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Beyond the Workshop:

Beyond the Workshop:. Job Embedded Learning for Beginning Teachers & Mentors. Getting Started. Give Prior positive experience with Job Embedded Learning Get Goals for this morning (and beyond). Agenda. Give + Get Context for our Work Overview of Programs & Supports So What, Now What?

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Beyond the Workshop:

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  1. Beyond the Workshop: Job Embedded Learning for Beginning Teachers & Mentors

  2. Getting Started • Give • Prior positive experience with Job Embedded Learning • Get • Goals for this morning (and beyond)

  3. Agenda • Give + Get • Context for our Work • Overview of Programs & Supports • So What, Now What? • Applause

  4. Beginning Teacher Growth Continuum* Decision & Selection Ongoing PD Pre-Service at Faculty Induction Hiring & Placement *Notes from Ministry Sessions (April 4/2005)

  5. Beginning Teacher Growth Continuum* • How do we attract people to the profession? • Selection process at Faculties of Education (e.g., profiles vs. marks) Decision & Selection Ongoing PD Pre-Service at Faculty Induction Hiring & Placement *Notes from Ministry Sessions (April 4/2005)

  6. Beginning Teacher Growth Continuum* • Structure and duration of programs • Models and examples of 2 way collaboration with boards Decision & Selection Ongoing PD Pre-Service at Faculty Induction Hiring & Placement *Notes from Ministry Sessions (April 4/2005)

  7. Faculties of Education Partnerships Host Teacher Both Mentor Mutual Learning Faculty TDSB

  8. Beginning Teacher Growth Continuum* • First teaching assignment and initial workload considerations • Implications for current “shuffling the deck chairs” method Decision & Selection Ongoing PD Pre-Service at Faculty Induction Hiring & Placement *Notes from Ministry Sessions (April 4/2005)

  9. Hiring and Placement 2006/2007 • Elementary (660) • French • Special Education • Kindergarten • Secondary (360) • History • English • Science • Mathematics

  10. Beginning Teacher Growth Continuum* • More than mentoring • Focus on developing teacher excellence vs focus on retention Decision & Selection Ongoing PD Pre-Service at Faculty Induction Hiring & Placement *Notes from Ministry Sessions (April 4/2005)

  11. Information vs Impression • Ontario College of Teachers Transition to Teaching study (Dec/05) • “Fewer than 1 in 12 graduates of Ontario’s faculties of education left the teaching profession in the first four years following graduation” • “More than 91% remain members of the College” • “Similarly low rates of loss appear to be emerging for the graduates of the subsequent three years” Induction Ongoing PD

  12. Baseline Data: Retention

  13. Voices from the Classroom • “Classroom Management. Oh god, help! Is it my voice? Is it my language? ....Am I boring? Do I need a whistle? A bell? A door bell? A cooler hand signal? An accent? A funny hat? A stun-gun? Carpeted floors/walls/ceiling? .....What will get their attention, and sustain it?” Induction Ongoing PD

  14. Voices from the Classroom • “One issue that I wish was covered more in depth at my faculty of education is assessment and evaluation. It wasn't until I really had to put number marks into categories and crunch the numbers that I felt very uncertain of how to do it properly.” Induction Ongoing PD

  15. Voices from the Classroom • “How to teach to so many different learning levels...or how to assess the different learning levels and how to report on the very low students. I just did my first report cards and I felt very lost. I've gone through a difficult process of throwing away the book and starting to try and teach to the ‘real’ needs of my students.” Induction Ongoing PD

  16. 60 55 2004/2005 50 2005/2006 45 40 35 30 25 20 15 10 5 0 Baseline Data: Key Areas of Need What are the Issues? Classroom Assessment Report Cards Diversity Communication Planning Administrative TPA Management & Evaluation & IEPs of Learners Tasks

  17. Beginning Teacher Growth Continuum* • A sense that professional development is something that matters • Growth for all teachers Decision & Selection Ongoing PD Pre-Service at Faculty Induction Hiring & Placement *Notes from Ministry Sessions (April 4/2005)

  18. Considerations • The heart and the art of teaching • Power and danger of the anecdote • Deficit vs Attribute approach • School is where learning occurs • Intentionalizing the sharing of knowledge and practice • New Teacher Induction Program (NTIP) funded by the Ministry Induction Ongoing PD

  19. Considerations • The heart and the art of teaching • Power and danger of the anecdote • Deficit vs Attribute approach • School is where learning occurs • Intentionalizing the sharing of knowledge and practice • New Teacher Induction Program (NTIP) funded by the Ministry Induction Ongoing PD

  20. Considerations • The heart and the art of teaching • Power and danger of the anecdote • Deficit vs Attribute approach • School is where learning occurs • Intentionalizing the sharing of knowledge and practice • New Teacher Induction Program (NTIP) funded by the Ministry Induction Ongoing PD

  21. Considerations • The heart and the art of teaching • Power and danger of the anecdote • Deficit vs Attribute approach • School is where learning occurs • Intentionalizing the sharing of knowledge and practice • New Teacher Induction Program (NTIP) funded by the Ministry Induction Ongoing PD

  22. Considerations • The heart and the art of teaching • Power and danger of the anecdote • Deficit vs Attribute approach • School is where learning occurs • Intentionalizing the sharing of knowledge and practice • New Teacher Induction Program (NTIP) funded by the Ministry Induction Ongoing PD

  23. Considerations • The heart and the art of teaching • Power and danger of the anecdote • Deficit vs Attribute approach • School is where learning occurs • Intentionalizing the sharing of knowledge and practice • New Teacher Induction Program (NTIP) funded by the Ministry Induction Ongoing PD

  24. 60 55 50 45 40 35 30 25 20 15 10 5 0 Mentor Online Sharing BT Institutes & PD Other Teachers Administrator Other TDSB Workshops Baseline Data: Useful Supports What’s Been Helpful? 2004/2005 2005/2006 School Based Online BT Institutes Other School Other Mentor Sharing & PD Teachers Administration Workshops

  25. 60 55 50 45 40 35 30 25 20 15 10 5 0 Mentor Online Sharing BT Institutes & PD Other Teachers Administrator Other TDSB Workshops Baseline Data: Useful Supports Job Embedded Learning What’s Been Helpful? 2004/2005 2005/2006 School Based Online BT Institutes Other School Other Mentor Sharing & PD Teachers Administration Workshops

  26. Learning at School Effective Teaching Practice School Culture School Logistics Curriculum Student Knowledge Knowledge about Students A Beginning Teacher walks into a school for the first time.... What are the initial and ongoing structures in place that will allow for the “intentional” sharing of knowledge and practice?

  27. Beyond the Workshop* Nice • Reactions • Did you like it? • Learning • What did you learn? • Organizational Support • What structures exist that will support systemic • implementation? (importance of Principal) • Application of Knowledge & Skill • Evidence of implementation, need for follow up • Impact on Student Learning • Multiple indicators Critical *Adapted from Thomas R Guskey - New Teacher Symposium (Feb 7/06)

  28. Models of Mentoring • Broker Mentor • One to One Mentor Matching • Group Mentoring • Informal Mentoring • Online Mentoring

  29. Roles & Stances of an Effective Mentor* • Offering Support and Providing Resources • Creating Challenge and Encouraging Growth • Facilitating Professional Vision *Adapted from Mentoring Matters 2nd Edition: Laura Lipton & Bruce Wellman with Carlette Humbard

  30. Flexibility based on needs of Protégé *Adapted from Mentoring Matters 2nd Edition: Laura Lipton & Bruce Wellman with Carlette Humbard

  31. New Mentor Weekly e-mails from New Teachers New Mentor Training Project Leader TEL Conference Training FOS Fall FOS Winter FOS Spring Welcome Institute(s) Based PD Institute(s) Based PD Institute(s) Contract Summer Mentor/Beginning Teacher Classroom Exchange Mentor/Beginning Teacher FOS Signings Institute In - School Planning/PD Visit(s) In - School Planning/PD Celebrations July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June Job Embedded Family of Schools Central Ongoing Learning (5 Days) Based Support “System Mentoring” Online Mentoring, • e.g. 3 Days/Beginning • FOS Beginning (3 Days) Support, Teacher + Teacher Coaches • Subject specific Collaboration 2 Days/Mentor • Local PD in key curricular support & • School - Based areas of need and ongoing PD Resource Sharing Alignment of Support & Growth Resources Beginning Teacher Coaches CD* • Working directly in classrooms with new hires

  32. New Mentor Weekly e-mails from New Teachers New Mentor Training Project Leader TEL Conference Training FOS Fall FOS Winter FOS Spring Welcome Institute(s) Based PD Institute(s) Based PD Institute(s) July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June Alignment of Support & Growth Resources Beginning Teacher Coaches CD* • Working directly in classrooms with new hires Contract Summer Mentor/Beginning Teacher Classroom Exchange Mentor/Beginning Teacher FOS Signings Institute In - School Planning/PD Visit(s) In - School Planning/PD Celebrations Job Embedded Family of Schools Central Ongoing Learning (5 Days) Based Support “System Mentoring” Online Mentoring, • e.g. 3 Days/Beginning • FOS Beginning (3 Days) Support, Teacher + Teacher Coaches • Subject specific Collaboration 2 Days/Mentor • Local PD in key curricular support & • School - Based areas of need and ongoing PD Resource Sharing

  33. Job Embedded Learning Initiative (JELI) • School-based planning/PD with a Mentor • Classroom Exchange visits • Up to 5 total days of release time (e.g., 3 days for BT + 2 days for Mentor) • JELI form is on BT Resources site: http://schools.tdsb.on.ca/asit/standards/btstart • List of “example classrooms” will be posted in New Teachers.TEL and sent to FOS Cmtees

  34. New Mentor Weekly e-mails from New Teachers New Mentor Training Project Leader TEL Conference Training July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June Alignment of Support & Growth FOS Fall FOS Winter FOS Spring Welcome Institute(s) Based PD Institute(s) Based PD Institute(s) Resources Beginning Teacher Coaches CD* • Working directly in classrooms with new hires Contract Summer Mentor/Beginning Teacher Classroom Exchange Mentor/Beginning Teacher FOS Signings Institute In - School Planning/PD Visit(s) In - School Planning/PD Celebrations Job Embedded Family of Schools Central Ongoing Learning (5 Days) Based Support “System Mentoring” Online Mentoring, • e.g. 3 Days/Beginning • FOS Beginning (3 Days) Support, Teacher + Teacher Coaches • Subject specific Collaboration 2 Days/Mentor • Local PD in key curricular support & • School - Based areas of need and ongoing PD Resource Sharing

  35. FOS Beginning Teacher Coaches • Funded centrally by Support for Beginning Teachers Project • Coaches work directly in classrooms with new hires providing support and mentoring in key areas of identified need • Classroom Management • Assessment/Evaluation/Reporting • Diversity of Learners

  36. Coaching Model • Focus on classroom support • Non-evaluative role • How to teach vs. what to teach • Does not replace school-based mentoring --> provides a “second layer” of Job Embedded support • Mentor Training & Ongoing PD for BT Coaches • Research component attached

  37. July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June Alignment of Support & Growth New Mentor Weekly e-mails from New Teachers New Mentor Training Project Leader TEL Conference Training FOS Fall FOS Winter FOS Spring Welcome Institute(s) Based PD Institute(s) Based PD Institute(s) Resources Beginning Teacher Coaches CD* • Working directly in classrooms with new hires Contract Summer Mentor/Beginning Teacher Classroom Exchange Mentor/Beginning Teacher FOS Signings Institute In - School Planning/PD Visit(s) In - School Planning/PD Celebrations Job Embedded Family of Schools Central Ongoing Learning (5 Days) Based Support “System Mentoring” Online Mentoring, • e.g. 3 Days/Beginning • FOS Beginning (3 Days) Support, Teacher + Teacher Coaches • Subject specific Collaboration 2 Days/Mentor • Local PD in key curricular support & • School - Based areas of need and ongoing PD Resource Sharing

  38. July Aug Sept Oct Nov Dec Jan Feb Mar Apr May June Alignment of Support & Growth New Mentor Weekly e-mails from New Teachers New Mentor Training Project Leader TEL Conference Training FOS Fall FOS Winter FOS Spring Welcome Institute(s) Based PD Institute(s) Based PD Institute(s) Resources Beginning Teacher Coaches CD* • Working directly in classrooms with new hires Contract Summer Mentor/Beginning Teacher Classroom Exchange Mentor/Beginning Teacher FOS Signings Institute In - School Planning/PD Visit(s) In - School Planning/PD Celebrations Job Embedded Family of Schools Central Ongoing Learning (5 Days) Based Support “System Mentoring” Online Mentoring, • e.g. 3 Days/Beginning • FOS Beginning (3 Days) Support, Teacher + Teacher Coaches • Subject specific Collaboration 2 Days/Mentor • Local PD in key curricular support & • School - Based areas of need and ongoing PD Resource Sharing Resources CD is online at: http://schools.tdsb.on.ca/asit/standards/btstart

  39. New Teachers.TEL Pathway: TDSB Conferences > School Services - Program > New Teachers.TEL

  40. BT Resources Site http://schools.tdsb.on.ca/asit/standards/btstart

  41. Alignment to Complete NTIP

  42. The Heart & the Art of Teaching & Learning Human Development & Learning for our Students Effective Classroom Practice (Beginning Teachers) School Culture Mentor(s), Principal, All Staff Beginning Teacher Coaches FOS Support for Beginning Teachers Cmtees Sup’t, VP/P Chairs, Mentor Cadre Central Support for Beginning Teachers Project, Program & Special Education Departments

  43. Allocation of NTIP & TDSB Funding

  44. Learning at School Effective Teaching Practice School Culture School Logistics Curriculum Student Knowledge Knowledge about Students A Beginning Teacher walks into a school for the first time.... What are the initial and ongoing structures in place that will allow for the “intentional” sharing of knowledge and practice?

  45. Measurable Indicators • Retention • % of Beginning Teachers retained 1 - 5 years • Survey Data • Voices from the classroom - evaluation of program • and supports by Beginning Teachers • Performance • % of Beginning Teachers receiving 2 satisfactory • TPA’s within first 12 months

  46. Review: So What/Now What? • Something that “squared” with me (i.e. validated prior understanding) • A question that is still “circling” around in my mind at this point • Something I learned that could form the “base” of future action(s)

  47. Jim StrachanProject Leader: Support for Beginning Teachers416, 394-7261Jim.Strachan@tel.tdsb.on.ca

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