El Paso Teacher Residency-El Paso Teacher Residency-Induction ModelInduction Model

Arizona K-12 Center – Policy Brief (2002), Induction Arizona K-12 Center – Policy Brief (2002), Induction Programs Programs

Identifies 9 elements common to successful induction programs.Identifies 9 elements common to successful induction programs.

ThoughtsThoughts

Of these 9 elements, the following are generally found to Of these 9 elements, the following are generally found to be associated with be associated with high qualityhigh quality induction and are induction and are frequently missing in typical mentoring oriented frequently missing in typical mentoring oriented induction programs:induction programs:

Formal/structured mentoring systemFormal/structured mentoring system Adjustment of work load and conditions for beginning Adjustment of work load and conditions for beginning

teachersteachers Developmentally appropriate professional develop planDevelopmentally appropriate professional develop plan Release time for mentors and menteesRelease time for mentors and mentees Opportunities for rich collegial collaborationOpportunities for rich collegial collaboration

Wayne, Andrew J., Youngs, Peter, Fleischman, Steve. (2005). Wayne, Andrew J., Youngs, Peter, Fleischman, Steve. (2005). Research matters/improving teacher induction. EResearch matters/improving teacher induction. Educational ducational Leadership,Leadership, 62, 8, 62, 8, www.ascd.orgwww.ascd.org..

Center for Teaching Quality. (2006). Why mentoring and induction Center for Teaching Quality. (2006). Why mentoring and induction matters and what must be done for new teachers. matters and what must be done for new teachers. Best Practices and Best Practices and

Policies, Policies, 5, 2. Chapel Hill, NC.5, 2. Chapel Hill, NC. Teacher turnover is costly ($12k replacement cost each)Teacher turnover is costly ($12k replacement cost each) Turnover negatively impacts school academic culture Turnover negatively impacts school academic culture Turnover negatively impacts student achievement Turnover negatively impacts student achievement Quality induction increases teacher retention Quality induction increases teacher retention Quality induction increases student learning Quality induction increases student learning

ThoughtsThoughts The economic benefits of teacher retention are important, The economic benefits of teacher retention are important,

butbut The negative impact of constant turnover on the culture of The negative impact of constant turnover on the culture of

the school is critical. the school is critical. Despite the best effort of individuals, unless the school Despite the best effort of individuals, unless the school

culture enhances and sustains collective development of a culture enhances and sustains collective development of a focused academic culture, school improvement efforts have focused academic culture, school improvement efforts have minimal impact. minimal impact.

Johnson, Susan Moore and Kardos, Susan M. (2002). Keeping Johnson, Susan Moore and Kardos, Susan M. (2002). Keeping new teachers in mind. new teachers in mind. Educational Leadership, 59, 6, 12-16.Educational Leadership, 59, 6, 12-16.

““What new teachers need is sustained, school-based What new teachers need is sustained, school-based professional development… Principals and teacher leaders professional development… Principals and teacher leaders have the largest roles to play is fostering such experiences.”have the largest roles to play is fostering such experiences.”

Compares School Professional Culture with other forms.Compares School Professional Culture with other forms.

ThoughtsThoughts Reinforces the importance of school culture. Reinforces the importance of school culture. It takes a village to raise a child. It takes all the teachers and It takes a village to raise a child. It takes all the teachers and

administrators to create a professional culture and learning administrators to create a professional culture and learning community. community.

New Teacher Center (2006). Understanding New York City’s New Teacher Center (2006). Understanding New York City’s groundbreaking induction initiative. University of California, groundbreaking induction initiative. University of California,

Santa Cruz. Santa Cruz.

A mentoring program can be no better than the quality of the A mentoring program can be no better than the quality of the mentors. mentors.

Having good mentors is necessary but not sufficient for a Having good mentors is necessary but not sufficient for a quality induction program. quality induction program.

ThoughtsThoughts While the need for quality mentoring of beginning teachers has While the need for quality mentoring of beginning teachers has

been “rediscovered,” this won’t amount to much unless been “rediscovered,” this won’t amount to much unless mentoring and induction is contextualized into a much broader mentoring and induction is contextualized into a much broader context of understanding. context of understanding.

The context includes school organization, school culture, The context includes school organization, school culture, developmentally appropriate professional development, and developmentally appropriate professional development, and focus upon high cognitive demand, learner centered, standards focus upon high cognitive demand, learner centered, standards based outcomes. based outcomes.

From these articles and many others, professors at UTEP and K-12 From these articles and many others, professors at UTEP and K-12 teachers and administrators derived a number of guiding teachers and administrators derived a number of guiding

assumptions in developing the El Paso Teacher Residency – Induction assumptions in developing the El Paso Teacher Residency – Induction ProgramProgram

Mentoring is a component of Induction; Induction is a Mentoring is a component of Induction; Induction is a component of ongoing professional development; Professional component of ongoing professional development; Professional Development is a component of School Improvement. Development is a component of School Improvement.

The development of school academic and professional culture, The development of school academic and professional culture, and continuous improvement, requires the participation of all and continuous improvement, requires the participation of all organizational members. organizational members.

While everyone agrees that continuous school improvement is While everyone agrees that continuous school improvement is good, there is not always agreement about how the “end good, there is not always agreement about how the “end game” of improvement should be defined. game” of improvement should be defined.

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We are inspired by the Carnegie National Network for We are inspired by the Carnegie National Network for Educational Renewal and define the objective of school Educational Renewal and define the objective of school renewal/continuous improvement as involving (a) high renewal/continuous improvement as involving (a) high cognitive demand oriented teaching and student cognitive demand oriented teaching and student assignments, (b) learner-centered instruction, and (c) assignments, (b) learner-centered instruction, and (c) standards-based curriculum. Principles of Constructivism standards-based curriculum. Principles of Constructivism are frequently associated with this orientation. We call this are frequently associated with this orientation. We call this an orientation toward an orientation toward Powerful Teaching and Learning.Powerful Teaching and Learning.

Standards-based, learner centered instruction should not be Standards-based, learner centered instruction should not be confused with state mandated, standardized testing. confused with state mandated, standardized testing. Regardless of benefits of standardized testing, the research Regardless of benefits of standardized testing, the research literature is unequivocal that a frequent unintended literature is unequivocal that a frequent unintended consequence is narrowing of the curriculum, focus on basic consequence is narrowing of the curriculum, focus on basic skills, and teaching to the test. skills, and teaching to the test.

Adoption of strategies of Powerful Teaching and Learning Adoption of strategies of Powerful Teaching and Learning generally avoids the problems associated with “teaching to generally avoids the problems associated with “teaching to the test” while also leading to higher test scores. the test” while also leading to higher test scores.

From these assumptions the El Paso Teacher Residency – From these assumptions the El Paso Teacher Residency – Induction Program work groups generated several design Induction Program work groups generated several design

standards. standards. Anticipate and identify the needs of teachers at each stage of Anticipate and identify the needs of teachers at each stage of

professional development and integrate beginning teacher professional development and integrate beginning teacher induction models within the broader conceptual framework of induction models within the broader conceptual framework of ongoing exemplary professional development. ongoing exemplary professional development.

An effective induction program must not only enable beginning An effective induction program must not only enable beginning teachers to adapt to the realities of schooling in which they find teachers to adapt to the realities of schooling in which they find themselves, but also enable experienced teachers to further themselves, but also enable experienced teachers to further develop the perspectives and practices that are consistent with develop the perspectives and practices that are consistent with principles of standards–based, content rich, learner-centered principles of standards–based, content rich, learner-centered teaching. teaching.

Induction of beginning teachers into a community of learners Induction of beginning teachers into a community of learners perspective requires providing opportunities for simultaneous perspective requires providing opportunities for simultaneous renewal and parallel development of experienced educators of renewal and parallel development of experienced educators of the same learning community. the same learning community.

Structured and systematic data collection in the domains of Structured and systematic data collection in the domains of classroom pedagogy, curriculum, school organizational culture, classroom pedagogy, curriculum, school organizational culture, structure and social relationships, student academic structure and social relationships, student academic performance, as well as program evaluation data directly related performance, as well as program evaluation data directly related to mentoring should be a central component of the induction to mentoring should be a central component of the induction model. model.

The El Paso Teacher Residency-Induction Model is: The El Paso Teacher Residency-Induction Model is: Comprehensive and sophisticated Comprehensive and sophisticated Designed around three structural elements Designed around three structural elements Oriented toward school renewal for powerful teaching and Oriented toward school renewal for powerful teaching and

learning:learning:

The structure of the Residency-Induction Model The structure of the Residency-Induction Model provides simultaneous: provides simultaneous:

Support for Beginning Teachers Support for Beginning Teachers Support for Experienced and Mentor Teachers Support for Experienced and Mentor Teachers Support for Administrators and Organization Structure Support for Administrators and Organization Structure

During the pilot phase of the project, the primary During the pilot phase of the project, the primary emphasis will be on support for beginning teachers emphasis will be on support for beginning teachers and mentors. and mentors.