Focusing on Results brings attention to the big picture - the overall health and impact of induction at your school. It is possible that the individual processes of your induction system are moving toward their desired states, but the “patient” is still not doing as well as expected. Is there evidence that your induction system is producing positive results in the five areas below?
1. New Educator Satisfaction
Are new hires satisfied with the type and level of support?
2. Teacher Retention
Are more teachers remaining at your school, since the implementation of your Induction Plan?
Are there links between certain types of induction experiences and longevity?
3. Job Satisfaction
Is there evidence that your induction system increases confidence and job satisfaction among faculty members?
4. Teacher Learning
Is there a connection between induction processes and improved pedagogy? Have teachers changed their instructional practices because of induction?
5. Student Learning
Has induction at your site led to increased student achievement?
After careful analysis of your data on satisfaction, learning, and retention, consider setting a SMART goal for each of these areas. With these goals in mind, review the Induction Rubric and reassess your school’s Induction Plan. Continue the six-step cycle, modifying the design or sequence as needed to ensure the continuous improvement of induction at your site.
Source: Randall Deich and Joy Rabin, HRD Program Facilitators
Sunday, March 16, 2008
The Principal’s Role in Creating a Vision
The school principal is key in the process of creating a shared vision for the school. In identifying standards for school leaders, the Interstate School Leaders Licensure Consortium (ISLLC) has identified six standards. Standard One states, “A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.”
When researching successful leaders, Deal and Peterson reported, “We found a clear and focused sense of values to be a critical factor among successful principals we studied.” Robert Eaker adds, “Monitoring or paying attention is a key vehicle for communicating the values of the school. Monitoring will only be truly effective when the school’s key values become the focus of monitoring efforts.” He further points out that “Modeling is the way leaders ‘advertise’ their personal values—and the central values around which the organization operates. All too often school officials espouse certain ideals and beliefs but then pay attention to other things. Students and faculty learn what is truly valued in a school by observing what school leaders pay attention to.”
1. What does the principal monitor?
2. What does the principal model?
3. What does the principal reinforce through recognition and celebration?
4. What behavior is the principal willing to confront?
Source: http://www.mdk12.org/process/leading/principals_role.htm
When researching successful leaders, Deal and Peterson reported, “We found a clear and focused sense of values to be a critical factor among successful principals we studied.” Robert Eaker adds, “Monitoring or paying attention is a key vehicle for communicating the values of the school. Monitoring will only be truly effective when the school’s key values become the focus of monitoring efforts.” He further points out that “Modeling is the way leaders ‘advertise’ their personal values—and the central values around which the organization operates. All too often school officials espouse certain ideals and beliefs but then pay attention to other things. Students and faculty learn what is truly valued in a school by observing what school leaders pay attention to.”
1. What does the principal monitor?
2. What does the principal model?
3. What does the principal reinforce through recognition and celebration?
4. What behavior is the principal willing to confront?
Source: http://www.mdk12.org/process/leading/principals_role.htm
Induction FAQ for Administrators
Q: What is induction?
Induction is a systemic approach for supporting and promoting the continuous growth of all staff members. It is dependent on a collaborative culture in which colleagues work together toward challenging academic goals.
Q: How does it relate to student achievement?
Research indicates that a quality teacher is the number one essential for high levels of student achievement. The purpose of induction is to develop and retain quality teachers.
Q: Is induction the same as NESS?
NESS is induction at the Foundation Level. Moving toward the Application Level involves developing a team to collaboratively write a proactive induction plan. The Accomplished Level of induction is achieved when a culture and processes exist which cultivate and support the continuous growth of all staff members.
Q: We already have an effective teacher support system in place. Why is it important to write it down?
The reflective and collaborative nature of the planning process can provide insight into the values, beliefs, needs, and strengths of the school. It also helps to ensure shared ownership of the plan. Putting expectations in writing provides criteria for monitoring and assessing the effectiveness of the various components. Finally, when staff members move on, the written plan will serve as documentation of progress; new staff members will be able to sustain and build on the work to date, rather than having to “start from zero”.
Q: How can I contribute to the development of my school’s induction system?
Ask your NESS Liaison or Induction Team about your school’s Induction Plan and how you might contribute to its success.
Q: What if we do not have an Induction Plan?
Contact your NESS Liaison or your HRD Program Facilitator for a copy of the electronic Induction Planning Tool and the Six Steps for Induction. Work with your NESS Liaison to create your team and begin the process together.
Q: Why do I need to be involved?
Induction is about everyone contributing to each other’s professional growth. From the first hiring interview to National Board certification and beyond, everyone’s involvement in the ongoing development of quality teachers is essential.
For any additional questions or support, please contact your HRD Program Facilitator, Mary Beckwith, Kathleen Chapman, Randall Deich, Sheila Lewis, Doug Miller, Joy Rabin, or Amy Tsukuda
Induction is a systemic approach for supporting and promoting the continuous growth of all staff members. It is dependent on a collaborative culture in which colleagues work together toward challenging academic goals.
Q: How does it relate to student achievement?
Research indicates that a quality teacher is the number one essential for high levels of student achievement. The purpose of induction is to develop and retain quality teachers.
Q: Is induction the same as NESS?
NESS is induction at the Foundation Level. Moving toward the Application Level involves developing a team to collaboratively write a proactive induction plan. The Accomplished Level of induction is achieved when a culture and processes exist which cultivate and support the continuous growth of all staff members.
Q: We already have an effective teacher support system in place. Why is it important to write it down?
The reflective and collaborative nature of the planning process can provide insight into the values, beliefs, needs, and strengths of the school. It also helps to ensure shared ownership of the plan. Putting expectations in writing provides criteria for monitoring and assessing the effectiveness of the various components. Finally, when staff members move on, the written plan will serve as documentation of progress; new staff members will be able to sustain and build on the work to date, rather than having to “start from zero”.
Q: How can I contribute to the development of my school’s induction system?
Ask your NESS Liaison or Induction Team about your school’s Induction Plan and how you might contribute to its success.
Q: What if we do not have an Induction Plan?
Contact your NESS Liaison or your HRD Program Facilitator for a copy of the electronic Induction Planning Tool and the Six Steps for Induction. Work with your NESS Liaison to create your team and begin the process together.
Q: Why do I need to be involved?
Induction is about everyone contributing to each other’s professional growth. From the first hiring interview to National Board certification and beyond, everyone’s involvement in the ongoing development of quality teachers is essential.
For any additional questions or support, please contact your HRD Program Facilitator, Mary Beckwith, Kathleen Chapman, Randall Deich, Sheila Lewis, Doug Miller, Joy Rabin, or Amy Tsukuda
What is a Podcast?
A podcast is audio or video either viewed live or downloaded for later listening or viewing via the Web; it is available for playback on a computer or mobile device like an Apple iPod or other mp3 player. Think of it as topic-focused radio (or video), on-demand and created by anyone from broadcasting wizards to people just like you and me.
How can podcasting be used in a classroom? Podcasting can be a tool used by teachers to provide enrichment or tutorials for students depending on their needs. As “consumers” of podcasts, students can listen to or watch content at their own speed, when and where they need it. Content-focused podcasts offer an opportunity for review, enrichment, research, and just plain fun. As a “podcast producer,” students can work alone or in groups to produce content and learn about the technology surrounding podcasting.
How can podcasting be used for professional development? Podcasting is a tool used by professional developers to offer “just-in-time” training - when you need the information, you get it. Podcasts offer the opportunity for the teacher to observe other teachers as they model strategies and/or processes. Podcasts communicate the expectations of the organization. Our imagination is the only limit podcasts have in providing opportunities for everyone to learn. Please visit the HRD website http://hrdpods.blogspot.com/ and explore the professional development podcasts.
How can podcasting be used in a classroom? Podcasting can be a tool used by teachers to provide enrichment or tutorials for students depending on their needs. As “consumers” of podcasts, students can listen to or watch content at their own speed, when and where they need it. Content-focused podcasts offer an opportunity for review, enrichment, research, and just plain fun. As a “podcast producer,” students can work alone or in groups to produce content and learn about the technology surrounding podcasting.
How can podcasting be used for professional development? Podcasting is a tool used by professional developers to offer “just-in-time” training - when you need the information, you get it. Podcasts offer the opportunity for the teacher to observe other teachers as they model strategies and/or processes. Podcasts communicate the expectations of the organization. Our imagination is the only limit podcasts have in providing opportunities for everyone to learn. Please visit the HRD website http://hrdpods.blogspot.com/ and explore the professional development podcasts.
Guiding Questions
Now is the time to begin reflecting on the effectiveness of your NESS support. The following questions are provided to help you examine your program to celebrate its successes and examine ways to improve your site’s program.
1. How do you know if the Instructional Coach is effective in his/her role of developing the New Educator?
2. How do you collect data on the effectiveness of your New Educator? What data did you collect? When and how often do you collect data? Who collects it?
3. What happens to the data once it is collected? Who is responsible for analyzing and monitoring progress based on data?
4. What support systems have you put in place to ensure that the New Educator is being supported? (e.g. NESS support meeting aligned to developmental areas for new teachers)
5. What systems do you have in place to monitor the New Educator’s progress? (e.g. meeting with School Liaison, speaking with New Educators, and discussing New Educator and Instructional Coach issues at leadership meetings)
6. How do you know that the Instructional Coach, Administrator, and the New Educator collaboratively discussed and agreed on the New Educator’s performance improvement plan?
If you would like help in evaluating the effectiveness of your program, please contact your HRD NESS Program Facilitator.
Source: HRD NESS Program Facilitators
1. How do you know if the Instructional Coach is effective in his/her role of developing the New Educator?
2. How do you collect data on the effectiveness of your New Educator? What data did you collect? When and how often do you collect data? Who collects it?
3. What happens to the data once it is collected? Who is responsible for analyzing and monitoring progress based on data?
4. What support systems have you put in place to ensure that the New Educator is being supported? (e.g. NESS support meeting aligned to developmental areas for new teachers)
5. What systems do you have in place to monitor the New Educator’s progress? (e.g. meeting with School Liaison, speaking with New Educators, and discussing New Educator and Instructional Coach issues at leadership meetings)
6. How do you know that the Instructional Coach, Administrator, and the New Educator collaboratively discussed and agreed on the New Educator’s performance improvement plan?
If you would like help in evaluating the effectiveness of your program, please contact your HRD NESS Program Facilitator.
Source: HRD NESS Program Facilitators
What do I do now?
I hope that your NE is gaining confidence with his/her classroom management skills, lesson delivery, and implementation of your site’s expectations. It is important that during the second semester the Instructional Coach continues to monitor the New Educator’s progress in these areas. Additionally, if your New Educator has a Temporary Certificate it is time to review the New Educator’s Statement of Eligibility from the Office of Certification and support the New Educator as they document completion of items listed in the letter. If you have any questions or need further assistance with certification issues email Certification Requests on CAB.
Source: Dr. Doug Miller, NESS Facilitator, HRD
Source: Dr. Doug Miller, NESS Facilitator, HRD
KASAB: Behaviors
There are many definitions and variations of the word behavior. In this circumstance, we will focus on behavior as social behavior. In a sociological hierarchy, social behavior precedes social action. Social Behavior is intended to influence somebody to do or think something. Further along this ascending scale of behaviors are social interaction and social relationships. Social behavior, put another way, is a process of communicating. A group of instructional coaches brainstormed the following list of social behaviors that effective coaches practice to improve the lines of communication with their client.
• Responsive
• Punctual
• Organized
• Give specific praise
• Discrete
• Supportive
• Give constructive feedback
• Truthful
• Listen
• Probe, ask questions
• Responsible
• Reflective
A good example is worth a thousand words.
Source: Instructional Coaches attending Clinical Educator Training
• Responsive
• Punctual
• Organized
• Give specific praise
• Discrete
• Supportive
• Give constructive feedback
• Truthful
• Listen
• Probe, ask questions
• Responsible
• Reflective
A good example is worth a thousand words.
Source: Instructional Coaches attending Clinical Educator Training
Standards-Based Grading and Reporting in Classrooms
WHY CHANGE CLASSROOM GRADING PRACTICES?
When teachers use assessment strategies that help students learn the standards, they find that the traditional grading system is often in conflict with those goals. Marzano (2000) states there are three problem areas around classroom grading practices “(1) teachers consider many factors other than academic achievement when they assign grades, (2) teachers weigh assessments differently, and (3) teachers misinterpret single scores on classroom assessments.” If the primary purpose of grades is to communicate information about student learning, then in a standards based system, grades should reflect learning standards and not other variables.
For grading and reporting systems to meet this goal districts, schools, and classroom teachers must understand the systemic changes needed at the district, school, and classroom levels. Changing grading practice means changing the way teachers determine and record grades in grade books.
Source: Paper Presented at the Annual Meeting of the American Educational Research Association Chicago, IL April 2003, by Nancy McMunn, Patricia Schenck, &Wendy McColskey
When teachers use assessment strategies that help students learn the standards, they find that the traditional grading system is often in conflict with those goals. Marzano (2000) states there are three problem areas around classroom grading practices “(1) teachers consider many factors other than academic achievement when they assign grades, (2) teachers weigh assessments differently, and (3) teachers misinterpret single scores on classroom assessments.” If the primary purpose of grades is to communicate information about student learning, then in a standards based system, grades should reflect learning standards and not other variables.
For grading and reporting systems to meet this goal districts, schools, and classroom teachers must understand the systemic changes needed at the district, school, and classroom levels. Changing grading practice means changing the way teachers determine and record grades in grade books.
Source: Paper Presented at the Annual Meeting of the American Educational Research Association Chicago, IL April 2003, by Nancy McMunn, Patricia Schenck, &Wendy McColskey
The Dark Side of Pygmalion
The Oak School experiment that figures prominently in Pygmalion in the Classroom: Teacher Expectation and Pupils/ Intellectual Development (R. Rosenthal, 1968) is universally acknowledged as a milestone in educational research, it is also accepted by many as just plain common sense. Simply put, when teachers expect students to show intellectual growth, they do. When teachers do not have such expectations, student performance and growth are not encouraged and in some cases discouraged. Almost all articles that speak to the Pygmalion effect have focused on the positive side of high expectations, that effective teachers can teach the unteachable. However, to truly understand the impact of teacher expectations let’s take a walk on the dark side.
The most disturbing finding in Rosenthal’s research is that when students in the so-called “lower track” (the control group) showed unexpected intellectual growth, their teachers’ evaluations declined in areas like behavioral adjustment and happiness. Rosenthal’s interpretation was - If the world thinks little of you, it is going to punish you if you begin to succeed. The following chart shows some of the teacher behaviors that send the message that students cannot or are not supposed to succeed.
According to Rosenthal, teachers face a moral dilemma; if a teacher knows that certain students in the class cannot learn, that teacher should get out of that classroom and, in some cases that school. Much like Luke Skywalker, teachers face the choice - be one with the force of high expectations for all students or choose to the dark side. May the force be with you all.
The most disturbing finding in Rosenthal’s research is that when students in the so-called “lower track” (the control group) showed unexpected intellectual growth, their teachers’ evaluations declined in areas like behavioral adjustment and happiness. Rosenthal’s interpretation was - If the world thinks little of you, it is going to punish you if you begin to succeed. The following chart shows some of the teacher behaviors that send the message that students cannot or are not supposed to succeed.
According to Rosenthal, teachers face a moral dilemma; if a teacher knows that certain students in the class cannot learn, that teacher should get out of that classroom and, in some cases that school. Much like Luke Skywalker, teachers face the choice - be one with the force of high expectations for all students or choose to the dark side. May the force be with you all.
The Teaching and Learning Center
I took and passed the Subject Area Exam K-6! The SAE Test Preparation course I enrolled in through the Teaching and Leadership Center (TLC) was very helpful. I would recommend the course to anyone scheduled to take the SAE. Thank you TLC very much!
Marsha Scott, Coconut Creek Elementary School.
Learn more about how the Teaching and Leadership Center can support your professional goals.
Visit our website at http://www.coe.fau.edu/tlc
Marsha Scott, Coconut Creek Elementary School.
Learn more about how the Teaching and Leadership Center can support your professional goals.
Visit our website at http://www.coe.fau.edu/tlc
Lighter Side
TEACHER: John, why are you doing your math multiplication on the floor?
JOHN: You told me to do it without using tables.
TEACHER: Glenn, how do you spell "crocodile?"
GLENN: K-R-O-K-O-D-I-A-L"
TEACHER: No, that is wrong
GLENN: Maybe it is wrong, but you asked me how I spell it.
TEACHER: Donald, what is the chemical formula for water?
DONALD: H I J K L M N O.
TEACHER: What are you talking about?
DONALD: Yesterday you said it's H to O.
JOHN: You told me to do it without using tables.
TEACHER: Glenn, how do you spell "crocodile?"
GLENN: K-R-O-K-O-D-I-A-L"
TEACHER: No, that is wrong
GLENN: Maybe it is wrong, but you asked me how I spell it.
TEACHER: Donald, what is the chemical formula for water?
DONALD: H I J K L M N O.
TEACHER: What are you talking about?
DONALD: Yesterday you said it's H to O.
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