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ISD/RESA Leadership Institute on Teacher Induction

Explore the needs of beginning teachers during their transition to the classroom and the key components of effective induction programs. Discover the implications for state policy and collaboration between state, higher education, and school districts.

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ISD/RESA Leadership Institute on Teacher Induction

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  1. ISD/RESA Leadership Institute on Teacher Induction Randi N. Stanulis, Ph.D.Associate Professor and Associate ChairpersonDepartment of Teacher Education Michigan State University

  2. Guiding Question #1: What do we know about beginning teacher needs as they transition to the classroom?

  3. What do we know about beginning teacher needs as they transition to the classroom? • Parallel to an achievement gap, there is a support gap for beginning teachers (Johnson, Kardos, Kauffman, Liu & Donaldson, 2004).

  4. What do we know about beginning teacher needs as they transition to the classroom? • Quality induction programs can make a tremendous difference in teacher satisfaction, growth, retention and impact on students (Ingersoll, 2001).

  5. What do we know about beginning teacher needs as they transition to the classroom? • Where teacher induction assistance is effective, there is a 92% lower chance of beginning teachers leaving their school (Smith & Ingersol, 2004).

  6. Guiding Question #2: What are the key components of effective induction programs?

  7. What are key components of effective induction programs? High quality induction: • Involves multiple people for multiple purposes (current & retired teachers, principals, university arts and sciences & education faculty). • Focuses on deepening content knowledge and pedagogy.

  8. What are key components of effective induction programs? High quality induction: • Prepares exemplary veterans as instructional mentors who observe, coach, co-plan, analyze student work together with novices. • Accelerates the development of high quality beginning teachers who can impact student learning early in their career.

  9. What are key components of effective induction programs? • BEGINNING TEACHERS need support to thoughtfully fit into the teaching context while continuing to learn to teach.

  10. What are key components of effective induction programs? • MENTORS need substantial preparation that is subject-based and standards-based, in order for beginning teachers to have a more significant impact on student achievement.

  11. What are key components of effective induction programs? • PRINCIPALS need to cultivate a school-wide culture that supports induction. • PRINCIPALS need to support mentor teachers. • PRINCIPALS need todirectly support beginning teacher development.

  12. ASSIST Web-based resource for Michigan: • Provides accessible support for all districts. • ASSIST is a comprehensive induction and mentoring effort to support beginning teachers, the teachers who mentor them, and their school administrators.

  13. ASSIST Beginning Teachers ASSIST provides a comprehensive framework for organizing effective assistance.

  14. ASSIST Beginning Teachers • It takes a SCHOOL and DISTRICT to effectively mentor a beginning teacher in learning to teach.

  15. ASSIST Beginning Teachers • The ASSIST framework emphasizes learning to teach through a partnership, so the novice is not left alone to learn to teach.

  16. Framework of ASSIST site • Organizing Induction (In the School). • Improving Practice (In the Classroom). • Continuing to Learn (In Further Study).

  17. Guiding Question #3: What are the implications for state policy and state/higher education/school district collaboration?

  18. What are implications for state policy and state/higher education/school district collaboration? • High poverty areas struggle to find and keep highly qualified teachers who are strong subject matter experts and are prepared to teach and succeed in high need schools.

  19. What are implications for state policy and state/higher education/school district collaboration? • Teacher turnover impacts school cohesion and ultimately student performance (Ingersoll, 2004).

  20. What are implications for state policy and state/higher education/school district collaboration? • Michigan needs comprehensive subject-matter focused induction support in order to accelerate the development of high quality teachers who can impact student learning early in their career.

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