Roxanne M Williams Ed D Nicole Steel Erica

Roxanne M. Williams Ed. D. Nicole Steel Erica Bishop INTC 2017 Conference Reflections of: Mentor-Inductee-Coordinator

Teaching is a Journey! �Question the rolling suitcase brought to school �Wonder at your own effectiveness – D. O. L. sentences �Enjoyed opportunities to learn from others & grow – Pass on to others �Induction & Mentoring Program – Meeting needs, networking, achieving self-efficacy, and engaging in inquiry

How Does Professional Development Really Happen? Developers, influencers, & learners find their roles overlap!

Format of Session � Overview by Coordinator � “Teacher as Learner“– Erica Bishop (inductee) � “Teacher as Influencer“– Nicole Steel (mentor and previous inductee in the program) � “Teacher as Developer“– Roxanne Williams (coordinator and designer of the program) � Audience response system survey throughout � Audience will write questions and comments on post-it notes throughout the three conversations � After 3 conversations, audience will place post-it notes on butcher papers � Open Questions

Audience Roles What is your prime role, in context of mentoring? 38%38% 0% 0% (7) 7% (6) Administrator Mentor Coord. . . Mentor 3% Other 14% Inductee Mentor Coordinator 4. Administrator 5. Other 1. 2. 3. 40% 35% 30% 25% 20% 15% 10% 5% 0%

Coordinator Overview �Induction-Mentoring Program Coordinator – Overview of IC’s program and program changes 2003 – 2017. �Looking to comments of Nicole and Erica

Support of Inductees – Meeting Needs �New teacher’s fear and isolation needs to be addressed �Mentor is a friendly, familiar face in the sea of new acquaintances �“Relationships is all there is”

Summer Meeting for Inductees & Mentors - Networking �Induction Day – Golf, camping, & candy themes Socialize between mentor-inductee pair & other pairs! Explain program – Induction Manual Answer common questions (pay check, how to get a sub. ) Harry Wong’s First Days of School

Summer Meeting for Mentors Networking Mentor Training Day – Own research, Mohr’s Phases of First Year Teaching, Wellness Checks, …. . Discuss what learned with mentor peers Review previous training Explain current research Emphasize classroom observation Plan for Induction Day

School Year Mentor Training – Building Mentor Self-Efficacy! �Monthly Mentor Training Meetings Podsen & Denmark’s Coaching & Mentoring First-Year & Student Teachers Eight competencies – 8 plus meetings ▪ Emphasis on classroom observation

School Year M-I-C Group Meetings – Networking & Engaging in Inquiry Monthly Meetings: M-I-C Group (Mentors-Inductees-Coordinator) Inspirational Discuss a monthly topic from Charlotte Danielson’s Framework

M-I-C Group Meetings, Cont. �Some ways we addressed Danielson! 1 d: Connecting to a professional article - Discussion of cell phone usage in classroom (Demonstrating knowledge of resources) 2 e: Touring classrooms (organizing physical space) 4 c: Parent panel discussion (Communicating with families) 4 d: Extra Curricular Fair (Contributing to the school and district) 4 e & 4 f: Jointly presented at a conference (Growing & developing professionally; Showing professionalism)

M-I-C Group Meetings: Mentoring Packet – Engaging in Inquiry �Next month’s mentoring packet is handed out (sample) New monthly topic (Danielson) Planning Guide with individualized inductee goal Observation requirement with checklists Article Treats

School Year M-I-C Trio Meetings – Self-Efficacy; Meeting Needs �Monthly Meetings: M-I-C Trio (Mentor- Inductee-Coordinator) Questions answered & support given Ideas shared for meeting needs & connections to group meetings Coordinator senses pulse of pairing M-I pair is accountable – goal & learning

School Year M-I Pair Meetings – Meeting Needs �Weekly Meetings: M-I pair (Mentor- Inductee) Offer support to inductee ▪ Answer questions about the school, district, policies, etc. ▪ Act as a sounding board (may vent) Monthly Packet

School Year Observations with Purpose – Engages in Inquiry �Classroom observation taught in stages to inductees and mentors Leads to cognitive coaching, peer coaching, and action research �Induction Manual contains Observation Guide based upon Podsen & Denmark’s work (sample)

Research Based Program Design �Program design is based on research Evertson & Smithey, statistical evidence for mentor training Charlotte Danielson, Enhancing Professional Practice: A Framework for Teaching Podsen & Denmark, Coaching & Mentoring First-Year & Student Teachers Harry Wong, The first Days of School

Connections Outside of IC Networking �Second school district in IL to ISBE approve induction-mentoring program �UIS �Presentations �INTC, ASCD �KDP Website Research

Change in Program �Four Year Program Changed to Two Year Program – Peer Coaching and Action Research Eliminated �Handbook on School Website �Full District Program �Danielson Framework Topics Addressed Differently

Audience Information How long have you had an induction/mentoring program in your school district? 1. 2. 3. 4. 5. We do not have one This is our first year Less than 5 years 5 -10 years 10 plus years 60% 50% 40% 30% 20% 10% 0% 54% 25% 4% We do not have one 18% 0% This Less 5 -10 10 is our than years plus first 5 years

Audience Information Cont. How much change have you seen in your induction-mentoring program, based upon your exposure to it? None Some Much Extreme Unsure 43% 40% 32% 30% 25% 20% 10% 0% No ne So m e M uc Ex h tre m e Un su re 1. 2. 3. 4. 5. 50%

Inductee: Teacher as a Learner �Erica Bishop � 3 rd Year Teacher �Pre-K

Teacher as a Learner �What it means �Motivation to be the best teacher I can be My Mentor

The Impact of Mentoring �Gave me direction in the classroom �Set and achieve attainable goals �Opportunities to reflect Observations �Comradery Induction Day �A better educator Without a structured mentor program

My Advice �To new teachers: Be open and take full advantage. �To mentors: remember your own experience when you started �To administration: Mentoring Programs are SO important.

Mentor: Teacher as Influencer �Nicole Steel � 8 th year as Pre-K Teacher � Illini Central

Connect �Connect on a topic outside of work. �Build a trusting relationship that will allow you to truly communicate.

Observe �Spend time in each others class. �Allow Mentee to observe and see how a day goes (both good and bad). �Spend time in Mentee’s class to know what is happening. �Celebrate the good!

Support �Find out where they feel they need help. Forms to help ▪ Podsen & Denmark Text Pg. 58 needs assessment for beginning teachers Monthly planning guide ▪ 2 e organize physical space ▪ 4 e growing and developing professionally

Listen �Be available �Be attentive �Empower

Invest �A lifelong educator �My lifelong coworker �My child’s teacher

Coordinator: Teacher as Developer �Program impact on my learning & influencing �How are local, state, and federal policies impacting teacher recruitment and development? �How have you creatively repurposed time and resources to provide more opportunities for peer-to-peer support or more time for professional learning?

Audience Interaction �Post it Notes Inductee Mentor Coordinator

Audience Response How effective do you perceive your program to be in context to teacher professional development? 43% 40% 29% 30% 29% 20% 10% 0% 0% (6 ) No effect Some effect Much effect Extreme effect Unsure No So eff m ec ee t M uc ffec Ex h t e tre ff m ec ee t ffe Un ct su re 1. 2. 3. 4. 5. 50%