|
|
 |
 |
|
Goals
- Widespread implementation of CSTP's standards for high
quality induction and effective mentoring
- Implement viable models of comprehensive and robust support
for new teachers in diverse pilot districts
- Create a seamless career development model that purposefully
links the first two years of induction
support with the professional certification process in years
three to five
- Increase retention and support of new teachers, regardless
of the demographics of the school
- Integrate the induction standards into OSPI's policies
and practices, aligned with education reform efforts
- Influence policymakers to fund induction as a critical
component of school and district improvement
- Improve system capacity to create, innovate and sustain
changes in induction that fit local contexts
|
Critical
Elements
A leadership team - comprised of major stakeholders,
who put induction as a top priority in order to best
impact their students' learning.
Standards based - through the process of using the standards
in real districts with a wide variance in
students served, location, student performance, and teacher
experience, the quality and practicality of the
standards were affirmed. Irregardless of who uses the standards,
districts with less than 200 students or over
20,000 students, rural or urban, wealthy or poor, the criteria
are flexible, guided, and practical for every context
Criterion based - as districts implement their models,
they use internal and external data analysis to
determine the changes in program that have impacted retention,
new teacher performance, and job satisfaction.
Knowledge sharing -both within the project and to the
larger community. Through a concept map that
visually illustrates the standards along with attached resources,
the partners are able to collectively share
progress, learn from each other's models, and have a resource
to meet their district's needs.
Mentoring skills - through attendance in the Mentor Academy,
districts had trained mentors in place for
their new teachers at the beginning of this year. Districts
used the mentor criteria in the standards for selection,
and many mentors have participated in the Mentor Roundtables
to hone their skills.
District capacity - due to the range of district size
and location, CSTP has deliberately worked with districts
to maximize resources and grow teacher leaders.
Effective models - that the other 289 districts in the
state can connect with for ideas and support on how to
create robust induction. While not every district will find
a perfect match, they will be able to recognize major characteristics
from one or more of the alliance partners.
Crucial Attributes
Coherent and comprehensive - When instructional support
is focused not on survival, but on improved
student learning, we can improve teacher retention and teacher
practice together.
Collective responsibility - Principals, experienced teachers,
mentors, and policymakers must all demonstrate
their commitment to supporting beginners with a professional
environment that allows them to contribute to a
school and learn from their colleagues.
Systemic - Strategic investments in new teachers must
be seen as a critical part of an interconnected system.
Vital to school improvement - Students can't succeed
without powerful teaching. With the current emphasis
on student and teacher performance, districts must maximize
the effectiveness of each new teacher as early in
his/her career as possible.
Rural districts have their own challenges - Small rural
districts have fewer resources to address challenges,
fewer personnel to handle multiple functions, limited financial
flexibility, and often have difficulty recruiting new
teachers to their community.
Relationships matter - The relationships among external
agencies, ESDs and districts must be carefully
cultivated and maintained to enable all parties to work together
effectively in supporting new teachers.
|
Activities
and Milestones
|
Partner Sites
|
State Policy
|
Supports for Statewide Adoption
|
Date
|
- Begin standards-based orientation and mentoring
- Host 1st network partner meeting (biannual)
|
- Incorporate induction policy into Washington Learns
deliberations
- Prepare policy package for 2007 Legislature
|
- Disseminate information about project at statewide
education events
- Begin knowledge management system
- Hold first mentor roundtables
|
Fall 2006
|
- Survey participant
- Host 2nd partner meeting (annual)
- Adjust program
|
- Redesign TAP requirements to encourage district
adoption of standards
- Realign allocation of funds
|
- Conduct 1st round of site visits
- Produce brochure describing project
- Conduct 1st annual statewide mentor survey
|
Spring 2007
|
- Train new mentors (annual)
- Design ongoing professional learning for mentor
cadre
|
- Host Mentor and Instructional Coach Academies (annual)
- Equip partners to advocate for induction (annual)
|
- Present induction strand at OSPI Summer Conference
(annual)
|
Summer 2007
|
- Review partner plans for Pro Cert
- Expand roles of mentors
|
- Request legislative funding for design of mentor
certificate
|
- Introduce KM website to the public
- Hold 1st annual mentoring conference
|
Fall 2007
|
- Use retention and survey data to revise induction
plan
|
- Invite legislators to district induction events
|
- Conduct 2nd evaluation site visits
|
Spring 2008
|
- Review district budgets and specify local sources
of induction funding for 2009-10
- Initiate Pro Cert
|
NB:
legislative action is difficult to predict. We will continue
to present our agenda until funding and policy objectives
are met. |
- Coordinate network partner meeting with appropriate
statewide event; use as venue to inform other districts
about progress
- Host 2nd annual mentoring conference
|
Fall 2008
|
- Gather evidence of program effectiveness
- Continue program improvements based on data
|
|
- Conduct district capacity site visit
- Host 2nd statewide mentoring conference
- Publish case studies
|
Spring 2009
|
- Review district budgets and staffing to assure sustainability
|
|
- Publish impact report using combined district data
|
Fall 2009
|
- Locally publish documentation of program outcomes
|
|
- Publish final retention data
- Host 3rd statewide mentoring conference
|
Winter 2010
|
- Confirm program has adequate resources for sustainability
|
|
- Conduct site visit to assess capacity for sustainability
- Publish project impact summary
|
Spring 2010
|
|
Questions regarding the New Teacher Alliance? Please contact Mindy
Meyer at mindy@cstp-wa.org.
|
