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Stand up if… You’ve been parachuting or bungee jumping
You have a child who’s under age 12
You work directly with new teachers
You enjoy spending time with a grandchild
You use mentoring journals
You’ve been swimming in 3 or more different oceans
You’ve coached or been coached using a collaborative coaching style
You’ve ever fallen out of a tree
You’ve begun implementing the Utah Effective Teaching Standards
You know how to fly an airplane
You’ve been involved in the STAR Mentoring program for more than 3 years
You’ve ever owned a snake
You’ve served in the armed forces
You’ve taught another language
You cannot click your fingers on your non-dominant hand
You’ve mentored more than 2 new teachers at a time
You know a good joke
The Urgency for Effective Teachers In Texas, the increase in student test scores can be
traced to a teacher’s effectiveness and it is 20 times more likely to improve student achievement than any other variable
In Los Angeles schools, the difference between the performance of a student assigned to a top-quartile teacher rather than a bottom-quartile teacher averaged 10 percentile points on a standardized math test; and
In North Carolina, a strong teacher in a classroom has 14 times the impact on student achievement as decreasing the class size by five students.
Source: Partnership for Learning (2010),The Impact of Effective Teachers and Principals
Importance of the Intangible
3% of the differences in student achievement that are attributable to their teachers’ influence:
• Years of Experience
• Education Level
• Performance on Vocabulary Tests
The remaining 97% is from intangible aspects of teacher quality such as:
• Enthusiasm
• Skill in Conveying Knowledge
Source: Goldhaber, Dan. (2002).The Mystery of Good Teaching
Diminishing Forces30 - 50% leave the
profession within the first three years of
teaching.Source: Darling-Hammond, Linda. (2000).Teacher Quality and Student Achievement
Improving Student Earnings andQuality of Life
“Replacing a teacher whose true [value-added] quality is in the bottom 5 percent with one of average quality would generate cumulative earnings gains of $52,000 per student, or more than $1.4 million for the average classroom.”
Source: National Bureau of Economic Research
© 2011 by Raj Chetty, John N. Friedman, and Jonah E. Rockoff.
Improving Student Earnings andQuality of Life (cont.)
It doesn’t stop with test scores. The study findings
indicate students of better teachers “are more likely
to attend college, earn higher salaries, live in better
neighborhoods, and save more for retirement. They
are also less likely to have children as teenagers.”
Conservative estimates of the cost of replacing a new teacher is
50% of a new teacher’s salary.
Some researchers have cited figuresOf up to 150% of a new teacher’s salary.
Source: Villar, Anthony and Strong Michael. (2007).Is Mentoring Worth the Money? A Benefit Cost Analysis and Five-Year Rate of Return of a
Comprehensive Mentoring Program for Beginning Teachers. Regents of the University of California.
Cost of Teacher Attrition
The Irreplaceables (3 – 2 – 1)WHAT ARE THE IMPLICATIONS FOR MENTORS AND INDUCTION?
Individually read the article/take notes (10 min.)
What are 3 things you learned?
What are 2 things you found interesting?
What is 1 question you still have?
In pairs (10 min.)
Share your thoughts with each other
Take notes to share with the group
Group Reflection (10 min.)**This report and its related documents do not represent the opinions
or beliefs of the Utah State Office of Education or Salt Lake School Distruict as an agency.
Why Good Teachers Leave
Isolating and non-supportive teaching environments
Poor working conditions
Overwhelming teaching assignments
Source: Washington, D. C. Alliance for Excellent Education (2005)Teacher Attrition: A Costly Loss to the Nation and to the States (Issue Brief)
Table Buzz What do you think of when you hear the word,
“standard?” What do standards mean when it comes to education? What are standards used for, and by whom?
Traditionally, standards are about: Reflection
Measurement
Evaluation
Table Buzz
What do you think of when you hear the word, “competencies?” What do “competencies” mean compared to “standards”?
Competencies are about:
Building capacity
Defining roles
Self-reflection
Self-refinement
Thinking Outside the Box about the Competencies Design a graphic to represent your assigned
competency
Choose the ONE statement (indicated by the small, blue arrow) that, in your opinion, has the highest leverage (write underneath graphic)
List 3 ways a mentor can exemplify their chosen statement (underneath statement already written on the poster)