Developing High-Quality Campus Plans for Teacher Mentoring - PowerPoint PPT Presentation

1 / 39
About This Presentation
Title:

Developing High-Quality Campus Plans for Teacher Mentoring

Description:

Teacher mentoring as professional development. ERIC Digest. ... What Is the Relationship Between Mentoring, Professional Development, and Teacher Quality? ... – PowerPoint PPT presentation

Number of Views:41
Avg rating:3.0/5.0
Slides: 40
Provided by: hpcus359
Category:

less

Transcript and Presenter's Notes

Title: Developing High-Quality Campus Plans for Teacher Mentoring


1
Developing High-Quality Campus Plans for Teacher
Mentoring
2
NCLB Requirements for Plan Teacher Mentoring
  • The plan shall
  • Incorporate a teacher mentoring program.
  • NCLB Act of 2001, Sec. 1116(b)(3)(A)(x)

3
Which statement has the most meaning for you?
  • Veteran teachers are a wealth of information.
    (yellow)
  • Beginning teachers have new, innovative
    strategies for the classroom. (dark blue)
  • Beginning teachers need help from veteran
    teachers to make an impact in the classroom.
    (light blue)
  • Beginning teachers may stay in the district
    longer if they are mentored by an experienced
    teacher. (black)
  • A veteran teacher helping a beginning teacher
    will have a renewed teaching spirit that can
    increase student learning. (orange)

4
Kristina and David Scenarios
  • Read each scenario to yourself.
  • In your table group, discuss the following
    questions
  • a) Which teacher is more likely to continue to
    teach a second year?
  • b) How are the beginning teachers mentoring
    programs alike or different?
  • c) What critical elements were put into place
    for the successful beginning teachers mentor
    program?

5
What Is Teacher Mentoring?
  • Mentoring is a systematic induction and learning
    process for new teachers, and it is a avenue for
    instructional renewal and improvement for
    experienced teachers and principals who serve as
    mentors.

Huling, L., Resta, V. (2001, November).
Teacher mentoring as professional development.
ERIC Digest. Washington, DC ERIC Clearinghouse
on Teaching and Teacher Education. (ERIC No.
ED460125).
6
What Do Teacher Mentors Do?
  • A mentor serves as a role model, sponsor,
    encourager, counselor, and friend to a less
    skilled or less experienced person for the
    purposes of promoting the latters professional
    and/or personal development.
  • Janas, M. (1996, Fall). Mentoring the mentor
    A challenge for staff development. Journal of
    Staff Development, 17 (6), 2-5.

7
What Does Research Say about a Formal Mentoring
Program?
  • A majority of those teachers who provided
  • mentoring assistance at least once a week
  • reported substantial improvements in their own
    practice as a result of the mentoring
    relationship.

Huling, L., Resta, V. (2001, November).
Teacher mentoring as professional development.
ERIC Digest. Washington, DC ERIC Clearinghouse
on Teaching and Teacher Education. (ERIC No.
ED460125).
8
What Does Research Say About a Formal Mentoring
Program?
  • New teachers who participate in mentoring
    programs are nearly twice as likely to stay in
    their profession.
  • A mentoring program can cut the dropout rate from
    roughly 50 to 15 during the first 5 years of
    teaching.

Brown, S. (2004). Working models Why
mentoring programs may be the key to teacher
retention. Retrieved on March 12, 2004, from
http//www,acteonline.org/members/techniques/may03
_story1.cfm.
9
What Does Research Say about a Formal Mentoring
Program?
  • Beginning teachers supported by the Texas
    Beginning Educator Certification (TxBESS)
    Initiative performed better in less time than
    without a support, especially in the area of
    instructional effectiveness, classroom
    management, etc.

Texas Center for Educational Research. (2000,
Nov.). The cost of teacher turnover. Austin, TX
Author. Retrieved August 14, 2006, from
http//www.tcer.org/tcer/publications/.
10
What strategy does the public believe has the
greatest potential for improving schools?
  1. Reducing class size
  2. Recruiting and retaining better teachers
  3. Requiring standardized tests for promotion
  4. Giving greater control to the local level

National Staff Development Council. (2004).
Revised standards for staff development.
Retrieved February 28, 2004, from
http//www.nsdc.org/standards/about/index.cfm.
11
What strategy do principals believe is most
effective for recruiting and retaining teachers?
  1. Providing financial incentives
  2. Providing mentoring and on-going support for new
    teachers
  3. Involving teachers in the creation of policies
    that they will be implementing
  4. Providing career growth opportunities

National Staff Development Council. (2004).
Revised standards for staff development.
Retrieved February 28, 2004, from
http//www.nsdc.org/standards/about/index.cfm
12
Can We Afford a Sink or Swim Approach?
  • Nationally, 22 of all new teachers leave the
    profession in the first 3 years because of lack
    of professional support.
  • After 5 years, nearly 50 of new teachers had
    left teaching in the state where they began
    teaching.

Southern Regional Education Board. (2001). Reduce
your losses Help new teachers become veteran
teachers. Atlanta, GA Author.
13
Can We Afford a Sink or Swim Approach?
  • Teachers change jobs 4 more often than
    professionals in other careers.

Ingersoll, R. M. (2002). The teacher shortage
A case of wrong diagnosis and wrong prescription.
NASSP Bulletin, 86, 16-31.
  • More than 25 of teachers throughout the nation
    are age 50 or older.

National Teacher Recruitment Clearinghouse.
(2003). A guide to todays teacher recruitment
challenge. Belmont, MA Author. Retrieved
September 29, 2003, from http//www.rnt.org.
14
What is the Cost of the Turnover of Texas
Teachers?
  • Costing taxpayers
  • Student learning

15
What is the Cost of the Turnover of Texas
Teachers?
  • Texas schools spend between 329 million and
    2.1 billion on recruiting, hiring, and training
    new teachers each year. After three years, 43
    of Texas beginning teachers had left the
    profession, with a turnover cost between 81
    million and 480 million.
  • Texas Center for Educational Research. (2000).
    The cost of teacher turnover.
  • Austin, Texas Author. Retrieved August 14, 2006,
    from
  • http//www.tcer.org/tcer/publications/.

16

17
What is the Cost of the Turnover of Texas
Teachers?
  • Student Achievement
  • Particularly, schools where the turnover rate
    is consistently high
  • Inner-city schools
  • Rural schools
  • Schools with a high percentage of students from
    low socio-economic backgrounds

18
What Is the Relationship Between Mentoring,
Professional Development, and Teacher Quality?
  • The most important factor in student achievement
    is the quality of the teacher.
  • Quality is defined as a teachers expertise
    ability to communicate his/her expertise in
    class and technique in assessing student work,
    both orally and in writing.

Darling-Hammond, L. (1997). What matters most
Investing in quality teaching. New York
National Commission on Teaching Americas
Future.
19
What Is the Relationship Between Mentoring,
Professional Development, and Teacher Quality?
  • Only when students have teachers who have
    received training in effective teaching practices
    does student achievement increase.

Wenglinsky, H. (2000). How teaching matters.
Princeton, NJ Educational Testing Service.
20
Different Mentoring Models
  • District and university partnerships
  • University 5th-year extensions
  • Certification and licensing
  • Beginning teachers receive special attention for
    linking performance to high standards for
    students.

21
Planning, Implementing, and Maintaining a Quality
Mentoring Program

22
(No Transcript)
23
Planning, Implementing, and Maintaining a Quality
Mentoring Program
  • 1. A standards-based system
  • Gathering data
  • Building commitment
  • Building the implementation infrastructure

24
A Standards-Based Induction System
  1. Performance Standards make explicit the
    expectations for beginning teacher performance
  2. Program Standards make explicit the qualities
    of effective induction programs

25
JOHNSON COUNTY PUBLIC SCHOOLSRevised Teacher
Induction Program Plan
  • Goal JCPS will retain quality teaching staff.
  • Objective
  • 1. JCPS will provide a comprehensive induction
    program that will support an increase in student
    achievement.
  • Strategies
  • 1.1 Provide a 3-day orientation experience for
    beginning teachers prior to the beginning of each
    school year.

26
Gathering Data
  • Demographic data
  • Process data
  • Perceptual data

27
(No Transcript)
28
Building Commitment
  1. Identify key stakeholders
  2. Plan group procedures
  3. Develop vision and mission statements
  4. Determine the elements of a quality induction
    program
  5. Formalize district support

29
(No Transcript)
30
Elements of a Quality Induction Mentor Program
  1. New employee orientation
  2. Professional development
  3. Mentoring
  4. Reciprocal classroom observations
  5. Training
  6. Formative assessment
  7. Peer support groups
  8. Mentor support groups

31
Building the Implementation Infrastructure
  1. Project planning
  2. Staffing and roles
  3. Budgeting and financing
  4. Programming for beginning teacher support
  5. Communication
  6. Accountability

32
(No Transcript)
33
(No Transcript)
34

Teacher Mentoring Program
  • Where are we now?
  • Where do we want to go?
  • What is your district and/or school doing?

35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
Teachers and Mentors Make It Happen
Write a Comment
User Comments (0)
About PowerShow.com