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Induction
The document discusses new teacher induction program models. It describes the characteristics of effective teachers, including classroom management skills, teaching for mastery, and having positive expectations for students. It then outlines the components of a new teacher induction program, including assigning a program coordinator, developing teachers' skills through professional development, and establishing prerequisites for effective teaching.
Induction
- 1. New Teacher/Faculty Induction Program Models
- 2. New Teacher InductionProgram Models The three characteristics of an effective teacher are: 1. has good classroom management skills 2. teaches for mastery 3. has positive expectations for student success
- 3. Program ROHIT SHARMA Mr. Presenters Lecturer @ JUIT SOLAN
- 4. Student Teacher/New TeacherProfessional Development Program • Rohit sharma – Program Coordinator • Aim • Call (or write) each home before school begins and again within two weeks. • Teachers + Parents = Good Students
- 5. Professional Development Program Theprofessional development coordinator will work with student teachers and new teachers to develop their teaching capacity and collaborative ability. Treat students as though they already are what they can be, and you help them to be capable of becoming what they will be
- 6. Prerequisites of Effective Teaching • Work to develop the relationship between teacher preparation and effective teaching • Dress in a professional manner to model success and expect achievement • Demonstrate the benefits of reflecting upon experiences
- 7. The Teacher asa Person • Use numerous examples that link personality traits and effective teachers • Demonstrate how effective teachers interact with their students
- 8. Classroom Management and Organization •Illustrate the key classroom management skills of effective teachers •Provide effective classroom organizational guidelines
- 9. Planning Your long-term planningshould include: • the objectives and learning outcomes for the course • the strategies you will use to reach those objectives • the overall strategies for including learning outcomes • the time to be allocated
- 10. • • assessmentand evaluation strategies to evaluate student progress • • what resources you will need • Short-Term Planning • Initially, your planning will be very detailed. Design individual lessons as part of • the whole unit to increase knowledge, abilities, and skills based on previously • learned concepts. This way, you will give your students the learning opportunities • they need and avoid gaps and needless repetition.
- 11. • Organize andcarefully prepare daily lesson plans. They should include the • following: Daily Planning • • student learning outcomes • • subject matter • • learning strategies • • assessment and evaluation processes • • materials needed
- 12. Organizing and Orientingfor Instruction • Demonstrate how to utilize instructional time effectively • Demonstrate how to plan effectively for instruction
- 13. Implementing Instruction • Provideguidelines for enhancing instruction • Demonstrate how to communicate content and expectations to students
- 14. Monitoring Student Progressand Potential • Illustrate how to monitor student learning • Utilize the findings to foster progress
- 15. Organizing and Orientingfor Instruction • Utilize instructional time effectively • Plan effectively for instruction
- 16. Personal Background andExperience
- 17. Teacher Education Teacher Preparation Preservice Staff Development Agricultural Education Secondary Middle School Adult Career and Technical Education Research Induction - Forms of Assistance; Models
- 18. Current Staff DevelopmentEfforts Director of Minnesota Agricultural Education Teacher Induction Program (TIP) Director of Minnesota Farm Business Management Education Professional Excellence Program (PEP) Courses & Workshops: Secondary & Adult
- 19. Rationale for Information ConcerningTeacher Induction
- 20. The Challenge: Shortagesor Distribution Problems of Teachers Sources of a Cadre of Quality Teachers New graduates from colleges of education Graduates of alternative licensure programs Career teachers Re-entry teachers Emergency or provisionally licensed Other:________
- 21. The Challenge: HighTurnover Rates of Novice Teachers Opinions and research suggest 35-50 percent of new teachers leave in the first five years in the profession
- 22. Teacher Preparation: Processesand Forces
- 23. Typical state systemof teacher development, assessment, and certification. PRESERVICE INDUCTION CONTINUOUS PROFESSIONAL DEVELOPMENT University Teacher Initial Teaching Certificate Master Teaching Standard Teaching Certificate Education Program Often about a 4-year limit Certificate No limit. Renewable, often No limit. Renewable. every five years on evidence of professional development Formative performance assessment to support beginning teacher growth standards Summative assessment points that are related to the Professional Teaching Standards NCATE INTASC NBPTS National Council for Interstate New Teacher National Board of Accreditation of Teacher Assessment & Support Professional Teaching Education Standards Consortium model Standards certification standards for beginning teachers Connections to National Teaching Standards Rohit sharma
- 24. Influences on TeacherDevelopment Preconceptions Professional Development Experiences Testing Teaching Experience Mentoring Performance Teaching Appraisals Standards Formal Pre- & Continued Professional Development Source: State & Professional Quality Local Mentoring for Growth Plan Contexts Novice Teachers Eds. Sandra J. Odell and Leslie
- 25. Stages of Developmentof Novice Teacher
- 26. Major Stages ofDevelopment Survival Task Impact
- 27. Phases of FirstYear Teachers’ Attitude Towards Teaching (Moir, 1992) Anticipation Anticipation Survival Reflection Rejuvenation Disillusionment Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July
- 28. Personal Background andExperience
- 29. Teacher Education Teacher Preparation Preservice Staff Development Agricultural Education Secondary Middle School Adult Career and Technical Education Research Induction - Forms of Assistance; Models
- 30. Current Staff DevelopmentEfforts Director of Minnesota Agricultural Education Teacher Induction Program (TIP) Director of Minnesota Farm Business Management Education Professional Excellence Program (PEP) Courses & Workshops: Secondary & Adult
- 31. Rationale for Information ConcerningTeacher Induction
- 32. The Challenge: Shortagesor Distribution Problems of Teachers Sources of a Cadre of Quality Teachers New graduates from colleges of education Graduates of alternative licensure programs Career teachers Re-entry teachers Emergency or provisionally licensed Other:______________________________
- 33. The Challenge: HighTurnover Rates of Novice Teachers Opinions and research suggest 35-50 percent of new teachers leave in the first five years in the profession
- 34. Program Purpose & Rationale School District & Mentor Teacher University Preparation & Cultures Development Circle of Quality Mentoring Implement Mentor Selection & & Mentor/ Evaluate Protégé Matching Program Roles Mentor & Practices
- 35. CIRCLE OF QUALITYMENTORING PROGRAMS AND PRACTICES © 2011, Amelia M. Hicks, Ed.D.
- 36. Mentoring and Learning BackgroundResearch • No criteria for a quality program • Difficult to determine successful induction
- 37. Mentoring and Learning •Validation Study • Survey of indicators of quality
- 38. Mentoring and Learning QualityMentoring Programs • Content of mentoring program • Teacher retention • New teacher needs
- 39. Program Purpose Dimension 1 • Professional practice aligned with standards for teaching • Professional identity through reflection and inquiry
- 40. Program Purpose –Dimension I • Manage the day-to-day challenges of teaching. • Prepare, select, and retain quality teachers. • Provide personal and professional support.
- 41. Roles/Cultures Dimension II School, District, and University Cultures and Responsibilities Developing a school community of support • School and community context • Time for teacher development • Opportunities to work with other educators • Administrator support
- 42. Roles/Cultures/Partnerships Dimension II University engagement • Pre-service programs – On-going professional development – Research-based knowledge related to quality teaching
- 43. Roles/Cultures Dimension II Mentor role • Learning to teach: a career-long process • Teaching diverse learners • Reflecting with novices • Receiving recognition and compensation
- 44. Mentor Selection/Matching Dimension III Mentor Selection • Committed to developing own practice • Knowledgeable about standards-based teaching • Competent in working with adults from diverse backgrounds • Sensitive to the viewpoints of others
- 45. Mentor Selection Dimension III • Commitment to mentor responsibilities • Dedication to ethical practices • Professional and emotional support • Similar teaching assignments
- 46. Mentor Preparation Dimension IV • Analyze and reflect on classroom teaching and mentor/novice interactions • Understand needs/concerns of novices • Foster productive conversations
- 47. Mentor Preparation Dimension IV • Analyze the learning of diverse students • Work with novices as adult learners • Coach and provide feedback on mentoring practices and problem solving
- 48. Mentor Preparation Dimension IV • Share mentoring practices with other mentors • Explore strategies to build and strengthen the mentor/novice relationship • Receive monetary or other compensation
- 49. Mentor Roles Dimension V • Support and facilitate standards-based practice • Facilitate and model self-reflection, problem-solving, and instructional improvement
- 50. Mentor Roles Dimension V • Build a professional relationship with the novice • Support the novice before and during the school year
- 51. Mentor Roles Dimension V • Support and challenge the novice on his or her teaching practices • Interact both formally and informally • Offer empathy and assistance to novices coping with the stresses of teaching
- 52. Coordinator Dimension VI Program Coordination, Implementation and Evaluation • Committed to program purposes • Knowledgeable and experienced in mentoring initiatives • Effective in working with people of diverse backgrounds • Adept in coordinating professional development for mentors and novices
- 53. The Mentoring Framework •Six dimensions represent the ideal structures and practices promoting quality mentoring – Assistance – Assessment
- 54. Program Purpose & Rationale School District & Mentor Teacher University Preparation & Cultures Development Circle of Quality Mentoring Implement Mentor Selection & & Mentor/ Evaluate Protégé Matching Program Roles Mentor & Practices
- 55. The Mentoring Framework •Represents a standards-based approach to Mentoring • Improves teacher quality to enhance student learning
- 56. Benefits of Enrollmentin Teacher Induction Programs More positive attitudes toward teaching; and plan to continue in profession longer Achievement scores of students of highly skilled and satisfied teachers are higher
- 57. Challenges and Difficultiesof Novice Teachers Student management Student motivation Locating teaching materials Room and lesson organization Understanding complex school systems Meeting needs of individual students (Griffen, 1985; Odell, 1986; Veenman, 1984)
- 58. Challenges and Difficultiesof Novice Teachers (cont’d) Insufficient time for preparation Relationships with parents Selecting and using alternative teaching strategies (Veenman, 1984)
- 59.
Editor's Notes
- #2 © 2006, Amelia M. Hicks, Ed.D.
- #3 © 2006, Amelia M. Hicks, Ed.D.
- #4 © 2006, Amelia M. Hicks, Ed.D.
- #5 © 2006, Amelia M. Hicks, Ed.D.
- #8 © 2006, Amelia M. Hicks, Ed.D.
- #35 © 2006, Amelia M. Hicks, Ed.D.
- #36 © 2006, Amelia M. Hicks, Ed.D.
- #37 © 2006, Amelia M. Hicks, Ed.D. This led me to continue my research at the doctoral level – The questions were how do we know that we have quality programs?
- #38 © 2006, Amelia M. Hicks, Ed.D.
- #39 © 2006, Amelia M. Hicks, Ed.D.
- #40 © 2006, Amelia M. Hicks, Ed.D. Content is learned in college but not necessarily methods of instructional delivery and classroom management. Employers did not help much either.
- #41 © 2006, Amelia M. Hicks, Ed.D. Of the five indicators, the program purposes were identified and linked to perception of quality, there is no evidence that program purpose was being communicated to stakeholders. Criteria were mainly support focused.
- #42 © 2006, Amelia M. Hicks, Ed.D. There are a total of 11 quality indicators selected from 20 in Dimension II.
- #43 © 2006, Amelia M. Hicks, Ed.D.
- #44 © 2006, Amelia M. Hicks, Ed.D.
- #45 © 2006, Amelia M. Hicks, Ed.D. There are 8 standards in this Dimension from a potential of 17. The focus was on devloping criteria as opposed to a process for implementation.
- #46 © 2006, Amelia M. Hicks, Ed.D.
- #47 © 2006, Amelia M. Hicks, Ed.D. This dimension focuses on the professional development of the mentor. 12 criteria were selected from the 23 potential indicators. These standards selected identify criteria for preparation but no current practices included intensive and ongoing professional development.
- #48 © 2006, Amelia M. Hicks, Ed.D. The criteria selected focused on school and district cultures but not on university roles
- #49 © 2006, Amelia M. Hicks, Ed.D.
- #50 © 2006, Amelia M. Hicks, Ed.D. Eight quality indicators met the benchmark from a potential of 15 quality indicators.
- #51 © 2006, Amelia M. Hicks, Ed.D. The quality criteria that met the benchmark of quality and current practices again identified criteria but not the process and no standards for ongoing training.
- #52 © 2006, Amelia M. Hicks, Ed.D.
- #53 © 2006, Amelia M. Hicks, Ed.D. Of the potential 15 quality indicators only four were selected. There is no mention of evaluation of program to be linked to program purpose.
- #54 © 2006, Amelia M. Hicks, Ed.D.
- #55 © 2006, Amelia M. Hicks, Ed.D.
- #56 © 2006, Amelia M. Hicks, Ed.D.