New Teacher Induction

1. New Teacher Induction Increasing New Teacher Retention 2015-16 Suzanne Smith Assistant Principal Cherry Creek Academy

2. CCA’s Induction Program • Applied to CDE/SBE in 2014 • Completing our second year • 4-5 Teachers Per Year

3. Why? Mission and Vision • Motivated students and responsible parents working together withexemplary teachers for excellent education. New Teacher Retention • Loosing ½ day to travel off campus • 1 year vs. 2 year program

4. Recruiting & Retaining Teachers

5. Colorado State Requirement The Colorado Revised Statutes [22-60.5-102 (7)] define "Approved Induction Program" as: "a program of continuing professional development for provisional licensees that meets the standards of the state board of education and that upon completion leads to a recommendation for licensure by the school district or districts providing such induction program."

6. What is induction? • Induction is a formally approved support program designed for new educators. • Though most induction programs include mentoring, information about ongoing professional development and school/building acculturation, a Colorado induction program also introduces new educators to a school/school district’s policies regarding performance-based standards and expectations, and what’s required to qualify for professional licensure in the state. CDE FAQs for New Teachers and Service Providers

7. School District Requirements • Are Colorado School Districts required to offer an approved induction program? • All school districts, BOCES and accredited independent schools employing licensed Colorado educators are required to implement SBE-approved induction programs • Initial educator licenses are valid only in districts providing a SBE-approved induction program. • Induction represents a facet of professional development intended to lead to a Colorado professional license.

8. Induction Proposal CDE Submission Guidelines In accordance with Colorado state statute 22-60.5-204(1), any approved induction program proposal of a school district for initial educator licensees need to include:

9. Application Components Planning an Induction Program

10. Planning Checklist • Identify and Commit Resources (personnel, training materials, supplies) • Establish Overall Program Goals, Objectives, and “Curriculum” • Decide on Responsibility and Accountability for the Program • Identify Program Strategies and Tasks for Program Coordinators • Develop Timeline for Induction Sessions and Tasks to be Accomplished

11. Planning Checklist • Create Handbooks for Induction Coordinator, Mentors and Inductees • Plan Training for Induction Coordinators • Differentiate Program Approaches for Inductees • Set Requirements for Completing Induction Program • Evaluate the Program to Determine Effectiveness and Modifications

12. Identifyand Commit Resources • Induction Program Coordinator • Stipend • Mentors • Stipends • Training Materials • DVDs, Books, Online PD Access • Speakers/Trainers • Supplies

13. Establish Program Goals, Objectives, and Curriculum • Colorado Academic Standards • Colorado Teacher Quality Standards • Colorado Educator Effectiveness Evaluation Model • Pedagogy and Curriculum • Moral and Ethical Considerations • Policies and Procedures

14. Planning - Differentiation It is highly recommended that induction program development and implementation be differentiated depending on whom they serve. • Length of Program Participation • Mentors (6 months, 1 year, 2 years) • Exemptions from PD based on Personalized Assessment Meeting

15. Mentor Teacher Requirements Districts must put in place a plan for the selection and training of mentors as well as guidelines for the mentor's role and responsibilities. These guidelines may include that: • The mentor is an experienced professional in the same subject area as the inductee. • The mentor consistently models the Teacher/SSP/Principal quality standards with demonstrated excellence in practice as measured by the district educator effectiveness system. • The mentor is an active and open listener and is competent in interpersonal and public relations skills. • The District establishes concrete expectations of the mentor as coach and advocate for the inductee.

16. Mentoring Checklist • Create Mentor Selection Criteria • Create Pool of Potential Mentors • Choose Mentors for Each Inductee • Identify the Activities of Mentors • Train the Mentors • Determine Compensation • Evaluate the process, duties and training • Use Evaluation Results to Improve Mentoring the Following Year

17. Self-Evaluation Based on Colorado Revised Statutes [22-60.5-201 C.R.S.] and Colorado State Board of Education (SBE) Rules [22-60.5-R-13.00] requires a cyclical (5-year) review of School District Induction Programs. • This evaluation should measure the impact and effectiveness of the proposed induction program. • Measurements could include participant surveys, retention rates, and effectiveness ratings of program participants

18. CDE Resources • Induction Proposal Submission Guidelines & Cover Page • https://www.cde.state.co.us/cdeprof/cdeprofsvc/iheprograms/induction • Induction Application Supporting Documents • http://www.cde.state.co.us/cdeprof/licproservices • Examples of Induction Programs • https://www.cde.state.co.us/cdeprof/cdeprofsvc/iheprograms/inductionex • Initial to Professional License (teachers) • http://www.cde.state.co.us/cdeprof/checklist-initialtoprofessionalteacher • CDE Contact Jenn Weber • Weber_J@cde.state.co.us

19. Induction Resources • New Teacher Center • https://newteachercenter.org/approach/teacher-induction • Massachusetts Department of Education • http://www.doe.mass.edu/educators/mentor/

20. CCA Induction Resources • Administration Webpages • http://cherrycreekacademy.org/cms/One.aspx?portalId=574295&pageId=8261764

21. Credits Hats of to Megan Freemanat The Center for Professional Development at Peak to Peak. • http://www.peaktopeak.org/pages/PeaktoPeakCS/Employment/Professional_Development/Tiered_Professional_Developmen/Induction_Program