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nti:admin-training:question-2 [2020/10/23 14:52] Schaefer, Jonathan M [When Partners Meet] |
nti:admin-training:question-2 [2024/05/28 18:41] Schaefer, Jonathan M |
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* **NTI Administrative Assistant**: Lisa Fenske [[nti@mlc-wels.edu]] (507) 354-8221 | * **NTI Administrative Assistant**: Lisa Fenske [[nti@mlc-wels.edu]] (507) 354-8221 | ||
* **NTI Data & Online Tools**: Michelle Yotter [[yotter.michelle@gmail.com]] | * **NTI Data & Online Tools**: Michelle Yotter [[yotter.michelle@gmail.com]] | ||
- | * **NTI Interim Coordinator**: Kathie Horn [[hornkl@mlc-wels.edu]] | + | * **Building Administrator**: Usually the principal or director of the building where the new teacher works. Sometimes, it may be the pastor or an interim principal/director. |
- | * **Building Administrator**: Usually the principal or director of the building where the new teacher works. In some cases, it may be the pastor or an interim principal/director. | + | * **District Lead Mentors**: These persons have years of mentoring experience and complete a mentor & coaching credential. They will work directly with the mentors and district leaders to facilitate induction within the district. |
- | * **District Lead Mentors**: These persons have years of mentoring experience and complete a mentor & coaching credential. They will work directly with the mentors to provide support for mentoring practice and skills. | + | * **Mentor Teacher**: This person must apply/be accepted as a WELS mentor, complete NTI-approved training, and will work directly with the new teacher to provide support and to help improve instructional skills as a Lutheran educator. |
- | * **Mentor Teacher**: This person must be accepted as an NTI mentor, complete NTI approved training, and will work directly with the new teacher to provide support and to help improve instructional skills as a Lutheran educator. | + | * **New Teacher**: As you are undoubtedly already aware, WELS teachers who are in their first two years of teaching are mentored through this program. |
- | * **New Teacher**: As you are no doubt already aware, WELS teachers who are in their first two years of teaching are mentored under this program. | + | |
[[https://docs.google.com/document/d/1XPEBaIViGeJodH6tJ4eldloQ2L-E1qr-9KrBomGArSA/edit?usp=sharing|You can also read an overview of everyone's responsibilities [PDF]]]. | [[https://docs.google.com/document/d/1XPEBaIViGeJodH6tJ4eldloQ2L-E1qr-9KrBomGArSA/edit?usp=sharing|You can also read an overview of everyone's responsibilities [PDF]]]. | ||
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As the building administrator, **you have a significant role** to play in WELS New Teacher Induction. Your responsibilities include: | As the building administrator, **you have a significant role** to play in WELS New Teacher Induction. Your responsibilities include: | ||
* Participation in this one-time training | * Participation in this one-time training | ||
- | * Responsible for supporting the work of the new teacher in your building and their mentor. This means providing them with the resources necessary for their success, including the time to work together. Please see the section below on “What can and should I do to support new teachers in my building?” | + | * Responsible for supporting the work of the new teacher in your building and their mentor. This means providing them with the resources necessary for their success, including the time to work together! Please see the section below on “What can and should I do to support new teachers in my building?” |
- | * Communicating with the New Teacher Induction coordinator on program implementation and input on models of mentoring. We work with what we are able to while we are able to work. It is important to understand that once in a while a partnership just does not work and it’s no one’s fault. On the other hand, sometimes adjustments can be made to remedy a situation. District Lead Mentors, District School Coordinators, and NTI Coordinator will work with everyone involved to ensure that the new teacher receives the necessary support to continue to improve his/her teaching. Mentors and new teachers are also encouraged to communicate with the district lead mentors as needed. | + | * Communicating and provide feedback to the mentor so that their work aligns with the needs and goals of your school or center. You are responsible for meeting with the mentor and new teacher in two triad meetings (often held during the first and third quarter) |
- | * You are responsible for meeting with the mentor and new teacher in two triad meetings (first and third quarter) | + | |
===== Tools and Documentation ===== | ===== Tools and Documentation ===== | ||
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All Tools necessary for WELS New Teacher Induction are made available online at the Martin Luther College website at [[https://mlc-wels.edu/nti/]]. Please bookmark that page for future reference. | All Tools necessary for WELS New Teacher Induction are made available online at the Martin Luther College website at [[https://mlc-wels.edu/nti/]]. Please bookmark that page for future reference. | ||
- | **Each semester** administrators guide and verify the mentorship work via the NTI Teacher Reflection Growth Tool. The tool is completed semi-annually between administrator, mentor, and teacher in order to share relevant data and collaboratively celebrating progress along the continuum of teacher development toward identified goals. The Teacher Reflection Growth Tool synthesizes evidence of practice to recognize the best in the teacher, to affirm teacher's past and present successes toward their goals, and to increase teacher's value - growing and developing their God give talents. | + | **Each semester** administrators guide and verify the mentorship work via the NTI Teacher Growth Reflection Tool. The tool is completed semi-annually between administrator, mentor, and teacher in order to share relevant data and collaboratively celebrating progress along the continuum of teacher development toward identified goals. The Teacher Growth Reflection Tool synthesizes evidence of practice to recognize the best in the teacher, to affirm teacher's past and present successes toward their goals, and to increase teacher's value - growing and developing their God give talents. |
- | General Timeline for NTI Teacher Reflection Growth Tool | + | General Timeline for NTI Teacher Growth Reflection Tool |
- | * //October - Administrators of 1-year assignments finalize Fall Teacher Reflection Growth Tool// | + | * //October - Administrators of 1-year assignments finalize Fall Teacher Growth Reflection Tool// |
- | * //November - Administrators of permanently and multi-year assigned beginning teachers finalize Fall Teacher Reflection Growth Tool// | + | * //November - Administrators of permanently and multi-year assigned beginning teachers finalize Fall Teacher Growth Reflection Tool// |
- | * //January/February - Administrators of 1-year assignments finalize Spring Teacher Reflection Growth Tool// | + | * //January/February - Administrators of 1-year assignments finalize Spring Teacher Growth Reflection Tool// |
- | * //March - Administrators of permanently and multi-year assigned beginning teachers finalize Spring Teacher Reflection Growth Tool// | + | * //March - Administrators of permanently and multi-year assigned beginning teachers finalize Spring Teacher Growth Reflection Tool// |
- | Your regular classroom visits are important to the completion of this semi-annual assessment. Please review and look over the [[https://docs.google.com/document/d/1WUn3N8x2kFAjNy-PeJ4PLClD-X2sDjVVwoVmAiPwziI/edit?usp=sharing|Teacher Reflection Growth Tool]] so you are familiar with them as they are a tool used throughout the induction years. | + | Your regular classroom visits are important to the completion of this semi-annual assessment. Please review and look over the [[https://docs.google.com/document/d/1WUn3N8x2kFAjNy-PeJ4PLClD-X2sDjVVwoVmAiPwziI/edit?usp=sharing|Teacher Growth Reflection Tool]] so you are familiar with them as they are a tool used throughout the induction years. |
- | [[https://docs.google.com/document/d/1TKw7gudFJwg51oF1UzYjNZTzIMiMojEdXxXgYg1wnq0/edit?usp=sharing|Teacher Reflection Growth Tool Philosophy & Purpose]] | + | [[https://docs.google.com/document/d/1TKw7gudFJwg51oF1UzYjNZTzIMiMojEdXxXgYg1wnq0/edit?usp=sharing|Teacher Growth Reflection Tool Philosophy & Purpose]] |
- | [[https://docs.google.com/document/d/1S9DNpDvjN4NYD4C64hFE6QC6wN12I2NEE_vfFzaUZ-A/edit?usp=sharing|Teacher Reflection Growth Tool Protocol]] | + | [[https://docs.google.com/document/d/17mvPqzybNPmBVKP-_SibO1izpyvW1dYtH6txPhI-XyQ/edit?usp=sharing|Teacher Growth Reflection Tool]] |
===== One-on-One First-year Teacher/Mentor Conferencing Expectation ===== | ===== One-on-One First-year Teacher/Mentor Conferencing Expectation ===== | ||
- | **The heart of the mentoring program is the 20 hours or more (120 minutes a month for 10 months) of conferencing time** for mentors and first-year teachers to meet and work together. Please take a look at the Conference Log (link below) that will be used to guide and record what happens during those meetings. NOTE: Conferences of 40 min. to 60 min. are considered to be one hour. Shorter meetings can be added together to make an hour and longer meetings can be counted as more than one hour if appropriate. Meetings are counted in minutes for effective tracking on interaction logs. | + | **The heart of the induction program is the conferencing time** for mentors and new teachers to meet and work together. Please take a look at the Collaborative Assessment Log (link below) that outlines discussion during these meetings. |
- | The meetings will follow a protocol that will take the teachers through a cycle that includes: Reflection, Focus, Possibilities and Planning to be followed by Implementation during the time before the next meeting. The teachers will also identify the professional competencies they are working on, using the WELS Teaching Standards of good Lutheran teaching which your WELS district is using for teacher supervision. The intention is that this protocol will allow teachers to make the best use of their time together and to make sure their meetings are productive in improving the competence of the new teacher. Mentors will be trained in the use of this protocol during their mentor training. | + | The meetings will follow a protocol that will take the teachers through a cycle that includes: Reflection, Focus, Possibilities, and Planning to be followed by Implementation during the time before the next meeting. The teachers will also identify the professional competencies they are working on, using the WELS Teaching Standards of good Lutheran teaching which your WELS district is using for teacher supervision. The intention is that this protocol will allow teachers to make the best use of their time together and to make sure their meetings are productive in improving the competence of the new teacher. Mentors will be trained in the use of this protocol during their mentor training. |
**You will not have access to see these completed Collaborative Assessment Logs, as will be explained in "The very important firewall" section below.** | **You will not have access to see these completed Collaborative Assessment Logs, as will be explained in "The very important firewall" section below.** | ||
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===== Beginning Teacher Seminars ===== | ===== Beginning Teacher Seminars ===== | ||
- | WELS New Teacher Induction holds seminars for mentors/new teachers online throughout the year and in the fall and spring in conjunction with some teachers’ conferences. You will be expected to encourage mentors' and new teachers’ attendance at the seminar. Mentors will also participate in online training & forums throughout the year. The seminar, forum, and training dates will be shared at the District's New Teacher Seminar at the end of July/beginning of August. | + | WELS New Teacher Induction holds webinars for mentors/new teachers online throughout the year and in the fall and spring in conjunction with some teachers’ conferences. You will be expected to encourage mentors' and new teachers’ attendance at these seminars. Mentors will also participate in online training & forums throughout the year. The seminar, forum, and training dates are available on the NTI webpage and are shared at the District's New Teacher Seminar at the end of July/beginning of August. |
===== Substitute Coverage ===== | ===== Substitute Coverage ===== | ||
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===== Triad Meetings (New Teacher/Mentor/Administrator) ===== | ===== Triad Meetings (New Teacher/Mentor/Administrator) ===== | ||
- | Early on, **it will be important to meet with the mentor and the new teacher** so you all have the chance to discuss, ask questions and make sure everyone has the same understanding of the goals and requirements of the work they will be doing in the program. It is important for both the mentor and the new teacher to feel your support for their work. Time will be given at your district’s new teacher seminar to set up meetings and mentors will have a protocol to use for these meetings. One triad meeting should be arranged during the first quarter and another during the third quarter. You are responsible for calling these meetings together during the year and will have an opportunity to put them on the mentor and new teachers calendar at the District's New Teacher Seminar. The Triad Assessment Tool is an integral part of these meetings. | + | Early on, **it will be important to meet with the mentor and the new teacher** so you all have the chance to discuss, ask questions and make sure everyone has the same understanding of the goals and requirements of the work they will be doing in the program. It is important for both the mentor and the new teacher to feel your support for their work. Time will be given at your district’s new teacher seminar to set up meetings and mentors will have a protocol to use for these meetings. One triad meeting should be arranged during the first quarter and another during the third quarter. You are responsible for calling these meetings together during the year and will have an opportunity to put them on the mentor and new teacher's calendar at the District's New Teacher Seminar. The Teacher Growth Reflection Tool is an integral part of these meetings. |
- | You will have a separate follow-up meeting at the year’s midpoint/end to touch base with each person. For the administrator and mentor, these meets during the second and fourth quarter are to coordinate support. You will arrange these meetings too. These mid-year/end-year meetings should be held with mentor-administrator and beginning teacher-administrator so you can discuss individual information and progress. | + | You will have a separate follow-up meeting at the year’s midpoint/end to touch base with each person. For the administrator and mentor, these meets during the second and fourth quarter are to touch base and coordinate support. You will arrange these meetings too. These mid-year/end-year meetings should be held with mentor-administrator and beginning teacher-administrator so you can discuss individual information and progress. |
===== The Very Important "Firewall" ===== | ===== The Very Important "Firewall" ===== | ||
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If you have further questions about the firewall, please contact Professor Schaefer, [[schaefjm@mlc-wels.edu]]. If the video does not work for you, please contact the NTI office at (507) 354-8221 or [[nti@mlc-wels.edu]]. | If you have further questions about the firewall, please contact Professor Schaefer, [[schaefjm@mlc-wels.edu]]. If the video does not work for you, please contact the NTI office at (507) 354-8221 or [[nti@mlc-wels.edu]]. | ||
+ | ===== The Cost of Induction ===== | ||
+ | Attrition costs! Most U.S. corporations expect 6% of their employees to quit yearly; many tech companies see 30% losses (Strack, 2014). This turnover is expensive because replacing workers generally costs 25% of the person’s salary (Ingersoll, 2003; Jones & Jones, 2013; Norton, 1999). A 6% loss of 1,000 workers in a major corporation, making $30,000 per year, would collectively cost $450,000. WELS schools experienced 37% teacher attrition out of the 596 teachers who entered teaching over the past five years. Over half of that attrition was from teachers leaving by their fifth year for other occupations or personal reasons. What does that cost? | ||
+ | |||
+ | Attrition can lead to high educational costs for schools. Higher teacher turnover negatively affects student achievement. García and Weiss (2019) observed a cycle in schools where teacher attrition was higher, as the schools typically received a disproportionate number of inexperienced teachers, these newer teachers typically left at a much higher rate than other teachers. Sutcher et al. (2016) also found that many of these teachers were underprepared in times of shortages, putting them at greater risk of leaving than fully prepared teachers. This cycle undermined student achievement due to the teachers’ inexperience, lack of preparation, and instability. | ||
+ | |||
+ | A lack of qualified teachers and faculty instability threatens students’ ability to learn. Stewardship and the encouragement of qualified teachers in their first years of teaching are part of effective teacher induction programs. Over thirty states in the United States (U.S.) have provided induction for their teachers during their initial years of teaching (Bullough, 2012). These induction programs' primary purposes included increased retention, accelerated teacher development, networking, and aligned school systems’ objectives and teacher needs (Sutcher, 2019). Quality induction often included a mentor teacher, common teacher planning time with other teachers, and regularly scheduled teacher collaboration (Ingersoll & Strong, 2011). Exceptional programs include additional programmings like professional development for mentors and new teachers, mentor and teacher observations, and program orientation (Knight, 2017). Personal processes like induction focused on working relationships and associated teaching conditions. | ||
+ | |||
+ | Schools and centers are responsible for the cost of NTI. WELS New Teacher Induction's two-year program = | ||
+ | Year 1 is $1000 per new teacher + | ||
+ | Year 2 is $1000 per new teacher | ||
+ | |||
+ | * [[nti:admin-training:question-3|Question 3: Why is mentoring important?]] |