1. Make yourself comfortable. 2. Make sure that you have created a place card.

1. 1. Make yourself comfortable.2. Make sure that you have created a place card. Welcome to Supporting New Teachers Through High Quality Induction and Mentoring Programs.

2. This course was created by the Illinois New Teacher Collaborative. http://intc.education.illinois.edu

3. Assume the young man is an administrator. • Turn to an elbow partner and discuss how this picture relates to the administrator role in an Induction Program.

4. Workshop Format • Know how your materials are organized. • Application/Dissemination will be required. • Know who is talking for your group. • Put cell phones on vibrate. • Take breaks and calls as needed. • Relax and have fun!

5. Illinois New Teacher Collaborative • Affiliated with and housed at the University of Illinois • Hosted 11 Annual Induction, six Beginning Teacher, and three STEM Conferences • Funded generously by State Farm Companies Foundation • Provides advocacy, training, and consultation

6. This course is funded by a Public Engagement Grant from the University of Illinois.

7. Let’s Assess

8. By the end of this training participants will have increased their knowledge of: • Characteristics of High Quality I&M programs • Administrator, mentor, and new teacher roles • The importance of confidentiality in the mentor/new teacher relationship • Appreciation for the mentor’s role • Supporting mentors and new teachers

9. Application/Dissemination Requirement (Minimum 3 hours) • Each participant will: • Assess his/her existing Induction Program (Standard 9) • Create a personal action plan that reflects the results of Activity A (Standards 1 & 4) • C. Create or modify a mentor selection rubric and mentor application that includes a mentor job description (Standard 5)

10. Heads-Up

12. What the Research Says • Teacher Retention • Teacher Quality • Student Achievement

13. “There is a $1.66 return for every $1 spent.” “If PERA is to accelerate new teacher effectiveness, beginning teachers in Illinois will require more feedback and support than what is provided by this law alone…” Induction & Mentoring Fact Sheet Illinois New Teacher Collaborative, 2013, http://intc.education.illinois.edu/fact-sheet

14. Impact on Student Learning 1 2 3 4 5 6 *Robert J. Marzano (2003). What Works In Schools, Translating Research into action. ASCD

15. Mentoring Challenges • Administrator Training • Clearly defined roles and responsibilities • Program leadership • Confidentiality • Mentor selection • Mentor training and support

16. http://intc.education.illinois.edu

19. (SS of cover) http://intc.education.illinois.edu/guide/resources

20. Page 4 Page 4

21. I & M Program Standards (1.1) Ideal CUSD #100 has a new Induction Program Director who has had experience as a mentor in her previous district, but she was not involved in program leadership. Early in the summer she completed AA #1573 and has since interviewed district administrators, mentors, and new teachers to assess what has been done in the past and what improvements need to be made. With the blessing of district administrators, and based on those conversations, she is writing job descriptions for the program director, mentors, new teachers, and administrators, along with a Roles & Responsibilities Chart, for approval by the Induction Leadership Team.

22. Page 7 Page 6

23. Getting to Know your Program http://intc.education.illinois.edu/guide/resources

24. Application/Dissemination B Using the Illinois Induction Program Continuum, each participant will assess his/her existing Induction Program by Standard.

25. OrientationNew Teacher PD Whose job is it?Mentor Selection…

26. The Superintendent • Understanding sound mentoring practices • Educating the board of education and the community regarding the benefits of mentoring • Respecting confidentiality • Facilitating effective I&M leadership • Providing adequate time and resources • Establishing/supporting accountability systems • Participating in ongoing evaluation and improvement • Appreciating the work of all stakeholders

27. The Principal • Understanding sound mentoring practices • Supporting mentors and new teachers • Matching mentors and new teachers • Understanding mentor and new teacher roles • Having clear expectations for new teachers • Respecting confidentiality

28. The Program Director • Understandingsound mentoring practices • Developing written expectations for the program • Communicating with all stakeholders • Coordinating mentor, new teacher, and administrator PD • Supervising the work of mentors and new teachers • Coordinating mentor recruitment and selection • Establishing and chairing regular meetings of the Leadership Team • Collecting and analyzing data for program improvement • Attending trainings and conferences to bring best practices back to the Leadership Team

29. Comparing Roles With your assigned group or partner, discuss the following for the slide that best fits your present role: • Are there any that don’t apply to your situation? • Are there some ahas? • How well has your role been defined by your program leaders?

30. Mentoring Challenges • Administrator Training • Clearly defined roles and responsibilities • Program leadership • Confidentiality • Mentor selection • Mentor Training

31. Confidentiality Scenarios In your new assigned Group, be prepared to discuss: • Who/How confidentiality was violated? • Is there a fix to this situation?

32. http://intc.education.illinois.edu/guide/resources Standard 6→Other Documents on Mentor Training→ Confidentiality Agreement

33. Watch Trenika unlock her protégés’ potential Watch for evidence of: • Trust • High level conversation about teaching

34. Mentoring Challenges • Program leadership • Clearly defined roles and responsibilities • Administrator training • Confidentiality • Mentor selection • Mentor Training

35. Application/Dissemination C Each participant will also create or modify a mentor selection rubric and mentor application that includes a mentor job description. (Standard 5)

36. Why an Application?

37. Characteristics of Effective Mentors • Knowledge of the district and building • Values his/her organization • Personal power and charisma • Respected by others • Committed to mentoring • Accepting of differences in others • Willing to be responsible for someone else’s growth • Willing to share credit • Demonstrates flexibility • Trust others and can be trusted • Strong interpersonal skills • Exhibits confidence • Skilled teacher • Works well with adults • Sensitivity to viewpoints of others • Patient and risk-taking • Competence in social and public relations skills • Role model of continuous learning • Well organized • Excellent communicator

38. Mentor Application Activity With your assigned partner, talk about what you like and what you don’t like about this app.

39. Mentoring Challenges • Program leadership • Clearly defined roles and responsibilities • Administrator training • Confidentiality • Mentor selection • Mentor Training

40. 3 Day Training Content Importance of the work Empathy for the new teacher Needs of the new teacher Trust building Avoiding the roadblocks Coaching strategies Conversations about teaching practice Data gathering and interpretation using the Danielson Framework

41. High Quality Mentors need High Quality Training. • INTC recommends at least two days before the year begins • One additional day later in the year • Hire someone or… • Start grooming people in your district to take on this training work or… • Work with your ROE to offer it

42. Application/ Dissemination INTC’s Eval ISBE’s Eval Let’s not forget…