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Silicon Valley New Teacher Project

Silicon Valley New Teacher Project. A California State BTSA Induction Program.

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Silicon Valley New Teacher Project

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  1. Silicon ValleyNew Teacher Project A California State BTSA Induction Program

  2. On the whole, the school reform movement has ignored the obvious: What teachers know and can do makes the crucial difference in what children learn. Policies can improve schools only if the people in them are armed with the knowledge, skills, and supports they need. Student learning in this country will improve only when we focus our efforts on improving teaching. The Report of the National Commission on Teaching and America’s Future

  3. What Is Induction? • A phase of teacher development • A period of socialization and enculturation • A formal program for beginning teachers

  4. Goals of an Induction Program • To support teacher practice that results in high student achievement • To assist new teachers holding a California Preliminary Credential in meeting criteria for the attainment of a Professional Clear Credential within two years • To retain high quality, reflective teachers

  5. California’s Learning to Teach System Preliminary Credential Preparation Professional Clear Credential Preparation Continuous Learning PREL IMINARY P R O F E S S I O N A L • Blended Program • Subject-Matter Preparation • Professional Preparation • Support and Supervision • Teaching Performance • Assessment on the TPEs • Induction Program • Advanced Curriculum Preparation • Formative Assessment and Support • Frequent , Focused Reflection on Practice • Individual Induction Plan • Application of Prior Learning • Professional • Growth Program • Individual Development Plan • Based on Teacher’s Goals • Advanced Curriculum Studies • Advanced Subject Matter • National Board Certification • Reflection on Practice • Post-Baccalaureate Program • Subject matter Preparation • Professional Preparation • Support and Supervision • Teaching Performance • Assessment on the TPEs • Internship Program • (Subject matter Preparation) • Professional Preparation • Support and Supervision • Teaching Performance • Assessment on the TPEs March 2006

  6. Teacher Retention Data:SCNTP Alumni after 7 Years • 94% still in education • 88% teaching • 38% in same school • 72% in leadership roles [1998/99 Retention Study conducted on 1992/93 SCNTP participants]

  7. Professional Development Partnerships Research Direct Services NTC Dissemination Policy

  8. Silicon Valley New Teacher Project

  9. Santa Cruz/Silicon Valley New Teacher ProjectBTSA Induction Program COMPONENTS: Complete program components each year for two years • Weekly Meetings with NTP Mentor • NTC Formative Assessment System • Professional Development: Seminar Series and Related Applications

  10. Weekly Meetings with Mentor • Full release model: 1/15 caseload • Impact on 450-2700 students • Non-evaluative support • Focus on Standards • Student Content Standards • California Standards for the Teaching Profession • BTSA Induction Program Standards

  11. NTC Formative Assessment System

  12. FAS Training First Year Mentors: 4 Full Day Trainings: • Foundations in Instructional Mentoring • Content and Pedagogy, Standard 15 • Mentoring for Special Populations Success Induction Standard 20 Second Year Mentors 3 Full Day Trainings: • Mentoring for Language Learner Success, Induction Standard 19 • Mentoring for Equity, Induction Standard 17 Third Year + Mentors 3 Trainings: • Literacy in Content Areas

  13. Forum Logistics • When : 8:30–11:45 a.m. • Where: UCSC Extension • How Often: 3 times a month • Expectation: All mentors attend • Field Friday: Once a Month Mentors independently pursue professional development activities: • Mentor Shadowing • Meeting with Steering Committee Representative • District Mentor Team Meeting • Planning/Debriefing a District Seminar • Project Seminar Planning

  14. Mentor Learning Community-- Mentor Forums -- Mentor Forums serve important purposes: • Provide a collaborative community of practice for mentors • Deepen mentoring skills and advance induction practice • Support program implementation • Provide mentor accountability in a supportive environment • Support each mentor’s emerging leadership capacity

  15. Peer Coaching Coaching Partners within and outside of Forums • Veteran mentor coaches a new mentor • Using an Advisor Collaborative Log • Mentor Shadowing • A two-way cycle of peer observation • Cohort Groups • Several mentors from 5-6 different districts make up a cohort group. They meet to support and learn from one another.

  16. Benefits to Mentors • Expand repertoire of teaching strategies • Increased sense of professional efficacy • Broader perspective on teaching and learning • Greater likelihood to emerge in leadership roles • Increased appreciation for collaboration and reflective practice • Heightened commitment to teaching profession • Renewed professional vigor

  17. Benefits to the School Culture • Recruitment of the best and brightest mentors • Teachers hungry for new leadership roles • Retired teachers who want to give back to their profession • Induction Program that seeks to transform classroom practice and school culture

  18. Silicon ValleyNew Teacher Project

  19. Professional Development:Induction Program Standards 15-20 • 15: K-12 Core Academic Content and Subject Specific Pedagogy • 16: Using Technology to Support Student Learning • 17: supporting Equity, Diversity, and Access to the Core Curriculum • 18: Creating a Supportive and Healthy Environment for Student Learning • 19: Teaching English Learners • 20: Teaching Special Populations

  20. Year One Program Orientation Content & Pedagogy Healthy Classroom Environment Teaching Special Populations Year Two Launching Your Second Year Teaching English Learners Technology Supporting Equity, Diversity, and Access to Core Curriculum Professional Development Curriculum:Seminar Series and Related Applications

  21. ProfessionalDevelopment Model for Teachers

  22. A Comprehensive System of Professional Development • Level I Preparation • Preliminary Credential • Pre-service Study/ • Student Teaching • Concurrent Study (Internship Program) • Alternate Certification (Teach for America, Transitions to Teaching, etc.) • Out-of-State Teachers • Level II Preparations • Clear Credential • BTSA Induction • (1-2 years) • Application of Prior Learning • Formative Assessment and Support • Individual Induction Plan • Frequent Reflections on Practice • Development of Teaching Practice for • Experienced Teachers • Based on Teacher’s Goals • Based on Site/District Goals • Advanced Curriculum and Subject Matter Studies • Instructional Leadership • Intern and/or BTSA Mentor • Content Specialist/ Coach • Administrator Development • National Board Certification • Union Leadership New Teacher Center @UCSC, 2007

  23. Self Assessment Summary

  24. Induction Standard Action Plan

  25. Choice Board for Action Plans

  26. Benefits to New Teachers • Increased sense of professional efficacy • Stronger skills in working with English Language Learners • Higher retention rate • Greater job satisfaction • Improved ability to articulate and document professional growth • More frequent professional collaboration • Increased willingness to assume leadership roles

  27. Benefits to Schools • Better classroom instruction • Heightened attention to issues of diversity and responsive pedagogy • Sanctioned time for reflection and observation • Improved teacher morale • Increased collaboration • Positive impact on school culture

  28. Silicon Valley New Teacher Project

  29. Who Are the “Leavers”? • Beginning teachers who do not participate in an induction program are twice as likely to leave as those who do participate. • The teachers who choose to leave are the brightest, as measured by their college entrance exams. • Novice teachers who are dissatisfied with student discipline and the school environment are twice as likely to leave. —Susan Moore Johnson, 2005

  30. High Costs of Turnover and Attrition:SCHOOLS • Loss of public teacher preparation and investment • Cost of hiring, preparation and replacement • Churning loss of continuity and coherence • Lost professional development investments • Undercutting of school reforms No Dream Denied National Commission on Teaching and America’s Future, January 2003

  31. High Costs of Turnover and Attrition: STUDENTS Low Income Students Lose the Most • Highest turnover • Highest number of first year teachers • Highest number of out-of-field teachers • Fewest accomplished teachers No Dream Denied National Commission on Teaching and America’s Future, January 2003

  32. Direct Services to SV Districts • Direct Coaching to Novice Administrators • Clear Credential Program • Coaching to Experienced Administrators • Professional Development for School Leaders (Improving Student Achievement Through Teacher Observation and Feedback) • Establishing Professional Learning Communities • Establishing Leadership Coaching Capacity & Programs • Support for District Office Leadership

  33. NTC’s Leadership Development Services

  34. UNSUPPORTED Reactive, problem driven Receive limited feedback Engage in little reflection Receive sporadic assistance SUPPORTED Focus on instructional issues Engage in deliberate planning Receive feedback and engage in reflective conversations Receive consistent assistance RESULTS: Case Study Comparisons of Supported vs. Unsupported Principals

  35. Impact of ISA in WCC and GUSD:As a result of work w/NTC, to what extent have you...

  36. A Direct Impact on Teaching & Learning “Principals I spoke with discussed how their evaluation of teaching is qualitatively different as a result of the NTC large group/coaching work. They spoke of the support they have felt from NTC coaches to tackle difficult issues with teachers who are performing in substandard ways, and how the NTC work has enabled them to have the tools and language necessary to help teachers to improve, or in other cases, to help remove poor instructors from the classroom. These are results that building leaders clearly see having a direct impact on teaching and learning on a daily basis, and among the most powerful evidence of the work that I uncovered.” Michael Copland - University of Washington External Evaluator

  37. Silicon Valley New Teacher Project

  38. Many studies show that the single most important thing in turning lives around is the ongoing presence of a caring adult. Nell Noddings Professor, Stanford University Former K-12 Math Teacher

  39. The stakes are high. Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours [as leaders] to decide. No Dream Denied National Commission on Teaching and America’s Future, January 2003

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