Induction+Project

==I took the liberty of starting to incorporate many of our things into a wiki page. Thought it might be an easy way to submit things to Dr. Printy. Let me know what you think about the format and look. I think we need to inject some shared leadership and full leadership evidence into some of our rationales. I think it would be helpful if someone else compared what we have done to the rubric. I have been looking at it a little too much so I am not sure if I am objective or not. Check out the Plan by clicking on the Induction Plan tab on the left under navigation. == I am setting up one last Blog for tonight if anyone would like to discuss what they see. I will open it up around 8:45 to give others a chance to go in and take a look. Go Phillies!

I. Induction Tools: What induction tools do you feel we need to design our induction program?
developmental phases of first year teachers || Garrett || In no way am I convinced we need 10 but wanted to leave space if need be. Do we want to work on this at a place like Googledocs so that everyone can see what is being worked on and contribute to it? It is pretty simple.
 * **Induction Tool/Form:** || Who Will Prepare it? ||
 * 1. District Contact Form: school/district || Matt ||
 * 2. Induction Plan Timeline: Pre Start, first week, quarterly || Matt ||
 * 3. Stages of a New Teacher/Mentor's Role in assisting || Matt ||
 * 4. Mentor/Mentee monthly discussion topics based on the 5
 * 5. Mentor/Mentee observation forms/protocol || Garrett ||
 * 6. Independent Family Survey || Deanna ||
 * 7. Community Resource Inventory || Deanna ||
 * 8. Available PLC's in District || Amy ||
 * 9. ||  ||
 * 10. ||  ||

Amy, would it make sense for you to create some sort of tool to discuss how to incorporate an experienced teacher into the district. For example, what should they do from Garrett or my lists that are similar and what does not need to be addressed. Or, what form of PLC's would be serve a new experienced teacher. Anyone else with thoughts. Maybe we can talk about this tonight on the blog. I definitely can. I would think some sort of teacher handbook, or the family and community survey would serve an experienced teacher in a new district. I think with an experienced teacher the need for mentor/mentee discussion and observations would not be as prevelant. As far as the PLC, I am unsure the type of tool I would create to describe a learning community... help or thoughts here please. I was thinking that it could be valuable for teacher new to a district to have list of building PLC's or initiatives that teachers are involved in. It could be something that we all contribute. For example, in my building we are currently working on literacy, ELL, classrooms for the future, data-team, Freshman Transition, and International Baccalaureate. We could all add ideas and descriptions to this tool. =II. Induction Blog=

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All you have to do is type into the space and request to talk. I will check it around 8:15 on Tuesday and Wednesday if anyone would like to join. There are no logins, memberships, etc. Just provide your name and when you talk/respond to someone use their name in the response so we can all follow it. If anyone else is on live they will be able to see your comments within seconds. If not interested not a problem either. This literally took 1 minute to set up.

= = = = =III. Shared Leadership Induction Project Discussion Questions= Mentoring Questions: 1. How would the principal select mentors? How might the principal encourage talented, but reluctant, veterans to take on the extra duties required by the position?  These are just some initial thoughts: - In most case the veteran teachers are the mentors. (I agree, but I think this can sometimes be problematic. Many times veteran teachers are so far removed from the world of a beginning teacher, that they have lost sight of many of the problems that plague first-year teachers. I think veteran teachers need to assess their desire and ability to take on such an important task. There is a nice self-evaluation that mentors can take before taking on a first year teacher to ensure their readiness and commitment.) They share responsibility for a program’s success. - Principals should aid the process. There needs to be consistent communication between a mentor and mentee (I see this happening on a daily basis for the first month or so and then a few times a week for the remainder of the first semester. Perhaps once a week or on an as needed basis would suffice for the remainder of the year.) The principal needs set times when they can meet on a regular basis. Mentors are also usually involved with other committees. Principals should free mentors from other responsibilities whenever possible to give them the necessary time to be effective. - No matter what the principal has to support the mentoring program on a daily basis. -The mentor should be determined by a combination of similar classes, personalities of both individuals involved, physical proximity of teachers in building, and hopefully, the alignment of a prep period(if teachers do not have common planning for departments/grade levels). This decision should be a joint one between the principal and the department chair who assisted in interviewing and hiring. 2. Obviously, a strong mentoring program would contribute to the retention of new teachers and, as ASSIST claims, will contribute to building leadership capacity in a school. Can development support, such as is offered on ASSIST, help to sustain shared leadership? A strong mentorship program definitely builds leadership capacity in schools. Mentoring touches on many of the characteristics that Lambert says are present in high leadership capacity schools: collaboration, problem solving, decision-making, shared vision/purpose, reflective practice, and relationships. I can see each of the three phases of building towards high leadership capacity playing out in an induction program as well: Instructive-organizaing and designing the program, Transitional- principal supporting the mentors as they begin working with their mentees, and High Leadership Capacity- the mentor program becomes self-sustaining and the principal turns it over to the teacher leaders while continuing to provide support when needed. The mentoring process is the first opportunity that a building has to instill and pass on the collaboration process. Every piece of valuable department and building work: data analysis, professional development to classroom instruction, building committee work need to be fostered through induction process. From one perspective, it is not just about preparing a new teacher, it is about passing on the culture that you want to develop in your school. 

3. Do those other than principals – mentors, even new teachers -- have to “tap into” their own potential in order to make an induction program successful? Is this a form of leadership?  - Yes, beginning teachers, mentor teachers, principals, the community, everyone involved in a district are all needed to make an induction plan successful. - Everyone’s contribution and knowledge is needed to generate a professional learning environment. - New teachers can help veteran teachers, just as much as veteran teachers can help beginning teachers. Beginning teachers can provide new ideas and new perspectives. (Yes, I always look forward to picking the brains of new teachers that come into the department to see what kinds of new intructional techniques and classroom management strategies they have picked up in their teacher education programs.) Where as mentors can provide guidance and structure. - Everyone is responsible for improving their own teaching ability as well as the teaching ability of others. So, in some ways this is a form of leadership for everyone involved. I mentioned this below but one strong piece of an induction program is having an outside person facilitate it. I do feel that new teachers can serve to continuously rejuvenate the energy of departments. Much the same way that having a student teacher can force you to take a fresh look at your own practices, new teachers bring tools and strategies that all can learn from. In my experience, the person who is least consequential in the direct delivery of the induction process is the principal. They absolutely spend much time in planning and tools but the grunt work falls upon the teachers themselves to make the system truly valuable.

4. Can you see situations related to induction where there are no formal leaders present – and leadership is? Is someone in a formal position always “distributing” or handing out leadership responsibilities and/or authority? <span style="color: rgb(47, 137, 75)"><span style="color: rgb(50, 123, 55)"> -I think principals need to help facilitate how an induction program will work within a school/district. - Principals make it possible for mentor teachers to meet with mentees. - Principals need to provide opportunities for people to be available to monitor new teachers within a building. <span style="color: rgb(221, 8, 8)">(This is tough. I want to observe my new teachers, but do not have the periods off to do so.) - Principals need to distribute responsibilities for mentors, so they still have time for their own teaching responsibilities. - The principal will have support through the people that he/she may delegate to others in the school. - It will not always be someone in a formal position giving out responsibilities. Everyone in a school needs to be there own "leader" at times in order to make a successful induction program. <span style="color: rgb(11, 39, 122)">I hate to be redundant but I agree with you here. The principal can facilitate implementation of a successful induction program. I believe a formal leader within the building needs to be present for leadership to be present. I do believe a formal leader needs to play a role in design and consistent implementation but once the program is in motion it is largely up to the mentor and the inductee. 5. What part do unions play in induction arrangements? Negotiated contracts represent the power of the union, and they have much to say about responsibilities, compensation, and careers. <span style="color: rgb(47, 117, 62)"><span style="color: rgb(50, 123, 55)"> - Unions can sometimes hinder an induction arrangement. - Some veterans teachers do want to do anything that is outside of the parameters of their contract. Unions will back this up. <span style="color: rgb(227, 28, 28)">On the flip side, perhaps the union could bargain for mentor release time to perform observations and meet with his/her mentees. - However, in order for an induction program to be successful some volunteering from staff will be needed. <span style="color: rgb(8, 38, 104)">I think it establishes a positive tone within a building when administrators specifically provide a stage for the union early in the induction process. It shows that each side is working for the same goals and in a partnership for one another. The lack of such a presence, even if only in one instance, may lead to an appearance of animosity.

Induction Ideas/Tools: <span style="color: rgb(171, 3, 3)">Amy(Experienced teacher new to district)

An experienced teacher new to a district can use many of the same tools as a new teacher would use. Some of the more beneficial ones I found are as follows: -Curriculum Mapping~This is always helpful to plan out a school year. Especially if the curriculum you are using is new to you (if new to the state as well as the district). These are beneficial to all teachers to make sure all standards are being taught throughout the year. Some districts require these either monthly or per semester, while some accept a full year's map.

-Orientation Handbook~ This is always helpful to give so all teachers know what is expected of them throughout the year. My district provides a handbook (a __large__ 3 ring binder) that has everything from the school handbook for students to our school improvement plan. It includes a tracking guide for each teacher's GLCE's required to be taught for the year. It contains a place to mark when the material was taught and what you used to teach it. Accountability is huge, and this is a tool to double check people are teaching what they need to be. (It is also helpful for the new teacher who us unfamiliar with curriculum).

-Parent Survey~ If the teacher is unfamiliar with the district and community, then a survey is a great way to get to know the parents of your students. Also having an open house, or parent's night in the classroom is a great way to get to know everyone.

-PLC~ A Professional Learning Community is very helpful to all teachers, but coming into a new district, a PLC may be the extra support needed. PLC's can be at a local in house level, or in some district, at the regional level. These are great ways to speak with other professionals in your same or similar situations and get new ideas or just to talk with someone who understands.

<span style="color: rgb(7, 95, 17)">Deanna(New Teacher) <span style="color: rgb(35, 112, 57)">Some tools that I thought would be helpful (especially for a brand new teacher) so far were the following: - __Dialogue Journals__~ I thought these would help for maybe those new teachers that may be hesitant of asking certain questions for whatever reason. It could be done anonymously through these dialogue journals.

- __Classroom Websites__~ These would be beneficial for new teachers to feel as though they are on the same page as other teachers in their building. It will be very clear to those new teachers of what the other teachers in their building are doing. (rather than maybe always asking questions if they are not comfortable yet).

- __Family Independent Surveys__~ These seem like a great way to communicate with parents in your class to find out their family's interest, talents, and availability to help out within the classroom.

- __Knowing your community resources checklist__~ This is a great way for new teachers especially to know what resources are available within the community. This way you can let parents know of the different resources that are available for themselves and their children.

<span style="color: rgb(218, 23, 16)"><span style="color: rgb(238, 32, 32)"><span style="color: rgb(23, 47, 211)">Garrett(Mentor) I think it would be a good idea for a mentor (whether selected by an administrator or has volunteered) to take a __self-evaluation__ to make sure he/she is ready for such a large commitment. There are many things to consider that I never thought of after my principal selected me to be a mentor. Not all effective teachers are necessarily effective mentors.

Mentors and beginning teachers need to build a __partnership__ to ensure capatability for the year. Beginning teachers must feel comfortable revealing their problems, fears, and goals to their mentor teacher without fear of ridicule or of their revelations reaching others. The mentor needs to be seen as one who assists, not evaluates. Mentor teachers must feel comfortable opening their rooms, resources, and their own successes and failures to their mentees. Neither side should feel vulnerable, scared, or embarrassed and open communication should prevail.

__Professional standards__ need to be set. When and where will we meet? How often? Goals should be set for the first week, month, quarter, etc. Attend pre-school meetings together and a professional development offering. Establish a time for the mentee to observe the mentor and vice versa before formal observations begin. Discuss the mentor handbook and review school routines, policies, and norms.

__Observe__ each other. Find out what the mentee is struggling with or would like to improve in and oberve the class based on the needs of the mentee. Lots of focuses and observation techniques on the ASSIST site. Allow the mentee to observe teachers strong in areas they wish to improve in.

__Chart/record professional growth__ and continue to set goals. The mentee and mentor should reflect on the mentee's growth. The mentor should continue to provide appropriate support and time to the mentee until the goal is met and then new goals should be established.

<span style="color: rgb(8, 5, 72)"><span style="color: rgb(14, 17, 83)"> <span style="color: rgb(3, 5, 38); background-color: rgb(232, 231, 253)">Matt(Principal)

From a principal's perspective there are a number of things that I believe are necessary in an induction program. 1. It must include the mentor teacher explaining the ins and outs of working within the bureaucracy of the district to a new teacher. Specifically: 2. Include the mentor and inductee beginning the Individual Development Plan for the inductee. 3. Making sure that a mentor is knowledgeable about the phases that all new teacher experience and some strategies for helping a new teacher through them. 4. Discuss the districts current professional development programs and how they are being implemented within classrooms 5. Consistent meetings with myself and assistant principals both individually and as a new teacher cohort group to develop comraderie, collaboration, and to regularly touch base. 6. Opportunities for new teachers to discuss their experiences with 2nd year teachers and other experienced teachers(w/out administrators present) 7. Consistent observation of new teachers by dept chair, mentor, and principals. Reciprocally, I would like the new teacher to work on an observation schedule with their mentor so that they may observe experienced teachers both within and outside of their department. This will allow them to develop a more global view of their role in the school. 8. I would like a former administrator/outside individual to both observe and facilitate the overall induction process for new teachers. It is important for confidentiality to have a program head who is outside the new teachers direct observation process.
 * How to take leave, sign up for conferences, and professional development
 * Who are the specific contact people within a school/district at the building and district level
 * Within a large building: progression for how to handle discipline matter
 * Specific curriculum targets for their discipline or grade level