2. New Teacher Induction Program
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
4. Student Teacher/New Teacher Professional
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
The professional 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 as a 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 planning should 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. • • assessment and 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 and carefully 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 Orienting for
Instruction
• Demonstrate how to utilize instructional time
effectively
• Demonstrate how to plan effectively for
instruction
13. Implementing Instruction
• Provide guidelines for enhancing instruction
• Demonstrate how to communicate content
and expectations to students
14. Monitoring Student Progress and
Potential
• Illustrate how to monitor student learning
• Utilize the findings to foster progress
15. Organizing and Orienting for
Instruction
• Utilize instructional time effectively
• Plan effectively for instruction
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 Development Efforts
Director of Minnesota Agricultural
Education Teacher Induction Program (TIP)
Director of Minnesota Farm Business
Management Education Professional
Excellence Program (PEP)
Courses & Workshops: Secondary & Adult
20. The Challenge: Shortages or
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: High Turnover Rates of
Novice Teachers
Opinions and research suggest 35-50 percent
of new teachers leave in the first five years in
the profession
23. Typical state system of 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 Teacher Development
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
27. Phases of First Year Teachers’ Attitude
Towards Teaching (Moir, 1992)
Anticipation Anticipation
Survival Reflection
Rejuvenation
Disillusionment
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
June July
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 Development Efforts
Director of Minnesota Agricultural
Education Teacher Induction Program (TIP)
Director of Minnesota Farm Business
Management Education Professional
Excellence Program (PEP)
Courses & Workshops: Secondary & Adult
32. The Challenge: Shortages or
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: High Turnover 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
38. Mentoring and Learning
Quality Mentoring 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 Enrollment in 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 Difficulties of 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 Difficulties of Novice
Teachers (cont’d)
Insufficient time for preparation
Relationships with parents
Selecting and using alternative teaching
strategies
(Veenman, 1984)