Connecting Early Career Teacher Mentoring to Classroom Success

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Connecting Early Career Teacher Mentoring to
Classroom Success
Presented by Dr. Kent Runyan Dr. Marilyn
Dishman-Horst Dr. Howard Smith Dr. Robin
Dexter PITTSBURG STATE UNIVERSITY Kansas
Association of School Boards 91st
Conference Wichita, Kansas December 2008
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The American public school is facing a major
hurdle! There will not be enough qualified
teachers to teach in our classrooms!
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• Teacher Turnover Rates
• Nationally, 16 of all teachers change jobs
  each year
• 8 of all turnover is caused by teachers who
  move between schools.
• 8 is caused by teachers who leave the
  field.
• (Changed professions 4 Retired 2 Other
  2).
• 16.3 of Kansas teachers turnover each year
• (7 move between schools 9 leave the field -
  retired 2.0)

Source National Center for Education
Statistics, The Condition of Education,
2005. Source Kansas Legislative Post Audit,
School Districts Performance Audit Report, 2006
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• Teacher Turnover Rates
• Nationally, 33 of all beginning teachers
  leave within 3 years.
• 37 of all Kansas teachers leave the field
  within 5 years
• 42 of all Kansas teachers leave the field
  within 7 years

Source National Center for Education
Statistics, The Condition of Education,
2005. Source Kansas Legislative Post Audit,
School Districts Performance Audit Report, 2006
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• Teacher Turnover Rates
• Nationally, 25 of all teacher attrition is
  from retirees
• The percentage of teachers who are eligible
  to retire is increasing.
• 51 of all Kansas teachers are over 45 years
  of age
• 34 of all Kansas teachers are over 50 years
  of age
• 24 of all Kansas teachers will be eligible
  to retire in the next 5 years

The number of teachers eligible to retire will
continue to increase and will likely worsen the
teacher shortage.
Source National Center for Education
Statistics, The Condition of Education,
2005. Source Kansas Legislative Post Audit,
School Districts Performance Audit Report, 2006
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• Teacher Turnover Rates
• Nationally, the number of potential new teachers
  is not significantly increasing.
• In Kansas, the number of students earning
  bachelors degrees in education has increased
  only slightly over the past six years
• 1,200 in 1999 to 1,347 in 2005
• Total turnover for 2005 was 5,380 with 2,574
  moving between schools leaving a demand for
  2,806.

Source National Center for Education
Statistics, The Condition of Education,
2005. Source Kansas Legislative Post Audit,
School Districts Performance Audit Report, 2006
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• Teacher Turnover Rates
• Nationally, present shortages of qualified
  teachers exists for certain subjects.
• Nationally, 12 of all teachers are teaching
  subjects they are not qualified to teach.
• Vocational education (37), Math (14),
  Science (10) and English (6) are the most
  problematic.
• In Kansas, teacher shortages are worst in
• Special education (17), Foreign Language
  (11), Vocational Education (10), Science (9),
  Math (7)

Source National Center for Education
Statistics, The Condition of Education,
2005. Source Kansas Legislative Post Audit,
School Districts Performance Audit Report, 2006
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• Extent of Teacher Shortages
• Nationally, the present teacher shortage is
  characterized primarily by teachers who teach out
  of field rather than actual vacancies.
• For example, in Kansas (2004-05 ) only 5.4
  of all positions were filled by a out-of-field
  teacher where only .5 were left vacant.

Source National Center for Education
Statistics, The Condition of Education,
2005. Source Kansas Legislative Post Audit,
School Districts Performance Audit Report, 2006
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• Extent of Teacher Turnover
• Nationally, schools in high poverty areas have
  greater turnover and thus a higher proportion of
  positions to fill.
• The annual turnover rate for high-poverty
  schools is 20 compared to 13 to low poverty.
• In Kansas, the annual turnover rate for
  high-poverty schools is 22 compared to 14 to
  low poverty. In Kansas, retirement and spousal
  relocation were main reasons for leaving.

Source National Center for Education
Statistics, The Condition of Education,
2005. Source Kansas Legislative Post Audit,
School Districts Performance Audit Report, 2006
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Teacher Shortage Conclusion As the teaching force
continues to age and the number of teachers who
are eligible to retire continue to grow, demand
will continue to increase. Unless we
are able to attract new teachers or retain
current teachers, the pending growth in
retirement is likely to exacerbate the current
teacher shortage.
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Teacher Shortage Conclusion Mandating a
mentoring program is considered one of the most
beneficial practices for retaining teachers. A
quality mentoring program is one of the most
often-cited strategies to retain teachers and has
shown positive successFramework for Supporting
Teachers (Thibodaux, LA) 88 over 3 yearsNew
Teacher Project (Santa Cruz, CA) 95 over 12
yearsPathways to Teaching Careers (Savannah,
GA) 100 over 5 yearsTeacher Induction Program
(Corpus Cristi, TX) 100 over 5 yearsSource
Teacher Isolation How Mentoring Can Help by
K.L.Heider
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Kansas Early Career Teachers Academy The Academy
is one of the oldest and largest collaborative
teacher induction programs in Kansas. The
program has evolved over the past twelve
years. A collaborative effort
with Pittsburg State University USD 250 and USD
246, 248, 404, 447, 493, 499 Southeast Kansas
Special Education Interlocal 637
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Structure Year-Long Meetings

• Both Early Career Professionals and Mentors
  participated in
• Eight Monthly Seminars
• Weekly School Interactions
• Concluding KSDE Conference
• Graduation Banquet

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Structure Monthly Meetings - Food, Food, Food

• Food is served at every session. This helps set a
  professional atmosphere and gives time for
  interaction.

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Structure Year-End Conference

• To conclude the year, both the mentor and early
  career professional are invited to attend the
  KSDE Conference in Wichita.

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Structure Year-End Conference
During the conference, mentor and mentee room
together and select the sessions they want to
attend. In the evening they attend an Academy
symposium.
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Structure Year-end Graduation Banquet
To end the year, the Academy hosts a graduation
banquet where certificates of completion are
given and mentees share what they learned about
teaching.
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Structure Trainers

• The program trainers include
• Dr. Kent Runyan, Mentor Trainer
• Dr. Rozanne Sparks, 1st year, 1st year Early
  Career Trainer
• Dr. Marilyn Dishman-Horst, 2/ 3rd year, Early
  Career Trainer
• Mrs. Amanda Hill, Program Coordinator

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• Structure Participants
• Early Career Teachers (First through third year)
• Early Career Teachers (Post tenure requesting
  peer assistance)
• Early Career Special Education Professionals
  (First through third year)
• Early Career Special Education Professionals
  (Requesting peer assistance)
• Classroom Mentors
• Selected for
• positive attitude
• proximity
• discipline/grade similarity
• instructional proficiency

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Structure Stipends and College Graduate Credit

• Three hours of graduate college credit is made
  available to all participants during the spring
  semester.
• Local school districts pay a 300.00 to 1,000.00
  stipend to serve as a mentor.

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Structure Participant Fee Funding

• School district cost is 900.00 per Mentor/Early
  Career Teacher and covers materials, seminar
  dinners , trainer speaker stipends, hotel
  rooms, and banquets.
• Individual school districts will be responsible
  for KSDEs Wichita conference registration fee,
  substitute costs, and travel.

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Structure Confidentiality Agreement

• With each early career professional and mentor, a
  Confidentiality Agreement is signed to clearly
  understand that no activity will be used for
  formal performance assessment in contract renewal
  or dismissal.

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Structure No Fault, Easy Out Policy Form

• A No Fault, Easy Out Policy Form is also signed,
  if needed, to allow for a process to change the
  early career/mentor assignment.

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Structure Collaborative Professional
Development Plans

• With each early career professional and mentor, a
  Collaborative Professional Development Plan is
  used to focus classroom activities each semester.
  Each plan outlines objectives, planned
  activities, intended timeline, and verification
  documentation.
• Types of CPDP Objectives
• Knowledge What you want to know that you did
  not know before?
• Application What you want to do that you did
  not do before?
• Impact How do you want to change student
  performance or classroom?

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Structure Electronic Communication

• All Academy participants are linked through the
  Internet by email. Here, all early career
  professionals and mentors will have access to
  each other on a daily basis through emails. At
  times, questions will foster diverse discussion
  and updated information will be made available.

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Goals and Materials Early Career Teacher Goals

• The program is open to all 1st, 2nd and 3rd year
  professionals and focused on
• Increasing Student Achievement
• Improving Instruction and Management
• Socializing Professionals to the School Culture
• Reducing Isolation for New Professionals
• Retaining Professionals with Long Term Potential
• Developing Collegiality Among Professionals

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Goals and Materials Early Career Materials

• Found in the Early Career Training Manual the
  professional materials include such items as
• Course Syllabus
• Orientation Checklist
• Activity Time Line
• Teaching Styles
• Parent Conferencing
• Management Strategies
• Kansas Performance Assessment Materials
• Local USD Professional Development Initiatives

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Goals and Materials Classroom Teacher Topics
Throughout the years, various instructional
leaders covered important educational topics tied
to local school initiatives and common beginning
teacher concerns

• School and Community Orientation
• Effective Parent Professional Conferences
• Student Learning Styles
• Classroom Management Strategies
• ESOL Strategies
• Positive Discipline
• High Expectations for Every Child
• IDEA and the Classroom Teacher
• The Internet for Effective Lesson Planning
• National Board Certification
• Ending the Year Right

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Goals and Materials Special Education Topics
Throughout the years, various instructional
leaders covered important educational topics tied
to special education concerns

• What It Is Like To Be Handicapped
• Positive Behavioral Support
• Attachment Disorders
• Adapting Curriculum
• IDEA and Legislation
• Autism Update
• SEKSEC Structure and Personnel
• Compliance Issues
• IEPs and Behavior Plans
• Accommodations and Modifications
• Parent Professional Conferences
• Special Education Internet Sites

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Goals and Materials Mentor Goals

• Mentors were trained and expected to
• Conceptualize the general characteristics, needs,
  concerns, and expectations of the beginning
  professional.
• Interact and communicate in a non-threatening ,
  supportive manner.
• Assess specific classroom needs using checklists,
  assessment instruments, and personal conferences.
• Analyze, focus, and support specific classroom
  needs using peer coaching techniques.
• Use data collection instruments in observing
  class activities.
• Incorporate the personal, professional, and
  personality needs of the beginning professional
  into activities and interactions.
• Implement developmental activities that will
  offer additional knowledge, skills, and attitudes
  for successful teaching performance.
• Serve effectively as a developmental mentor who
  can provide an orderly, personalized transition.

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Goals and Materials Mentor Materials
Found in the Mentor Training Manual the
professional materials include such items as

• The Mentorship
• Why Become a Mentor
• Characteristics of Beginning Professionals
• Mentor Communication Activities
• Mentor Characteristics
• The Mentorship Manual
• Orientation Checklist
• Activity Time Line
• Conferencing and Coaching Guidelines
• Teaching and Learning Styles Instruments
• Classroom Data Collection Instruments
• Video-taping Guidelines
• Kansas Performance Assessment Guidelines
• National Board Certification Portfolio Material

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Goals and Materials Mentor Training Topics
Throughout a three year span, various training
topics will be covered

• Characteristics and Stages of Beginning Teachers
• Characteristics of Growth - Oriented Mentors
• Assessing Professional Needs
• Assessing Teaching Styles
• Using the Internet for Mentoring Ideas
• Bringing About Change in Adults
• Coaching Another Professional
• Rogerian Counseling
• Classroom Observation Instruments
• Using Video-taping to Help a Beginning Teacher
• National Board Certification

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Theoretical Framework Stages of Development
As beginning teachers move through their first
several years of teaching, they seem to generate
concerns in a developmental sequence, even though
there are identifiable situational differences.
If left unexplored, these concerns could
ultimately become dysfunctions which could
influence their personal and professional life
and stagnate their continued development.
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Theoretical Framework Stages of Development

• Establishing Structures
• (Survival)
• Acquiring supplies and establishing room layout
• Knowing school policies, norms and culture
• Building collegial staff relationships
• Establishing classroom procedures and routines
• Setting rules and reinforcing them to gain
  respect of students
• Expanding subject matter knowledge
• Lesson planning for high time on task
• Coping with evaluation, others opinion, and fear
  of failure
• Knowing parents and opening lines of communication

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Theoretical Framework Stages of Development

• Developing the Science of Teaching
• (Mastery)
• Using various models of teaching correctly
• Acquisition of innovative techniques, activities,
  and ideas
• Asking classroom questions effectively and
  providing review
• Providing timely assignment feedback and
  furnishing justification
• Clear direction giving, illustration, and
  transitions
• Identifying learning styles, characteristics, and
  needs of class
• Providing sponge activities to keep students busy
• Managing time pressures

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Theoretical Framework Stages of Development
Developing the Art of Teaching (Impact)

• Being novel, vivid, and varied in teaching
  strategies
• Achieving equity in monitoring, questioning and
  feedback
• Showing high expectations for every student
• Striving to meet the individual academic,
  emotional and social needs
• Developing consistency in enthusiasm, fairness
  humorous disposition
• Being a role model who shows empathy, warmth, and
  respect

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Theoretical Framework Stages of Development
The Academy takes the orientation that for
long-term improvement to occur one must first see
a need and have a desire to improve.
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Theoretical Framework Stages of Development
The TNAQ tracks the developmental needs of the
Academys early career professionals throughout
the years.
It was statistically refined from 112 teaching
skills associated with mastery teaching.
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Theoretical Framework Stages of Development
The TNAQ analysis can highlight individual and
class perceived needs.
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Theoretical Framework Stages of Development
The TNAQ can also identify developmental stages
and important interest areas. Levels of stress
are measured from -3 to 9.
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Theoretical Framework Stages of Development
If given at the same time, groups of teachers can
be compared.
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Theoretical Framework Stages of Development
Runyan and Sparks, (2002) Do Traditional Four
Year College Training, Teacher Induction, and
Alternative Certification Programs Create
Different Teachers. A paper presented at the
2002 AACTE conference, New York.
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Theoretical Framework Stages of Development
If given at different times throughout the first
couple years, the TNAQ can show movement through
the stages.
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?? Questions ??

• In this collaborative effort there are specific
  benefits for
• A. Pittsburg State University
• the school districts
• early career teacher
• D. mentor

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Visit our website for more information http//www
.pittstate.edu/curin/faculty/kectacademy.htm Conta
ct us
Dr. Charles Kent Runyan, Mentor Trainer, 117-C
Hughes Hall, Professor, Department of Curriculum
and Instruction, Pittsburg State
University, Telephone [phone] E-mail
krunyan_at_pittstate.edu Dr. Rozanne Sparks, Early
Career Trainer - Kansas Performance
Appraisal, 110 Hughes Hall, Director of Teacher
Education, Pittsburg State University, Telephone
620-235-4488 E-mail rsparks_at_pittstate.edu Dr.
Marilyn Dishman-Horst, Early Career Trainer,
117-E Hughes Hall, Assistant Professor,
Department of Curriculum and Instruction, Pittsbur
g State University Telephone [phone]
E-mail mdishman_at_pittstate.edu Dr. Robin Dexter,
Assistant Superintendent USD 250 510 Deill, Bevin
Education Center Pittsburg, KS 66762 Telephone
620-235-3106 E-mail rdexter_at_usd250.org