Title: NEW JERSEY MENTORING FOR QUALITY INDUCTION: A Toolkit for Program Development
1NEW JERSEY MENTORING FOR QUALITY INDUCTIONA
Toolkit for Program Development
- Victoria Duff, Coordinator
- Mentoring for Quality Induction Initiative
- Office of Academic and Professional Standards
- New Jersey Department of Education
- (609) 292-0189 victoria.duff_at_doe.state.n
j.us - Linda Munger, Ph.D., Project Facilitator
- National Staff Development Council
- linda_at_mungeredu.com
2Welcome and Introductions
- Introductions
- Acknowledgments
- Introductions and preparation for working in
pairs or small groups during the session - Share name, district/school, position relevant to
a mentoring program (e.g., LPDC member, school
leader, district administrator, county
superintendent, DOE) - Reflection Remember your first teaching job.
- What helped you most?
- What hurt you most?
- What support do you wish youd had?
3Outcomes for the Session
- Participants will be able to
- Turn-key the information about the toolkit to
other LPDC members and other mentoring
stakeholders - Access information in the toolkit to align the
district mentoring plan with the state
regulations and New Jersey Professional Standards
for Teachers
4Norms
- Maintain focus on the purpose and content of the
toolkit - Engage in the activities
- Note issues and concerns to be addressed on index
cards - Take time to reflect on how this impacts your
mentoring program - Organize your questions around implementation of
the toolkit - Respect different points of view
5Overview of the Session
- Purpose of the session
- Agenda
- Review items on the agenda
- Examine folder titles and icons (O-2)
- Review Table of Contents
- Walk through Folder One
- Q A (e.g., use of index cards)
6Review of Table of Contents
- Overview
- Folder One Understanding Mentoring for Quality
Induction - Folder Two District Mentoring Plan The District
Mentoring Plan Development and Approval Process - Folder Three District Mentoring Plan Program
Evaluation Process
7Review of Table of Contents
- Folder Four Districting Mentoring Plan
Components of Mentor Training - Folder Five District Mentoring Plan Components
of Novice Teacher Training - Folder Six The School Leaders Role in Mentoring
in Quality Induction - Folder Seven Plan Approval and the Local Board
of Education - Appendices
8- Supporting new teachers is complex and
demanding work, and it involves learning skills
other than those that most classroom teachers
possess. It is critical, therefore, that we think
not only about what a new teacher needs to be
successful but also what a mentor teacher needs
to know and be able to do in order to support a
new teacher.
Moir and Gless, New Teacher Center _at_ UCSC
9Institutional Commitment Support
Program Vision
Induction Program Essential Components
Quality Mentoring
Professional Standards
Classroom-based Teacher Learning
New Teacher Center _at_ UCSC
10What is Induction?
- Phases of Teacher Development
- Period of Socialization Enculturation
- A Formal Program for Beginning Teachers
- Sources
- Sharon Feiman-Nemser, Opening Address,New Teacher
Center Research Forum, Jan. 2000. - New Teacher Center _at_ UCSC
11Induction for What?
- New professional norms of collaboration and
on-going learning - Improved teaching performance
- Increased student achievement, especially among
traditionally underachieved student populations -
New Teacher Center _at_ UCSC
12Navigating the Toolkit
13Folder 1 Understanding Mentoring for Quality
Induction
- Introduction
- Guiding Questions
- Glossary
- Key Resources
- The Case for Mentoring for Quality Induction
- Research on Mentoring and Induction
- Critical Attributes of Effective Mentoring
- Why Mentoring is Vital
- Key Principles in Mentoring for Quality Induction
- Mentoring for Quality Induction Program
Guidelines (8 guidelines) - References
- Appendix Resources
14Folder 1 Narrative Section
- Directions Skim the content of Folder 1 to
answer these questions - What are the critical attributes (F1-2) that you
would use to guide the development or revisions
of your local mentoring plan? - Which key principles (F1-34) are critical for
your district to focus on as you develop, revise,
or expand your mentoring plan?
15Folder 1 Resources
- Resource 1 New Jersey Regulations Governing
Mentoring (N.J.A.C. 6A9-8.4) - Resource 2 New Jersey Regulations Governing
Evaluation of Provisional Teachers (N.J.A.C.
6A9-8.6) - Resource 3 New Jersey Professional Standards for
Teachers (N.J.A.C. 6A9-3.3) - Resource 4 NCLB Key Elements of High Quality
Professional Development - Annotated Bibliography
16Navigating the Toolkit
17Folder 2 District Mentoring Plan The District
Plan Development and Approval Process
- Introduction
- Guiding Questions
- Glossary
- Key Resources
- State Regulations Governing the District
Mentoring Plan - To the LPDC Before You Begin
- Assess Current Status of District/School
Mentoring Efforts - Begin with the End in Mind - ITS ALL ABOUT
VISION! - Write the District Mentoring Plan
- Sections 1 11
- District Plan Approval Plan
- District Plan Approval Timeline
- Appendix Resources
18New Jersey Professional Standards for Teachers
- Standard One Subject Matter Knowledge
- Standard Two Human Growth and Development
- Standard Three Diverse Learners
- Standard Four Instructional Planning and
Strategies - Standard Five Assessment
- Standard Six Learning Environment
- Standard Seven Special Needs
- Standard Eight Communication
- Standard Nine
- Collaboration and Partnership
- Standard Ten Professional Development
F2-R3
19Subject Matter Knowledge Human Growth and Development
Diverse Learners Instructional Planning and Strategies
Assessment Learning Environment
Special Needs Communication
Collaboration and Partnerships Professional Development
F2-R2
20Resource 2 New Jersey Professional Standards for
Teachers Awareness Activity
- Directions
- Each person gets 7 post-its.
- Identify what a teacher needs to know and be able
to do to be an effective teacher in the classroom
and write on comment per post-it. - In pairs or triads, share and place post-its in
the appropriate boxes for the New Jersey
Professional Standards for Teachers
F2-R2
21Reflection
- What teaching standards have the most post-its?
Why? - Do novice teachers need to focus on certain
teaching standards more during their first year
of teaching? Why? - Did you notice any overlap where a post-it idea
might fit with several teaching standards? Why? - How will this knowledge enable you to develop an
effective mentoring/induction plan?
22Key Components of District Mentoring Plan
Regulations Components of District Mentoring Plan
Section 1 District Profile
Section 2 Needs Assessment
P Section 3 Vision and Goals
P Section 4 Mentor Selection
P Section 5 Roles and Responsibilities for Mentors
P Section 6 Professional Learning Components for Mentors
P Section 7 Professional Learning Components for Novices
P Section 8 Action Plan for Implementation
P Section 9 Resource Options Used
P Section 10 Funding Resources
P Section 11 Program Evaluation
F2-R8
23Rubric for Assessment of Current Status of
District Mentoring Plan
- Needs Assessment Process
- Vision
- Goals
- Objectives
- Mentor Selection
- Roles and Responsibilities
- Professional Learning Mentors
- Professional Learning Novice Teachers
- Action Plan and Resource Options
- Funding Resources
- Program Evaluation
F2-R7
24Section 3 of the District Mentoring Plan Vision
and Goals
- At a minimum goals must
- Enhance teacher knowledge of and strategies
related to the CCCS in order to facilitate
student achievement - Identify exemplary teaching skills and
educational practices necessary to acquire and
maintain excellence in teaching and - Assist novice teachers in the performance of
their duties and adjustment to the challenges of
teaching.
F2-5
25SMART Goal
- During a three-year induction program, 90 of
all novice teachers in the Toms River School
District will be retained as measured by job
satisfaction, teacher efficacy, and impact of
teacher effectiveness aligned to the New Jersey
Professional Standards for Teachers.
26SMART Goal
- S specific, standards-based
- M Measurable
- A Achievable
- R Relevant
- T Tactically sound
F2-R14
27SMART Goal
- During a three-year induction program
(achievable), - 90 of all novice teachers (measurable)
- in the Toms River School District will be
retained (specific) as measured by job
satisfaction, teacher efficacy, and impact of
teacher effectiveness (relevant, tactically
sound) - aligned to the New Jersey Professional Standards
for Teachers (standards-based). -
28Folder 2 Resource Section
- Graphic District Mentoring Plan Development and
Approval Process - (F2-R1)
- Mentoring for Quality Induction Program Checklist
(F2-R6a-b) - Rubric for Assessment of a District/School
Mentoring Plan (F2-R7) - District Mentoring Plan Checklist (F2-R8)
- Resources for each section (F2-R9 - R31)
F2-2
29Folder 2 District Mentoring Plan The District
Plan Development and Approval Process
- What needs to be in a district mentoring plan?
- F2-R9 District Profile Sheet
- F2-R11 Signoff Sheet
- F2-R10 Sample Table of Contents for District
Mentoring Plan - F2-R8 District Mentoring Plan Checklist
- Narrative section (must include 20 mentoring plan
for alternate route)
F2-5 - 7
30Timeline Overview
- April-August 05 Plan development by the LPDC
and stakeholders begins - September 1, 05 Initial plan goes to local
board of education - September 05 Local board of education begins
approval process - September 05 District begins program
implementation and mentor assignments
F2-8
31Timeline
- October 1, 05 Plan goes to county
superintendent. It should include - Approved plan
- Statement of Assurance (Folder 7)
- Approval/ Comment form (Folder 7)
- The plan approval/comment form should be sent
back to the LPDC
32Timeline
- September 05-06 Ongoing mentoring plan
implementation and program evaluation begins
action plan further developed. - June 1, 06 Revised mentoring plan (including
completed action plan) based on program
evaluation results due to local board of
education - September 1, 06 Board approval to County
Superintendent (3-year plan) - November 06 First QAAR Report on mentoring
program (department form)
33Navigating the Toolkit
34Folder 3 District Mentoring Plan Program
Evaluation Process
- Introduction
- Guiding Questions
- Glossary
- Key Resources
- Overview of Program Evaluation
- Understanding the Evaluation Process
- Identify Indicators
- Identify Evaluation Questions
- Identify Data Methods and Sources
- Analyze Data
- Interpret Data
- Report Results/Findings
- Understanding the Evaluation Framework
- Creating an Evaluation Plan
- Responsibility to Stakeholders and QAAR
Requirements - References
- Appendix Resources
35Folder 3 Program Evaluation Process
- Figure 2. Evaluation Framework Components
- Program goals
- What does the program intend to accomplish?
- Measurable objectives
- What are the anticipated changes for teachers?
- What are the anticipated changes for students?
- Data collection
- How will the data be collected?
- Data analysis
- Information/data needed
- Data source
- Time line
- Location
Killion (2002)
F3-6
36Understanding the Evaluation Framework
- Level 1 Participants Reactions
- Level 2 Participants Learning
- Level 3 Organization Support and Change
- --------------------------------------------------
--------- - Level 4 Use of Knowledge and Skills
- Level 5 Student Learning Outcomes
- Kirkpatrick
(1998) Guskey (2000)
37Baseline Data
- Number of novice teachers with a Certificate of
Eligibility - Number of novice teachers with a Certificate of
Eligibility with Advanced Standing - Number of novice special education teachers with
a standard license - Identify number of novice teachers in following
areas K-5, 6-8, 9-12, special education (all
grades) - Number of mentors
38Scavenger Hunt
- Each folder (1 - 3) begins with a list of guiding
questions, a - glossary, and key resources. This activity will
allow you an - opportunity to explore the content of the folders
and - specific resources.
- Directions Find the folder(s) with the answer to
the specific guiding question and put the folder
number(s) on the blank line. - Note The guiding question may be worded
differently depending on the intended audience.
The answer can be found in multiple folders. - Directions Find the resource with specific title
and put the folder number (s) on the blank line. - Note The resource can be in multiple folders.
39Navigating the Toolkit
40Folder 4 Components of Mentor Training
- This will be helpful in completing Section 6 of
the district mentoring plan. - Discussion Questions
- What are the minimum professional learning
components your district will need to provide
mentors so they will become effective in the
mentoring process? - How do the training components align with the New
Jersey Professional Standards for Teachers? - What are the resources that can support the
mentor in guiding the novice teacher toward
effective classroom practice?
41Folder 5 Components of Novice Teacher
Training
- This will be helpful in completing Section 7 of
the district mentoring plan. - Discussion Questions
- 1. What are the minimum professional learning
components your district will need to provide so
a novice teacher will become effective during is
his/her first year in the classroom? - 2. How do the training components align with the
New Jersey Professional Standards for Teachers?
42Navigating the Toolkit
43Folder 6 The School Leaders Role in Mentoring
for Quality Induction
- Guiding Questions
- What are the roles and responsibilities of the
school leader with regard to mentoring? - What types of support can school leaders provide?
44Folder 7 Plan Approval and the Local Board of
Education
- Guiding Questions
- What are the state requirements for a local
mentoring plan? - What are the New Jersey Professional Standards
for Teachers? - What are the required components of a mentoring
plan? - What are the procedures for the approval process?
- What is the role of the local board of education
in the approval process?
45Appendices
- Glossary
- Annotated Bibliography
- State Mentoring Web Site
- (http//www.state.nj.us/njded/profdev/mentor/)
- Resources
- Electronic Resources
- Print Resources
46Q A
- What questions do you have related to the use of
the mentoring toolkit?
For additional questions mentoring_at_doe.state.nj.u
s
47Reflection
- 3 important things Ive learned
- 2 ideas/thoughts I would like to share
- with others
- 1 action I will take immediately is