Developing High-Quality Campus Plans for Teacher Mentoring

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Developing High-Quality Campus Plans for Teacher
Mentoring
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NCLB Requirements for Plan Teacher Mentoring

• The plan shall
• Incorporate a teacher mentoring program.
• NCLB Act of 2001, Sec. 1116(b)(3)(A)(x)

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Which statement has the most meaning for you?

• Veteran teachers are a wealth of information.
  (yellow)
• Beginning teachers have new, innovative
  strategies for the classroom. (dark blue)
• Beginning teachers need help from veteran
  teachers to make an impact in the classroom.
  (light blue)
• Beginning teachers may stay in the district
  longer if they are mentored by an experienced
  teacher. (black)
• A veteran teacher helping a beginning teacher
  will have a renewed teaching spirit that can
  increase student learning. (orange)

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Kristina and David Scenarios

• Read each scenario to yourself.
• In your table group, discuss the following
  questions
• a) Which teacher is more likely to continue to
  teach a second year?
• b) How are the beginning teachers mentoring
  programs alike or different?
• c) What critical elements were put into place
  for the successful beginning teachers mentor
  program?

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What Is Teacher Mentoring?

• Mentoring is a systematic induction and learning
  process for new teachers, and it is a avenue for
  instructional renewal and improvement for
  experienced teachers and principals who serve as
  mentors.

Huling, L., Resta, V. (2001, November).
Teacher mentoring as professional development.
ERIC Digest. Washington, DC ERIC Clearinghouse
on Teaching and Teacher Education. (ERIC No.
ED460125).
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What Do Teacher Mentors Do?

• A mentor serves as a role model, sponsor,
  encourager, counselor, and friend to a less
  skilled or less experienced person for the
  purposes of promoting the latters professional
  and/or personal development.
• Janas, M. (1996, Fall). Mentoring the mentor
  A challenge for staff development. Journal of
  Staff Development, 17 (6), 2-5.

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What Does Research Say about a Formal Mentoring
Program?

• A majority of those teachers who provided
• mentoring assistance at least once a week
• reported substantial improvements in their own
  practice as a result of the mentoring
  relationship.

Huling, L., Resta, V. (2001, November).
Teacher mentoring as professional development.
ERIC Digest. Washington, DC ERIC Clearinghouse
on Teaching and Teacher Education. (ERIC No.
ED460125).
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What Does Research Say About a Formal Mentoring
Program?

• New teachers who participate in mentoring
  programs are nearly twice as likely to stay in
  their profession.
• A mentoring program can cut the dropout rate from
  roughly 50 to 15 during the first 5 years of
  teaching.

Brown, S. (2004). Working models Why
mentoring programs may be the key to teacher
retention. Retrieved on March 12, 2004, from
http//www,acteonline.org/members/techniques/may03
_story1.cfm.
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What Does Research Say about a Formal Mentoring
Program?

• Beginning teachers supported by the Texas
  Beginning Educator Certification (TxBESS)
  Initiative performed better in less time than
  without a support, especially in the area of
  instructional effectiveness, classroom
  management, etc.

Texas Center for Educational Research. (2000,
Nov.). The cost of teacher turnover. Austin, TX
Author. Retrieved August 14, 2006, from
http//www.tcer.org/tcer/publications/.
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What strategy does the public believe has the
greatest potential for improving schools?

1. Reducing class size
2. Recruiting and retaining better teachers
3. Requiring standardized tests for promotion
4. Giving greater control to the local level

National Staff Development Council. (2004).
Revised standards for staff development.
Retrieved February 28, 2004, from
http//www.nsdc.org/standards/about/index.cfm.
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What strategy do principals believe is most
effective for recruiting and retaining teachers?

1. Providing financial incentives
2. Providing mentoring and on-going support for new
   teachers
3. Involving teachers in the creation of policies
   that they will be implementing
4. Providing career growth opportunities

National Staff Development Council. (2004).
Revised standards for staff development.
Retrieved February 28, 2004, from
http//www.nsdc.org/standards/about/index.cfm
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Can We Afford a Sink or Swim Approach?

• Nationally, 22 of all new teachers leave the
  profession in the first 3 years because of lack
  of professional support.
• After 5 years, nearly 50 of new teachers had
  left teaching in the state where they began
  teaching.

Southern Regional Education Board. (2001). Reduce
your losses Help new teachers become veteran
teachers. Atlanta, GA Author.
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Can We Afford a Sink or Swim Approach?

• Teachers change jobs 4 more often than
  professionals in other careers.

Ingersoll, R. M. (2002). The teacher shortage
A case of wrong diagnosis and wrong prescription.
NASSP Bulletin, 86, 16-31.

• More than 25 of teachers throughout the nation
  are age 50 or older.

National Teacher Recruitment Clearinghouse.
(2003). A guide to todays teacher recruitment
challenge. Belmont, MA Author. Retrieved
September 29, 2003, from http//www.rnt.org.
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What is the Cost of the Turnover of Texas
Teachers?

• Costing taxpayers
• Student learning

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What is the Cost of the Turnover of Texas
Teachers?

• Texas schools spend between 329 million and
  2.1 billion on recruiting, hiring, and training
  new teachers each year. After three years, 43
  of Texas beginning teachers had left the
  profession, with a turnover cost between 81
  million and 480 million.
• Texas Center for Educational Research. (2000).
  The cost of teacher turnover.
• Austin, Texas Author. Retrieved August 14, 2006,
  from
• http//www.tcer.org/tcer/publications/.

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What is the Cost of the Turnover of Texas
Teachers?

• Student Achievement
• Particularly, schools where the turnover rate
  is consistently high
• Inner-city schools
• Rural schools
• Schools with a high percentage of students from
  low socio-economic backgrounds

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What Is the Relationship Between Mentoring,
Professional Development, and Teacher Quality?

• The most important factor in student achievement
  is the quality of the teacher.
• Quality is defined as a teachers expertise
  ability to communicate his/her expertise in
  class and technique in assessing student work,
  both orally and in writing.

Darling-Hammond, L. (1997). What matters most
Investing in quality teaching. New York
National Commission on Teaching Americas
Future.
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What Is the Relationship Between Mentoring,
Professional Development, and Teacher Quality?

• Only when students have teachers who have
  received training in effective teaching practices
  does student achievement increase.

Wenglinsky, H. (2000). How teaching matters.
Princeton, NJ Educational Testing Service.
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Different Mentoring Models

• District and university partnerships
• University 5th-year extensions
• Certification and licensing
• Beginning teachers receive special attention for
  linking performance to high standards for
  students.

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Planning, Implementing, and Maintaining a Quality
Mentoring Program

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Planning, Implementing, and Maintaining a Quality
Mentoring Program

• 1. A standards-based system
• Gathering data
• Building commitment
• Building the implementation infrastructure

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A Standards-Based Induction System

1. Performance Standards make explicit the
   expectations for beginning teacher performance
2. Program Standards make explicit the qualities
   of effective induction programs

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JOHNSON COUNTY PUBLIC SCHOOLSRevised Teacher
Induction Program Plan

• Goal JCPS will retain quality teaching staff.
• Objective
• 1. JCPS will provide a comprehensive induction
  program that will support an increase in student
  achievement.
• Strategies
• 1.1 Provide a 3-day orientation experience for
  beginning teachers prior to the beginning of each
  school year.

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Gathering Data

• Demographic data
• Process data
• Perceptual data

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Building Commitment

1. Identify key stakeholders
2. Plan group procedures
3. Develop vision and mission statements
4. Determine the elements of a quality induction
   program
5. Formalize district support

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Elements of a Quality Induction Mentor Program

1. New employee orientation
2. Professional development
3. Mentoring
4. Reciprocal classroom observations
5. Training
6. Formative assessment
7. Peer support groups
8. Mentor support groups

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Building the Implementation Infrastructure

1. Project planning
2. Staffing and roles
3. Budgeting and financing
4. Programming for beginning teacher support
5. Communication
6. Accountability

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Teacher Mentoring Program

• Where are we now?
• Where do we want to go?
• What is your district and/or school doing?

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Teachers and Mentors Make It Happen