Monitoring any continuous improvement process can be a challenge. Measuring where we begin and where we end is common practice and comfortably fits our paradigm of pre and post testing. However, in order to determine whether growth is, in fact, continuous, frequent monitoring of the small steps along the way is essential.
In Step 4, you identified gaps in the current reality and desired state of your induction processes, as well as the changes that need to be made to close those gaps. The guiding questions for Step 5 are:
1. How are we doing?
2. What indicators will we use to determine our progress?
3. How often will these be addressed?
Using the Continuous Improvement Plan (CIP) at this point will help you answer those questions and provide structure for your work. Visit the podcast Induction Air #1: An introduction to the Continuous Improvement Plan (CIP).
Source: Randall Deich and Joy Rabin, NESS Program Facilitators
Tuesday, February 19, 2008
Defining Induction
According to Phillip Schlechty, the purpose of induction is to ensure that all members of the staff “are aware of and embrace the norms and values of the group or organization and that they possess the skills, attitudes, and habits of mind necessary to fulfill the roles they are assigned in the group or organization.”
In “Using Data to Improve Teacher Induction Programs,” the NEA Foundation (Summer 2002) describes three new teacher induction models that schools use to achieve these goals: Basic Orientation, Instructional Practice, and School Transformation.
The Basic Orientation Model is most common and often involves a series of workshops focused on school/district procedures and policies. A mentor may or may not be assigned to each new educator. Broward’s New Teacher Academy and New Teacher Orientation exemplify this model.
Mentors in the Instructional Practice Model are well trained and model research-based strategies to help their clients meet state and local standards of curriculum and instruction. Policies, procedures, and classroom management are also addressed. NESS fits these criteria.
The School Transformation Model connects induction “… to systemic, school-wide renewal efforts that promote continuous improvement. This model helps new teachers to engage in school reform and connect their professional growth to challenging goals for student learning. It focuses on the development of teachers as a ‘community of learners’ and enables faculty to work together on all aspects of their job.”
The School Transformation model reflects how we envision induction in Broward County Schools. Induction, as we see it, is not a “one-shot deal”, but a system of ongoing processes embedded in all that we do to grow as educators and institutions; underlying this system is a school-wide collaborative culture that taps and supports the learning of all stakeholders.
Skills, attitudes, and habits of mind must continually change to meet the demands of our evolving roles as educators. Induction helps to ensure that we are able to fulfill our roles throughout the change process.
Source: Joy Rabin, NESS Program Facilitator
In “Using Data to Improve Teacher Induction Programs,” the NEA Foundation (Summer 2002) describes three new teacher induction models that schools use to achieve these goals: Basic Orientation, Instructional Practice, and School Transformation.
The Basic Orientation Model is most common and often involves a series of workshops focused on school/district procedures and policies. A mentor may or may not be assigned to each new educator. Broward’s New Teacher Academy and New Teacher Orientation exemplify this model.
Mentors in the Instructional Practice Model are well trained and model research-based strategies to help their clients meet state and local standards of curriculum and instruction. Policies, procedures, and classroom management are also addressed. NESS fits these criteria.
The School Transformation Model connects induction “… to systemic, school-wide renewal efforts that promote continuous improvement. This model helps new teachers to engage in school reform and connect their professional growth to challenging goals for student learning. It focuses on the development of teachers as a ‘community of learners’ and enables faculty to work together on all aspects of their job.”
The School Transformation model reflects how we envision induction in Broward County Schools. Induction, as we see it, is not a “one-shot deal”, but a system of ongoing processes embedded in all that we do to grow as educators and institutions; underlying this system is a school-wide collaborative culture that taps and supports the learning of all stakeholders.
Skills, attitudes, and habits of mind must continually change to meet the demands of our evolving roles as educators. Induction helps to ensure that we are able to fulfill our roles throughout the change process.
Source: Joy Rabin, NESS Program Facilitator
SWOT Your Team
At Lloyd Estates Elementary School, we began the year with a survey of our staff using The SWOT method. This gave us feedback on what staff members felt were the Strengths, Weaknesses, Opportunities, and Threats at our school. This information was then put on a bulletin board in the staff lounge, which could be updated, revised, etc. as needed.
The bulletin board featured an umbrella for the strengths, rain clouds for the weaknesses, sun shapes for the opportunities and lightning bolts for the threats. Ideas from the survey were typed on clear labels and placed over the appropriate meteorological entity. Sticky strips are located by the bulletin board so that stakeholders may add items when they feel it is appropriate.
The information was gathered from the board and discussed with our leadership team, which will serve as our Site-based Induction Team. Based on the information collected, the team has already decided that we will focus on strengthening parental educational support.
Source: Mary Taylor, Former, NESS Liaison, Lloyd Estates Elem.
The bulletin board featured an umbrella for the strengths, rain clouds for the weaknesses, sun shapes for the opportunities and lightning bolts for the threats. Ideas from the survey were typed on clear labels and placed over the appropriate meteorological entity. Sticky strips are located by the bulletin board so that stakeholders may add items when they feel it is appropriate.
The information was gathered from the board and discussed with our leadership team, which will serve as our Site-based Induction Team. Based on the information collected, the team has already decided that we will focus on strengthening parental educational support.
Source: Mary Taylor, Former, NESS Liaison, Lloyd Estates Elem.
Using the NESS eNewsletter
Thank you for the newsletter. We choose one article from the newsletters to discuss at our Induction Support Group Learning Community. I had the "coaching" portion from a previous newsletter. We talked about this at our last meeting. We all agreed that these are questions we can also ask of ourselves to become a reflective practitioner. The parent communication section will help with our next meeting. Thanks again.
Source: Sharon Rapheal, Fox Trail
Source: Sharon Rapheal, Fox Trail
Monitoring the Coaching Process
The great advantage of coaching as a developmental process is that it provides the opportunity for one-on-one training, guiding, instructing, observing, modeling, evaluating performance, and providing corrective feedback to the New Educator. All of this can be done on the job. It occurs through regular sessions as the Instructional Coach is mentoring and providing immediate feedback to the New Educator.
The great disadvantage of coaching as a developmental process is that the knowledge and skills of coaches can vary greatly. Coaching and mentoring require the use of tools and techniques that help the Instructional Coach support the professional and technical growth of the New Educator.
One of the responsibilities of the NESS School Liaison is to monitor the type and quality of support provided by each Instructional Coach. Once the Liaison has identified the needs of the Instructional Coaches, s/he can provide direct support through an Instructional Coach learning community and/or indirect support by recommending Clinical Educator Training and HRD summer training events to help coaches gain the tools they need to be effective mentors.
Source: Dr. Doug Miller, NESS Program Facilitator
The great disadvantage of coaching as a developmental process is that the knowledge and skills of coaches can vary greatly. Coaching and mentoring require the use of tools and techniques that help the Instructional Coach support the professional and technical growth of the New Educator.
One of the responsibilities of the NESS School Liaison is to monitor the type and quality of support provided by each Instructional Coach. Once the Liaison has identified the needs of the Instructional Coaches, s/he can provide direct support through an Instructional Coach learning community and/or indirect support by recommending Clinical Educator Training and HRD summer training events to help coaches gain the tools they need to be effective mentors.
Source: Dr. Doug Miller, NESS Program Facilitator
The Classroom Teacher as Instructional Coach
Historically, the culture of schools isolates teachers in the classroom. One way to expand your opportunities to share your experience and leadership is by notifying the NESS School Liaison that you are interested in coaching a new educator.
Instructional Coaches are responsible for communicating the needs of the organization and supporting the professional growth of the New Educator. All schools in Broward County are developing site-based induction programs. As an Instructional Coach your input will influence the improvement of those systems. Moreover, as an Instructional Coach you will have the satisfaction that you helped a new teacher transition into the profession.
The reflective nature of mentoring also provides opportunities for you to reexamine and improve your own practice. This revitalization benefits your school, colleagues, you, and your students as it buttresses your professional experiences.
Source: Dr. Doug Miller, NESS Program Facilitator
Instructional Coaches are responsible for communicating the needs of the organization and supporting the professional growth of the New Educator. All schools in Broward County are developing site-based induction programs. As an Instructional Coach your input will influence the improvement of those systems. Moreover, as an Instructional Coach you will have the satisfaction that you helped a new teacher transition into the profession.
The reflective nature of mentoring also provides opportunities for you to reexamine and improve your own practice. This revitalization benefits your school, colleagues, you, and your students as it buttresses your professional experiences.
Source: Dr. Doug Miller, NESS Program Facilitator
Helping the New Educator Organize Work
Work with your New Educator to organize the current mess. In preparation for the work session, create appropriate labels for file folders as well as cover and spine inserts for three-ring binders. Create a visual catalog of organizational systems by taking photographs of desks, bookcases, cabinets, crates, etc. that are organized in a way that the teacher who uses the system is satisfied. Other ways to create visual menus include using a camcorder to capture organizational systems in your own school or collaborating with other mentors in the district to create a web cast focused not only on paper flow but also on all classroom organizational systems. New teachers who have well-functioning organizational systems in place are far less likely to face on-going student behavior issues. Organizational systems are one of the important keys to higher levels of student learning.
Source: Rutherford, Paula "Dealing with the Paper Flow” Mentoring in the 21st Century™ November 2007.
Source: Rutherford, Paula "Dealing with the Paper Flow” Mentoring in the 21st Century™ November 2007.
KASAB, Attitudes
The word “attitude” originated during the 17th century it was a technical term in art for the posture of a figure in a statue or painting and later generalized to "a posture of the body supposed to imply some mental state.” In the 19th century, the word’s meaning changed to a sense of "settled behavior reflecting feeling or opinion.” A connotation of attitude developed in the 1960s; it described a person who was "antagonistic and uncooperative.” For our purposes, we will define attitude as a person’s mental state, including his/her beliefs, feelings, and values, and their influence on that person’s behavior. Additionally, unlike personality, attitudes change as a function of experience. Instructional Coaches identified the following list of attitudes as essential in being an effective mentor.
1. Perseverance
2. Positive
3. Professional
4. Enthusiastic
5. Empathic
6. Open
7. High Expectations
8. Honest
9. Sensitive
10. Helpful
Source: Dr. Doug Miller, NESS Program Facilitator
1. Perseverance
2. Positive
3. Professional
4. Enthusiastic
5. Empathic
6. Open
7. High Expectations
8. Honest
9. Sensitive
10. Helpful
Source: Dr. Doug Miller, NESS Program Facilitator
Supporting your colleagues
Good people skills can make all the difference between success and failure at work. Make your new motto "Who cares, wins..."
Show an interest—not only in a colleague's work but also in his or her personal life. Making disclosures about yourself is one way to encourage people to reciprocate. This will help to engender trust. However, remember there is a fine line between showing an interest and being perceived as overly intrusive.
Treat people as individuals—sounds obvious, but you have to find out what makes your colleagues "tick." If people appear unhappy or unmotivated you need to find out why. If you are in a position to change things then do so.
Be inclusive—Don't be selective when you develop relationships at work. The golden rule is to treat everyone with the same level of respect, regardless of his or her position.
Provide positive feedback—People need to feel valued and respected for them to operate at their optimal level. Giving them positive feedback is often a great way to show interest.
Give people constructive criticism—Show people what you would like them to do rather than tell them off for what they have not done.
Empathize with colleagues—If you are having a dispute with one of your colleagues, try to put yourself in his or her shoes and see things from the other person's point of view. This will not always solve the problems, but it should make you more aware of any issues involved.
Believe the clichés—For example, it is often said that you should be nice to people on the way up because you never know who you will meet on the way down. Never underestimate a cliché, because most of them contain more than an element of truth.
Source: Randall Deich, NESS Program Facilitator
Show an interest—not only in a colleague's work but also in his or her personal life. Making disclosures about yourself is one way to encourage people to reciprocate. This will help to engender trust. However, remember there is a fine line between showing an interest and being perceived as overly intrusive.
Treat people as individuals—sounds obvious, but you have to find out what makes your colleagues "tick." If people appear unhappy or unmotivated you need to find out why. If you are in a position to change things then do so.
Be inclusive—Don't be selective when you develop relationships at work. The golden rule is to treat everyone with the same level of respect, regardless of his or her position.
Provide positive feedback—People need to feel valued and respected for them to operate at their optimal level. Giving them positive feedback is often a great way to show interest.
Give people constructive criticism—Show people what you would like them to do rather than tell them off for what they have not done.
Empathize with colleagues—If you are having a dispute with one of your colleagues, try to put yourself in his or her shoes and see things from the other person's point of view. This will not always solve the problems, but it should make you more aware of any issues involved.
Believe the clichés—For example, it is often said that you should be nice to people on the way up because you never know who you will meet on the way down. Never underestimate a cliché, because most of them contain more than an element of truth.
Source: Randall Deich, NESS Program Facilitator
Teaching Tip: Super Story
If I find that I finish a lesson quicker than I planned, I always do a Super Story with my students. It is a simple activity. I present my double-sided red-blue, teacher pen to students. Children love just to hold the pen. I write a single sentence on the board to start the Super Story. I then pass the pen and the Super Story paper to a student. This student must now add two sentences to the Super Story. When they are finished, they pass the pen and paper to another student. This student must first read the entire story to class from the beginning. After reading, the student must also add two sentences. We continue this through the entire class. Once every student writes, we finish the story as a class. I find the best way is to have students brainstorm and then vote on the ending.
Source: Kyle Newing: Grade 5-6 Teacher
Source: Kyle Newing: Grade 5-6 Teacher
Monitoring Student Progress
Grading student work is no longer just about giving grades at the end of the quarter. It is about measuring student progress toward essential standards identified by the state. Teachers must use an assessment system that measures students’ academic performance that also includes a process that evaluates the effectiveness of the instruction. After analyzing data to determine each student’s current performance level, the teacher sets learning goals to be achieved within a specific time. Progress toward meeting the student’s goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching strategies are adjusted as needed.
When student progress is measured in this way, there are benefits for everyone involved. Student learning is accelerated because they are receiving appropriate instruction, teachers make more informed instructional decisions, and student progress is documented for accountability purposes.
Overall, monitoring student progress ensures more efficient and appropriate instructional goals and techniques, resulting in faster attainment of state standards.
When student progress is measured in this way, there are benefits for everyone involved. Student learning is accelerated because they are receiving appropriate instruction, teachers make more informed instructional decisions, and student progress is documented for accountability purposes.
Overall, monitoring student progress ensures more efficient and appropriate instructional goals and techniques, resulting in faster attainment of state standards.
Lighter Side
TEACHER: Maria, go to the map and find North America.MARIA: Here it is.
TEACHER: Correct. Now class, who discovered America?
CLASS: Maria.
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