Comprehensive Induction Gail

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New Teacher

InductionWhat MCPS Administrators

Need to Know


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What is Teacher Induction?

The purpose of a new teacher induction

program is to improve the capacity of

schools to attract, induct, and retaintalented, enthusiastic, and dedicated

teachers.


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Why Do We Need Induction?

Teacher attrition is a problem with a number ofimplications, not the least of which is the teachershortage.

Most of teacher attrition is a result of factors such as:inadequate pay, lack ofadministrative support, poorworkplace conditions, student related issues, lack ofcollegiality with peers, low morale, and amount of timerequired for the paperwork involved(Bickmore, D. L.,

Bickmore, S. T., & Hart, L, 2005).


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Almost half of all new teachers leave the profession within

thef i rst f iv e years, creating a difficult model where more

teachers leave the teaching profession compared to teachers

entering the profession (Ingersoll & Smith, 2003).


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Comprehensive Induction

Comprehensive Induction in MCPSprogram includes: New Educator Orientation

Mentor Program

Support teams (i.e. staff development teacherand consulting teacher)

Courses and Workshops for beginningeducators

Courses and Workshops for mentors

Evaluation


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What the Research Says

Comprehensive induction proves most effective at keeping goodteachers in the classroom. Studies demonstrate that newteacher turnover rates can be cut in half throughcomprehensive induction: a combination of high-quality

mentoring, professional development and support, scheduledinteraction with other teachers in the school and in the largercommunity, and formal assessments for new teachers duringat least their first two years of teaching.

- T. Smith and R. Ingersoll.(2004)


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Impact of Sustainable InductionPrograms

Improved teacher retention and successful

induction programs save districts money (cite

New Teacher Center, Villar, Measuring the

Benefits and Costs of Mentor-Based Induction. Improved teacher retention and successful

induction programs ensure increased levels ofstudent achievement (Tapping the Potential,

2004).


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The individual achievement of children is

highly dependent on the effectiveness of

the teacher, and the impact of ineffectiveor unqualified teachers across years

dooms children to instructional losses that

cannot be regained.


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Administrators Role in Induction

Recruiting, hiring and supporting

teachers as they learn how to teach wellare at the heart of a principals job.

Nothing is mo re impor tant.Lynn Stuart, Principal, Cambridgeport School, Cambridge, MA


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Administrators Role in Induction

The effectiveness and success of an induction

program has a great deal to do with the support,

nurturing, modeling, and enthusiasm of school

and district administrators. Administrators set thestandard for the level of commitment that is made

to ensuring that new teachers are successful and

that those who support new teachers are given

the time and resources that are needed.

Beyond Mentoring, Jon Saphier


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What COMAR Says

The comprehensive induction program (law rightnow says shall provide) annual training forprincipals, assistant principals, and school-based

professional development staffto familiarize themwith the factors that contribute to teacher attritionand retention, the learning activities and schedulefor induction program participants, the role ofmentors and expectations for supporting mentors'work in schools, and the importance of school-level coordination of support for new teachers.


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What Administrators Can Do at theSchool Level to Support Induction

Become knowledgeable about the induction program and tofactor the needs of the program into decisions made at theschool such as scheduling, class assignments, etc.

Select mentors for new teachers from a pool of veteran

teachers who have been trained as mentors Make the matches between mentors and new teachers taking

into consideration grade level, subject matter, proximity, andpersonal style

Respect the confidentiality of the mentor-new teacherrelationship

Provide and protect mentor-mentee time for planning,observing, and conferencing


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What Administrators Can Do at theSchool Level to Support Induction

Inform prospective teachers about the inductionprogram and its requirements

Coordinate an orientation program for new

teachers and other hospitality events for newteachers

Build an active support team around eachbeginning teacher

Model professionalism and support for the

program Participate in all phases of an on-going

assessment of the induction program


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Class Placement and Scheduling

School leaders are encouraged to participate directly so

that new educators are assigned students and classes

that are appropriate to the beginner status. This

means, bluntly, administrators must make sure thatnew teachers do not get:

Stripped down classrooms

Large classes

Difficult students

Many preparations for the day

A heavy load of extracurricular assignments


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Class Placement and Scheduling

It also means that new teachers DO get

schedules that allow for:

Common planning time with their mentors forconferencing and other meetings

Opportunities to observe and be observed by

their mentors


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Providing and Protecting Mentor-Teacher Time Together

Excuse beginning teachers from committee assignments tothe maximum degree possible so they can concentrate onthe all-important first year task of learning their curriculumand how to teach

Limit the committee assignments of mentors so they canfocus on their mentee

Create a schedule that provides common planning time formentor and mentee

Provide mentors time at faculty meetings to report on theirinvolvement in the program and encourage other teachers tonetwork with their beginning teachers


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Fostering Instructional DevelopmentThrough Formative Assessment

Facilitate novices' participation in professional developmentopportunities

Provide opportunities and incentives for all teachers to worktogether

Provide opportunities for novices to gather and work together

Protect planning time for new teachers

Visit novices' classrooms and provide feedback; help novicesset reasonable goals

Review lesson plans; offer instruction in teaching strategies Facilitate novices' observation of other teachers

Engage in ongoing professional dialogue with new teachers


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Providing Formative and SummativeEvaluation

Explain expectations and procedures at the beginning of theyear

Schedule observations in advance; provide new teacherswith copies of evaluation records

Use standards to guide your assessment Be positive but honest in your feedback; recognize novices

as beginners

Help new teachers set reasonable goals for their learning anddevelopment

Balance formal observations and conferences with informalobservations and feedback

Coordinate evaluation activities with induction and mentoringprogram


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Supervising and Evaluating NewTeachers

Provide feedback that is selective and tackledoable chunks

Avoid overkill in the early months of the beginning

teachers experience Be sensitive to the developmental needs of

beginning teachers

Focus on behaviors that reflect the deepest

beliefs about the capacity of all students to learnat high levels


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Supervising and Evaluating NewTeachers

Provide consistent and repeated messages that they shouldexpect good thinking and effective effort from all children

Ask open-ended questions that empowers the new teacherand allows them to examine their own behavior:

What exactly would be the next level of progress for him? What have you thought about doing differently?

Who might help you get some ideas?

Send the key messages: This is important.

You can do it. I wont give up on you.

Effective effort leads to achievement.


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Questions for Administrators to ThinkAbout

How do you help beginning teachers understand the cultureof the school?

How does an induction program fit into the culture of theschool?

How do you make yourself accessible when beginningteachers need to talk to you?

What are some specific things you do to help your first yearteachers feel more at ease and more comfortable in their newschool environment?

Do you try to place new teachers in a grade level similar tothat of their student teaching experience?


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Questions for Administrators to ThinkAbout

During the interview, do you mention anything aboutinduction or mentoring opportunities that the new teacher cantake part in?

Other than the formal observations throughout the year, do

you meet with your beginning teachers to discuss strengthsand weaknesses?

What do you believe are some of the unique needs of the firstyear teachers in your building and how do you meet thoseneeds?

What do you view as the most important role of the principal

in new teacher induction? Which of your actions do you believe are most effective for

your beginning teachers?


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MCPS Programs That Support Induction:New Educator Orientation (NEO)

New educators complete a formal orientation

program facilitated by staff of MCPS

Topics covered during NEO include:

Curriculum trainings and modules, by grade level and/or subject,that incorporate assessment practices, lesson planning design, and

classroom management strategies

Information regarding employee benefits

Workshop opportunities on classroom management, co-teaching,

cyberspace and online resource, stress and time management,special education and working with paraeducators

Information regarding benefits and contractual segments from

MCEA


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MCPS Programs That Support Induction:Onboarding

Onboarding is a business management

term used for the process of helping new

employees become productive members ofan organization. The concept behind

employee onboarding is best defined as a

systematic and comprehensive approach to

orienting a new employee to help them get"on board."


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Since 2010, new hires to MCPS participate in a

mandatoryonboarding course to introduce them

to the culture of our system.

By the end of the session new employees are

able to:

Explain the culture of MCPS,

Articulate the MCPS mission and vision,

Identify the values of MCPS, and

Describe the opportunities to grow in MCPS.


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Specific topics explored in the onboarding courseinclude: Past and current demographics

Our Call to Action

The Compact for Culture of Respect Red and green zone schools and support

7 Keys to College and Career Readiness

Embedded support

Professional Growth System (I really dont think that any of the

things in red are covered) Consulting Teachers

Mentors

Equity and Excellence


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Strategies That Support Induction:Orienting New Educators Just in Time Training

Just in time information is meted out to teachers on a schedule that tracks theirneed for the information.

School Schedule

Develop a school schedule and calendar that highlights the important dates forwhich teachers need to be prepared.

Policies

Provide introductions to district policies and procedures at the building level, asit is in the school that these policies and procedures are usually implemented.

Tour of Community

Organize a tour that points out the neighborhoods, the hangouts, parks, andother features that can be resources for the classroom. It is also important topoint out banks, drugstores, markets, and other sites that can be time-savers forbusy new teachers.


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Strategies That Support Induction:Orienting New Teachers Map

Provide a map of the school and give tours of the facilities. New teachersappreciate being informed about the resources of the new building that theymay want to use during the year.

Staff Social

Have a staff social before school starts. Provide each beginning teacher with adesignated host who will introduce them to other staff. Highlight the beginningteachers during the event.

Nametags

Have all faculty members wear nametags for the first two weeks of school tohelp beginning and veteran teachers get to know whos who, especially in big

schools.

Bulletin Boards

Put up bulletin boards with pictures of the new staffor all staff.


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Strategies That Support Induction:Enlisting the Whole Staff

The success of the beginning teacher is

the responsibilityo f al l staf f in thebui ld ing. No one mentor should have the

responsibility of meeting all of the needs of

his/her protg.Beyond Mentoring, Saphier


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All staff in the building should understand that they play anessential role in the success of the beginning teacher.

In a comprehensive induction program, we might see: Teachers opening their classrooms for observations and their file drawers

for curriculum materials that will be helpful to the beginning teacher Teachers conferring with the beginning teacher on strategies for meeting

the needs of specific students

Teachers sharing approaches to classroom management and discipline

Teachers sharing individual challenges with new teachers so they knowthey arent alone

Teachers attending a workshop to learn about the induction program

Teachers providing information about formal and informal policies,procedures and resources to beginning teachers

Structures, time, and leadership for these things to happen


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Ask faculty members to write on a card something in their teaching thatthey would be willing to share, demonstrate, teach to, or have a beginningteacher observe. Post these cards in the teachers lounge in the fall on abulletin board.

Encourage everyone to offer to share a practice, strategy, or a piece ofcurriculum. A few teachers may think they have nothing special to offer;others may feel too busy. Poke your head in the door some afternoon ofthose people who dont reply the first time, Hey, Jane, would be willing toshow one of our novices how you set up literature groups sometime nextfall?

During pre-service in August, ask veteran teachers to share student worksamples with beginning teachers that show a before and after snapshot ofwhat students can be expected to produce at the beginning and end of theyear.

Ask the PTA to arrange for someone to deliver a flower or congratulatorynote to each beginning teacher at the end of the first day for having gottenover the first big hurdle.


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Before school or in the early weeks of school, arrange for a gathering, sothe beginning teachers can get to know community members and theparents of their children. It is important to build bridges between beginningteachers and the community and to educate the beginning teacher aboutthe community, its culture, where things are, the local history, and theconditions in which their children live.

Ask each faculty member to write on a card the best teaching tip they evergot. Ask them to sign the card. Collect the cards in a basket and leave thebasket in the lounge. Rule: anyone can look at the cards but you cant takethe card away. If you read a card and it isnt clear to you what the personmeant, ask them.

Ask each faculty member to write down seven things they wish theydknown when they started teaching their first year. Have everyone say oneitem out loud as they do around the room. Collect the lists and have themtyped up, eliminating duplicate items. Pass them out at the next facultymeeting to kick off the continuing discussion of how everyone will take partin supporting the new teachers.


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Resources Available to SupportAdministrators

MCPS Resources PGS Reminders advertises mentor-mentee workshops

offered by the system

Websites http://www.montgomeryschoolsmd.org/departments/devel

opment/teams/programs/neo.shtm

http://www.montgomeryschoolsmd.org/departments/development/teams/programs/new_teachers.shtm

http://www.newteacher.com/pdf/CorwinGalley.pdf
http://www.montgomeryschoolsmd.org/departments/development/teams/programs/neo.shtmhttp://www.montgomeryschoolsmd.org/departments/development/teams/programs/neo.shtmhttp://www.montgomeryschoolsmd.org/departments/development/teams/programs/neo.shtmhttp://www.montgomeryschoolsmd.org/departments/development/teams/programs/new_teachers.shtmhttp://www.montgomeryschoolsmd.org/departments/development/teams/programs/new_teachers.shtmhttp://www.newteacher.com/pdf/CorwinGalley.pdfhttp://www.newteacher.com/pdf/CorwinGalley.pdfhttp://www.newteacher.com/pdf/CorwinGalley.pdfhttp://www.montgomeryschoolsmd.org/departments/development/teams/programs/new_teachers.shtmhttp://www.montgomeryschoolsmd.org/departments/development/teams/programs/new_teachers.shtmhttp://www.montgomeryschoolsmd.org/departments/development/teams/programs/new_teachers.shtmhttp://www.montgomeryschoolsmd.org/departments/development/teams/programs/neo.shtmhttp://www.montgomeryschoolsmd.org/departments/development/teams/programs/neo.shtmhttp://www.montgomeryschoolsmd.org/departments/development/teams/programs/neo.shtm


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Websites

http://www.newteacher.com/pdf/FourWaysToSupportNew

Teachers.pdf

http://www.newteacher.com/pdf/Bulletin0304Wong.pdf

http://www.ascd.org/publications/books/104138/chapters/

The-Principal's-Role-in-New-Teacher-Induction.aspx
http://www.newteacher.com/pdf/FourWaysToSupportNewTeachers.pdfhttp://www.newteacher.com/pdf/FourWaysToSupportNewTeachers.pdfhttp://www.newteacher.com/pdf/FourWaysToSupportNewTeachers.pdfhttp://www.newteacher.com/pdf/Bulletin0304Wong.pdfhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.ascd.org/publications/books/104138/chapters/The-Principal's-Role-in-New-Teacher-Induction.aspxhttp://www.newteacher.com/pdf/Bulletin0304Wong.pdfhttp://www.newteacher.com/pdf/Bulletin0304Wong.pdfhttp://www.newteacher.com/pdf/FourWaysToSupportNewTeachers.pdfhttp://www.newteacher.com/pdf/FourWaysToSupportNewTeachers.pdfhttp://www.newteacher.com/pdf/FourWaysToSupportNewTeachers.pdf


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Articles/Books Breaux, A., & Wong, H. (2003). New teacher induction: How to

train, support, and retain new teachers. Mountain View, CA:Harry K. Wong.

Britton, E., Raizen, S., Paine, L., & Huntley, M. (2000). Moreswimming, less sinking: Perspectives from abroad on U. S.teacher induction. Paper presented at the NationalCommissionon Mathematics and Science Teaching in the 21st Century, SanFrancisco.

Fulton, K., Yoon, I., and Lee, C. (2005). Induction Into LearningCommunities. Washington, DC: National Commission on

Teaching and Americas Future. Saphier, J., Freedman, S., and Aschheim, B. (2001). Beyond

Mentoring: Comprehensive Induction Programs.Massachusetts: TEACHERS21 (There is a much more recentedition of this book)


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Resources Available to SupportAdministrators Articles/Books

Smith and Richard Ingersoll, What Are the Effects of Inductionand Mentoring on Beginning Teacher Turnover?AmericanEducational Research Journal, 41, 2, Summer 2004).

Wong, J. K. (2001). Mentoring Cant Do It All: New teachers

learn best from systematic induction programs. EducationWeek.

Wong, H. (2003a). Induction programs that keep working. In M.Scherer (Ed.), Keeping Good Teachers.Association ofSupervision and Curriculum Development (ASCD). Available atwww.NewTeacher.com

Wong, H. (2003b). Induction: How to train, support, and retainnew teachers. Paper presented at the National StaffDevelopment Council, December 10, 2003. Available atwww.NewTeacher.com

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