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NEW JERSEY MENTORING FOR QUALITY INDUCTION: A Toolkit for Program Development

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NEW JERSEY MENTORING FOR QUALITY INDUCTION: A Toolkit for Program Development Victoria Duff, Coordinator Mentoring for Quality Induction Initiative – PowerPoint PPT presentation

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Title: NEW JERSEY MENTORING FOR QUALITY INDUCTION: A Toolkit for Program Development


1
NEW 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

2
Welcome 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?

3
Outcomes 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

4
Norms
  • 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

5
Overview 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)

6
Review 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

7
Review 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
9
Institutional Commitment Support
Program Vision
Induction Program Essential Components
Quality Mentoring
Professional Standards
Classroom-based Teacher Learning
New Teacher Center _at_ UCSC
10
What 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

11
Induction 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

12
Navigating the Toolkit
13
Folder 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

14
Folder 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?

15
Folder 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

16
Navigating the Toolkit
17
Folder 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

18
New 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
19
Subject 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

20
Resource 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
21
Reflection
  • 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?

22
Key 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
23
Rubric 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
24
Section 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
25
SMART 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.

26
SMART Goal
  • S specific, standards-based
  • M Measurable
  • A Achievable
  • R Relevant
  • T Tactically sound

F2-R14
27
SMART 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).

28
Folder 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
29
Folder 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
30
Timeline 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
31
Timeline
  • 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

32
Timeline
  • 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)

33
Navigating the Toolkit
34
Folder 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

35
Folder 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
36
Understanding 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)
  • F3-6 and F3-R4

37
Baseline 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

38
Scavenger 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.

39
Navigating the Toolkit
40
Folder 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?

41
Folder 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?

42
Navigating the Toolkit
43
Folder 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?

44
Folder 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?

45
Appendices
  • Glossary
  • Annotated Bibliography
  • State Mentoring Web Site
  • (http//www.state.nj.us/njded/profdev/mentor/)
  • Resources
  • Electronic Resources
  • Print Resources

46
Q A
  • What questions do you have related to the use of
    the mentoring toolkit?

For additional questions mentoring_at_doe.state.nj.u
s
47
Reflection
  • 3 important things Ive learned
  • 2 ideas/thoughts I would like to share
  • with others
  • 1 action I will take immediately is
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