New Teacher Development: A Continuum of Support for the First Three Years
Current research evidences the need for a site-based, systemic, standardized New Teacher development program consisting of a continuum of support for the first three years. Included are comprehensive professional development opportunities and on-site coaching and mentoring support in content and pedagogical practices. This will insure growth, success and currency in the profession for the new teachers resulting in a high new teacher satisfaction level thus increasing retention rates. Broward County Public Schools currently has a site-based, systemic, standardized New Teacher Induction Program that promotes a successful initial classroom experience.
This continuum is an interdepartmental approach to support teachers, consisting of participation by the HRD Department, the Division of Curriculum and Instruction, schools and their administrators and teachers. The three year continuum delineates roles and responsibilities, identifies clear cut expectations for outcomes and includes measures to determine effectiveness. Results are also determined by positively impacting student achievement. Ongoing support and high quality professional development in a new teacher's first three years will enhance and strengthen one's professional teaching practice.
The continuums are currently in draft form following new teacher focus groups, administrator feedback, and district department reviews. A final continuum will be available very soon.
Source: Linda S. Whitehead, Director, Teacher Development/HRD
Thursday, March 01, 2007
Who’s on Your Team
(This was written prior to Nick's departure)
Nick Saban defined the types of players currently on the Dolphin roster, "We have three kinds of guys on our team," Saban said after conducting a practice.
1. "We have guys that get it; they play good; they understand how to play winning football.
2. "We have some guys that are trying to get it, and they are working hard every day. ... We are supporting them, and we want the guys that have it to support them.
3. "Then we have some guys that don't get it and don't know that they don't get it. We are trying to replace them. We only have a couple of them [left]."
Many schools have started to recruit teachers for next school year. The question is, “Who do you want on your team and how will you support them until they get it, they work to expectations, and they understand what it takes to win?”
Source: Randall Deich, NESS Program Facilitator
Nick Saban defined the types of players currently on the Dolphin roster, "We have three kinds of guys on our team," Saban said after conducting a practice.
1. "We have guys that get it; they play good; they understand how to play winning football.
2. "We have some guys that are trying to get it, and they are working hard every day. ... We are supporting them, and we want the guys that have it to support them.
3. "Then we have some guys that don't get it and don't know that they don't get it. We are trying to replace them. We only have a couple of them [left]."
Many schools have started to recruit teachers for next school year. The question is, “Who do you want on your team and how will you support them until they get it, they work to expectations, and they understand what it takes to win?”
Source: Randall Deich, NESS Program Facilitator
The Dirty Dozen, A Recipe for Disaster
The following factors can drive new teachers out of secondary schools and out of the teaching profession.
1. Teaching more than two preps.
2. Teaching mainly 9th grade courses in schools in which these are the most challenging courses to teach.
3. Teaching mainly entry-level courses (such as Spanish I, Introduction to Biology, and Algebra I).
4. Teaching in more than one classroom.
5. Teaching new courses with little or no developed curriculum.
6. Getting hired late (end of summer or after the school year starts).
7. Holding substandard credentials and/or not having majored in the subject that they are teaching.
8. Being provided with an inadequate supply of books for their students.
9. Having their classroom located away from the classrooms of other members of their department.
10. Being evaluated late in the school year.
11. Being asked to coach or run time-consuming clubs.
12. Not being represented on decision-making committees.
Source: Hazed, Educational Leadership, May 2005
1. Teaching more than two preps.
2. Teaching mainly 9th grade courses in schools in which these are the most challenging courses to teach.
3. Teaching mainly entry-level courses (such as Spanish I, Introduction to Biology, and Algebra I).
4. Teaching in more than one classroom.
5. Teaching new courses with little or no developed curriculum.
6. Getting hired late (end of summer or after the school year starts).
7. Holding substandard credentials and/or not having majored in the subject that they are teaching.
8. Being provided with an inadequate supply of books for their students.
9. Having their classroom located away from the classrooms of other members of their department.
10. Being evaluated late in the school year.
11. Being asked to coach or run time-consuming clubs.
12. Not being represented on decision-making committees.
Source: Hazed, Educational Leadership, May 2005
How Is Instructional Leadership Distributed?
Instructional leadership of the 1980s was principal-centered, often accompanied by images of heroic leaders single-handedly keeping the school on track. Many recent policy documents continue to put principals front and center; for example, Gene Bottoms and Kathy O’Neill (2001) characterize the principal as the "chief learning officer" who bears "ultimate responsibility for success or failure of the enterprise."
However, a growing number of researchers say that instructional leadership is distributed across the school community, with principals, superintendents, teachers, and policymakers having complementary responsibilities (King; Richard Elmore 2000; Spillane and colleagues).
Elmore identifies five key players in reform: (1) policymakers, whose responsibility is synthesizing diverse political interests into a viable system; (2) researchers and program developers, whose responsibility is identifying and creating successful strategies and structures; (3) superintendents and central office staff, whose responsibility is framing coherent district-wide goals and support systems; (4) principals, whose responsibility is designing and implementing a well-focused school improvement plan; and (5) teachers, whose responsibility is translating curriculum into meaningful learning experiences for students. Elmore says that each role leads to a different kind of expertise that leaders must both respect and cultivate.
Distributed leadership does not imply a simple division of labor, with participants playing their designated roles in isolation from the others. Instead, their efforts are interdependent, frequently spanning boundaries (Spillane and colleagues). For example, principals can arrange professional development opportunities, but teachers must actually apply the new ideas in the classroom.
Source: http://eric.uoregon.edu/publications/digests/digest160.html
However, a growing number of researchers say that instructional leadership is distributed across the school community, with principals, superintendents, teachers, and policymakers having complementary responsibilities (King; Richard Elmore 2000; Spillane and colleagues).
Elmore identifies five key players in reform: (1) policymakers, whose responsibility is synthesizing diverse political interests into a viable system; (2) researchers and program developers, whose responsibility is identifying and creating successful strategies and structures; (3) superintendents and central office staff, whose responsibility is framing coherent district-wide goals and support systems; (4) principals, whose responsibility is designing and implementing a well-focused school improvement plan; and (5) teachers, whose responsibility is translating curriculum into meaningful learning experiences for students. Elmore says that each role leads to a different kind of expertise that leaders must both respect and cultivate.
Distributed leadership does not imply a simple division of labor, with participants playing their designated roles in isolation from the others. Instead, their efforts are interdependent, frequently spanning boundaries (Spillane and colleagues). For example, principals can arrange professional development opportunities, but teachers must actually apply the new ideas in the classroom.
Source: http://eric.uoregon.edu/publications/digests/digest160.html
Liaisons as Teacher Leaders
Communicating Effectively: The Liaison will find this especially important when working with building level administrators, Instructional Coaches, veteran educators, New Educators and district leaders.
Documenting Induction Processes: The Liaison in collaboration with administrators, Instructional Coaches, and support staff, develops a written plan for orienting and supporting Instructional Coaches, New Educators, and assessing the impact of those support systems.
Coaching of Coaches: The Liaison’s main responsibility is to coach the Instructional Coaches. This responsibility is accomplished by training and mentoring Instructional Coaches as they support the New Educator.
Being Informed on the Latest Educational Issues: The Liaison encourages Instructional Coaches to support new educators as they apply instructional strategies that have proven effective in increasing student achievement.
Maintaining Good Records: The Liaison models and encourages Instructional Coaches to keep detailed records on the support provided to their clients. The data from these records can be used in developing the site’s induction plan and identifying possible areas for Instructional Coaches’ and New Educators’ professional development.
Using High Yield Instructional Strategies: The Liaison encourages Instructional Coaches and the support staff to model and assist their New Educators in using instructional strategies that are research based and have a proven impact on student learning.
Expecting High Levels of Achievements: The Liaison sets a high standard for herself/himself and the Instructional Coaches. Coaches communicate these expectations to the New Educators.
Being Enthusiastic about the Teaching Profession: The Liaison is both realistic and idealistic about the teaching profession. S/he is an advocate and supporter of educational careers.
Striving to be a Positive Role Model: The Liaison provides all Instructional Coaches with an example of good character and outstanding professional qualities.
Encouraging the Best and Brightest Teachers to Become Instructional Coaches: The Liaison is constantly being on the look out for teachers who demonstrate high energy and are successful in the classroom to support future New Educators.
Source: Dr. Doug Miller, NESS Program Facilitator
Documenting Induction Processes: The Liaison in collaboration with administrators, Instructional Coaches, and support staff, develops a written plan for orienting and supporting Instructional Coaches, New Educators, and assessing the impact of those support systems.
Coaching of Coaches: The Liaison’s main responsibility is to coach the Instructional Coaches. This responsibility is accomplished by training and mentoring Instructional Coaches as they support the New Educator.
Being Informed on the Latest Educational Issues: The Liaison encourages Instructional Coaches to support new educators as they apply instructional strategies that have proven effective in increasing student achievement.
Maintaining Good Records: The Liaison models and encourages Instructional Coaches to keep detailed records on the support provided to their clients. The data from these records can be used in developing the site’s induction plan and identifying possible areas for Instructional Coaches’ and New Educators’ professional development.
Using High Yield Instructional Strategies: The Liaison encourages Instructional Coaches and the support staff to model and assist their New Educators in using instructional strategies that are research based and have a proven impact on student learning.
Expecting High Levels of Achievements: The Liaison sets a high standard for herself/himself and the Instructional Coaches. Coaches communicate these expectations to the New Educators.
Being Enthusiastic about the Teaching Profession: The Liaison is both realistic and idealistic about the teaching profession. S/he is an advocate and supporter of educational careers.
Striving to be a Positive Role Model: The Liaison provides all Instructional Coaches with an example of good character and outstanding professional qualities.
Encouraging the Best and Brightest Teachers to Become Instructional Coaches: The Liaison is constantly being on the look out for teachers who demonstrate high energy and are successful in the classroom to support future New Educators.
Source: Dr. Doug Miller, NESS Program Facilitator
Work-Based Learning Leadership
Research shows that organizations that encourage and facilitate a culture of learning among employees outperform those that do not. Designing and maintaining a successful talent development program is the responsibility of the learning leader.
Developing talent is one of the most important initiatives for an organization to undertake. According to the National Center on Education Statistics, most adults learn from their experience on the job rather than in a formal educational setting.
Because many employees never return to school, workplace education often represents the only opportunity for employees to develop new skills and gain new knowledge that can have an impact on their careers. Both in the number of students and in the amount of money spent, workplace learning now dwarfs higher education.
If this is true, “What are we doing at our sites to provide quality staff development for all employees?” “How are we developing our coaches to support our New Teachers?”
Source: http://executiveeducation
Developing talent is one of the most important initiatives for an organization to undertake. According to the National Center on Education Statistics, most adults learn from their experience on the job rather than in a formal educational setting.
Because many employees never return to school, workplace education often represents the only opportunity for employees to develop new skills and gain new knowledge that can have an impact on their careers. Both in the number of students and in the amount of money spent, workplace learning now dwarfs higher education.
If this is true, “What are we doing at our sites to provide quality staff development for all employees?” “How are we developing our coaches to support our New Teachers?”
Source: http://executiveeducation
Be a Mastery Coach
Definition:
Mastery coaching proposes that all new educators can learn when provided with the appropriate support in a school.
Discussion: The application of mastery coaching is based on the same premise as Benjamin Bloom's Learning for Mastery model. Mastery coaching is predominantly a collaborative, coach-paced collegial approach, in which New Educators learn by collaborating with their Instructional Coach, and colleagues.
How Mastery Coaching Affects Education: Mastery coaches focus on these specific areas – Classroom Management, Lesson Planning and Delivery (focusing on the learning process), communicating with parents, and maintaining high expectations for all students.
Classroom management refers to the procedures developed by the teacher that create a safe and effective learning environment. The coach’s role is to monitor and provide specific feedback as the New Educator refines his/her procedures.
Lesson planning and delivery focuses on developing learning opportunities that are associated with a result or outcome that has clear meaning and relatively immediate value to the student (Schlechty, 2000). The coach assists the New Educator in developing a mind set for planning in a standards-based system. The planning begins with 1) developing objectives, 2) creating assessments to determine student progress, and 3) selecting appropriate instructional strategies to help all students learn. Following the planning process, the coach observes, assesses the New Educator and student work, and provides feedback, and encourages the New Educator to reflect on his/her own performance.
Communicating with parents can have a positive influence on a student’s performance. The coach’s responsibility is to be proactive especially prior to open house or any New Educator’s parent conference. It is not always what a new educator tells a parent but how it is said.
Maintaining high expectations for students is about the teacher’s behavior. Teachers communicate with students on many planes through what is said, how it is said, body language, attitude, and movement. The coach should discuss the importance communicating high expectations for all students.
The reflective process: The mastery coach always self-reflects following a session with a New Educator. This metacognitive process helps the coach refine his/her skills to improve support for the New Educator.
Source: Dr. Doug Miller, NESS Program Facilitator
Mastery coaching proposes that all new educators can learn when provided with the appropriate support in a school.
Discussion: The application of mastery coaching is based on the same premise as Benjamin Bloom's Learning for Mastery model. Mastery coaching is predominantly a collaborative, coach-paced collegial approach, in which New Educators learn by collaborating with their Instructional Coach, and colleagues.
How Mastery Coaching Affects Education: Mastery coaches focus on these specific areas – Classroom Management, Lesson Planning and Delivery (focusing on the learning process), communicating with parents, and maintaining high expectations for all students.
Classroom management refers to the procedures developed by the teacher that create a safe and effective learning environment. The coach’s role is to monitor and provide specific feedback as the New Educator refines his/her procedures.
Lesson planning and delivery focuses on developing learning opportunities that are associated with a result or outcome that has clear meaning and relatively immediate value to the student (Schlechty, 2000). The coach assists the New Educator in developing a mind set for planning in a standards-based system. The planning begins with 1) developing objectives, 2) creating assessments to determine student progress, and 3) selecting appropriate instructional strategies to help all students learn. Following the planning process, the coach observes, assesses the New Educator and student work, and provides feedback, and encourages the New Educator to reflect on his/her own performance.
Communicating with parents can have a positive influence on a student’s performance. The coach’s responsibility is to be proactive especially prior to open house or any New Educator’s parent conference. It is not always what a new educator tells a parent but how it is said.
Maintaining high expectations for students is about the teacher’s behavior. Teachers communicate with students on many planes through what is said, how it is said, body language, attitude, and movement. The coach should discuss the importance communicating high expectations for all students.
The reflective process: The mastery coach always self-reflects following a session with a New Educator. This metacognitive process helps the coach refine his/her skills to improve support for the New Educator.
Source: Dr. Doug Miller, NESS Program Facilitator
A Great Coach is
Benevolent and Competent: It is essential that coaches demonstrate through their actions a commitment to the well-being and success of their New Educators. Competency, or knowing what we are talking about and being able to make things happen, is another essential component in a trusting relationship. One without the other can lead to disastrous results.An Advocate: Coaches can be advocates for their own New Educator and for new teachers in general.
A Systems Thinker: Expert teachers fully understand the social and organizational systems that are in place in their own classrooms; they know that those systems establish the conditions necessary for high performing learning communities to thrive. They not only understand those systems, but monitor and correct the systems when they are not functioning smoothly. Expert coaches must not only understand the systems necessary to lead in individual classrooms, they must understand which systems are in operations in the department, the grade level, the school, and the district.
A Student Learning Guru: A challenge for all coaches is finding the balance between personal practical experience and reaching out to the research base on teaching and learning. As coaches we must not only know and be able to share strategies that work, we need to be able to explain the reasons a given strategy is a good choice for a particular instructional situation.
A Life-Long Learner: A natural pitfall of being seen as expert teachers is that newcomers may decide that we have all the answers. It is important to communicate that the more we know, the better we understand just how much we do not yet know.
Grounded: We remember well those situations when we were so uncomfortable with what we were being asked to do that all our attention and energy went toward our own survival and success. As we developed our content knowledge and built our instructional repertoires we became more grounded and were able to focus on and respond to the needs of the learners. The same developmental pattern unfolds as we learn to be great coaches. We have to learn more about how adults learn and how to provide growth-producing feedback.
Capable of Bobbing and Weaving: While school systems tend to move more slowly than other organizations, we are always subject to new programs, new approaches, and new directions. Just when we think things are stabilized, financial or political variables lead to shifts in direction. Mentors can assist their New Educators by minimizing their own reactions to new directions and looking for ways to utilize the new approach so that it contributes not only to student learning but to the professional growth of the new teachers.
Source: Paula Rutherford
Teacher Talk: An Inside Look at Florida Education
“Teacher Talk: An Inside Look at Florida Education.” Is a new series devoted to public education in Florida? This new monthly show is produced by the Florida Education Channel in collaboration with the Florida Department of Education.
Each month, the show will feature a "Teacher Spotlight" segment, which focuses on Florida teachers and their innovations both in and out of the classroom. Viewers will have the opportunity to learn about what Florida schools and school districts have to offer teachers and students alike. The program will also highlight outstanding resources for teachers, parents, and students. Additionally, the “Best Practices Spotlight” will focus on the best practices of teachers in various subject areas throughout Florida’s education system. From time to time, Teacher Talk will feature discussions on hot topics in education, as well as legislative changes affecting the K-12 education system.
“Teacher Talk: An Inside Look at Florida Education” is set to debut on the Florida Education Channel, February 8, 2007, at 10:00 a.m. and 10:00 p.m. The show will be aired several times per week throughout the month. Currently, the Florida Education Channel is available 24 hours per day via the Internet as well as on DISH Network, channel 9418. Can’t catch it there? You can also see it on the Florida Knowledge Network and it will be available to districts via ITV.
To view the Florida Education Channel visit: www.fec.tv/details.asp?ID=2971
Contributed by: Kathleen Chapman, NESS Program Facilitator
Each month, the show will feature a "Teacher Spotlight" segment, which focuses on Florida teachers and their innovations both in and out of the classroom. Viewers will have the opportunity to learn about what Florida schools and school districts have to offer teachers and students alike. The program will also highlight outstanding resources for teachers, parents, and students. Additionally, the “Best Practices Spotlight” will focus on the best practices of teachers in various subject areas throughout Florida’s education system. From time to time, Teacher Talk will feature discussions on hot topics in education, as well as legislative changes affecting the K-12 education system.
“Teacher Talk: An Inside Look at Florida Education” is set to debut on the Florida Education Channel, February 8, 2007, at 10:00 a.m. and 10:00 p.m. The show will be aired several times per week throughout the month. Currently, the Florida Education Channel is available 24 hours per day via the Internet as well as on DISH Network, channel 9418. Can’t catch it there? You can also see it on the Florida Knowledge Network and it will be available to districts via ITV.
To view the Florida Education Channel visit: www.fec.tv/details.asp?ID=2971
Contributed by: Kathleen Chapman, NESS Program Facilitator
What's your talking factor?
As we all do, when some classes get a little to comfortable with each other, I rearrange seats. When you move a few seats around it is incredible how the dynamics of the room change. I found a system that really works for me when changing seats. I assign each student a talk factor value.1 = students that are self disciplined and are never disruptive.
2 = students that rarely are disruptive, but do get distracted at times.
3 = students that will talk and occasionally be disruptive given the opportunity.
4 = students that have little if any self control.
I then base the seating chart on this. First I spread the 4s out and surround them with 1s. I then throw a dash of 3s mixed between the remaining 1s and 2s. I have to tell you, this works great. I always explain why I am switching seats. After a day or two, students even start to appreciate the switch. They all find it easier to concentrate and the scores go up across the board.
Source: Robert Shue, High School Teacher
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