SCHOOL LEADERS: THE KEY TO SUCCESSFUL

INDUCTION

Victoria DuffMentor Training CoordinatorNJ Department of Education

609-292-0189Victoria.duff@doe.state.nj.us

The task of a leader is to get his/her people from where they are to where they have to be. Henry Kissenger

Reflections

• What skills do new teachers need to be successful?

• What supports will you put in place to help novice teachers become successful?

Mentoring - Induction• Mentoring

– An action– Assists

novice in making successful transition

– Experience is facilitated and guided

– Makes connections to realities of teaching

• Induction– A process– Program

over time– Targeted

professional learning

– Mentoring is a component

Why a Formal Mentor Program?

• Aligned to the CCCS and the Professional Standards

• Targeted Professional Development

• Provides access to communities of practice

• Supports the culture of the school

• Links pre-service instruction to actual practice

School Leader Responsibilities:

State Requirements• Inform new teachers about

the mentoring program• Select the mentors based

on district criteria• Match the mentors and

novice teachers• Respect the confidentiality

of the program• Contribute to ongoing

program evaluation

Additional Roles for School Leaders

• Encourage veterans to become mentors

• Schedule common planning time

• Support classroom observations between the mentoring pair

• Continue to be a resource• Understand all of the

components of mentor training

• Serve as the FIRST MENTOR of the novice

Quality Induction Programs

• All novice teachers are involved• Programs are comprehensive and

goals are clearly articulated• Mentoring is a minimum of one year• Mentors are qualified• High expectations are set for all

involved in the program• Considerations are made about

additional teaching loads for participants

• Support is ongoing for mentors and novice teacher through networking

• Provides data for ongoing improvement from program evaluation

Who Is Mentored?

• Those with a CE (Certificate of Eligibility) alternate route

• Those with a CEAS (Certificate of Eligibility with Advanced Standing)

• Special Education (CE or CEAS)

• Special Education (standard)• New to District

Effective teachers explain content to their students from different perspectives, respond accurately to their questions, plan lessons intelligently, qualify assertions appropriately, and choose wisely what to include, exclude, and emphasize in the curriculum.L.S. Schulman (1987) Harvard Education Review

Quality Teaching

• A professional norm– The standard– The model– The behaviors

What are the professional norms we wish to create for novice teachers?

The Professional Standards for Teachers

• A common language• A definition of the

knowledge, skills and dispositions for effective teaching

• A conversation tool• A self-assessment tool• A lens for the mentor to

view practice• A mirror for the novice to

view practice

The Professional Standards for Teachers

• Subject matter knowledge• Human growth and

development• Diverse learners• Instructional planning and

strategies• Assessment• Learning environment• Special needs• Communication• Collaboration and

partnerships• Professional development

A Mentor Is….

• Knowledgeable in the content

• Committed to the mentoring process confidentiality

• Knowledgeable in pedagogy• Articulates instructional

practices at high levels• Trained as a mentor

The Focus for Novice Teachers

• Teaching is a developmental process.

• Teaching must be assessed through self-assessment, formative assessment, and summative assessment.

• Teacher growth is constant when supports are in place.

• Teacher growth should be based on competencies, not deficits.

• Teaching must focus on high levels of student learning.

Mentor Needs

• The understanding of skill sets– Roles and responsibilities– Adult learning theory– Coaching– Communication skills– Problem –solving/ conflict

resolution skills– Formative assessment (non-

evaluative

• The understanding of professional standards

Novice Teacher Needs

• Transfer of knowledge from theory to practice

• Understanding of the demands of the profession

• Encouragement to ask questions

• Assignments linked to expertise

• Recognition that they are learning

Mentors and Novice Responsibilities

• Meet frequently to discuss challenges and successes

• Document meeting times• Make time for observation

of teaching and feedback of the observations

• Use reflection journals as a conversation tool

• Use the Professional Standards to develop teaching practice

School Leader Supports for Mentoring and Induction

• A welcome letter or call• A school orientation day with

the mentor• A curriculum packet• A full explanation of first

year activities and expectations

• An explanation of the Provisional Teacher Program

• Introductions to staff and special introductions on day one

Supports

• Remember what your first year was like

• Take care in placement• Provide novice focus

groups• Form professional learning

teams• Provide access to

professional learning resources

• Keep an open door policy

Formative Assessment in the Mentoring Program

• Provides an ongoing measurement of growth over time - strengths and weaknesses

• Provides the novice with evidence of student learning

• Provides objectivity through data

• Responsive to teacher needs• Supports collaboration• Creates a reflective and

inquiry based environment

Formative Assessment in Supervision

• 10 weeks – state required formative evaluation aligned to standards

• 20 weeks – state required formative evaluation aligned to standards

• 30 weeks – state required summative evaluation aligned to standards (leads to standard certification)