National work Partners with states, school districts, and policymakers to design and implement program and policies that create sustainable, high quality mentoring and PD; Build leadership Capacity;Work to enhance teaching conditions;Improve retention; and Transform schools into vibrant learning communities where all students succeed. In 2011-12, NTC was present in 38 statesImplementing comprehensive induction programs in 16 districtsWork in IllinoisThe Joyce FoundationInform state policy on teacher induction and mentoringGuide the development of induction program standards and program toolsLead statewide induction program leadership network (Grand Victoria Foundation)Induction support – Chicago Public Schools
Participants will Gain a deeper understanding of the developmental needs of new teachersExplore the following questions:Does the state’s Performance Evaluation Reform Act provide sufficient, actionable feedback to strengthen new teachers’ practices?How can instructional feedback be provided to new teachers through evaluation systems as well as through aligned policy and program elements?
The “greening” of the teaching force1987-88 common teacher in US had 15 years of teaching experienceToday the typical teacher has spent just a single year in the classroomDisproportionate distribution of new teachersLow-income/low-achieving students are most likely assigned a beginning teachers
Anticipation - begins during the student teaching portion of preservice preparation. The closer student teachers get to completing their assignment, the more excited and anxious they become about their first teaching position. They tend to romanticize the role of the teacher and the position. New teachers enter with a tremendous commitment to making a difference and a somewhat idealistic view of how to accomplish their goals. Survival - The first month of school is very overwhelming. Despite teacher preparation programs, BTs are caught off guard by the realities of teaching. During the survival phase, most new teachers struggle to keep their heads above water. Although tired and surprised by the amount of work, first-year teachers usually maintain a tremendous amount of energy and commitment during the survival phase, harboring hope that soon the turmoil will subside.Disillusionment - Entered after six to eight weeks of nonstop work and stress. The intensity and length of the phase varies among new teachers. The extensive time commitment, the realization that things are probably not going as smoothly as they want, and low morale contribute to this period of disenchantment. BTs begin questioning both their commitment and their competence. Many new teachers get sick during this phase.Rejuvenation -The rejuvenation phase is characterized by a slow rise in the BT’s attitude toward teaching. It generally begins in January. Having a winter break makes a tremendous difference for BTs. Through their experiences in the first half of the year, BTs gain new coping strategies and skills to prevent, reduce, or manage many problems they are likely to encounter in the second half of the year. During this phase, new teachers focus on curriculum development, long-term planning and teaching strategies.Reflection - Begins in May and is a particularly invigorating time for first-year teachers. Reflecting back over the year, they highlight events that were successful and those that were not. They think about the various changes that they plan to make the following year in management, curriculum, and teaching strategies. The end is in sight, and they have almost made it; but more importantly, a vision emerges as to what their second year will look like, which brings them to a new phase of anticipation.
States are demanding greater accountability but flagging on their commitment to develop and support new teachersFew states have induction policies (2012)27 states required teacher inductionOnly 11 required 2 or more years17 states provided dedicated funding for induction and mentoringOnly 11 states provided funding to all of its school districtsEvaluation alone cannot sufficiently inform and accelerate new teacher development
Performance evaluation reform act (PERA)Signed 2010 by Governor Pat QuinnRequires annual evaluation of teachers and principals Based on standards of effective practiceObservations by trained evaluatorsincorporate student growth4 performance categoriesExcellent, Proficient, News Improvement or UnsatisfactorySenate Bill 7Enacted June 2011 Sets standard and rules for license suspension filling positions, tenure acquisition, reductions in force and layoffs and recall rights
2002 – state established a teacher induction mandate, “provided that funding is made available”Authorized at $1,200 per beginning teacher, never close2006-07 – State grant program for induction Peaked at $10 million in 2008-9 60 teacher induction/mentoring district or consortia 2008 – Illinois Standards of Quality and Effectiveness for Beginning Teacher Induction ProgramsApproved by Illinois State Teacher Certification BoardSets framework for the development of research-based induction program ISBE – Requires these standards for 35 RTT districts And is using the standards to revise the state’s induction grant rules 2010 – Illinois Induction Program ContinuumCompanion doc to the standardsDescribes program development across multiple levels – common language Support for Beginning Teachers in Illinois The state has lagged in its commitment to fund induction for new teachersState policy deems induction desirable, but optionalInduction support varies widelyEvaluation is misunderstood as a means to provide feedback and support to teachersInduction in IL is not a vehicle for instructional supportEnvisioned as a key element to strengthen educator effectiveness and student performance
Most district leaders think of induction as separate from evaluation.CCSSR & IERC(examples of districts that have made the connection)School District U-46 (Elgin)Niles Township High School District 219
New teachers should be held to the same teaching standards as experienced teachersTwo districts that have taken a different approach:ChicagoElgin
AIR -- An evaluation system must be Designed and implemented well to inform teacher learning and strengthen classroom practiceTied to standards and ensure that teacher performance is assessed against those standardsInformed by data from various sourcesInclude measures of student learning and growthA priority within the district with dedicated time, training and support for evaluatorsAn Evaluation system must be integrated with other processes that support growthSuch a system would includeOpportunities for ongoing conversations among teachers, peers, evaluators, instructional coaches and mentors about professional performance, data, and improvement Multiple observations per year (MET suggests 4) Multiple observers (MET) Pre- and Post-observation conferences Trained evaluators Actionable feedback Frequent Informal observations/formative assessment of new teachers
Key elements of Induction that improve practice Multi-year program Well trained mentors Mentors who are released from classroom duties Formative assessment that is aligned to the standards/expectations of the evaluation system Time for beginning teachers to work with mentors Common planning time with other teachers Ongoing communication and support from school leaders Reduced teaching load Recognizes the steep and unique learning curve of beginning teachers
Growth, Not Gotcha: Evaluating and Supporting Beginning Teachers
Growth, Not Gotcha:Evaluating and Supporting Beginning TeachersINTC 8th Annual Induction and Mentoring Conference February 26, 2013 Liam Goldrick Director of Policy Dalia Zabala Associate Director of Policy