CONTINUUM OF TEACHER INDUCTION PROGRAM DEVELOPMENT. For Teacher Induction Program Leaders

Transcription

1 CONTINUUM OF TEACHER INDUCTION PROGRAM DEVELOPMENT For Teacher Induction Program Leaders

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3 Table of Contents Introduction Context 2 Induction Program Standards 3 Continuum of Teacher Induction Program Development Overview and Use 4 Developmental Levels 5 Process of Program Assessment 5 Foundational Standards Program Vision, Goals, and Institutional Commitment 6 Program Administration and Communication 9 Principal Engagement 11 Program Assessment, Evaluation, and Accountability 13 Structural Standards Mentor Roles and Responsibilities, Selection, Assignment, and Assessment 15 Mentor Professional Learning and Learning Communities 17 Formatively Assessing Beginning Teacher Practice 19 Beginning Teacher Professional Learning and Learning Communities 22 Instructional Standards Focus on Instructional Practice 24 Focus on Equity and Universal Access 27 Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 1

4 Introduction Context New Teacher Center (NTC) works with school districts, state agencies, and other educational institutions to develop strong, instruction- and studentlearning focused systems of beginning teacher support. The NTC Continuum of Teacher Induction Program Development is one of two documents designed to assist program leaders as they seek to implement induction programs that are capable of accelerating the development of beginning teacher effectiveness, improving teacher retention, strengthening teacher leadership, and increasing student learning. It is based upon and serves as a companion document to the NTC Induction Program Standards (IPS), a framework for program design, implementation, and evaluation that was informed by over two dozen years of program implementation and collaboration with program leaders, policy makers, and researchers across the country. Designed to be used across a wide range of program contexts, including consortia, small and large school districts, K-17 partnerships, and charter schools, the Induction Program Standards and this Continuum of Teacher Induction Program Development are carefully framed to support maximum impact on teaching and learning, regardless the context. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 2

5 Induction Program Standards Continuous Improvement Program Assessment, Evaluation, and Accountability The accompanying schoolhouse graphic represents three programmatic aspects that are addressed by the Induction Program Standards: 1. Foundational the platform upon which an induction program is built 2. Structural program components, practices, and activities 3. Instructional strategic focus on classroom practice and student learning A cycle of Continuous Improvement encircles the graphic to highlight the importance of ongoing program assessment and accountability informed by data of implementation and impact. Instructional Standards Focus on Instructional Practice Focus on Equity and Universal Access Structural Standards Mentor Roles and Responsibilities, Selection, Assignment, and Assessment Mentor Professional Learning and Learning Communities Assessing Beginning Teacher Practice Beginning Teacher Professional Learning and Learning Communities Foundational Standards Program Vision, Goals, and Institutional Commitment Program Administration and Communication Principal Engagement Continuous Improvement The Foundational standards identify three important areas of consideration that form the basis for program design, implementation, administration, and growth. These standards highlight the importance of strong leadership, a clearly articulated and widely owned vision, and the realistic allocation of resources to achieve that vision. Active and meaningful principal and site leader engagement is fundamental to a program s success and must be considered at every stage of program implementation. The Structural standards outline four essential aspects of a high quality induction program: mentors that provide focused instructional assistance to beginning teachers; preparation, development, and ongoing support for those mentors; a collaborative system of formative assessment for beginning teachers; and targeted, differentiated professional learning opportunities for new teachers. These standards invite programs to consider the array of services and supports for both mentors and beginning teachers that will ensure the program s positive impact on teacher practice and student learning. The Instructional standards focus on the knowledge, capabilities, and dispositions that are critical for teachers to develop in their first two to three years of practice. They are guided by New Teacher Center s commitment to principles of reflection, collaboration, equity, cultural responsiveness, differentiation, and inclusive learning environments. NTC believes that if induction programs seek to impact teaching practice and student learning, then these outcomes must be clearly articulated and considered as program leaders create systems of support for beginning teacher development. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 3

6 Continuum of Teacher Induction Program Development Overview and Use New Teacher Center s Continuum of Teacher Induction Program Development is aligned with the NTC Induction Program Standards and describes what each standard element looks like in practice across four developmental levels. These leveled descriptors offer greater clarity and specificity for each of the ten IPS standards and provide a common language that helps program leadership teams identify next steps towards program refinement and increased impact. NTC encourages district and/or state induction program leaders to embed the use the Continuum within a formal process of program development that sets aside time to reflect, collect and analyze data, identify strengths and areas for growth, and then create appropriate program goals and next steps. This process mirrors the standardsbased, collaborative inquiry cycle that is at the heart of NTC s hallmark approach to mentoring and induction and can help foster system-wide, aligned practices of continuous improvement and accountability. The Continuum of Teacher Induction Program Development: Delineates the range of knowledge, structures, and practices that are required to implement a high quality induction program Encourages a shared vision for ongoing program learning and development Guides leadership teams in setting clear, evidence-based, short and long term program improvement goals Assists programs in focusing data collection and assessment of program progress towards improved levels of implementation Supports a formative approach to assessing the quality and effectiveness of program implementation Fosters a cycle of continuous improvement and accountability based on standards, criteria, and evidence Assess Reflect Continuous Improvement Cycle Plan Analyze Data Implement Action Steps Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 4

7 Developmental Levels The Continuum of Teacher Induction Program Development describes four levels of increasingly complex and sophisticated program practices that are aligned to the Induction Program Standards. From left to right, these levels are identified as: Establishing, Applying, Integrating, and Innovating. Each level integrates the aspects of the previous level. Establishing This level describes basic program strategies and practices structured to ensure that beginning teachers are provided a limited set of induction experiences. A basic framework for mentoring is provided. Applying This level describes increasingly systematized processes for (mentor and beginning teacher) professional learning, formative assessment, stakeholder communication, and program evaluation. Integrating This level describes programs with systems of beginning teacher induction that involve collaboration, commitment, and coordination across stakeholder groups. Beginning teachers experience a multi-faceted and aligned program of support. Innovating This level describes an induction approach that is fully integrated into a larger, district-wide system that may extend to universities and regional/state initiatives. Aligned experiences for beginning teachers, mentors, and principals optimize the program s impact on student learning and teacher effectiveness. Process of Program Assessment The Continuum of Teacher Induction Program Development is intended to support a process of program assessment that allows leadership teams to deepen their individual and shared understanding of specific aspects of program practice. The process can be done individually or collaboratively in program teams. Begin by reading the IPS Key Element found in the left-hand column. Reflect upon specific examples of program practice related to the Key Element; evidence might be noted in the space provided or on a sticky note. Next, read across each row of descriptors from left to right. Note that practices described to the left are carried across to the right, even if not explicitly stated. Locate the descriptors that best match current program practice and highlight and date them in some way so that program development over time can be traced. Program leadership teams may want to allow time for each team member to individually reflect upon the program s accomplishments and areas for growth before coming together to share evidence and insights. Together, program leaders can then collaboratively identify program strengths and prioritize areas for program improvement. Based on these focused discussions of program practice, teams can create targeted and strategic program goals, action steps, and plans for collecting evidence of progress towards these goals. Program teams might also find it useful to return to the Reflective Questions contained in the NTC Induction Program Standards to help identify ways to advance program practice. This process of formative program assessment using the Continuum of Teacher Induction Program Development creates a springboard for strategic planning, collaboration, and focused data-collection the foundation for a cycle of continuous improvement. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 5

8 Foundational Program Vision, Goals, and Institutional Commitment Establishing Applying Integrating Innovating leaders create a program vision focused on teacher effectiveness and student learning that is part of a coherent development system for all educators. leaders frame primary vision of induction as an opportunity to orient beginning teachers to school practices and expectations. leaders create a vision of induction that demonstrates awareness and support of beginning teacher development through systematic program practices and a set of mentoring practices to advance beginning teacher practice and student learning/achievement. leaders articulate a vision of induction as a comprehensive approach to beginning teacher development that begins at the pre-service level and includes a range of stakeholders and a variety of structures and services to accelerate beginning teacher practice and advance student learning. leaders vision of induction is articulated across the educational community and guides the ongoing transformation of existing norms and practices in ways that advance the development and practice of beginning teachers and mentors and results in student learning. leaders develop specific goals, accompanied by clearly articulated rationales and informed by research, policy, and practice to guide the work of program leaders, principals, mentors, beginning teachers, and other educational partners. leaders develop program goals that are informal and communicated within the program. leaders articulate and communicate program goals framed around beginning teacher development, retention, and student learning to district administrators, principals, mentors, and beginning teachers. leaders collaborate to establish and revise program goals based on research, policy, and practice to increase teacher retention and accelerate beginning teacher development of instructional practice and impact student learning. leaders collaborate to align program goals to district and school improvement outcomes. Program design integrates a process that uses research, policy, and multiple sources of program evaluation data to review, analyze, and revise actions for beginning teacher development, retention, support, and student learning. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 6

9 Establishing Applying Integrating Innovating leaders design and implement an induction program in response to assessed needs of beginning teachers, students, and school communities. leaders design and implement an induction program to address general needs of beginning teachers through mentoring and professional development. leaders collaborate to design and implement an induction program that includes assessing the needs of beginning teachers and mentors and related professional development. leaders collaboratively design and implement a program that addresses assessed needs of beginning teachers, their students, and school communities. Appropriate professional development is designed and implemented. leaders collaboratively design and implement a program that assesses developmental, cognitive, and situational needs of beginning teachers and their students. Program and institutional leaders design methods to responsively adjust the program as needed. leaders work to improve conditions that affect beginning teacher success and their students learning. leaders express an interest in creating a positive culture and improved working conditions for teachers in general. leaders develop policies that acknowledge the unique needs of beginning teachers in terms of their teaching assignments, the need for collaboration time, reduced extra duty assignments, and their affect on student learning. leaders develop policies and practices that actively support the unique needs of beginning teachers in terms of teaching assignments, need for collaboration time, and reduced extra duty assignments to positively impact student learning. Program and institutional leaders proactively establish a culture supportive of beginning teachers. leaders create optimal conditions for beginning teacher and student success. Systematic collaboration occurs between program and institutional leaders to ensure consideration of beginning teacher needs in policymaking, hiring and staffing, and resource allocation. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 7

10 Establishing Applying Integrating Innovating leaders allocate time and resources needed to accomplish program goals and support continuous program improvement. Time leaders identify general expectations regarding time for mentors to implement induction program with beginning teachers and assume that all beginning teachers are receiving the target number of hours/ minutes of support per week. Resources Program leaders and institutional leaders allocate available resources for the induction program and are aware of the need to align allocations with the district goals. Time leaders communicate to mentors and principals the specific expectations regarding time for mentors and beginning teachers to implement the induction program and participate in professional learning and learning community meetings. leaders emphasize with district administrators and principals the need for sanctioned time for program implementation and participation in professional development and meetings. Resources Program leaders and institutional leaders identify need, find, and allocate resources to implement induction program components in alignment with district goals. Time leaders communicate with all stakeholders to ensure that mentors and beginning teachers have sanctioned time to implement the induction program and participate in professional learning and learning community meetings. leaders ensure that sanctioned time for all elements of program implementation is supported, monitored, and documented. Resources Program leaders, institutional leaders and principals collaborate to gather information from stakeholders and procure additional resources in order to meet all goals and deliver induction program components to all participants in alignment with the district improvement plan. Time leaders, principals, and mentors identify, monitor, and consistently maintain sanctioned time for induction processes and full program implementation, including participation in ongoing professional learning and learning community meetings. Resources leaders, and principals collaboratively design and implement a systematic process to identify, procure and distribute sufficient resources for all components of the induction program. All budget allocations are aligned to the district improvement plan and include provisions for sustainability. leaders ensure that a broad coalition of stakeholders demonstrates knowledge about, collaborates on, and advocates for quality program implementation. leaders share information about the induction program, its design, and implementation with some stakeholders. leaders provide stakeholder groups with information about program design and implementation. Most stakeholders acknowledge the value and importance of mentoring and induction. Some stakeholder groups may assist in developing induction program policies and practices. leaders receive the support of key stakeholder groups through their advocacy for mentoring and induction and work and actions to modify organizational policies to ensure full implementation of program with specific attention to program and mentoring practices that impact student learning. Stakeholder groups from a range of contexts (district office, university, community, principals, union, board, etc.) advocate for and collaborate with program and institutional leaders to create quality implementation that is aligned with district and site initiatives, and develop policies that ensure program stability and fidelity, even as individual stakeholders change. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 8

11 Foundational Program Administration And Communication Establishing Applying Integrating Innovating Designated program leaders with adequate status, authority, support, time, and resources guide program implementation and accountability. Program leaders are assigned to manage induction activities. Program leaders have administrative status, budgetary discretion, and sufficient, sanctioned time to manage the program and to support ongoing mentor professional learning. Program leaders have access to highest levels of organizational leadership and are involved in policy decisions that affect beginning teachers. Program leaders receive training and support. Program leaders status ensures that induction efforts are recognized as a key element of organization s human capital development. Program leaders are integrated into other key professional learning efforts related to beginning teachers. Program leaders have the knowledge, interest, and experience required to lead the program and participate in opportunities to refine and extend their capacity. Program leaders have cursory knowledge of beginning teacher development and mentoring and induction. Program leaders are knowledgeable about beginning teacher development, adult learning theory, and possess administrative leadership capability necessary to run an induction program. Program leaders demonstrate interest in supporting beginning teachers and student learning. Program leaders are well versed in theory and practice of induction and mentoring and the developmental stages of beginning teachers and take steps to apply knowledge to continually improve program practices. Program leaders have experience building communities of practice and demonstrate distributive leadership skills. Program leaders deep interest in advancing beginning teacher support and student learning is evident. Program leaders are steeped in research and practice of induction and mentoring as well as human capital development and bring relevant experience to bear on the leadership role. Program leaders model and articulate the practices, habits of mind, and language of an accomplished instructional mentor and actively advocate for mentors, beginning teachers, and students. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 9

12 Establishing Applying Integrating Innovating Program leaders develop various two-way communication systems and organizational structures that solicit stakeholder input. informational materials to principals describing the induction and mentoring program. Program leaders engage directly with principals to share materials and clarify roles, responsibilities, and expectations. Program leaders seek out principals to ensure clarity of understanding of program components and parameters. Program leaders use multiple methods for ongoing communication with site-based stakeholders such as , face-to-face and small group meetings, and surveys. Program leaders broker communication between mentors, beginning teachers, and principals to support ongoing effective program implementation. Program leaders ensure ongoing two-way communication and feedback with district stakeholders regarding roles, responsibilities, and expectations for mentors, and beginning teachers. Principals and program leaders consult frequently to ensure a high level of program implementation and engage internal and external stakeholders in an advisory role. Program leaders collaborate with organizational leaders to ensure that program goals and practices align with those used in teacher preparation, teacher and administrator professional learning, leadership development programs, and teacher/ administrator evaluation. Program leaders are aware of the need to align induction program goals and practices with university teacher preparation and district professional learning and evaluation. Program leaders communicate with universities, district leaders, and other external partners to create links between pre-service preparation, induction goals and practices, ongoing professional learning for teachers and administrators, and the teacher evaluation system. Program leaders collaborate in an ongoing way with universities, district leaders, and other external partners to develop cohesive alignment between pre-service preparation, induction goals and practices, ongoing professional learning for teachers and administrators, and the teacher/administrator evaluation system. Program leaders, district administrators, principals, pre-service programs, and external partners uphold the view that induction is a key stage of teacher development. All collaborate together to create a unified vision of teacher progression from pre-service through induction and beyond, aligned with professional learning and local evaluation systems that is reflected in their respective program goals and practices. Program leaders coordinate efforts with other site and district P 12 initiatives. Program leaders recognize that induction is seen as separate from other district improvement initiatives. Program leaders engage with district administrators and principals to support alignment of induction with other district initiatives. Program leaders, district administrators and principals coordinate induction efforts with other local reform initiatives. Program leaders, district administrators, and principals ensure that induction is fully integrated into district initiatives, seen as a way to enhance local educational reforms, and central to realizing district goals. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 10

13 Foundational Principal Engagement Establishing Applying Integrating Innovating Program leaders support principals to implement policies, provide resources, and create conditions that promote beginning teacher success. Program leaders seek to increase principal awareness of challenging aspects of beginning teachers working environments, operational barriers, and logistical barriers as they arise. principals with a list of typical concerns about working environments, operational barriers, and logistical barriers for beginning teachers and possible ways to mediate issues. Some principals assist in brainstorming positive approaches to challenging situations. Principals consult and collaborate with program leaders to anticipate challenges of beginning teachers with regards to working environments, operational barriers, and logistical barriers. Program leaders collaborate with district administrators and principals to assign beginning teachers to placements that match their preparation/ credentialing and provide adequate teaching materials. Principals consistently collaborate with program leaders and district administrators to proactively develop appropriate beginning teacher classroom assignments, provide adequate teaching materials, assign a manageable caseload/class size, and respond to challenging situations. Program leaders support principals and mentors to work in partnership to improve beginning teacher instructional practice. principals are aware of mentor s role. Program leaders encourage mentors to introduce themselves to principals and be available to meet with principals at their request to discuss program and/ or to verify their work. principals with descriptions of mentor s role to share with staff and to provide positive context for beginning teacher s work with mentor. Program leaders support mentors to meet with principals to clarify their mentoring role and the expectations of the induction/ mentoring program. Mentors may advocate for the needs of beginning teachers. Program leaders emphasize with principals the need to protect time for and promote mentors work with beginning teachers. Principals endorse and/or support development of a complex, multi-faceted, and confidential mentor role and are available to meet/ communicate regularly with mentors. Program leaders guide mentors to work with principals to ensure that mentoring is aligned with site instructional goals and evaluation timelines, and to solicit appropriate input. Mentors advocate for the needs of beginning teachers and students. Principals actively collaborate with program leaders and seek out ways to support the mentor-beginning teacher collaboration by providing additional resources or adjusting policies and working conditions to promote beginning teacher success. Program leaders support principals to be knowledgeable with regard to the full scope of mentor s work, including formative assessment and use of professional standards. Principals communicate regularly with mentors while respecting confidentiality of mentor role. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 11

14 Establishing Applying Integrating Innovating principals with professional learning that builds their capacity to advance beginning teacher development and mentor effectiveness. Principals receive information from program leaders regarding administrative professional learning on induction and mentoring. Principals participate in initial professional learning on induction and mentoring and make themselves available to program leaders to problem solve issues of site implementation as they arise. Principals participate in research-based professional learning and apply their learning to ongoing support for the local induction and mentoring program. Principals take steps to collaborate with program leaders to design and implement site policies that support beginning teacher development and student learning. Principals actively participate in initial and ongoing professional learning and apply their learning to ensure full implementation of the local program, to support district induction and mentoring programs, and advocate for district-wide policies that support beginning teacher effectiveness and student learning. Program leaders support mentors and principals to coordinate induction activities with other school-based initiatives and evaluation procedures. guidelines to principals and mentors to hold a beginning of the year conversation to discuss induction activities. Principals and mentors may meet to discuss possible integration of induction into other school-based initiatives and evaluation procedures. Program leaders encourage principals and mentors to engage in conversations designed to consider how induction can support other school-based initiatives and evaluation procedures. Program leaders support principals and mentors to engage in collegial conversations on a regular basis to articulate means by which induction can support other school-based initiatives and evaluation procedures which may include invitations to beginning teachers to share evidence of professional growth as a part of evaluation. Program leaders foster the formation of a dynamic partnership between principals and mentors to support ongoing dialogue and planning of opportunities designed to integrate induction with other school-based initiatives and evaluation procedures. Principal engages beginning teachers in sharing evidence of professional growth as part of evaluation process. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 12

15 Foundational Program Assessment, Evaluation and Accountability Establishing Applying Integrating Innovating Program leaders guide the development and implementation of a comprehensive system of program evaluation and continuous improvement based upon induction program standards. Program leaders use formal and informal data to evaluate program, in compliance with local and/or statewide requirements. Program leaders implement a basic system of program evaluation and improvement based upon induction program standards. System includes immediate evaluation of professional learning and meetings, periodic evaluation of mentor-beginning teacher interactions and end-of-year survey of beginning teachers, mentors, district administrators, and principals to inform improvements. Program leaders implement a system of program evaluation and improvement that includes mid- and end-of-year surveys and a range of qualitative and quantitative data across induction program standards to inform ongoing improvements. Program leaders collaborate with mentors, beginning teachers, district administrators and principals to evaluate program, design, and implement improvements. Program leaders refine system of evaluation and engage in a cycle of continuous improvement by gathering and reflecting upon multiple sources of data that show evidence of practice in each of the program standards. System of evaluation and improvement provides for ongoing and timely collaboration with mentors, beginning teachers, district administrators, and principals and focuses on advancing the practice of mentors, beginning teachers, administrators, and student learning. Program leaders collaborate with evaluation specialists, researchers, and stakeholders to collect data from multiple sources to demonstrate implementation and impact. Program leaders collect basic implementation data that demonstrate the number of beginning teachers matched with a mentor and types of program support provided. Program leaders collect basic implementation data regarding the number of beginning teachers served and services provided to demonstrate program implementation. Program leaders follow local and/or statewide requirements for data collection. Program leaders collect and maintain data from beginning teachers, mentors, district administrators, and principals on demographics of beginning teachers and mentors, effectiveness of program delivery, and beginning teacher retention. Program leaders use data to track trends in demographics, participation, and retention. Program leaders routinely collect a wide range of formal and informal data from mentors, beginning teachers, district administrators, and principals to ensure quality implementation of program and identify program impact on mentor, beginning teacher, and administrative practice. Program leaders utilize an electronic database to identify trends, strengths, and challenges in program implementation to assess the impact of induction. Program leaders, district administrators, principals, and mentors collaboratively collect comprehensive data from multiple sources to demonstrate quality of program implementation and impact on practice and student learning. Program leaders maintain a comprehensive electronic database to facilitate the capacity of all stakeholders to analyze the quality of program implementation and demonstrate impact. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 13

16 Establishing Applying Integrating Innovating Program leaders systematically share evaluation findings with stakeholders for the purposes of collaborative programmatic decisionmaking, improvement, and accountability. Program leaders share available program evaluation findings with required stakeholders to meet local and/or state expectations for accountability. Program leaders share evaluation findings of program implementation with mentors, district administrators, and principals at least once during the year. Program leaders provide opportunity for dialogue regarding programmatic decision-making for improvement. Program leaders develop a differentiated system of sharing formative and summative evaluation findings with mentors, district administrators, and principals. Formative data is shared with mentors, beginning teachers, district administrators, and principals in timely ways to support ongoing and collaborative programmatic decisions for improvement. Program leaders systematically share a full range of evaluation findings with all stakeholders on a regular basis and facilitate collaborative decision making to provide for continuous improvement of program implementation, mentor, beginning teacher, and administrative practice, and student learning. Program leaders participate in external reviews designed to examine program quality and effectiveness. Program leaders are aware of external review process and follow requirements. Program leaders recognize the value of an external review process, and seek financial support and partners to fully participate in an external review. Program leaders collaborate with partners in an external review process and apply insights gained to support active learning, program improvement, and share information with stakeholders and policy makers. Program leaders, district administrators, principals, and mentors collaboratively prepare for external review, collaborate with external reviewers in a thorough examination process, and develop plans to enhance program quality and effectiveness. Program leaders promote the use of results to inform local and state policy. Program leaders and all stakeholders support the ongoing implementation and improvement of the external review process. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 14

17 Structural Mentor Roles and Responsibilities, Selection, Assignment, and Assessment Establishing Applying Integrating Innovating Program leaders develop and widely communicate clearly defined mentor roles and responsibilities that focus on the advancement of beginning teacher practice and teacher leadership. Program leaders define the mentor s role primarily as a buddy who may offer orientation, logistical and emotional support, and have regular meetings with beginning teachers. Program leaders work with other stakeholders to develop and circulate a job description for mentors that include observation and standards-based feedback on classroom practice, analysis of student work focused on improving student learning, and a clear definition of the confidential and non-evaluative role of mentors. Program leaders publish and widely distribute clear expectations for mentor roles and responsibilities that include the use of standardsbased formative assessments and resulting data to engage beginning teachers in a cycle of inquiry and professional growth. Expectations also describe instructive, collaborative, and facilitative approaches to support improvements in beginning teacher practice and advance student learning. Program leaders implement a variety of methods to ensure that all stakeholders are knowledgeable about the mentoring program. Mentor roles and responsibilities define mentor as an educational leader responsible for accelerating beginning teacher practice and student learning, and transforming professional practices and norms system-wide. Program leaders design a formal, rigorous process for mentor recruitment and selection that is based on criteria consistent with the roles and responsibilities and involves multiple stakeholders. Program leaders and/or principals appoint mentors based upon availability, schedule, interest, or seniority. Program leaders and/or principals may use varied selection processes, criteria, and communication regarding same. Mentors may be selected based upon input of a single leader within the program or the district. Program leaders and/or principals recruit and select mentors based upon criteria that are communicated to candidates and other stakeholders. Criteria that include grade level and subject matter expertise and other relevant experiences. Selection process may be informal and involve the input of one or two leaders within the program and/or the district. Program leaders engage collaboratively with district administrators and principals to clarify, expand or refine selection criteria to align with qualities of effective mentoring and district priorities. Program leaders and/or district administrators and principals implement a consistent process for selection of each mentor. Program leaders, district administrators, principals, and mentors collaboratively recruit and, as appropriate, select mentors using a rigorous process that involves multiple stakeholders and requires a variety of evidence such as detailed resume, recommendations and/or reference checks, role plays, observation and/or analysis of video of teaching. Selection criteria include a range of characteristics, experiences, and dispositions that may indicate mentoring potential; process is communicated broadly. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 15

18 Establishing Applying Integrating Innovating Program leaders manage the assignment of mentors to beginning teachers according to relevant factors and in a timely manner. general information to principals regarding matching of mentors with beginning teachers. Varied criteria are used across sites when making matches. Program leaders and/or principal respond to concerns regarding mentorbeginning teacher matches as they arise. Program leaders identify and share with principals relevant factors to consider and process to follow regarding mentor -beginning teacher matches. Process includes consideration of relevant factors such as certification, experience, current assignment, and geographic proximity. Program leaders communicate with principal when concerns about matches are identified and together they determine ways to be responsive to concerns. Program leaders collaborate with principals to match mentors with beginning teachers in a timely manner using a district-wide, welldefined process that includes consideration of all relevant factors, plus number of schools at which mentor is assigned beginning teachers. Program leaders establish criteria and a process for making changes or adjustments in matches, and criteria are communicated to principals, mentors, and beginning teachers. Program leaders engage with district administrators, principals, and mentors to ensure that all mentors are matched with beginning teachers according to a well defined district -wide process and set of criteria. Process expands considerations of all relevant factors to include situational factors such as attention to learning styles, local contexts, and relevant experiences. Program leaders, district administrators, principals, mentors, and beginning teachers collaboratively implement a proactive process to identify and be responsive to the need for changes or adjustments in mentorbeginning teacher matches. Program leaders engage mentors in a system of ongoing assessment for growth and accountability. a method for mentors to document their activities with beginning teachers. Program leaders clearly define expectations for formative evidence of mentor activities with beginning teachers. Program leaders support mentors to meet expectations for evidence and encourage informal networking and reflection between mentors regarding results to improve mentor effectiveness. Program leaders collaborate with district administrators, principals, and mentors to review, monitor and share formative and summative evidence of mentor practice as per defined expectations. Program leaders support mentors to gather evidence, provide opportunities to reflect on results using mentoring standards, and to network in a learning community of mentors to improve practice. Program leaders, district administrators, principals, and mentors integrate an ongoing system of gathering formative and summative evidence and purposeful communication regarding mentor activities to improve mentor effectiveness, beginning teacher practice, and student learning. Program leaders establish formal structures for mentors to build professional community, share practice, and reflect on growth using mentoring standards. Summative assessment of mentor performance is used to document and inform individual mentor growth and program improvement. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 16

19 Structural Mentor Professional Learning and Learning Communities Establishing Applying Integrating Innovating Program leaders design and implement a mentor learning community for professional learning, problem-solving, and collaborative inquiry. Program leaders bring mentors together for orientation and occasional meetings to support program implementation. sanctioned time for regular mentor meetings in a learning community to share dilemmas and successes related to mentor practice, to discuss mentor strategies, and receive program professional learning and resources to guide their mentoring. Program leaders collaborate with mentors to design learning community meetings that occur monthly or more often to refine mentors strategic use of standards-based formative assessment and mentoring strategies to improve standardsbased instruction and student learning, including support to address issues of equity and meeting special needs of students. Program leaders strategically guide and support mentors to build leadership within the learning community of mentors. Program leaders, district administrators, principals, and mentors collaborate to ensure that mentors are active members in a learning community. Learning community is characterized by shared practice, analysis and reflection on assessments of beginning teacher and mentor practice, peer coaching, shared facilitation, strategies that build mentors transformational leadership, and guidance in the development of equitable learning environments that meet the needs of the full range of students. mentor professional learning that is guided by research, standards, local priorities, and the developmental needs of mentors and beginning teachers. Program leaders inform mentors of foundational professional learning in beginning teacher support which includes program requirements and basic mentoring strategies. initial and follow-up professional learning for mentors on developmental needs of beginning teachers, goals and scope of standards-based formative assessment, and mentoring strategies. Program leaders collaborate with district administrators, and principals to select and/or design ongoing professional learning for mentors. Program leaders ensure that scope and sequence of mentor curriculum are based on research, standards, local priorities/initiatives, identified needs of mentors and beginning teachers, and address issues of equity and meeting special needs of students. Program leaders, district administrators, principals, and mentors collaborate in a systematic effort to ensure regularly scheduled professional learning for mentors that supports district instructional initiatives, anticipates/responds to mentor needs, and builds on foundational training to deepen mentor skills to advance instruction and student learning, including equitable access to the curriculum for all students. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 17

20 Establishing Applying Integrating Innovating Program leaders engage mentors in goal-setting and reflection, implementing inquiry action plans, analyzing data of beginning teacher development, field observations, and peer coaching. Program leaders encourage mentors to identify goals to guide the development of their practice and to reflect on progress. Program leaders guide and support mentors to develop and submit annual goals and provide opportunity for endof-year reflection on progress. professional development and/ or time in learning community for mentors to analyze data on beginning teacher development, participate in peer coaching, and apply new learning to their practice. mentors participate in an annual goal-setting and midand end-of-year assessment and reflection on progress using mentor standards and a continuum of mentor practice. Program leaders guide and support mentors to engage in field observations and reflect on results with a peer coach to inform progress in goals and/or inquiry action plans. Program leaders collaborate with mentors to facilitate ongoing cycles of standardsbased inquiries into practice that are informed by a wide range of data on mentor and beginning teacher practice. Program leaders provide professional learning and/or time in learning community for mentors to engage in inquiry action plan processes with a peer coach to apply new learning and advance their practice. Program leaders guide and monitor processes for all mentors and have individual reflective conferences with each mentor at least once during the year. Program leaders ensure that mentor professional learning is provided by well-qualified presenters and facilitators. mentors with foundational professional learning on program implementation. mentors receive professional learning that is facilitated by individuals who have working knowledge of the induction program, of adult learning theory, and the developmental needs of beginning teachers. Program leaders collaborate with mentors to ensure that professional learning is differentiated to include both core and choice options for content. Program leaders ensure that professional learning is presented and facilitated by educators who have thorough knowledge of the induction program, adult learning theory, developmental needs of beginning teachers, mentoring strategies, and connections to improving student learning. presentation and facilitation of mentor professional learning is provided by a team of educators who engage all mentors in active participation, are flexible and responsive during professional learning, and able to meet individual needs of mentors. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 18

21 Structural Formatively Assessing Beginning Teacher Practice Establishing Applying Integrating Innovating Program leaders assist mentors in utilizing a beginning teacher formative assessment system that involves ongoing cycles of inquiry through plan/ prepare, teach/observe, and analyze/reflect. mentors with available formative assessment tools. Program leaders assist mentors in using professional teaching standards in their work with beginning teachers. Program leaders assist mentors in using a system of beginning teacher formative assessment that is aligned to professional teaching standards and includes tools and protocols to support inquiry through standardsbased lesson planning, observation of instruction, and reflection on practice. mentors engage with beginning teachers in a plan/prepare, teach/observe, and analyze/ reflect cycle using formative assessment tools and protocols at least once a year. Program leaders assist mentors in the strategic use of formative assessment targeted to match the beginning teacher s inquiry and to provide results that guide mentoring practice, beginning teacher growth and improve student learning. Program leaders support mentors to engage in multiple cycles of inquiry with beginning teachers throughout the school year. Program leaders assist mentors to innovate on the use of formative assessment to differentiate support and be responsive to the diverse needs of beginning teachers and their students. Program leaders guide mentors in fostering beginning teachers leadership in cycles of inquiry into practice and student learning. Program leaders ensure that mentors use formative assessment processes to accelerate beginning teacher effectiveness as defined by professional standards and in alignment with P 12 academic content standards. professional learning and/ or resources for mentors to become familiar with formative assessment processes and their connections to relevant professional teaching standards and academic content standards for use with beginning teachers. Program leaders guide and support mentors to use standards-based formative assessment processes to enable beginning teachers to assess and reflect upon their practice and set goals for growth in professional teaching standards and implementation of academic content standards. mentors have a thorough understanding of formative assessment and relevant professional teaching and content standards and use this knowledge to collaboratively assess and reflect upon and advance beginning teacher practice using a continuum or rubric. Program leaders provide opportunities for mentors to calibrate multiple sources of evidence, including observations, to ensure consistency, accuracy, and reliability of mentors in assessing beginning teacher practice. Program leaders systematically engage mentors in analysis and reflection on formative assessment data linked to professional and content standards to examine beginning teacher growth and develop strategies to accelerate effectiveness. Program leaders ensure that calibration processes are built into the program design and are revisited as new mentors join the program. Continuum of Teacher Induction Program Development 2016 New Teacher Center. All rights reserved. 19