New Teacher Induction

No Teacher Left Behind…

Sandra Duncan
Cabell County Board of education
“A third of beginning teachers quit within
their first three years on the job. We don’t
stand for this kind of dropout rate among
students, and we can no longer afford it in
our teaching ranks. But what does it take
to adequately support novice teachers?
What lifelines can we offer so they will
remain in the profession and develop into
highly effective classroom educators?”
(Stansbury/Zimmerman http://www.wested.org/online_pubs/tchrbrief.pdf)
The way it has been…
 They
There is no accountability! FINGER can’t
POINTING… read.
It’s the Middle
Inclusion? Isn’t
School’s The test
that “dumbing”
(Elementary’s) must
down the
fault have
curriculum??
been
flawed.

It’s the Parents’ fault!

If they only
knew their
County (state, feds)
math facts.
can’t get it together.
The standards keep changing.
I taught it. If they don’t
get it, it’s their problem!
Education’s Concerns…
Permanent certificates to mediocre
teachers.
Test scores flat.
Teachers working solo behind closed
doors. Very little sharing and
collaboration.
Teacher rather than student focus—
resistance to change
NEW TEACHERS “JUMPING SHIP”
Every teacher that leaves a district after
one year costs the district approx. $50,000
The stage set for change……
Innovation Zone

Part of IZ grant dedicated to

New Teacher Induction
 New Teacher Induction Program

Proposal identified reasons new teachers

were ineffective, or left the county…

 New teachers feel overwhelmed by the

expectations and scope of the job

 New teachers feel isolated and unsupported in their

classrooms

 New teachers are unclear about expectations

 New teachers' own expectations don't match the

actual job
MISSION OF INDUCTION PROGRAM
To provide access to support from Central Office personnel for
help with unit planning, access to resources and classroom
management strategies.

To provide ongoing Professional Development that builds

upon itself, and provides a “toolbox” of strategies as support
for beginning teachers.

To provide dedicated time for teachers to collaborate both

within their own content area, as well as across the
Disciplines.

To provide teachers access to School Administration for

encouragement, accountability and validation.
 COMPONENTS
OF CABELL COUNTY’S
TEACHER INDUCTION
PROGRAM
 The Classroom Instruction Piece

…includes emphasis on:

•Unit/Lesson Planning, employing ICLE supported Quadrant D

concepts, particularly Project Based Learning

•Learning Focused Strategies as a planning framework for new

inductees

•Differentiated Instruction as a philosophy on which to base NCLB

requirements, and to satisfy WVDE Policy 5310—Teacher
Responsibilities

• Reading and Writing Across the Curriculum as a support for

Literacy in each content area.
 The Classroom Management Piece
emphasizes…

 Policy/Procedure (school, county, and state)

 Pacing (an issue for which many new teachers

have requested help)

 Relationship Building

 Student Engagement.
 The Professional Development Piece
Includes…
Three two-day pullout sessions for intensive instruction on Best
Practice Strategies:

 Learning Focused Strategies

 Common Core Teaching and Learning
 Quad D Lesson/Unit Planning
 Classroom Management/Student Engagement
 Differentiated Instruction
 Academic Vocabulary
 Project Based Learning

These sessions are placed at intervals throughout the school

year, giving teachers time to use the strategies in their classes.
 Follow-up Reflection/Feedback
After training on a particular strategy, new teachers have a
designated period of time to incorporate the strategy into
their classroom instruction.

TIP facilitators then go into new teachers’ classrooms for

the purpose of:
 Feedback and Reflection on implementation
 Collaboration
 Support
 Accountability

TIP teachers keep a portfolio of lessons & student

work to share at an end-of-year reflection meeting.
(Portfolio will serve as start towards Nat’l Boards, as well)
 DEBRIEFING SESSIONS

AFTER OBSERVATIONS, “DEBRIEFING” SESSIONS

WITH THE ADMINISTRATOR(S) ARE SCHEDULED

These are NOT “report out” meetings, but they ARE:

 A general overview of use of Best Practices

by the TIP teacher

 Opportunities to relay info & clarify expectations

 Opportunities to celebrate successes

 What we have seen…

Sense of collaboration and collegiality,

a sort of self-perpetuating PLC—Former
TIP teachers mentoring new hires
Sense of efficacy: new teachers have
support system, which eases feeling of
inadequacy held by many beginning
teachers
High expectations with accountability
School district becomes aware of “best
and brightest” among new teachers
Sense of loyalty among new teachers
 An Ongoing Process

“Research has proven time and again that it is the teacher who
makes the difference in the classroom; just as it is the pilot who
makes the difference on the airplane; just as it is the surgeon who
makes the difference in the operating room. The better trained the
pilot, the better the chances of arriving safely at your destination.
The better trained the surgeon, the better the chances of
successful patient recovery. Likewise, the better trained the
teacher, the better the student achievement in the classroom .

"An induction process is the best way to send a message to your

teachers that you value them and want them to succeed and
stay,“ Harry Wong & Annette L. Breaux (2009)
 OVERVIEW OF
COUNTY-WIDE
NEW TEACHER
INDUCTION PROGRAM
 ELEMENTARY TEACHER INDUCTION

ROUTINES
ROUTINES AND
AND PROCEDURES
PROCEDURES
MANDATED COUNTY ORIENTATION
TIP
TIP OVERVIEW AND WORKSHOP SCHEDULE
OVERVIEW AND WORKSHOP SCHEDULE
PERSONNEL DEPT. 2 HOURS EXPECTATIONS/PORTFOLIO
EXPECTATIONS/PORTFOLIO
COUNTY STAFF 4 HOURS CONTACT
CONTACT INFORMATION
INFORMATION
READING/WRITING FOCUS MATH FOCUS
READING/WRITING FOCUS MATH FOCUS
SEPT 12,13 (3-5) JAN 5,6 (3-5)
SEPT 12,13 (3-5) JAN 5,6 (3-5)
SEPT 14,15 (K-2) JAN 10,11 (K-2)
SEPT 14,15 (K-2) JAN 10,11 (K-2)
ASHLOCK DIRECT INSTRUCTION ESPRESSIONS
ASHLOCK DIRECT INSTRUCTION ESPRESSIONS
BASAL TEXT MATH TALKS AND QUESTIONING
BASAL TEXT MATH TALKS AND QUESTIONING
SPL AND GROUPING CREATING COOPERATIVE GROUPS
SPL AND GROUPING CREATING COOPERATIVE GROUPS
DIBELS & mClass INCORPORATING STUDENT LEADERS
DIBELS & mClass INCORPORATING STUDENT LEADERS
DESTINATIONS DESTINATIONS
DESTINATIONS DESTINATIONS
WRITING STRATEGIES THINK CENTRAL
WRITING STRATEGIES THINK CENTRAL
IPAP (K-1) SPL
IPAP (K-1) SPL
 MIDDLE SCHOOL
TEACHER
INDUCTION
TIP
TIP OVERVIEW
OVERVIEW AND
AND WORKSHOP
WORKSHOP SCHEDULE
SCHEDULE
MANDATED COUNTY ORIENTATION EXPECTATIONS/PORTFOLIO
EXPECTATIONS/PORTFOLIO
PERSONNEL DEPT. 2 HOURS THIS
THIS WE
WE BELIEVE
BELIEVE AND
AND ELEMENTS
ELEMENTS OF
OF MIDDLE
MIDDLE
SCHOOL PHILOSOPHY
SCHOOL PHILOSOPHY
COUNTY STAFF 4 HOURS CONTACT
CONTACT INFORMATION
INFORMATION

LESSON PLANNING
LESSON PLANNING DIFFERENITATED
DIFFERENITATED INSTRUCTION
INSTRUCTION
DEC 6,7:
DEC 6,7:
SEPT 6,7: EMS/HMS/BHMS
SEPT 6,7: EMS/HMS/BHMS
EMS/HMS/BHMS DEC 8,9:
EMS/HMS/BHMS
SEPT 19,20:
DEC 8,9:
SEPT 19,20: BMS/MMS
BMS/MMS BMS/MMS
BMS/MMS
IDENTIFYING KUDS
LEARNING
LEARNING STYLES
STYLES
IDENTIFYING KUDS TIERING INSTRUCTION
LEARNING FOCUSED STRATEGIES
LEARNING FOCUSED STRATEGIES TIERING INSTRUCTION
ASSESSMENT CREATING OPTIONS
CREATING OPTIONS FOR
FOR STUDENT
STUDENT
ASSESSMENT
STUDENT ENGAGEMENT
STUDENT ENGAGEMENT PERFORMANCE
PERFORMANCE
 HIGH SCHOOL TEACHER INDUCTION

TIP
TIP OVERVIEW
OVERVIEW AND
AND WORKSHOP
WORKSHOP SCHEDULE
MANDATED COUNTY ORIENTATION EXPECTATIONS/PORTFOLIO
SCHEDULE
EXPECTATIONS/PORTFOLIO
PERSONNEL DEPT. 2 HOURS RIGOR,
RIGOR, RELEVANCE,
RELEVANCE, AND
AND RELATIONSHIPS
RELATIONSHIPS
CONTACT INFORMATION
COUNTY STAFF 4 HOURS CONTACT INFORMATION

LESSON
LESSON PLANNING DIFFERENTIATED
PLANNING DIFFERENTIATED INSTRUCTION
INSTRUCTION
SEPT 8,9
8,9 (HHS) NOV
SEPT
SEPT 21,22
(HHS)
21,22 (CMHS)
(CMHS) NOV 29,30
29,30 (CMHS)
(CMHS)
SEPT DEC 1,2 (HHS)
DEC 1,2 (HHS)
IDENTIFYING
IDENTIFYING KUDS
KUDS LEARNING STYLES
LEARNING STYLES
LEARNING
LEARNING FOCUSED
FOCUSED STRATEGIES
STRATEGIES TIERING INSTRUCTION
TIERING INSTRUCTION
ASSESSMENT
ASSESSMENT
MULTIPLE INTELLIGENCES
MULTIPLE INTELLIGENCES
STUDENT ENGAGEMENT CREATING OPTIONS FOR STUDENT PERFORMANCE
STUDENT ENGAGEMENT CREATING OPTIONS FOR STUDENT PERFORMANCE
 TEACHER INDUCTION TIMELINE

AUGUST – ORIENTATION
SEPTEMBER –CLASSROOM MGMT, DI, LESSON PLANNING,STUDENT
ENGAGEMENT,
DECEMBER- TECHNOLOGY/ INTERDISCIPLINARY UNITS
MARCH –PROJECT BASED LEARNING/SHOWCASE PREP

•WORKSHOPS WILL BE PRESENTED BY CENTRAL OFFICE PERSONNEL,

GOLD SEAL LESSON CADRE, OR CONTRACTED PRESENTERS.

• COACHING TO PROVIDE FEEDBACK AND REFLECTION.

• REFLECTION MEETINGS SCHEDULED.

•SUPPORT PROVIDED BY INSTRUCTIONAL COACHES OR DESIGNEES.

For further
Sandra Duncan, Program Coordinator
information sduncan@access.k12.wv.us
on Cabell
County’s
New Lenora Richardson, Supervisor
Teacher lrichard@access.k12.wv.us
Induction
Program
contact: Gerry Sawrey, Asst. Superintendent
gsawrey@access.k12.wv.us