self Assessment Summary
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Induction Standard Action Plan
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Choice Board for Action Plans
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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

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Benefits to Schools 

• 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

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Silicon Valley New Teacher Project
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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
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High Costs of Turnover and AttritionSCHOOLS

• 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 Americas Future, January 2003
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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 Americas Future, January 2003
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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

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NTCs Leadership Development Services
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RESULTS Case Study Comparisons of Supported vs.
Unsupported Principals

• SUPPORTED
• Focus on instructional issues
• Engage in deliberate planning
• Receive feedback and engage in reflective
  conversations
• Receive consistent assistance

• UNSUPPORTED
• Reactive, problem driven
• Receive limited feedback
• Engage in little reflection
• Receive sporadic assistance

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Impact of ISA in WCC and GUSDAs a result of
work w/NTC, to what extent have you...
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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 Washington
• External Evaluator

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Silicon Valley New Teacher Project
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Many studies show that the single most
important thing in turning lives around is
the ongoing presence of a caring adult. Nell
Noddings Professor, Stanford University Former
K-12 Math Teacher
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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 Americas Future, January 2003