Sharing Our Practices: Teacher Induction as a Catalyst of Change
Last month, the Alliance for Excellent Education released its report On the Path to Equity: Improving the Effectiveness of Beginning Teachers. The report begins with the following claim:
The challenge of preparing all students for the modern workplace rests with developing the collective capacity of an entire profession to address the needs of all learners. Teaching conducted largely out of the sight and hearing of other teachers must cease to be the norm. A new paradigm is needed for powerful systems of professional learning by which a clear vision of effective teaching informs the entire program and new teachers receive comprehensive induction and access to school-based collaborative learning. (p. 1)
The report goes on to discuss how attrition rates of beginning teachers continue to be an issue, and that evidence points toward a school’s culture as a key factor in retaining, supporting, and strengthening early career teachers. Building coherence and collective capacity in collaborative contexts holds potential for increasing retention and quality instruction for all students. Many teacher induction programs are already opening classroom doors to reduce teacher isolation, embedding collaborative learning opportunities, and striving to connect more closely with building and district-wide initiatives.
Join this Web event to hear about the experiences of two different school districts where the induction program that was once implemented in isolation from other district initiatives became a driver of district-wide efforts to strengthen coherence and collective capacity. Consider how their lessons learned and ongoing questions might inform similar initiatives in your own context. Participate with them in a Consultancy type discussion, raising questions and offering feedback to help inform these two programs, as well as your own.
Adrianne Ostermeier & Lindsey Helm, Preservice and New Teacher Support in Springfield School District 186: Applying the New Teacher Center’s model of providing instructional mentors for all new teachers, the program has experienced ups and downs over the years relative to financial support for the program. Through the use of data to inform their practices, the induction program’s leadership team continued driving home their mission, strengthening the connections between the induction program and other change initiatives in the district.
Patrick Iovinelli & Jennie Crownson, Induction Program Leadership Team in J. Sterling Morton High School District 201. Also running an induction program that suffers from the ups and downs of fiscal support for their program, this district just outside of Chicago began implementing the Japanese Lesson Study model as a support structure for teachers in their second year of employment in the district. This model has since influenced the implementation and practices of professional learning communities (PLCs) across the district. The use of data to drive their programming decisions recently led to a proposal for the inclusion of special services staff such as counselors and librarians in these professional learning opportunities as well.
Consultancy Discussant: Lisa Dabbs, Educational Consultant-Teaching with Soul. Lisa blogs regularly for Edutopia on topics of professional learning, and she is the hashtag founder/host of the regularly occurring New Teacher Chat (#ntchat) on Twitter.
Session facilitator: Lara Hebert, NCLE’s Community Facilitator
Archived session coming soon.