Exploring and Assessing

New Teacher Induction

Program Models
Session #3216
http://www.ascd.org/my downloads

Exploring and Assessing

New Teacher Induction
Program Models
Mentoring Leadership and
Resource Network

Program Presenters
Richard Lange
Ami Hicks
Mary Elin Barnish
Pat Riley

Student Teacher/New Teacher

Professional
Development
Richard Lange
Program Coordinator
Program
Patrick Riley Student Teacher

Professional Development
Program
The professional development
coordinator will work with student
teachers and new teachers to
develop their teaching capacity and
collaborative ability.

Professional Development Program

The coordinator will focus on the
following areas of development
adapted from Tucker and Stronges
(2003) Linking Teacher Evaluation
and Student Learning.

Prerequisites of
Effective Teaching
Work to develop the relationship
between teacher preparation and
effective teaching
Demonstrate the benefits of
reflecting upon experiences

The Teacher as a Person

Use numerous examples that link
personality traits and effective
teachers
Demonstrate how effective
teachers interact with their
students

Classroom Management
and Organization
Illustrate the key classroom
management skills of effective
teachers
Provide effective classroom
organizational guidelines

Organizing and Orienting

for Instruction
Demonstrate how to utilize
instructional time effectively
Demonstrate how to plan
effectively for instruction

Implementing Instruction
Provide guidelines for enhancing
instruction
Demonstrate how to communicate
content and expectations to
students

Monitoring Student
Progress and Potential
Illustrate how to monitor student
learning
Utilize the findings to foster
progress

Organizing and Orienting

for Instruction
Utilize instructional time
effectively
Plan effectively for instruction

Exploring and Assessing

New Teacher Induction
Program Models
Ami Hicks

Program
Purpose &
Rationale

Mentor Teacher
Preparation &
Development

School District &

University
Cultures

Circle of Quality
Mentoring

Implement
&
Evaluate
Program

Mentor Selection
& Mentor/
Protg Matching

Roles
Mentor &
Practices

CIRCLE OF QUALITY
MENTORING
PROGRAMS AND
PRACTICES
by

Amelia Marie Hicks, Ed.D.

2011,AmeliaM.Hicks,Ed.D.

Mentoring and Learning

Background Research
No criteria for a quality program
Difficult to determine successful
induction

Mentoring and Learning

Validation Study
Survey of indicators of quality
Quality Mentoring for Novice Teachers
Sandra Odell and Leslie Huling, editors
Kappa Delta Pi
www.kdp.org

Mentoring and Learning

Quality Mentoring Programs
Content of mentoring program
Teacher retention
New teacher needs

Program Purpose
Dimension 1

Professional practice aligned with

standards for teaching
Professional identity through
reflection and inquiry

Program Purpose

Dimension I

Manage the day-to-day challenges

of teaching.
Prepare, select, and retain quality
teachers.
Provide personal and professional
support.

Roles/Cultures
Dimension II
School, District, and University Cultures and
Responsibilities

Developing a school community of

support
School and community context
Time for teacher development
Opportunities to work with other
educators
Administrator support

Roles/Cultures/Partnership
s
Dimension
UniversityIIengagement

Pre-service programs
On-going professional development
Research-based knowledge related to
quality teaching

Roles/Cultures
Dimension II

Mentor role
Learning to teach: a career-long
process
Teaching diverse learners
Reflecting with novices
Receiving recognition and
compensation

Mentor Selection/Matching
Dimension III

Mentor Selection
Committed to developing own practice
Knowledgeable about standards-based
teaching
Competent in working with adults from
diverse backgrounds
Sensitive to the viewpoints of others

Mentor Selection
Dimension III
Commitment to mentor responsibilities
Dedication to ethical practices
Professional and emotional support
Similar teaching assignments

Mentor Preparation
Dimension IV

Analyze and reflect on classroom

teaching and mentor/novice
interactions
Understand needs/concerns of
novices
Foster productive conversations

Mentor Preparation
Dimension IV
Analyze the learning of diverse
students
Work with novices as adult learners
Coach and provide feedback on
mentoring practices and problem
solving

Mentor Preparation
Dimension IV
Share mentoring practices with other
mentors
Explore strategies to build and
strengthen the mentor/novice
relationship
Receive monetary or other
compensation

Mentor Roles
Dimension V

Support and facilitate standardsbased practice

Facilitate and model selfreflection, problem-solving, and
instructional improvement

Mentor Roles
Dimension V

Build a professional
relationship with the novice
Support the novice before and
during the school year

Mentor Roles
Dimension V

Support and challenge the novice

on his or her teaching practices
Interact both formally and informally
Offer empathy and assistance to
novices coping with the stresses of
teaching

Coordinator
Dimension VI

Program Coordination,
Implementation and Evaluation
Committed to program purposes
Knowledgeable and experienced in
mentoring initiatives
Effective in working with people of
diverse backgrounds
Adept in coordinating professional
development for mentors and novices

The Mentoring Framework

Six dimensions represent the ideal
structures and practices promoting
quality mentoring
Assistance
Assessment

The Mentoring Framework

Represents a standards-based
approach to Mentoring
Improves teacher quality to
enhance student learning

The Mentoring Framework

For further information

ameliamh@comcast.net
www.mentors.net

Program
Purpose &
Rationale

Mentor Teacher
Preparation &
Development

School District &

University
Cultures

Circle of Quality
Mentoring

Implement
&
Evaluate
Program

Mentor Selection
& Mentor/
Protg Matching

Roles
Mentor &
Practices

Illinois New Teacher Collaborative

Mary Elin Barnish, Ed.D.

Illinois New Teacher Collaborative
University of Illinois
mbarnish@illinois.edu

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

Presentation Outcomes
Introduce the Illinois New Teacher
Collaborative (INTC)
Share information about Illinois induction
and mentoring of new teachers
Present resources on induction and
mentoring

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

INTC Mission
To coordinate a network of services and
resources through a state-wide partnership of
concerned stakeholders in order to attract and
retain new teachers and enhance their ability
to promote student learning

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

INTC Activities & Resources

Statewide conference
Regional professional development
Website and online resources
Program site visits
Statewide networking
Liaison with ISBE
Administration of ISBE grants
Research on grant-funded programs
intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

Collaboration
Illinois State Board of Education
University of Illinois
Illinois Education Association
Illinois Federation of Teachers
Illinois Principals Association
Regional Offices of Education
Large Unit District Association
Institutions of Higher Education
Research Organizations (SRI, IERC)
Foundations (State Farm Companies Foundation)
Training Providers (NTC, ICE21, CEC, Learning Points)
and others
intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

INTC Challenges

Provide support for all programs

Work with a variety of program models
Conduct research relevant to the state
Distribute resources applicable to all programs
Conduct germane web meetings and discussions
Focus on student learning
Collaborate with all stakeholders
Serve as a leader in induction and mentoring
intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

Illinois Standards of Quality and Effectiveness for
Beginning Teacher Induction Programs

Standards as the basis for program

consistency, development, and assessment

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

Illinois Standards of Quality and Effectiveness for Beginning
Teacher Induction Programs

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

The Illinois Induction Program Continuum
Based on Illinois Standards of Quality and Effectiveness for
Beginning Teacher Induction Programs

Provides:
Clear framework
Research-base for all programs
Common language

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

The Illinois Induction Program Continuum
Based on Illinois Standards of Quality and Effectiveness for
Beginning Teacher Induction Programs

Uses:
Guide program development
Support self-assessment
Lead to goal writing and action planning
Support continuous improvement

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

The Illinois Induction Program Continuum
From the outset, our goal has been to craft a useful
document that will prompt both thinking and action
around the professional needs of new teachers in the
state. Our aim is for this document to be used as a
formative assessment tool as opposed to a summative
assessment tool. In that regard, this document may be
used effectively to promote program development
through a cycle of continuous improvement.

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

Cycle of Continuous Improvement

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

Advocacy
Importance of communication and shared
commitment with

Stakeholders
Community members
Educators
Parents
Politicians

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

The Illinois Induction Program Continuum

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

Advocacy
Tracys document

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

Available on the ASCD website

PowerPoint slides
Illinois Induction Standards
Illinois Induction Program Continuum
Advocacy document
Moving Toward document

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

Improving educator quality and

assisting struggling schools requires

a comprehensive solution, and
induction is a critical component.
Ellen Moir, 2008
Executive Director, New Teacher Center

intc@illinois.edu

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

217-244-7389

Illinois New Teacher Collaborative

Contact Information
Illinois New Teacher Collaborative
intc@illinois.edu
http://intc.education.illinois.edu
217-244-7389
Mary Elin Barnish, Ed.D.
Coordinator, ISBE New Teacher Induction Programs
mbarnish@illinois.edu
630-569-9556

intc@illinois.edu

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

217-244-7389