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Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C² Collaborative Cohort October 18, 2012
Lake County Schools Investing In Excellence!
College and Career Readiness
Academic Services C² Collaborative Cohort
October 18, 2012
Pathwaysto
Progress
Presented by:: Melissa Bradley ◊ Cathy Caudill ◊ Jeanmarie
York
Sustaining New Teacher Development
Progress
LCS Academic Services Unit / Professional Development
Common Board ConfigurationDate: October 18, 2012
Benchmark: District Goals#1 – Student Achievement#5 – Highly Developed and High Performing Staff
Bell Ringer: Turn and Talk: Reflection
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?
Vocabulary: C² Ready, Teacher Leader, Model Classroom
Objective: Educational Leaders will develop a Capacity Builders’ Plan to support the development of an effective new teacher.
Agenda:
I DO: Review need for New Teacher Support System.WE DO: Identify instructional “starting points” for differentiated new teacher support.YOU DO: Develop comprehensive plan to aid
in development of highly effective new teachers.
Summarizing Activity: Collaborative planning session using Capacity Builders’ Guide.
Homework: Utilize tools provided to complete your Capacity Builders Planning Guide. Review and refine Guide with your school leadership team for Instructional Reviews and share plan at future C2 Cohort Sessions
Learning Goal: Educational Leaders will understand the necessity of a differentiated school-based New Teacher Support System.
Lake County SchoolsVision Statement• A dynamic, progressive and collaborative learning community
embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission Statement• The mission of the Lake County Schools is to provide every student
with individual opportunities to excel.
• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.
Academic Services
Academic Services
Academic ServicesCurriculum & Instruction ~ Professional Development ~ Teaching &
Learning• The Office of Academic Services encompasses the core business of Lake County Schools.
We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.
Assurances• We will ensure that we work with district staff and school administrators to design and
collaborate on systems that address professional learning needs related to improving student outcomes.
• We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.
• We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.
• We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.
Academic Services
21st Century Skills Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination
Academic Services
“Turn & Talk”1. Revisit your own pathway to progress.
2. Reflect on your first year of teaching; think about one of your most humorous or memorable experiences.
3. Turn to your shoulder partner. You will have one (1) minute each to share your experience with your partner.
Countdown Clock
District provided support to assist in the development of new teachers.
Dr. Cele Oldham, Program Specialist TOP
Instructional Coach Connections
Cathy
Caudill
New Teachers
Melissa
BradleyJeanmarie York
Linda
Bradley *Karen Conrad *
* Title Services
Can one coach fully develop an effective new teacher?
NO.Developing effective
new teachers requires a strategic
school-based support system.
Rigorous Program Design
Right Conditions for Success
Differentiated
Instructional Support
Evaluation for
continuous improvemen
t
www.newteachercenter.org
Coach
New Teacher Support Cohort Series Preview
Session 1
• Determining needs of your new teachers
• Creating a School-based plan
• Refining Your New Teacher Support Team
Session 2
Session 3
Session 4
Look Ahead
• Coaching Conversations
• Focused Feedback
• Based on Participant feedback
• Developing Effective Instructional Mentors
• Mentor Support and Direction
Online Anticipation Guide
http://www.questionpress.com/newteachers
Scan your QR Code on your notes page of your toolkit
or or
Let’s Talk Numbers
Retention Rate of First-Year Teachers?
FLDOE , EAIS Report May 2011
85%
Let’s Talk Numbers
Retention rate of Florida’s teachers after their
5th year?
FLDOE , EAIS Report May 2011
61%
Let’s Talk NumbersIn 2008, how many teachers were predicted to
leave the profession by the year 2011?
National Commission on Teaching and America’s Future (NCTAF), 2008
50%
Let’s Talk NumbersAnnual cost of teacher turnover in the U.S.?
National Commission on Teaching and America’s Future (NCTAF), 2008
$7.3 billion
Let’s Talk NumbersLake County – 2011 Rate of Retention
94% - LCS Office of Planning, Evaluation and Accountability
94%
Cause for ApplauseCurrent best practices for developing and retaining new teachers
•PLCs for new teachers
•School-based New Teacher Boot Camps
•Teacher Leaders modeling effective strategies
•G.I.V.E.S. Garnering Inspiration by Viewing other Educators
What is your school’s retention rate?
# of New Teacher Hires
Total # of Teachers= ?
Reflection: Consider the last few years on your school campus.
1.What subject area needs to be filled most often?
2.Which grade level sees the largest turnover?
Make a
note…
…And another
!
Lack of strong leadership
Certification Issues
Spending more time inducting / mentoring new staff
Teacher Vacancies
The New Teacher Induction Process“From Hire to Higher”
Common Board ConfigurationDate: October 18, 2012
Benchmark: District Goals#1 – Student Achievement#5 – Highly Developed and High Performing Staff
Bell Ringer: Turn and Talk: Reflection
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?
Vocabulary: C² Ready, Teacher Leader, Model Classroom
Objective: Educational Leaders will develop a Capacity Builders’ Plan to support the development of an effective new teacher.
Agenda:
I DO: Review need for New Teacher Support System.WE DO: Identify instructional “starting points” for differentiated new teacher support.YOU DO: Develop comprehensive plan to aid
in development of highly effective new teachers.
Summarizing Activity: Collaborative planning session using Capacity Builders’ Guide.
Homework: Utilize tools provided to complete your Capacity Builders Planning Guide. Review and refine Guide with your school leadership team for Instructional Reviews and share plan at future C2 Cohort Sessions
Learning Goal: Educational Leaders will understand the necessity of a differentiated school-based New Teacher Support System.
Revisit Refine Revitalize
Elements of Successful School-Based Support Systems for New Teachers
Effective Administrato
rs
Multiple Support
Structures for
Beginning Teachers
Strong Program Leaders
Ongoing Program Evaluatio
n
Effective and
Capable Instructional Mentors
Revisiting:Current Support Teams
•School Administrator•School-based Mentors•Other Teacher Leaders•Instructional Coach
for new hires
Teacher Leaders
Capable Instructional Mentors
Assistant Principals
Principal
Scho
ol-B
ased
Sup
port
Team
• Have they made Team members aware of their roles and responsibilities?
• How do they provide meaningful feedback?
• How do they create environments where new teachers thrive?
• Are they familiar with new teacher requirements?
• Have they instilled protocols to support new teachers and mentors?
• What considerations are given when selecting capable mentors?
• How are they trained?
• What tools are they using to develop new teachers?
• Have useful resources been provided to them?
• Is there a broad spectrum of talent represented?
• Are they effective when supporting others through coaching, modeling and feedback?
• Do they represent a cross section of experience? (Emerging to Seasoned)
Important Take Aways for Stakeholders
•Roles and responsibilities must be transparent and clarified for all team members
•Effective collaboration requires flexibility
•Providing varied opportunities to connect increases awareness and strengthens relationships
Scho
ol-
Base
d Su
ppor
t Te
am
Rate yours
elf
Common Board ConfigurationDate: October 18, 2012
Benchmark: District Goals#1 – Student Achievement#5 – Highly Developed and High Performing Staff
Bell Ringer: Turn and Talk: Reflection
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?
Vocabulary: C² Ready, Teacher Leader, Model Classroom
Objective: Educational Leaders will develop a Capacity Builders’ Plan to support the development of an effective new teacher.
Agenda:
I DO: Review need for New Teacher Support System.WE DO: Identify instructional “starting points” for differentiated new teacher support.YOU DO: Develop comprehensive plan to aid
in development of highly effective new teachers.
Summarizing Activity: Collaborative planning session using Capacity Builders’ Guide.
Homework: Utilize tools provided to complete your Capacity Builders Planning Guide. Review and refine Guide with your school leadership team for Instructional Reviews and share plan at future C2 Cohort Sessions
Learning Goal: Educational Leaders will understand the necessity of a differentiated school-based New Teacher Support System.
Refining:Using Data to Determine New Teacher
Support
•“Hire vs Higher” - Determine instructional effectiveness of all new teachers regardless of HR grouping.
•How can Support Team collect data on each new teacher?
FEAPs / Marzano Collegial ConversationsWalkthrough data Formative ObservationsStudent Assessment Data tied to new teacher
Behavioral Student Data
Refining: Prioritizing New Teacher Needs
Use SBST data to determine the level of support for each new teacher.
COACHING COLLABORATION CONSULTATION
• Intensive Coaching required
• Highest level of support needed (human and material)
• Meaningful collaboration with teacher leaders & capable mentors
• Ongoing assistance with school-based team
• Enrichment support
• Demonstrates effective instructional practices based on measurable data
• Support provided via PLCs or other district resources
Next Step!
Revitalizing:Developing Differentiated New
Teacher Support•Use the instructional “starting points” to
establish a matrix of model classrooms across varied content / grade levels
•Highlight model classrooms and teacher leaders where strategies are performed with fidelity
•Create opportunities for new or struggling teachers to visit model classrooms
Benefits of Creating a Model Community
Provides differentiated support to new teachers
Can identify gaps in depth and breadth of model instruction
Helps to accelerate Common Core focused instruction
Encourages development of teacher leaders Promotes open community of learning
Connect & Reflect: “Developing a Model Community Matrix”
Common Board ConfigurationDate: October 18, 2012
Benchmark: District Goals#1 – Student Achievement#5 – Highly Developed and High Performing Staff
Bell Ringer: Turn and Talk: Reflection
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?
Vocabulary: C² Ready, Teacher Leader, Model Classroom
Objective: Educational Leaders will develop a Capacity Builders’ Plan to support the development of an effective new teacher.
Agenda:
I DO: Review need for New Teacher Support System.WE DO: Identify instructional “starting points” for differentiated new teacher support.YOU DO: Develop comprehensive plan to aid
in development of highly effective new teachers.
Summarizing Activity: Collaborative planning session using Capacity Builders’ Guide.
Homework: Utilize tools provided to complete your Capacity Builders Planning Guide. Review and refine Guide with your school leadership team for Instructional Reviews and share plan at future C2 Cohort Sessions
Learning Goal: Educational Leaders will understand the necessity of a differentiated school-based New Teacher Support System.
Planning Activity & Gallery Walk
Brainstorm & write your ideas here for each area
New Teacher Development Toolkit
Pathways to Progress New Teacher Development Toolkit
Building Capacity – What’s Next?
Capacity Builders’ Planning Guide
1. Return to Principal.2. Share information about effects of teacher turnover and importance of developing new teachers who can impact student achievement. 3. Collaborate to design a school based impact plan for New Teacher Development.
School Based Support System
1. Share concept with Leadership Team.2. Analyze current New Teacher Support System to determine gaps in support. Refine as needed.3. Confirm that all new teachers have been assigned capable mentors.4. Provide PLCs for new teacher mentors to better equip them with skills to mentor/coach effectively.
Model Matrix
1. Convey concept to members of Support Team. 2. Identify at least three (3) model teachers for each instructional focus area.3. Determine gaps in instructional focus areas.4. Provide opportunities for new teachers to visit model classrooms/teacher leaders.
Participant Scale and Reflection(Please complete and turn in)
0-Not Using
•No understanding or implementation steps taken away
1-Beginning
•Little understanding and inconsistent implementation steps taken away
2-Developing
•Moderate understanding and implementation steps taken away
3-Applying
•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution
4-Innovating
•In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways
Academic Services
Thank you for taking this path towards progress with us today!
