Professional Development and Mentoring for NJ Educators

New JerseyDEPARTMENT OF EDUCATION

Professional Developmentand Mentoring for

NJ Educators

Cathy Pine, Ph.D.Director, Office of Prof. Development

TLE Division, NJDOE

NJAFPA, October 23, 2014


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Agenda

Office Overview

What’s New: Teacher Mentoring

Role of the School Improvement Panel

What’s New: Professional Standards for Teachers


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TLE Division: Areas of Focus

Recruitment and Preparation

Licensure and Certification

EvaluationProfessional Development

Retention and Separation


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PD Office Focus•State-level policies and programs supporting

on-going professional growth and development of teachers and school leaders including:

Professional development requirements Standards for professional development Professional standards for teachers and school

leaders Induction and mentoring supports for new teachers

and school leaders• Key questions going forward: What are impacts of supports on educator effectiveness & student learning? What is the State’s role?


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Brief History of Educator Support Work in NJ •1998 -99– State teacher PD initiative launched; PTSB appointed•2001 – Teacher PD requirements implem.; initial PD stds adopted•2003 – Prof. Standards for Teaching and Leadership adopted; mentoring first required for novice teachers•2004 - PDAC for school leaders formed; mentoring toolkit introduced•2005 – School leader PD requirements implemented; mentoring for novice school leaders initiated•2006 – NJ Collaborative Prof. Learning Toolkit piloted•2007 – PD standards updated; school-level PD planning regs added•2009 – Collaborative PL partnership initiated; PLC initiative launched•2010 – NJ PD policies cited as exemplary in Stanford research study •2012 – TEACH NJ statute adopted; transformation taskforce report•2013 – PD regulations revised; PD standards updated• 2014 - Teacher mentoring regulations revised; professional teaching standards updated; PD policies reviewed by PD coached review working group ; State Committee on Professional Learning begins


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Current Work• District support on revised regulations for PD (2013) and teacher mentoring (2014)

•State PD requirements charthttp://www.nj.gov/education/profdev/topics/

•Guidance materials (SCIP handbook; revised mentoring toolkit and district mentoring plan template)

•Review of administrator mentoring programs

•Title IIA discretionary grant oversight: Using Formative Assessments to Improve Teaching and Learning

•Proposal to USDE to collect exploratory data on districts’ PD plans and PD implementation

http://www.nj.gov/education/profdev/topics/


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For More Information•Websites: http://www.state.nj.us/education/profdev/ http://www.nj.gov/education/AchieveNJ/scip/

•Email Help Line: [email protected]

•Office contact info: 609-943-4201 [email protected]@doe.state.nj.us

http://www.state.nj.us/education/profdev/

http://www.nj.gov/education/AchieveNJ/scip/

mailto:[email protected]




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Agenda

Office Overview





Induction = Programs and practices used to help beginning teachers become competent and effective professionals, including developing an understanding of local school, community and culture.

Mentoring = The predominant form of induction practice in which an experienced teacher provides dedicated support to a beginning teacher.

Vocabulary: Induction and Mentoring

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•Conditions of the beginning teacher’s workplace Full responsibility from day one - Novice teachers

perform the same work as veteran teachers Inequities in teaching assignments – Novice

teachers are frequently assigned to teach least proficient students

Lack of curriculum and other key resources Isolation - Teachers spend most of their time

physically apart from colleagues

Why We Need Systems of Beginning Teacher Support

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• Teacher turnover epidemic 20% of teachers leave the profession after

first year; 40-50% of new teachers leave the profession in first 5 years; cite poor support and working conditions, ineffective leadership

Each day, 1000 teachers leave the profession Each day, 1000 teachers change districts Nationally, billions of dollars are spent each

year to counteract teacher attrition

Reasons for New Teacher Support (cont.)

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• Introduction to culture and norms of the professional community

• Reduced isolation; increased emotional support

• Individual support and feedback on professional practice

• Improved confidence and job satisfaction• Improved instruction

Benefits of Induction for Beginning Teachers

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• Improved staff retention rates and reduced costs of teacher turnover

• Opportunities for experienced staff to provide leadership and strengthen their own practice

• Improved professional community, collaboration and organizational stability

• Improved teaching performance leading to improved student learning

Benefits of Induction for School/District

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High Quality Induction Is a Good Investment

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Investing in high quality induction

More effective practice; more organizational stability

Improved student achievement


Impetus for change - to align with:• TEACH NJ requirements/language• Revised PD regulations• Research and best practices

Intent of revisions:• Specify baseline supports for all non-tenured teachers (not just

novice)• Maintain accountability but reduce district reporting burden• Build in flexibility for district design and implementation• Update the vocabulary and organization of current regulations

Key areas addressed: •Mentoring support•Mentor selection•Mentor training•District accountability for implem.; mentor payment process

Revised NJ Mentoring Regulations: May 5, 2014

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•Supports added for experienced teachers new to a district

Via extensive district orientation and individual supports organized through the PDP process based on levels of preparation and experience

•Continued 1-1 supports for novice teachersFor full academic yearIncludes guided self-assessment on district eval.

instrumentAlternate route teachers meet with mentor at least once

per week for first 8 weeks; support linked to teacher prep curriculum

Traditional route teachers meet with mentor at least once per week for first 4 weeks

Mentors keep logs of contact time

Mentoring Support

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•Mentors must receive an effective or highly effective rating on district evaluation rubric after 2014 ratings are compiled

•Mentor must have completed three years of full-time teaching experience, two within the past five years

•Mentor may not serve as mentee’s direct supervisor or conduct teacher evaluations

•Mentor training curriculum must include: district evaluation rubric; classroom observation skills; facilitating adult learning; leading reflective conversations about practice; CCSS; NJ professional teaching standards

Mentor Selection and Training

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•CSA responsible for creating the mentoring plan•District board of education reviews for fiscal impact•CSA/superintendent submits annual statement of

assurance (SOA) to County Office•Non-publics submit annual SOA to Provisional

Teacher Program Office/Licensing•Plan is kept in district•Plan shared with each School Improvement Panel

(ScIP)•Mentor logs submitted to central office•Central office mediates mentor payments

District Level Implementation and Accountability

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•ScIP oversees implementation of district mentoring program at school level, keeping in mind confidentiality concerns

School Level Implementation and Accountability

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Districts should:• Revise their mentoring plans to align with new regulations,

particularly to ensure the proper orientations are in place for experienced teachers new to the district

• Submit SOA to county office (SOAs were due July 1)• Share district plan with School Improvement Panels and discuss

how ScIPs can support it at the building level• Create a mentor contact log sheet ,a process for collecting these

in central office, and a process for paying mentors(No paid mentors are required for experienced first-year

teachers new to the district) Identify or create mentor training activities

Going Forward

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Schools should:• Create a climate of support and collaboration• Determine how ScIPs will support the mentoring program• Ensure each provisional teacher receives a 1-1 mentor and is

registered with the Provisional Teacher Program• Ensure new teachers have an individual PD plan• Ensure mentors’ needs for resources and contact time are met• Ensure other requirements of Provisional Teacher Program are

met

Going Forward

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Agenda

Office Overview





• Identifies mentoring, evaluation and professional development as elements needed to assure educator effectiveness

• Requires PD for teaching staff members through an individual PD plan

• Creates the School Improvement Panel (SCIP) with responsibility for oversight of teacher mentoring, recommending PD opportunities and ensuring that evaluations are implemented

• Requires a corrective action plan and additional PD for struggling teaching staff members not meeting performance standards in summative performance evaluation

• Requires all new first-year teachers to be mentored in a research-based program that is based on professional standards for teachers

TEACHNJ Act Emphasizes Support and Growth

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• Will the ScIP be expanded to include more teachers? (teachers must make up at least 1/3 of the committee)

• What is the ScIP’s relationship to the school-level PD committee (if one still exists)?

• What is the ScIP’s relationship to the district-level DEAC?• How will the principal share necessary data and information

with the ScIP while respecting confidentiality concerns?• How will this committee have powerful conversations about

teacher support and growth while respecting the confidentiality of individuals?

Important ScIP Considerations

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ScIP should:• Review aggregate mentorship, evaluation and professional

learning data to make informed program improvements• Promote organized, transparent communication

ScIP should not:• Allow teachers to conduct observations without approval

from local representation• Examine evaluation or mentorship data at the individual

teacher level

What the ScIP Should and Should Not Do

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•Identify PL learning needs:Analyze aggregate evaluation data according to the

observation instrumentUse needs assessments, surveys, emails, other staff input

•Create plans for implementing the necessary activities and supports

Short-term PL activitiesLong-term PD planning

•Support the principal in developing the school-level PD plan and revise as necessary•Review the NJ Standards for Professional Learning to ensure

that the PL is of high quality

How the ScIP Can Support Professional Learning

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•Identify new teachers in building, be accessible and serve as source of information and encouragement•Ensure that each new teacher has a PD plan - the mentor can

assist in developing this• Identify the critical needs of new teachers

Analyzing aggregate evaluation data according to the observation instrument Surveys or emails to get feedback from new teachers

•Ensure that teachers who are hired later in the year receive appropriate training and support•Support mentor teachers by helping to arrange scheduling

and substitutes; ensuring they have necessary training and resources

How the ScIP Can Support the District Mentoring Program

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Agenda

Office Overview





Updated NJ Professional Teaching Standards: May 5, 2014

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“These Model Core Teaching Standards articulate what effective teaching and learning looks like in a

transformed public education system – one that empowers every learner to take ownership of their learning,

that emphasizes the learning content and application of knowledge and skill to real world problems, that

values the differences each learner brings to the learning experience,

and leverages rapidly changing learning environments by recognizing

the possibilities they bring to maximize learning and engage

learners.” (InTASC Model Core Teaching

Standards, CCSSO, 2011)

Impetus for change• Previous standards 10 years old

• Implement recommendation from the 2012 NJ Transformation Task Force that standards should reflect new national standards

• Align with cooperative national effort that created the revised InTASC “Model Core Teaching Standards” (released in April, 2011)

• Align standards with all parts of our effectiveness system – evaluation practice instruments and pre-service accreditation standards


Overview of 2014 NJ Professional Teaching StandardsPrevious Standards (2003) New Standards

Adapted from INTASC (Interstate New Teacher Assessment & Support Consortium) national standards to reflect NJ priorities and statutory requirements

Adapted from 2011 InTASC (Interstate Teacher Assessment & Support Consortium) Model Core Standards to reflect NJ priorities and statutory requirements

Focus is on professional practice of new teachers

Focus on professional practice across the continuum of teacher development

Reflect knowledge, performances and dispositions teachers need to support student learning

Reflect knowledge, performances and dispositions teachers need to be effective in supporting all students to be college- and career-ready and to implement the Common Core State Standards

Incorporate an evidence-base on effective practice

Incorporate updated and most current evidence-base on effective practice

Not explicitly aligned with approved evaluation teacher practice instruments

Align with approved evaluation teacher practice instruments; pre-service accreditation standards

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Organization of 2014 NJ Professional Teaching Standards Previous Standards (2003) 2014 Standards

Specify Knowledge, Dispositions & Performances under each standard

Specify Performances, Essential Knowledge, & Critical Dispositions under each standard

Std 1: Subject Matter KnowledgeStd 2: Human Growth and DevelopmentStd 3: Diverse LearnersStd 4: Instructional Planning and StrategiesStd 5: AssessmentStd 6: Learning EnvironmentStd 7: Special NeedsStd 8: CommunicationStd 9: Collaboration and PartnershipStd 10: Professional DevelopmentStd 11: Professional Responsibility

The Learner and Learning (Stds 1-3) Std 1: Learner Development Std 2: Learning Differences Std 3: Learning EnvironmentsContent (Stds 4-5) Std 4: Content Knowledge Std 5: Application of ContentInstructional Practice (Stds 6-8) Std 6: Assessment Std 7: Planning for Instruction Std 8: Instructional StrategiesProfessional Responsibility (Stds 9-11) Std 9: Professional Learning Std 10: Leadership and Collaboration Std 11: Ethical Practice

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Updated Standards: Key Themes

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Key Themes Rationale

Students’ application of knowledge and skills

Teachers need to support students in acquiring 21st century skills and meeting more rigorous content standards by designing learning opportunities which incorporate the use of high-order skills to solve real-world problems

Personalized learning for diverse learners

Teachers must be able to customize learning for students with a range of individual differences

Assessment literacy Teachers must have the skills to develop a range of assessments and to use assessment data to improve instruction

Collaborative professional culture

Teachers, administrators and others share responsibility for student learning; teaching is not done in isolation.

Teacher leadership Teachers must actively investigate and share new ideas to advance the profession; teachers advocate for student needs.


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Student Success

Growth Opportuniti

es & Supports

High Quality

Instruction &

Leadership

Educator & System

Accountability

Core Teaching

Standards

Professional Developme

nt Standards

Common Core State Standards

for Students

Data Standards

School Leader

Standards

Connecting the Education Workforce Dots


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For More Information•Websites: http://www.state.nj.us/education/profdev/ http://www.nj.gov/education/AchieveNJ/scip/

•Email Help Line: [email protected]

•Office contact info: 609-943-4201 [email protected]@doe.state.nj.us

http://www.state.nj.us/education/profdev/

http://www.nj.gov/education/AchieveNJ/scip/




Professional Development and Mentoring for NJ Educators

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