Field Study - Final 1

New Teacher Induction 1

A NEW TEACHER INDUCTION PROGRAM THAT WORKS Richard C. Heitmeyer Central Michigan University, Mt. Pleasant, MI

New Teacher Induction 2

Table of Contents Abstract.............................................................................................................3 Introduction to the Problem.............................................................................4 Current Information.........................................................................................9 Suggestions for Creating a Program.................................................................17 References.........................................................................................................27 Appendix...........................................................................................................32

New Teacher Induction 3

Abstract New teachers often have spent the previous five years of their lives taking college courses and preparing to become a teacher. Often, the previous semester to the first real job is spent student teaching. Sometimes, the previous year is spent student teaching. Too often, schools hire new teachers and expect them to know everything that a veteran teacher knows. Schools forget that new teachers are often new to communities, new to the work world, and new to teaching. Teaching in the real world is different from college courses, observations, and student teaching. When a teacher has his first teaching job, he is on his own. Schools expect the new teacher to be familiar with procedures and routines. Schools expect new teachers to be familiar with curriculum and be prepared to move forward with a district’s curriculum with little preparation. A new teacher induction program can work wonders in the development of teachers. Some schools have found success in developing programming for new teachers. A difference exists between mentoring and induction. Each new hire comes from a different background. This field study will examine several programs in existence, a number of research-based practices that others are using, and additional research that supports the need for new teacher programs. Finally, this field study will present a framework for A New Teacher Induction Program That Works.

New Teacher Induction 4

“An energetic superintendent may mandate a best way for a school system, but it is doubtful that it gets implemented in every school. An energetic principal may mandate a best way for his school, but it is doubtful it gets implemented in every class.” – Nathan Glazer, 2003 Introduction to the Problem Many educators today probably remember their first year of teaching. For most, it was a year filled with trying to survive and learning what it really means to teach. Really, many of us were given a key to a classroom and told “good luck.” Orientation programs for teachers have traditionally been basic in nature. Often, schools hold a oneday program for new teachers during which district employees share some information about the district and usually have the new teachers fill out tax, insurance, and payroll forms. Rarely do schools offer more than a one-day program. As a recent college graduate in 1994, I worked as a substitute teacher at Cherryland Middle School in Elk Rapids, MI. During a preparatory period, I visited the library media center and found an interesting book: The First Days of School (Wong, 1991). Wong’s book is filled with insider information on how to manage a classroom and actually teach to mastery. Because I was a substitute teacher, the librarian would not allow me to check the book out, so I went to Traverse City that night and purchased the book at Horizon Books. Wong’s book taught me more about managing a classroom and teaching to mastery in a couple of hours reading than I had learned as an undergraduate student or during my classroom experiences prior to student teaching. I read the book and thought I really knew what it would take to be a teacher. In the fall, I guest taught at Ithaca High School in Ithaca, MI Ithaca is near both Central

New Teacher Induction 5

Michigan University in Mt. Pleasant, and Alma College in Alma, so Ithaca traditionally hosts a great deal of student teachers. As a 22-year old rookie getting ready to student teach, the other teachers did not even notice me or the other six novice teachers working as interns. We weren’t welcomed, never spoke to the principal, and were basically expected to know what we were doing. My student teaching experience was a positive one; however, my colleague from CMU did not enjoy the same results with both of his teachers. Overall, everyone treated us like people who took up space except our supervising teachers. The experience was okay but really did not teach me how to be ready for my own classroom. Even Wong’s book failed to prepare me for the harsh realities of the everyday teaching world. In fact, the Wongisms I suggested to my supervising teacher were scoffed at because she was a 15-year veteran and would prefer that her student teacher not make any suggestions that are based on a book. I figured I would have to wait until I had my own classroom to try anything that Wong suggests. The following summer I interviewed at a number of school districts and consistently finished second because I had no actual experience. I remember talking to Mr. Gunnard Johnson, then the high school principal in Haslett High School. “Rick, you’re going to be a great teacher, a great attribute someplace. You don’t have any experience, though, and that’s what keeps us from hiring you.” That was a disappointing phone call and I made it on a break while bartending at the Grand Traverse Resort Village Pool Bar. I was beginning to think that I might be looking toward a career as a bartender. A few days later, I enjoyed a great interview at Glen Lake High School. The position was for an English/journalism teacher. I was a great fit for the district and the interview went really well. I left the district positive I had the job. A day later, then-

New Teacher Induction 6

principal John Scholten: “Rick, you were a great candidate, but the person chosen for the position has two years of teaching experience.” Talk about disappointment. I started looking for apartments in Traverse City. After apartment hunting one night, the Central Michigan University Jobs Bulletin arrived. A position for English, reading, and yearbook was posted for Vestaburg, MI. I figured I was one of the few people who knew where Vestaburg was because during college I had taken a friend from Morrice, MI., there to watch his brother play basketball. I turned to my friend, Bill, and said, “That’s the one. That’s the job I’ll get.” I sent my packet to Mr. Glen Stevenson, then the high school principal at Vestaburg. I interviewed the following week and actually received a job offer. Only about five days remained before the start of the school year, but I had been hired in time to take part in the new teacher orientation program. So, three other new teachers and I converged on Vestaburg one Tuesday morning. Our orientation consisted of meeting with the district’s two counselors and learning about the students of Vestaburg, filling out some tax forms that were poorly explained to us, and going to lunch at a nice restaurant called Maxfield’s. Really, it is a very pleasant place with fine food out in the middle of nowhere. Then, we went back to Vestaburg and were allowed to work in our classrooms, so the principals gave us our keys. I had no clue what to expect for the upcoming year. I was the only new high school teacher hired and I did have the key. The year that followed was disappointing. I was assigned a mentor who never met with me or offered me any advice. The person I learned the most from that year was the principal because I continuously went to him with questions and ideas, things I probably should have been sharing with colleagues,

New Teacher Induction 7

but there was no system in place to get to know the colleagues. I read a great deal about teaching and kept in touch with some colleagues who were teachers in other places. I asked questions whenever I got the chance, usually during lunch in the lounge. A negative place, the lounge, I soon found myself eating in my classroom. Isolated, but not taking part in the negativity. And thus, the first year, one filled with surviving, was spent all alone. And I hated teaching. Something about a second year at anything, though, brings out the best in me. I developed a plan for my second year of teaching and I was going to have a great year. Without any guidance from my colleagues, the second year did go much better. The district hired a new art teacher – a first-year teacher – and I worked a great deal with him and together we made our way through the year. We both developed a good relationship with Stevenson and learned much from him and his guidance. Following the second year, though, both the art teacher and the principal left the district for employment elsewhere and it was back to step one. I felt comfortable after two years of teaching and entered a graduate program at CMU, seeking a master’s degree in Educational Administration and Community Leadership with a focus on the Secondary School Principalship. Within the courses, I met a great deal of colleagues who I could turn to with questions about teaching. This could continue to be an exposé of my frustrations with the lack of new teacher induction programs in our schools, but I really need to explain where I plan to go with this material. After finishing my degree, I worked as an athletic director for two years and then as a curriculum director for another two years. When I became the director of curriculum, professional development, and technology for Vestaburg

New Teacher Induction 8

Community Schools, one of my missions was to develop a program for the induction of new teachers. I figured that other districts were way ahead of us, being a small Class “D” district in the middle of Michigan. To my surprise, very few districts did anything other than the one-day program. The superintendent, Ronald W. Milks, allowed me to put together a program in the summer of 2000 and our first program was held that August. A three-day program in which we covered everything we thought the new people would need to know. We happened to hire eleven new teachers that summer, so the program was timely. As I continued to have a passion for the induction of new teachers, I researched the topic a great deal. In the following pages I will present the information that I have found about the importance of quality induction and mentoring programs. I will explain, also, that induction and mentoring are not the same thing, and the importance of realizing this. In the end, I will make some recommendations and suggest some ideas that district leaders can use to create programs that will not only allow us to hire new teachers but also keep them.

New Teacher Induction 9

The Current Information I mentioned Wong earlier and I would like to begin my examination of the data by once again referring to him. In a book written with Annette L. Breaux, New Teacher Induction: How to Train, Support, and Retain New Teachers (2003) the authors stress that “every child – and every new teacher – should be treated with dignity and respect” and “every child – and every new teacher – can learn and succeed.” Wong is quick to mention the similarities between new teachers and their students. School districts make a point to do everything that is “best for the students.” Wong believes that one thing that is best for students that gets ignored too often is the induction of new teachers. “New teachers must be trained if we want them to succeed; it is much better to train new teachers and risk losing them than not to train and risk keeping them (v),” according to Wong and Breaux. Furthermore, “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 (v).” Research suggests that many teachers leave education within their first three- to five-years of teaching (Darling-Hammond & Schlan, 1996). Wong and Breaux further suggest that 9.3 to 17 percent of urban teachers will not even last their first year in education (2003). The duo also list a number of reasons that research suggests these folks leave education: lack of support, disenchantment with teaching assignments, difficulty balancing personal and professional demands, excessive paperwork, inadequate classroom management, inadequate discipline, and high stress. Similarly, Simco (2000) compared the stories of two teachers, one in 1986 and one in 1993. Succeeding in the Induction Year suggests that their first years of teaching

New Teacher Induction 10

had similarities: a lack of structured support and monitoring, a lack of opportunity for systematic, focused, individual professional development … Furthermore, he suggests that there existed a great inconsistency between the two in terms of the nature of informal support in the school and the process of assessment of the year. The Educational Research Service, Inc. published Orientation Programs for New Teachers (1977). Editor Sullivan-Kowalski stated that “School district and school building administrators have a responsibility to help familiarize new teachers with their work assignments and to assist them in becoming acquainted with and adapted to the school district, the students, the other staff members, and the local community.” They found, even then, that schools did not do anything extensive for their new teachers. Burke’s Teacher Development (1987) also says that teachers are learners. His book focuses on the individual teacher and his/her growth as a person and professional in the teaching arrangement. His focus in the book is on self-development and management of strengths and deficiencies. One point he makes is that, “ … you will realize that your supervisor, by whatever title, is there as the most easily accessible person in the whole school organization who can offer concrete assistance to you or can become that other person who would be valuable in listening to you about your selfanalysis.” Donaldson (1999) discusses a look at growth as well. “But nothing, despite my experiences as a student and novice teacher, and no one, despite my matriculation at Harvard Graduate School of Education, prepared me for my first year of teaching.” Donaldson’s first teaching job was a history position in Framingham, MA. She said, really, she took the position because it chose her since she was a “dime-a-dozen” social

New Teacher Induction 11

studies teacher. She said she could not be excessively selective. Many of us have probably felt that way at a time or another. However, her experience included many challenges. Things changed when she arrived, including finding out her salary would be less than the principal had led him to believe. The reason: “This first-year salary reduction, explained the 55-year-old union president, served to increase the salaries of veteran teachers and administrators with more than ten years in the system.” Furthermore, she traveled between classes to teach her five courses. Then, the guidance department added students to her class in October to ease overcrowding. Donaldson was also publicly humiliated in front of 40 other parents at an open house because a parent’s daughter did not receive an “A” in advanced placement history. Mathner (1999) expresses concerns about education and its induction for new people. She shares some thoughts from her coauthor, including isolation, following a recipe for teaching, feeling alone, feeling like a cog in a wheel, teaching being an extension of who we are, etc. The important words, though are alone and isolation. So many new teachers feel that way and administrators and colleagues do not do enough to help alleviate that feeling. Palonsky (1986) tells of his first year in teaching in 900 Shows a Year. Polansky details his first day: “Seven-thirty in the morning. It was the earliest I had arrived at work since I had been discharged from the army … From the first bell to the last, every minute was accounted for, and everyone followed the same time schedule.” He also details that in the main office he could smell coffee and the administrators were drinking it – and even though they greeted him cordially, no one offered him any because it was their coffee. This was at seven-thirty in the morning.

New Teacher Induction 12

There was no place to buy coffee until 9 a.m. “Troy Thayer walked down to my classroom with me and gave me a key to the door. He wished me good luck and promised to return later in the day with class rosters, course outlines, and a book inventory.” The second edition of Secrets for Secondary School Teachers (Kottler, Kottler, & Kottler, 2004) offers many suggestions for success. Some may be considered common sense; however, when you are the new person in town and overwhelmed, common sense may not be readily available. Kottler, Kottler, & Kottler offer many suggestions, which include getting an unofficial tour with a veteran teacher of the school building – and learning all the nooks and crannies. After all, the book states, this is where you will be spending a great deal of your time during the coming years. Another suggestion that is important is simply, “Make friends with the school secretaries.” This is important and often overlooked by new teachers. “Most people think that the principal is the key person to know in the school. Well, she or he is certainly the designated authority figure and is ultimately responsible for what happens in the school. But the people who control access to the administration, the ones who are connected to all facets of the school’s operation, those who know the most efficient way to get things done, as well as the most important gossip, are the school secretaries.” Induction (Richin, Banyon, Stein, & Banyon, 2003) suggests implementing a year-long orientation program and creating connections for first-year staff. The book also suggests helping first-year staff learn school and district policies, practices, and procedures. In addition to activities during the school year, Richen, et al., recommend inviting new teachers to activities prior to the school year and introducing them to key

New Teacher Induction 13

community members, such as real estate agents. Another important suggestion is to offer a district orientation packet that includes the dates and agenda for the Summer Orientation Program, which was required of all new educators to Centerville; a Professional Portfolio binder dived into five seconds and correlated to the Building Blocks of Induction; an outline of the core curriculum for all Centerville educators; a copy of the Professional Development/Course Offerings Handbook for the summer and fall sessions; an updated list of district and community events a new educator might want to attend; and a district calendar. Many people feel a part of the school community upon receiving such information. This is something that other research suggests as well, including Wong. Jonson’s The New Elementary Teacher’s Handbook (2002) offers the thought that “You Are Not Alone.” She makes suggestions such as visit your assigned school at least one or two weeks before classes begin and that it is important to learn about the social and cultural climate of your school and the surrounding neighborhood. Get to know the community and read (subscribe to) the local newspaper. She also suggests learning staff member’s names and always using good manners. Similar to Induction, these items are common sense. Furthermore, become acquainted with one or more teachers in neighboring classrooms and compliment a teacher who has an especially attractive, well-arranged classroom. Ask for tips. Learn the norms and expectations, including dress code – both for students and teachers. Learn the procedures for student discipline and records. What are you supposed to do during hall duty, lunch duty, or with student late passes or fire-disaster procedures. Many of the books reviewed suggest that it is important to learn the procedures

New Teacher Induction 14

for the school district and building as well as learning who some of the key people are in your building. Fostering relationships with your colleagues and supervisors is important. Learning the community norms is also something quite necessary and relevant to success in the classroom. Induction and mentoring are not the same thing. Graziano suggests that new teachers are expected to assume a full schedule of classes, create their own lesson plans, and develop teaching techniques and classroom-management strategies in relative isolation. They are also expected to learn quickly the administrative ins and outs of the job, from taking attendance and communicating with parents to navigating the schools' computer network and finding the faculty bathrooms. The result: New teachers must weather a frazzling first year that many veterans come to view as a rite of passage (2005). Wong says the first year of teaching is the most critical in a teacher’s career (1991). Successful teachers and administrators want a mentor—someone who serves as an inspiration and because of that person’s stature and success in life, that is what you aspire to become. The accomplished, effective teacher and administrator who wants to move on in the profession values the help of a mentor (Wong, 2003). The term “induction” is often mistakenly used synonymously with the terms mentoring and orientation. Mentoring is only one component of an induction program. Orientation is another. Mentoring and orientation in and of themselves will do little to aid in the retention of highly qualified new teachers. However, as integral components of a structured induction program, they are valuable. Induction is an ongoing and systematic process that provides assistance, support, information, feedback, coaching, guidance,

New Teacher Induction 15

modeling, and much more. It unfolds in progressive stages, following the teacher’s development over a period of time (Wong, 2003). The goal of hiring and retaining effective teachers is student achievement. Research suggests that teachers affect achievement more than any other factor. New teacher induction is more than a program, it’s a process. Mentoring is part of the program, clearly. But, mentoring is not induction. Induction is the process of developing a teacher. Wong (2003) defines induction as a “structured training process that must begin before the first day of school. Induction introduces new teachers to the culture, mission, procedures, and philosophy of their new school or district.” Simply giving a new teacher a mentor is not induction. The beginning teacher has to learn a mentor’s philosophy, schedule, competence, and training (if any!) Teaching mentors is a part of the induction process, as well. E. Kottler (personal communication, July 15, 2004) suggests that there are two districts that have had induction programs in place for years: Clark County School District in Las Vegas, NV, and Anaheim Union High School District in Anaheim, CA. In addition, California has had induction programming in place for a long time. Teachers suggest that mentors should be able to competently provide the following: advice, proper communication, help with the daily routine, flexibility, ability to anticipate concerns, trustworthiness, ideas, ability to listen, ability to provide support (personal survey, 2001; See Appendix A). Mentors are an important part of induction. It is important for districts to realize that providing teachers with mentors is not enough. In Michigan, in fact, induction programs are now mandated (See Appendix B). The Teacher Induction and Mentoring Program Standards (2003) in Michigan

New Teacher Induction 16

include six standards. Standard 1 says, “The teacher induction and mentoring program is designed and implemented to specifically meet local and state standards for teaching and learning.” The other five are “Professional development opportunities for new teachers and mentors meet quality professional development standards” ; “Administrative policy is explicit in providing time, equity of responsibility, and personnel to design, implement, and maintain the local teacher induction and mentoring program” ; “The teacher induction and mentoring program is comprised of, and functions through, a well-informed community of learners” ; “Cultural proficiency, which means esteeming cultures, knowing how to learn about individual and organizational culture, and interacting effectively in a varity of cultural environments, is a program component” ; “Initial on ongoing evaluation of the teacher induction and mentoring process is a program component.” The State of Michigan is clear in its expectations regarding the training and support of new teachers.

New Teacher Induction 17

Suggestions for Creating a Program That Works District leaders can create a New Teacher Induction program in a few steps. Those steps include identifying the need for a program, developing a program based on local needs, and implementing the program. The author developed the program the first time in 2000 at Vestaburg Community Schools in Vestaburg, MI. We identified the need to induct new teachers, and, at the time, we were hiring ten to fourteen new teachers each year. We were at a point that we could not afford to just hand people a key and say “good luck.” Those days were long gone – and should be at all districts. An appropriate New Teacher Induction program begins with an intense end-ofsummer program that can last from three to five days (See Appendix C). All newly hired teachers should be invited to take part in the program; furthermore, they should be expected to participate. The program should include as many different locations in a school district as necessary, but it should be based in one of the cleanest, well-lit places the district offers. Often, that locale is a in a school’s library. Once all new teachers are hired, the superintendent should send a welcome letter. The correspondence should welcome the new teacher to the district, offer some perspective on the district, and include a clear invitation to the New Teacher Induction Summer Program. This correspondence gives the program immediate credibility and establishes its importance to all participants. Even if a teacher is joining the district from another district and has several years of experience, he should be expected to participate. It is not necessary to include newly hired counselors, social workers, or other similar positions, according to the State of Michigan. This should be considered a district choice.

New Teacher Induction 18

Often, the initial day of training will begin with an ice breaker so all participants can get to know each other and become familiar with their backgrounds. These individuals will get to know each other really well during the next three years. In 1993, Michigan mandated a New Teacher Induction/Teacher Mentoring Program (NTI/TMP). It required that three years would be the mandatory period of time that a new teacher would have a mentor and take part in 15 days of professional development in the state of Michigan. The NTI/TMP expectations by the State of Michigan would expand, and in 2003, the Teacher Induction and Mentoring Program Standards (See Appendix A) were approved by the State of Michigan. Following the ice breaking activity, a tour of the school district is beneficial for new teachers so they have a grasp of the scope and size of the school district. Of course, urban school districts may not include a complete tour. The tour should end in the central office. This serves two purposes. The individuals will have an opportunity to meet with the superintendent, hear a message from him, and have the opportunity to ask questions. Another reason to stop at the central office is so the newly hired can spend some time filling our appropriate tax, insurance, and other applicable forms with people who can guide and assist them. Whichever company a district uses for insurance may be willing to come to the meeting and answer any questions that the teachers may have. Next, the group will return to the central location of the induction program, the library. Time should be taken to discuss mentors and their relationship to new teachers. It is important to allow new teachers to create ideas on their expectations of mentors because everyone’s ideas about mentoring and induction may be different. Time should

New Teacher Induction 19

be spent discussing the difference between a mentor and the induction program. Furthermore, the new teachers will have thought about mentoring and generated some ideas on their expectations of a potential mentor. The members of a district’s mentor team will be invited in for lunch with the new teachers and have the opportunity to spend time with them, discussing teaching, education, and the community. Another aspect of this lunch time may be to bring in some second- and third-year teachers to spend some time with the new hires. Providing a pizza lunch from a local restaurant is a possibility for the lunch. This bridges a gap between the new teachers and the community. The afternoon on the first day can start off with the mandatory blood-borne pathogens training. Depending on the district’s application, i.e. video, Web-based, etc., about 45 minutes can be used for this important annual training. Following the blood-borne pathogens training, it’s time to hand out what one may refer to as “the Bible of new teacher induction,” Harry K. Wong’s 1991 publication, The First Days of School. Many colleges and universities also include Wong’s book; however, it is important to keep the ideas and information within the book in front of the new hires. At this time, showing The First Days of School video number 1, “What kind of teacher do you want to be?” helps to synergize the relationship between the new book, the video, and the actual teaching job. It also should serve as a way to inspire the new teachers. Following the video presentation and short discussion of the book, the new teachers should go to their school buildings to meet with their principals. Principals will spend time going over building procedures, offering a tour of the building, and a chance

New Teacher Induction 20

for the new hires to meet various folks, e.g. secretaries, custodians, and others who are already present. The first day, while overwhelming, provides the newly hired teachers a chance to meet a number of school employees as well as their newly hired colleagues. The day started at 8:30 in the morning and now it’s 2:45. It’s time to adjourn for the day. Many of induction program members will spend time in their classrooms. Day number two will also start at 8:30 a.m. A nice touch is to have coffee, juice, and donuts available. One could choose to make donuts available one day, bagels another day, and fruit a third day. The program leader often finds out these details when reviewing the first day, which is how the second day should begin: with a review. A quality-enhancement tool incorporated at some districts is the plus/delta. A plus is something that is a positive part of a program, training, or event. A delta is something that should be changed in the future. This is a simple tool that can be used in the classroom or any professional development session. Introducing this tool at the beginning of day two and modeling its use is important. This is the time you will find out how day one went. It also provides a chance to evaluate the program daily and regularly, as well as answer any questions or ideas that may arise. The next part of day two is to watch the second video in the Harry Wong series. Following the video, a supplement can be shared. Wang, Haertel, and Walberg wrote an article called “What Helps Students Learn” and it motivates teachers to realize that the most important element in student success is the teacher. Time should be spent discussing the importance of the teacher in helping all children succeed. Next, the teachers will spend time with the building principals learning more procedures and finding out more about the new job assignment. Principals will handle

New Teacher Induction 21

this time on their own, some may have a different approach at this time. The morning will conclude with a bus trip through the district. This should focus on all types of students and families in the school district. Many times, new teachers come from middle class backgrounds and they are not familiar with students who come from backgrounds of poverty. Schools should want their teachers to understand and have empathy for all students. One point of the bus trip through the district is to show that children come from all kinds of backgrounds. It is important to point out that, “When Billy seems like he might have been up all night,” there is a good chance that he was. Certainly, children come from all sorts of backgrounds, but in Montcalm County, we are faced with extremely high free and reduced lunch counts. New teachers must understand that not all children come to school every day ready to learn. Next, and ironically, a trip to Maxfield’s in northern Montcalm County, is a special treat for new teachers. Maxfield’s is a fine dining establishment that is renowned throughout Michigan. It is a good time to allow the new hires to relax and spend some quality time just talking with their fellow new hires as well as administrators. This is really an opportunity to see who you have hired. You find out how they interact with others. It’s also interesting to find out who actually says, “Thanks.” It’s surprising! After returning to the district via a district bus and seeing a few more houses and places, it is time to receive a welcome package. You can often use parent groups to help defray the cost of a welcome package. You can include many different things in a welcome package, but we generally included pens, markers, highlighters, some snacks, note pads and other similar items. It is interesting to find out how many people make comments such as, “Wow, that’s a good idea, I didn’t even think to stock up on note

New Teacher Induction 22

pads.” Following a look at the third Harry Wong video, we visited a special place located within the district. At Vestaburg, we had a professional library in a central location in the high school library media center. We had a number of books, videos, and other items that could be used for professional growth. Actually, this is where we kept our Harry Wong video collection. Anyone could check any of the eight videos out at any time. We allowed the new hires time to look around at the library and investigate whether they were interested in checking anything else. After the visit to the professional library, we were back where we began for the day, so it was time to adjourn. The third and final day of New Teacher Induction begins with a review of the previous day. Time should be spent discussing anything that the new teachers may have a question about. The first activity of the day is to introduce the new hires to the technology of the district. The district’s technology director or trainer is a great resource for this activity. In addition to learning about the district’s expectations and a brief introduction to the technology curriculum, this is a chance for the newly hired to learn about the district’s network, e-mail system, student management system and anything else of importance to technology. Often, the superintendent has already sent the new teachers a welcome e-mail, so there will already be a message waiting for them when they login for the first time. Technology is a major part of any school district and this time should be handled carefully. Often, the new teachers are technology literate, but they still need to be introduced to a district’s culture. One area that many districts fail to shine is in developing individual development plans (IDP) for new teachers. This is an important aspect of a new teacher’s career; a

New Teacher Induction 23

chance to design learning and growing opportunities for each new teacher. Time should be spent with the new teachers spending time with their principals in a session to develop an IDP. When the new teachers are working on the IDP, this is an opportunity for each principal to get to know his new hires and spend time helping to develop the IDP. It does not necessarily have to be completed during the induction days, but it should be started. Following an introduction to the IDP process, it is important to spend time explaining the district’s teacher evaluation process. Some districts have things very spelled out. For example, if you use Charlotte Danielson’s work to create a framework for your evaluation process, it would be a good time to share her book with everyone and explain the four domains of teaching as outlined by Danielson in her book Enhancing Professional Practice: A Framework for Teaching. It would be good to explain and discuss the four domains and allow the new teachers to explore the book and its relevance. If a district does not have a developed evaluation program, it is still important to explain the process to the new teachers. Time could also be spent with new teachers working with their principals. A controversial activity is next. It is important that new teachers learn about their education association. If a district has a good working relationship with the association, this can be a smooth process; however, sometimes things do not go as smoothly as one would hope. It is important that the association spend time with the newly hired, hand out master agreements, and perhaps highlight some important items within. It should not be the role of the administration to give any parameters to the association regarding their time with the newly hired because professionalism is expected. However, one

New Teacher Induction 24

should not be surprised to hear interesting feedback from probationary teachers regarding this half-hour to hour they spend with the association. One teacher informed administration that the new hires were “yelled at” and told “not to be overly cooperative even though the administration is taking special time with you.” Again, this is a controversial activity, but necessary. Following the meeting with the association is a good time to watch another Wong video. This time, it’s good to should Part IV, which is an hour long and a good lead to lunch. Lunch at a local establishment is fun for everyone, and again, the newly hired get to meet members of the community. After lunch is a good time to introduce the plan for the remainder of the school year’s new teacher induction meetings. The final activity for the new hires is to allow them additional time in their classrooms. The third day concludes around one o’clock. Realize that in three days you covered a great deal of material with the probationary teachers. Much of the information is overwhelming. Realize that you did not reach mastery with most of them and remind the principals to remember this when the probationary teachers come to them with questions, often about things that were covered during these three days – usually about procedures. It is a good three days, but full of information. A successful induction program takes a great deal of planning and preparation. The initial three days a new teacher uses to get acquainted with a district are crucial. The early investment of time and energy into the new teachers is generally appreciated. The bulk of your program, however, happens during the school year. Depending on the district’s make-up, teachers in their first three years of teaching and their mentors can meet during the school day or after school (See Appendix D). If the district makes the

New Teacher Induction 25

decision to meet during the school day, activities can be planned for four days per year for six hours a day. If the district meets after school, then monthly two-hour meetings are appropriate. Topics to cover during the various meetings include, but are not limited to parent-teacher conferences, standardized testing (Michigan Educational Assessment Program), impact of holidays on classrooms and families, end-of-marking period/semester business, CA60s, how to handle records day, time management for educators, end-of-the-year business, etc. Often, it is important to conclude the year with a celebration luncheon. Probationary teachers and their mentors can share successes from the year and time can be spent celebrating the year. Other activities during the year for probationary teachers and mentors include opportunities for advanced degrees, what the intermediate school district is and what it can do for you, and other similar topics. During the school year, it is also important to keep “hot” topics like curriculum and classroom management. Furthermore, bringing the superintendent in to the meetings and allowing him some time to share (perhaps at a round-table discussion) his philosophy and some thoughts makes that person more real to the probationary teachers. In a year where the budget is tight, the superintendent can spend time explaining the budgetary process and alleviate fear on the part of the probationary teachers. Educational, yet fun, ideas include showing the Fish! Philosophy video, any video from Wavelenth, Inc. (a good one is “The Seven Habits of Highly Ineffective Educators”), and any of several videos produced by educators and available easily online. A great one to get people thinking is “Did You Know?” by Karl Fisch and available on his Weblog, The Fischbowl. Anything to get the probationary teachers and

New Teacher Induction 26

their mentors talking about education is important. A highlight to a program is to allow teachers the chance to observe each other. Probationary teachers can observe their mentors and other teachers in the district. Moreover, the mentors can observe the probationary teachers, as well. This type of observation leads to conversation and questions and answers. Taking the time to observe during the meetings is acceptable. A post-observation discussion is crucial. This does not involve any type of evaluation. But observing using the context provided by Danielson is important. Stressing the importance of teachers working together helps to make this an important and appreciated activity. Depending on the community, many guest speakers may be available. Local businesses or service organizations may wish to spend time working with new teachers and explaining how they can help children. Local health agencies may be able to provide services, as well. Wellness experts may be able to share some important information with new teachers about healthy behaviors and choices. The person who creates and facilitates your program will need to do a needs assessment to see what types of activities are necessary. Remember, that in a three-year cycle, you want to avoid repetitive activities from year to year. It is now time for school districts to realize that we must work hard to develop great teachers, the people who will lead our youth New teacher induction is important. Not only is it important, it is necessary and should become a part of every single district. One can think about the importance of a great teacher in the phrase, “I touch the future. I teach.”

New Teacher Induction 27

References Auton, S., Berry, D., Mullen, S. & Cochran. (2002). Induction program for beginners benefits veteran teachers, too. [Electronic version]. Journal of Staff Development, 23(4). Bracey, G. (1998). The eighth Bracey report on the condition of public education. [Electronic version]. Kappan, 80(2), 112-131. Breaux, A. & Wong. (2003). New teacher induction: how to train, support, and retain new teachers. Mountain View, CA: Harry K. Wong Publications, Inc. Burke, P. (1987). Teacher development: Induction, renewal and redirection. Philadelphia: The Falmer Press. Checkley, K. (1999) Learning from the masters: How teachers help teachers improve instruction. ASCD Education Update, 41(1). Cole, A. L. (1992). Teacher development in the work place: Rethinking the appropriation of professional relationships. Teachers College Record, 94, 365-381. Components of good teacher induction programs. (1986). Washington, D.C.: U.S. Department of Education. (ERIC Document Reproduction Service No. ED269407) Croasmun, J., Hampton, D., & Herrmann, S. (1999). Teacher attrition: Is time running out? Retrieved July 3, 2003, from http://horizon.unc.edu/projects/issues/papers/Hampton.asp Danielson, Charlotte (1996). Enhancing professional practice: A framework for teaching. Alexandria,VA: ASCD.

Darling-Hammong, L. (2000). Doing what matters most: Investing in quality teaching.

New Teacher Induction 28

Retrieved January 23, 2001, from http://www.tcrecord.org/PrintContest.asp?ContentID=10417 Delgado, M. (1999). Lifesaving 101: How a veteran teacher can help a beginner. [Electronic version]. Educational Leadership, 56(8), 27-29. Donaldson, M. & Poon, B. (1999, Spring). Reflections of first-year teachers on school culture: Questions, hopes, and challenges. New directions for school leadership (Pp. 1-72). Evanston, IL: Jossey-Bass Inc. Earley, P. (2000). Teacher shortages & policy responses. Policy Perspectives, November 2000. Featherstone, H. (1993). Learning from the first years of classroom teaching: The journey in, the journey out. Teachers College Record, 95, 93-112. Retrieved January 23, 2001, from http://www.tcrecord.org/PrintContent.asp?ContentID=91 Feiman-Nemser, S. (1996). Teacher mentoring: A Critical Review. Washington, D.C.: U.S. Department of Education: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED397060) Goe, L. (2000). Teacher recruitment, preparation, and retention: A report prepared for the Bay Area Consortium for Urban Education. Berkely: University of California Press. Gordon, D. (2003). A nation reformed? American education 20 years after a nation at risk. Cambridge, MA: Harvard Education Press. Graziano, C. (2005 February/March). School’s Out. Edutopia, 1. Hetzner, A. (2003, January 17) Teacher attrition at 12-year high: Retirements main push in exodus, officials say. JSOnline: Milwaukee Journal Sentinel.

New Teacher Induction 29

InSites. (2001). Creating a teacher induction program. InSites, 2001. Janas, M. (1996). Mentoring the mentor: A challenge for staff development [Electronic version]. Journal of Staff Development, 17(4), 2-7. Johnson, K. (2002). The new elementary teacher’s handbook: flourishing in your first year. Thousand Oaks, CA: Corwin Press, Inc. Kerka, S. (1998). New perspectives on mentoring. Washington, D.C.: U.S. Department of Education: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED418249) Kilbourn, B. & Roberts. (1991). May’s first year: Conversations with a mentor. Teachers College Record, 93, 252-264. Kottler, E., Kottler, J., & Kottler. (2004). Secrets for secondary school teachers: how to succeed in your first year. Thousand Oaks, CA: Corwin Press, Inc. Montgomery, D. (1999). Positive teacher appraisal through classroom observation (2nd Edition). London: David Fulton Publishers. New Teacher Induction. (2002). Chicago Public Schools Policy Manual. Palonsky, S. (1986). 900 shows a year: A look at teaching from a teacher’s side of the desk. New York: Random House. Recruiting New Teachers, Inc. (2000). Future teacher [Brochure]. Winter 2000. Richin, R., Banyon, R., & Stein. (2003). Induction: connecting teacher recruitment to retention. Thousand Oaks, CA: Corwin Press, Inc. Schwalbe, K. (2001). Mentoring new teachers: A promise we can keep. South Carolina Center for Teacher Recruitment, Fall 2001. Simco, N. (2000). Succeeding in the induction year. Trowbridge, Wiltshire, UK:

New Teacher Induction 30

Learning Matters. Solving the teacher shortage: Improving support for new teachers. (2002). The Southeast Center for Teaching Quality, 2, 1-3. Stansbury, K. (2002). The role of formative assessment in induction programs. BTSA Principles & Orientation. Retrieved March 24, 2007, from http://www.btsa.ca.gov/ba/profdev/princ_orient/princ_orient.html Study of the induction and mentoring program: The governor’s commission on teacher quality. (2001). The Governor’s Commission on Teacher Quality, May 2001. Sullivan-Kowalski, J. (1977). Orientation programs for new teachers. Arlington, VA: Educational Research Service, Inc. Teacher induction program handbook: Making a difference in student achievement through staff development. (2002-03). North Kansas City Schools. Teacher Mentoring. (1986). Washington, D.C.: U.S. Department of Education: Educational Resources Information Center. (ERIC Document Reproduction Service No. ED271477) Using Data to improve teacher induction programs. (2002). The NEA Foundation for the Improvement of Education, Summer, No. 4. Wang, M., Haertel, G., & Walberg. (1993). What Helps Students Learn. Educational Leadership, 51(4). Wasley, P. (1999). Supporting beginning teachers: Teaching worth celebrating. [Electronic version]. Educational Leadership, 56(8), 8-13. Weiss, E. & Gary. (1999). Beginning teacher induction. Washington, D.C.: U.S. Department of Education: Office of Educational Research and Improvement. (ERIC

New Teacher Induction 31

Document Reproduction Service No. ED436487) Why are new teachers leaving the classroom: An analysis of teacher attrition in Tennessee. (2002, June). Nashville, TN: Tennessee Tomorrow, Inc. Willis, S. Managing today’s classroom: Finding alternatives to control and compliance. (1996). [Electronic version]. ASCD Education Update, 38(6). Wong, H. (2003). Collaborating with colleagues to improve student learning. Eisenhower National Clearinghouse (ENC) Online, 2003. Available www.goenc.org. Wong, H., & Wong, R. (1991). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.

New Teacher Induction 32

Appendix A

We used an affinity diagram to create a needs assessment for our new teachers at Vestaburg. The affinity diagram is used to gather large amounts of verbal data and organize it into groupings based on the relationships between the items. It is a creative, rather than logical process. Number 1 above provides a survey for the participants.

New Teacher Induction 33

Appendix B

New Teacher Induction 34

New Teacher Induction 35

New Teacher Induction 36

New Teacher Induction 37

New Teacher Induction 38

New Teacher Induction 39

Appendix C

New Teacher Induction 40

Appendix D