Appendix I - Effective Support For New Teachers

Eective Support for New Teachers
in Washington State
Standards for Beginning Teacher Induction
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The Center for Strengthening the Teaching Profession (CSTP) is an independent, nonprot organization that supports research and
promotes policies and practices to ensure all students in Washington are taught by highly skilled teachers. Major funding for CSTP
is provided by The Stuart Foundation. Under CSTPs guidance, these standards were developed by a diverse team of educators from
both large and small districts throughout Washington state. The Paul G. Allen Family Foundation supported the development of the
induction standards (2005) and this revision.
CSTPs New Teacher Alliance (NTA) funded by the Paul G. Allen Family
Foundation and the Bill & Melinda Gates Foundation is a partnership
of school districts and Educational Service Districts (ESDs) using these
induction standards to design and implement effective induction programs
that reect the district culture and context.
The Ofce of Superintendent of Public Instruction (OSPI) manages the
states Teacher Assistance Program (TAP) and sponsors Mentor Academies
and other professional development for mentors and coaches. OSPI is an
active partner in NTA, championing policy changes that support high-quality
induction.
Together, CSTP and OSPI sponsor regional Mentor Roundtables,
opportunities for mentors and induction program coordinators to improve
their effectiveness by sharing knowledge, resources and solutions across
district boundaries. OSPI-CSTP Induction Think Tanks provide the chance for
district teams to reect on areas of strength and plan improvements to their
novice teacher induction programs.
For more information about CSTP or NTA, or to access this document online,
see www.cstp-wa.org.
For more information about OSPIs Teacher Assistance Program, see
www.k12.wa.us/ProfDev/tap/default.aspx.
Thanks to all of the educators whose expertise and hard work are evident
in this publication.
Jeanne Harmon
CSTP, Executive Director
Linda Foster
OSPI Teacher Assistance Program
KSA-Plus Communications, Inc.
Editing and Design
Funded by the Paul G. Al l en Family Foundation 1
Table of Contents
Why Invest in Induction? 2
What Constitutes High-Quality Induction for New Teachers? 3
Standards for High-Quality Beginning Teacher Induction
Programs in Washington State 4
Core Beliefs about Induction 5
What Do New Teachers Need? 6
Where Should We Begin? 7
Program Standard: Hiring 8
Program Standard: Orientation 10
Program Standard: Mentoring 13
Models of Mentoring
Leadership That Supports Mentoring
Coordinating Support
Guidelines for Selecting Mentors
Professional Development for Mentors
Knowledge and Skills of Effective Mentors
Program Standard: Professional Development 26
Program Standard: Assessment for Teacher Growth 28
Great Ideas from around the State and Nation 30
Induction Standards Planning Guide 33
Resources for Induction 34
Works Cited 36
Collaborators 37
2 C E NT E R F OR S T R E NGT HE NI NG T HE T E AC HI NG P ROF E S S I ON/ OF F I C E OF S U P E R I NT E NDE NT OF P UB L I C I NS T RUC T I ON, 2 0 0 8
Why Invest in Induction?
A highly qualied teaching workforce, both novice and veteran, is the single
greatest leverage point for ensuring that all students in Washington state achieve
at their highest level. Research has found that dierences in teacher capability
can account for as much as oc percent of the variation in student learning in
schools with similar student characteristics (Armour-Tomas, Clay, et al., ioso).
School and district leaders across our state recognize the critical importance of
providing sustained and purposeful professional development to their teachers,
forces, including and perhaps especially those teachers in the beginning
years of their profession.
Washington loses about : percent of its new teachers within their rst ve
years in the classroom (Knapp, et al., :cc). Tough not as dire as the c percent
attrition rate found in some parts of the country, this attrition still represents a
signicant loss to the Ki: system. Te constant churn some schools experience
makes it exceedingly dicult for sta to embark on a coherent, multiyear
improvement plan, as much of the expertise developed over the year walks
out the door each spring. It also makes it dicult for parents and community
members to form solid relationships with faculty, as the cast of characters
changes frequently.
In addition to retaining teachers in the school and profession (Ingersoll, :cc+),
a high-quality induction program moves new teachers beyond survival to
increasingly positive impacts on student learning (Villar, :cc+), and integrates
them into the professional communities in their schools and districts.
Washingtons schools and districts must oer beginning teachers robust and
comprehensive support so they:
N Develop into highly capable practitioners who positively aect
student learning,
N Trive in a culture that encourages them to contribute their expertise
while learning from their more experienced colleagues, and
N Remain invested in the profession and in our public schools.
INDUCTION A comprehensive, coherent and sustained professional development
process that is organized by a school district to train, support and retain new teachers, and
which then seamlessly guides them into a lifelong program of professional learning.
Harry Wong
What Constitutes High-Quality Induction for New Teachers?
CSTP and OSPI brought together a group of teachers, mentors, principals,
human resources directors, curriculum and instruction specialists, professional
development coordinators, and managers of beginning teacher induction
programs to create standards for induction in Washington state using our
collective professional experience and a review of current literature on eective
induction.
Our standards emerge within a framework of several commonly held
beliefs about what constitutes high-quality beginning teacher support. We
believe that eective teacher induction moves beyond initial mentoring
and orientation to provide ongoing, job-embedded, multiyear professional
development. It requires coordinated eorts and a cohesive set of policies
and practices from those who work in schools, districts, teacher preparation
programs, state agencies and the legislature. Programs must have adequate
and stable funding, access to a rich talent pool of highly trained mentors, high
expectations for all participants, and the commitment of school and district
leaders. A designated leader (teacher, mentor or administrator) in each district
must take responsibility for induction, ensuring that expectations are clear,
standards are met and regular data analysis measures program impact.
We recognize that a single model of induction is insucient to meet the
diverse needs of educators and systems across Washington state. We have
deliberately crafted our standards as principles of quality practice rather than
a prescriptive model. Where capacities allow, many districts choose to release
mentors full-time from classroom assignments in order to have them focus on
supporting beginning teachers. In other districts, a regional support system
may prove useful. See in this document Models of Mentoring and Great Ideas
from around the State and Nation for additional ideas for structuring induction.
While all teachers need high-quality, ongoing professional development, we
work from a belief that new teachers have specic and unique needs. Te
standards address these specic needs of beginning teachers and the programs
that support them in the areas of hiring, orientation, mentoring, professional
development and assessment for teacher growth.
HIRING
Students, schools and districts are well served by hiring policies and practices
that honor the unique needs and powerful potential of beginning teachers.
ORIENTATION
New teachers benet from participation in an orientation to the school and
district beliefs and practices before their teaching responsibilities begin and
continuing throughout the year.
MENTORING
A strong relationship with a highly qualied mentor is essential to facilitating
maximum growth in new teachers.
PROFESSIONAL DEVELOPMENT
New teachers benet from engagement in purposeful, ongoing, formal and
informal job-embedded learning opportunities that promote reection,
collaboration and professional growth.
ASSESSMENT FOR TEACHER GROWTH
New teachers benet when districts have a carefully developed collaborative
assessment system focused on improving teaching practice and enhancing
student achievement.
Standards for High-Quality Beginning Teacher Induction Programs in Washington State
HIRING
ORIENTATION
MENTORING
PROFESSIONAL
DEVELOPMENT
ASSESSMENT
FOR TEACHER
GROWTH
From our research and dialogue emerged four new foundational beliefs that
we recognize as essential to Washington states eorts to provide high-quality
support for beginning teachers.
1. Eective support for beginning teachers requires corrrcrrvr
nrsvowsrnrrrrv. To aect both teacher and student performance,
educators, leaders and legislators must craft, fund, and manage a
comprehensive and coherent system.
2. A high-quality system of support for beginning teachers is
the rouwnzrrow or cznrrn-rowo vnorrssrowzr onovrn
(Professional Certication, National Board certication, degree
programs and other examples of continuous learning).
3. Serving the needs of beginning teachers is a conr rrrrwr or
scnoor rvnovrrwr. Increasing the stability and expertise of
the teaching corps, especially in schools with challenging student
populations, can help to ensure all students experience the high-
quality teaching they deserve.
4. scnoor currunr signicantly aects beginning teachers
experiences and development. It can nurture or negate a beginning
teachers passion for the profession and can support or inhibit the
acquisition of the skills and knowledge needed for prociency
(Johnson, :cc+).
From the outset, our goal has been to craft a useful document that will prompt
both thinking and actions that improve support for the professional needs of
beginning teachers in our state.
Core Beliefs about Induction
To become highly skilled teachers, those new to the profession need:
N Timely and informative hiring processes.
N Appropriate assignment load, classroom location and support.
N Orientation to building and district norms, policies, and practices.
N Strong relationships with colleagues in the school.
N Adequate classroom materials and access to other resources.
N Clearly dened curriculum.
N Principals who build a collaborative culture, provide regular feedback
and systematic support for new teachers through the above and
ongoing feedback.
N Carefully selected, highly skilled mentors who understand the needs
of new teachers and build on what they already know.
N Opportunities to belong and contribute to the larger educational
community.
N Just-in-time training throughout the year (e.g., report cards, parent
nights).
N Access to comprehensive professional development matched to their
needs and the needs of their students as well as those of building and
district initiatives.
N Regular opportunities to observe and be observed, receive feedback
and reect on teaching practices.
THE MANY FACES OF NEW
Teachers who are new to the state, new to the district or have a new grade-level
or content assignment also need an induction program one that recognizes
the expertise of the teacher while acknowledging gaps in knowledge about
teaching standards, performance expectations, district practices or state
assessments. In addition, now that a large number of new teachers come from
other careers, induction programs must help these adults capitalize on their
previous experiences as they transition to teaching; they need an introduction
to school culture and the expectations of a dierent kind of workplace.
Education sta associates (school counselors, psychologists and social workers;
occupational and physical therapists; speech/language pathologists; and nurses)
also need a thoughtful and systematic support system that respects their
professional contributions and capacities while providing needed professional
development. Many come to education from a medical or social service
background and nd the school system confusing. Tey also need to learn to
work eectively with school and district initiatives, curricula and management
systems. Tese professionals should be included in new teacher activities that
are appropriate to their assignments while acknowledging their special contexts
and responsibilities.
What Do New Teachers Need?
Tis document was designed to serve as a tool for vnoonz nrrrrcrrow,
rvzruzrrow zwn rvnovrrwr by those with varying roles and connections
to induction for beginning teachers: state leaders, district supervisors,
professional development coordinators, human resources personnel, school
principals, and district- and school-based mentors. Situations that lend
themselves to its use might include:
N Coordinating support for new teachers in a department, school
or district.
N Planning school improvement to address teacher quality and student
achievement.
N Evaluating current induction practices within a school or district.
N Advocating for resources to support induction.
N Prioritizing work on a particular standard.
N Guiding mentor selection.
N Planning for mentor professional development.
N Designing professional development for new teachers.
For each of the ve standards, this document provides key elements and a set
of reective statements. Become familiar with the standards and key elements.
Begin by gathering and analyzing data (e.g., teacher surveys, retention data,
program review) around the reective statements in one or more standards. Use
the data to identify needs and set priorities for the work in your school or district.
Leadership is key to ensuring the work is focused and has the resources it needs
to accomplish its goals. See the Induction Standards Planning Guide at the end of
this document.
Finally, program evaluation may get lost in the enthusiasm for doing. Create
systems for ongoing, systemic, data-driven evaluations.
QUESTIONS TO CONSIDER
A quality induction program requires coordinated eorts from those across the
district human resources, building principals, curriculum and instruction
sta, coaches, mentors. Consider
N How will you bring the various stakeholders together to assess the
current induction program and build a common vision for the future?
N How will you learn from and collaborate with colleagues from around
the state to improve your induction practices?
N Who will accept the primary responsibility of seeing that your district
implements an eective and sustainable teacher induction program
which attracts, trains and retains highly qualied teachers? Who will
be the team leader for each of the ve standards?
N How will you gather and analyze feedback from mentors, new
teachers and principals, human resources sta, and district-level
administrators? Who will examine retention and mobility data
and student-learning data to look for evidence of program impact?
How will you use this information to make program improvements,
prioritize resources and argue for continued funding?
Where Should We Begin?
HIRING
Hiring is the process of analyzing employment needs, providing an information-rich
recruiting and selection process, and using a shared decisionmaking process to place
teachers in assignments appropriate to their experience and needs. Students, schools
and districts are well served by hiring policies and practices that honor the unique
needs and powerful potential of beginning teachers.
Key elements of quality practice:
N Analysis of needs guides recruitment and hiring practices.
N Information-rich practices for recruitment and hiring benet new
teachers and the district.
N Placement of new teachers is focused on maximum success for new
teachers and their students.
N Program impact analyses are used to evaluate and rene hiring
processes.
Hiring
HIRING
ORIENTATION
MENTORING
PROFESSIONAL
DEVELOPMENT
If we dont gure out how to recruit and support these
new people, we will lose them, and the whole fabric of
the schools will unravel. We will nd that we are running
organizations lled with short-term workers. ... As a society,
we just cant afford that.
Susan Moore Johnson
ASSESSMENT
FOR TEACHER
GROWTH
Program Standard and Elements of Quality Practice
Program Standard: HIRING
Students, schools and districts are well served by hiring policies and practices that honor the unique needs and powerful potential of beginning teachers.
Level of development of our school or district program:
1 = Beginning Awareness 2 = Developing Practice(s) 3 = Implementing Practice(s) 4 = Practice(s) Systemically Integrated
Key Elements Reective Questions for Analysis of School/District Performance
ANALYSIS OF
NEEDS
The hiring process proactively addresses student population trends and future needs of the district (e.g., rising ELL population,
anticipated reduction/increase in student population).
District leaders identify and partner with universities that have outstanding programs to attract new teachers, particularly in areas
that are hard to ll.
A strategic analysis of the teaching workforce (e.g., gender, experience, ethnicity, preparation) informs and improves decisions about
recruitment needs.
An understanding of our capacity to meet the needs of beginning teachers informs hiring decisions.
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INFORMATION-
RICH PRACTICES
District mission, vision, initiatives and values are communicated through attractive marketing materials and personal interactions.
During the recruitment and selection process, potential hires receive important information about student demographics, programs,
curricula, community and community involvement, and the type of mentoring support provided to new teachers.
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PLACEMENT OF
NEW TEACHERS
Teacher placement takes into account the talents and needs of new teachers as well as the needs of students and the school.
A shared decision-making process guides teaching assignment, number of preparations, room location, class size and duties for
beginning teachers.
The most challenging students are placed with highly capable teachers.
A system is in place to ensure that new teachers have necessary resources (e.g., curriculum, technology, materials and supplies)
including discretionary funds for purchasing classroom materials and supplies.
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PROGRAM
IMPACT
Data from a variety of sources (e.g., potential hires, new hires and staff) is collected and analyzed to assess whether essential
outcomes for hiring were met, to identify areas of need and to guide future hiring.
Overall impact of the districts hiring practices is evaluated, and results are shared with key stakeholder groups and used to rene the
process.
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ORIENTATION
Orientation is the integration of new teachers into the school system. Orientation
activities are designed to introduce teachers to their district, school and colleagues
and to the tools and resources needed to be successful. New teachers benet from
participation in an orientation to the school and district beliefs and practices
before their teaching responsibilities begin and continuing throughout the year.
N Planning for the orientation takes into account what new teachers
must know and when they need to know it.
N New teachers receive timely, succinct, easily accessed information
about essential policies.
N New teachers learn about adopted curriculum, instruction and
assessment practices to promote student learning.
N New teachers are assisted with preparing for the rst days of school
to build a strong foundation for student success.
N A comprehensive evaluation of the orientation program is used to
rene the program.
Orientation
HIRING
ORIENTATION
MENTORING
PROFESSIONAL
DEVELOPMENT
Induction programs have the potential to become one
of the most powerful forces for educational change and
professional renewal in the history of public education.
Ellen Moir and Janet Gless
ASSESSMENT
FOR TEACHER
GROWTH
Program Standard: ORIENTATION
New teachers benet from participation in an orientation to the school and district beliefs and practices before their teaching responsibilities begin and
1 = Beginning Awareness 2 = Developing Practice(s) 3 = Implementing Practice(s) 4 = Practice(s) Systemically Integrate
PLANNING District, school, community and collective bargaining members participate in the development and implementation of our
comprehensive orientation plan.
Our plan uses best practices to determine essential outcomes, associated activities, a timeline and a plan for ongoing evaluation of
program impact.
We plan immediate and continued support of new teachers regardless of hire date.
Trained, effective staff receive ample time for coordinating orientation activities which are prioritized among their other
responsibilities.
Adequate resources are allocated for orientation of new teachers.
Teachers are compensated for their time for participating in orientation activities.
The initial welcome for teachers creates a positive rst impression and a sense of excitement about the new year, engages teachers
in authentic learning, and models best teaching practices.
We plan for gathering information about anticipated professional development needs of the new teachers to assist with planning for
additional differentiated trainings.
Our orientation plan for new teachers addresses the following areas at the district and/or school level:
t Completion of required paperwork including benets.
t Building a shared understanding of the mission, vision and culture of the school/district.
t Information about the community that the district serves.
t Collective bargaining group membership details.
t Forming relationships with other new teachers.
t Meeting people who hold key roles in supporting staff.
t Working with mentors.
t Learning about the roles, responsibilities and condential nature of the mentoring relationship.
t Information about the new teacher support program and expectations for participation.
t Previewing upcoming trainings.
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(continued)
POLICIES New teachers receive:
t An orientation to the Code of Professional Conduct.
t An introduction to the district evaluation procedures and timelines.
t Training about legal issues in the school setting and health/safety training including any mandated trainings necessary for
the start of school.
t Essential information about human resources policies and procedures.
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CURRICULUM,
INSTRUCTION
AND
ASSESSMENT
New teachers receive:
t State and district learning standards, associated state- and district-mandated testing information, and testing schedules.
t Training around appropriate curricula for their assignments including scope and sequence, pacing guides, assessments,
supplemental resources, specic lesson or unit models.
t Names/introductions to support personnel for their teaching assignment.
t Information about availability of and access to technology and media to support instruction.
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PREPARING FOR
THE FIRST DAYS
OF SCHOOL
New teachers receive:
t An orientation to their school including its staff, demographics, resources and key information (e.g., calendar of events in the
year, schedules, class lists, evaluation timelines).
t An introduction to procedures in their building including taking attendance, arranging for a substitute, accessing the building
after hours, obtaining supplies, duplicating materials.
t Support in planning for the rst days of school and assistance in setting up their classrooms.
t An introduction to student management policies and any school- or district-adopted models of classroom management.
t Access codes and training for technology-related tools such as e-mail and grading software.
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PROGRAM
IMPACT
Data is collected and analyzed to assess whether essential outcomes for orientation were met, to identify areas of need and to guide
planning for future orientations.
Overall impact of the districts orientation practices is evaluated yearly, and results are shared with key stakeholder groups and used
to rene practices.
1 2 3 4 NA
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Orientation
(continued)
Program Standard: ORIENTATION
New teachers benet from participation in an orientation to the school and district beliefs and practices before their teaching responsibilities begin and
1 = Beginning Awareness 2 = Developing Practice(s) 3 = Implementing Practice(s) 4 = Practice(s) Systemically Integrate
Mentoring
MENTORING
Mentoring is the working relationship established between novice teachers and
experienced teachers. e primary focus of this relationship is to strengthen the new
teachers understanding and initial application of subject area content, instructional
practices, school processes and management strategies (Improving Instruction
through Coaching, CSTP, ). A strong relationship with a highly qualied
mentor is essential to facilitating maximum growth in new teachers.
N Mentor program design is research-based and well-dened.
N Leadership places a high value on mentoring and supports
mentors work.
N Roles and responsibilities are clearly articulated.
N Sucient resources are committed to support mentoring.
N Mentor selection is guided by widely accepted competencies and
dispositions for mentors with attention given to the match for each
new teacher.
N Professional development for mentors is ongoing, high quality and
job embedded.
N Mentoring supports school improvement goals.
N Te mentor program is evaluated for impact on teacher practice and
HIRING
ORIENTATION
MENTORING
PROFESSIONAL
DEVELOPMENT
If we hold high expectations for new teachers as learners
and hope to meet ambitious reform goals, then mentoring
must move beyond emotional support and brief technical
advice to become truly educative, focused on learning
opportunities that move novices practice forward and
challenge their thinking and practice.
Sharon Feiman-Nemser, et al.
ASSESSMENT
FOR TEACHER
GROWTH
Program Standard: MENTORING
A strong relationship with a highly qualied mentor is essential to facilitating maximum growth in new teachers.
MENTOR
PROGRAM
DESIGN
Our mentoring model was developed using research and input from staff.
Policies regarding our model of mentoring assistance are written and communicated to staff.
The goals of our adopted model are communicated to all staff through written documents and board policy.
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LEADERSHIP Our school and district leaders are:
t Educated about the unique needs of new teachers and have realistic expectations for their growth.
t Informed about our established guidelines outlining the supportive conditions for mentoring. (See in this document
Leadership That Supports Mentoring.)
t Knowledgeable about and protective of the nonevaluative and condential nature of the mentoring relationship.
Structures, schedules and procedures are created with the needs of new teachers and mentoring in mind.
A designated person coordinates the mentor program.
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ROLES AND
RESPONSIBILITIES
Clear roles and responsibilities are established for new teachers, mentors, specialists, coaches and administrators around
mentoring.
Administrators, mentors and teachers understand the law regarding condentiality and the role of condentiality in their relationships.
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RESOURCES New teachers time for learning, induction activities and mentor/new teacher collaboration is prioritized and protected.
Mentoring loads follow the suggested ratio of 1 mentor to 1215 new teachers or fewer.
Sustainable funding is provided.
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MENTOR
SELECTION
Mentors are selected based on mentor standards and prociencies. (See in this document Guidelines for Selecting Mentors.)
Multiple stakeholders (i.e., mentors, administrators, association, teachers) are involved in the mentor selection process.
We have and use established criteria (e.g., mentor skill, content and level similarity, load) to facilitate mentor/new teacher match.
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Mentoring
(continued)
PROFESSIONAL
DEVELOPMENT
FOR MENTORS
We intentionally plan for the professional development needs of mentors.
Opportunities for collegial conversation, demonstration, reection and feedback are provided for mentors.
Professional development focuses on developing knowledge and skills of effective mentors. (See in this document Knowledge and
Skills of Effective Mentors.)
A cohort of future mentors is built by encouraging and supporting teachers who seek professional growth, desire to assist and nurture
others, challenge themselves to improve, and practice effective interpersonal skills.
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SUPPORT
OF SCHOOL
IMPROVEMENT
Mentoring activities support school improvement initiatives. 1 2 3 4 NA
MENTOR
PROGRAM
IMPACT
Data is collected and analyzed to assess whether essential outcomes for mentoring were met (e.g., helping new teachers become
more effective to increase student achievement, increasing teacher retention), to identify areas of need and to guide planning for
future mentoring work.
Overall impact of the districts mentoring program is evaluated yearly, and results are shared with key stakeholder groups and used to
rene mentoring practices.
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(continued)
Program Standard: MENTORING
A strong relationship with a highly qualied mentor is essential to facilitating maximum growth in new teachers.
Tere are a variety of conguration options for mentor programs. In all cases,
those with mentoring responsibilities must be carefully selected and highly
trained. (See in this document Guidelines for Selecting Mentors and Professional
Development for Mentors.) Te match of mentor with teacher should take into
account factors such as mentor and teacher styles, mentor skills, availability,
and assignment. Mentors must be given adequate time and appropriate case
loads in order to provide eective support for new teachers. Below are several
key considerations for various program options.
SCHOOL- OR DISTRICT-BASED
Mentors based in a school may have a deeper understanding of the school
culture, contexts and unique features. Tey are present at building meetings
and trainings which can help with the integration of new teachers into a
schools professional learning community. In addition, these mentors are on site
and may be more accessible when needs arise.
District-based mentors bring an outside perspective to a school and provide
a safe place for new teachers to discuss challenging situations within their
buildings. District mentors may be more well informed about district initiatives
aecting new teachers. In addition, district mentors may have more access to
district information, personnel and resources. Tey also are able to link new
teachers to ideas and learnings from other sites within the district.
cowsrnrnzrrows
To broaden mentors access to resources and understanding of the new teachers
contexts, building mentors can be invited to district trainings and district
mentors invited to participate in building trainings. Whether school- or
district-based, an important consideration is which placement of mentors will
provide a safe context for teachers to face challenging situations and be able to
take risks.
COLLEAGUE MENTOR TEACHER OR FULL-RELEASE MENTOR
Because colleague teachers serving as mentors generally teach a similar grade
level or subject as the new teacher, they have a deep understanding of student
learning needs and curricula for the new teachers assignment. Tis provides a
context for collaborative planning and examining evidence of student learning.
It also helps to lay a foundation for new teachers becoming contributing
members of a professional learning community.
Full-release mentors have the most exible time for working with new teachers.
Tese mentors can spend extended time in a given day, multiple days in a row, or
weekly time planning, conducting conferences and observations, and providing
feedback. In addition, during busy times in the school year, full-release mentors
are available to provide support because they do not have the time demands of
their own students and classrooms. Working as a full-release mentor allows for
developing of mentor skills and capacity over time.
cowsrnrnzrrows
Colleague mentor teachers will need assistance nding time to observe and
work with new teachers. Building the capacity of these mentors who only work
occasionally in this role is also an important consideration. Creating a cadre of
mentors who support each other and practice their craft together may help.
Models of Mentoring
Mentoring
(continued)
Too many teachers with similar needs at one time may keep a full-release
mentor from providing adequate support. Manageable case loads will allow
these mentors to assist teachers regularly, especially during crunch times (e.g.,
conferences, nal grading, etc.).
SINGLE OR MULTIPLE RESPONSIBILITIES
Tose whose sole responsibility is mentoring are able to have a single focus for
their work. Tey can more quickly and deeply develop their mentoring skills
and provide consistent and timely responses to teacher needs.
When there are few new teachers in a district, combining mentoring with other
responsibilities may be a way to meet various district needs. Content coaches
with mentoring responsibilities bring content or instructional expertise into
their work and may have access to extra resources for new teachers.
cowsrnrnzrrows
Additional responsibilities for mentors may add the challenge of balancing time
demands between dierent departments and/or roles. For those with multiple
responsibilities, protecting the condentiality of the mentoring relationship
can be challenging, and there may be conicts between the responsibilities
associated with the dierent roles. For new teachers, there may be confusion
at times as to what role the mentor is functioning in. Coaches and others may
not know or be trained about the unique needs of new teachers. Priorities for
coaching work may occur at the same time as when new teachers need intensive
support.
COLLABORATION AMONG DISTRICTS
For small districts and those with few new teachers, ESDs or groups of districts
can collaborate to provide mentoring support. Mentors in these models can
build cadres of new teachers from across districts and provide curriculum
support and ideas to address regional issues.
Models of Mentoring (continued)
Leadership is essential to the success and eectiveness of mentoring eorts.
While the mentor-teacher relationship lies at the center of the work, the context
in which they work and the support of leadership have been identied as
signicant factors in teachers deciding to stay in a particular building.
Leaders who eectively support mentoring are educated about the unique needs
of new teachers and the role mentoring plays in meeting those needs. Tey have
realistic expectations for new teachers growth and recognize that beginning
teachers are generally at early stages of teacher performance (i.e., emerging or
basic level of skill).
With competing expectations from the district, school and classroom, new
teachers can nd it challenging to sort out the priorities for their work. Eective
leaders serve new teachers well by recognizing the importance of the mentoring
relationship, protecting the time set aside for mentoring, and helping new
teachers reserve time for their own growth, learning, and reection. Tis requires
creating structures, schedules and procedures with new teacher needs in mind.
When leaders provide a reasonable caseload for mentors (i to i:i or fewer),
mentors are able to have frequent contact with teachers (at least : to :. hours
per week), be available for emergent situations, and follow up on teacher needs
and concerns (Moir, :cc).
New teachers and their mentors need to develop a trusting relationship to
achieve real improvement in new teacher performance. In developing the
law governing new teacher assistance, the Washington Legislature created a
rewall between mentoring and evaluation. Mentors may not be involved in
the evaluation of new teachers. Tis rewall allows the mentoring relationship
to be one of safety and trust. Tough mentors may not share the specics of
their work with administrators, they may share the general topics or focus
of their work and the contents of program activities. (See Washington state
Legislature Web site for RCW :sA.+i.:c: http://apps.leg.wa.gov/RCW/
default.aspx?cite=:sA.+i.:c.) Tis communication can enhance teacher
learning by helping new teachers focus and feel less fragmented in their work
and expectations.
Some districts have developed contract language that allows mentors to be
invited by new teachers to conferences with the principal. Te role of the
mentor in this situation is to be a second set of ears and to help the new teacher
process the information received in the conference.
Tere is one situation in which mentors must break condentiality and share
information with an administrator: if a new teacher violates the Code of
Professional Conduct. (See OSPI Web site for a copy of the Professional Code
of Conduct and for more information about condentiality. See OSPI Teacher
Assistance Program (TAP) Web site: www.ki:.wa.us/ProfDev/tap/default.aspx.)
Sustainable and adequate program funding allows for program continuity
and development and renement of services provided through the mentoring
program. Districts that continue to fund mentoring capitalize on initial
training investments in teachers and mentors and build an integrated
culture that values the learning and contributions of all.
Leadership That Supports Mentoring
Mentoring
Increasingly, districts and schools are releasing exemplary teachers on a full- or
part-time basis as mentors and/or instructional coaches. Generally, coaches
work with teachers who have a range of experience and expertise. Coaches, like
mentors, have a key role in teacher growth and development and in facilitation
of new teacher integration into a schools learning community.
While mentors and coaches share many responsibilities, some are specic to
their dierent roles. Instructional coaching may not cover areas encompassed
by mentoring such as guiding teachers navigation of the culture and dynamics
of their schools, districts, communities and the profession. Coaches who
mentor must be aware of responsibilities unique to mentoring. Mentors are
expected to lay a foundation for Professional Certication, provide professional
growth planning, and build an understanding of beginning teachers needs
and strengths among others in the school community. (For more information
about the unique skills of mentors, see in this document Knowledge and
Skills of Eective Mentors. For information about the knowledge and skills
of instructional coaches, see Improving Instruction through Coaching (:cc;),
available on the CSTP Web site.)
To develop the trusting relationship that is key to the success of any mentoring
or coaching program, mentors and coaches along with administrators
must be seen as advocates for teachers, and they must faithfully protect the
rewall between their role as a support provider and someone elses role as an
evaluator. Mentoring work must occur within the context of condentiality.
Support from mentors, coaches and other colleagues should be coordinated,
individualized and sequenced to ensure that eorts are not duplicated and
that new teachers are not overwhelmed by competing programs and agendas.
Collaboration between administrators, mentors and coaches is essential to
make this happen. Four actions can help:
1. District and building leaders of initiatives plan for and set aside time
for mentors and coaches to coordinate work with new teachers.
2. Mentors and coaches coordinate timing and topics of professional
development throughout the year, focus areas for teachers growth and
work, expectations of new teachers, and the amount of time teachers
spend working with support personnel.
3. One person (often the teachers mentor) serves as a central point of
contact or gatekeeper to ensure that the support matches the
new teachers immediate needs.
4. All those supporting new teachers understand and hold appropriate
expectations for teachers beginning their careers.
Coordinating Support
Successful mentoring, provided by skillful, highly trained mentors aects new
teacher learning and thus student learning. A variety of individuals may ll
the role of mentor for a beginning teacher: designated mentors released from
instruction with mentoring as their sole responsibility, colleague mentors
who support a new teacher in their school, school- or district-level coaches
and content specialists who ll the mentoring role in addition to other
responsibilities. (See in this document Models of Mentoring.) Regardless of
the role designation, those mentoring beginning teachers require skills and
knowledge that go beyond eective classroom teaching.
Tis guide can be used in the recruitment and selection of new mentors. Tose
who have the potential to eectively mentor possess the following professional
qualities, characteristics and skills:
PROFESSIONAL QUALITIES AND CHARACTERISTICS
N Believes everyone has the capacity and desire for growth.
N Sets high expectations for self and others.
N Is respected by peers and leaders for professional knowledge and skills.
N Takes initiative and follows through with responsibilities.
N Seeks feedback on own practice.
N Is reective and coachable.
N Prioritizes eectively in an unstructured environment.
N Manages time well.
N Demonstrates a passion for teaching and learning and a commitment
to the future of education.
N Accepts responsibility.
N Works to eect change.
EFFECTIVE INTERPERSONAL COMMUNICATION
N Respects condentiality.
N Understands and is able to articulate the uniqueness of various school
cultures.
N Demonstrates positive, open, honest and sensitive communications
with students, sta, administration and parents.
N Builds rapport and trusting relationships with both students and
adults.
N Demonstrates cultural awareness and competency.
N Listens with compassion and empathy.
N Addresses conict proactively.
Guidelines for Selecting Mentors
Mentoring
(continued)
EFFECTIVE PRACTICE
N Observes students closely to clarify needs; recognizes strengths and
identies resources to support learning.
N Applies knowledge of diverse student needs to personalize and
dierentiate instruction and promote achievement for all.
N Knows and responds to the unique needs of students, parents, the
school and the community.
N Creates a classroom community of tolerance and acceptance.
N Understands and translates research and theory into practical
application.
N Uses multiple approaches to teaching and learning.
N Uses appropriate and current classroom applications of technology
that deepen learning.
N Uses data from ongoing assessments to inform and improve
instruction.
N Holds a continuing or professional certicate and has documented
successful contracted teaching experience.
N Knows and uses local, state and federal learning goals and professional
teaching standards.
N Demonstrates appropriate content knowledge and pedagogy.
N Demonstrates research-based classroom management skills.
N Demonstrates knowledge of the state assessment system.
N Regularly pursues professional development opportunities.
N Has experience presenting to or instructing adults.
N Supports and implements school/district policies and initiatives.

Guidelines for Selecting Mentors (continued)
Te development of mentoring skills, like that of teaching skills, takes time for
formal professional learning and for practice that allows mentors to build their
repertoire of skills. Mentors must receive dierentiated, job-embedded, ongoing
professional development tailored to the unique contexts of their assignments.
Tis professional development should focus on the principles of Knowledge and
Skills of Eective Mentors (see next column).
A critical component of ongoing professional development is the opportunity
for mentors to connect, problem solve and collaborate with others in similar
roles and with others who also support the learning of beginning teachers.
District and building leaders play a signicant role by providing time and
opportunity for this collaboration.
Initial skill training is currently provided through OSPIs Mentor Academy
and follow-up trainings. Job-alike collaboration can take the form of regular
mentor team or cadre meetings, mentor and coach collaboration sessions,
participation in professional networking groups, and regional mentor meetings
(such as OSPIs Mentor Roundtables).
An eective mentor possesses knowledge and skills in research-based best
practices for both adult learners and students in the classroom. Mentoring
knowledge deepens, and skills improve, over time and with practice. Te below
list of knowledge and skills builds on items in Guidelines for Selecting Mentors.
Eective mentors are able to:
N Build relationships that foster learning.
N Promote reective practices for new teachers.
N Understand adult learning.
N Deepen content and pedagogy knowledge and skills.
N Respond to cultures and contexts of their school and community.
Professional Development for Mentors Knowledge and Skills of Effective Mentors
Mentoring
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Assists teachers in building networks of support.
Represents and builds understanding of new teachers needs and strengths among others (teacher leaders, peers, administrators, colleagues, human
resources sta, association representatives, state ocials).
Assists new teachers in becoming part of professional learning communities within their schools.
Coaches new teachers to develop eective communication beyond the classroom to establish and maintain eective parent, sta and community
relations.
Skillfully communicates in dicult situations (e.g., when faced with resistance or dicult topics/conversations).
Seeks professional collaboration with other teachers, as well as school and district leaders, while maintaining condentiality.
Understands and can protect condentiality and appropriately handle situations that violate the Code of Professional Conduct requirements. (See the
OSPI Web site.)
Acts as a resource for conict resolution.
Builds capacity and sustainable leadership in teachers and other mentors.
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Fosters a desire for growth in new teachers and understands how mentoring can facilitate this growth.
Fluently uses coaching practices (e.g., probing for information, asking open-ended questions, listening for underlying concerns, reading body language) to
promote reective thinking about improving instruction and increasing student achievement.
Shifts stance/approach (coach, collaborate, consult) according to teachers needs (Lipton, 2003).
Assesses teacher needs and strengths to determine when to support, challenge and facilitate vision (Lipton, 2003).
Conducts eective observations, gathers meaningful data and provides useful feedback.
Provides feedback which fosters teacher reection in classroom management and discipline, instructional design and delivery, and assessment of student
learning.
Understands Professional Certication requirements and resources, and can assist with professional growth planning aligned with Professional
Certication standards.
An eective mentor:
(continued)
An eective mentor: (continued)
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Knows and applies adult learning theory to creative eective professional learning opportunities.
Has the ability to plan and deliver eective professional development for adults.
Uses eective practices when modeling instruction with students and facilitating professional learning with adults.
Plans an appropriate timeline of professional development which is responsive to the unique needs and developmental phases experienced by new
teachers. (See Ellen Moirs Phases of the First Year of Teaching.)
Understands how diverse backgrounds aect adult relationships and dierentiates new teacher support based on teachers unique needs.
Understands the change process and is able to support adult learners movement through the process.
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Deepens content expertise, theory and pedagogy.
Deepens knowledge and use of current, appropriate technology.
Understands state and local learning goals and initiatives, and is able to align instruction with them to improve student learning.
Understands a range of ongoing assessments (data) and can use it to guide instruction.
Understands diverse student needs and how to personalize and dierentiate instruction based on those needs.
Knows strategies to create a classroom community of tolerance and acceptance.
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Adjusts approach to coach teachers in a variety of school cultures and climates.
Assists new teachers in understanding and navigating school, district and community culture and politics.
Mentoring
Professional Development means providing intentional and coordinated
opportunities for new teachers to grow professionally in both knowledge and
application of current instructional best practices. New teachers benet from
engagement in purposeful, ongoing, formal and informal job-embedded learning
opportunities that promote reection, collaboration and professional growth.
N Leaders create integrated professional cultures and professional
learning communities which support all teachers growth.
N Leaders work together to coordinate professional learning activities
for new teachers.
N Professional development is targeted and responsive to specic
needs of the new teachers.
N Dedicated resources, including time and funding, support high-
quality professional development.
N New teachers receive ongoing professional development around
district and building curricula and initiatives.
N Professional development for new teachers is evaluated for impact on
the learning of new teachers and their students.
Professional Development
HIRING
ORIENTATION
MENTORING
PROFESSIONAL
DEVELOPMENT
If adults dont learn, then students wont either. No matter how
good a schools goals are, they cannot be met if the school isnt
organized to accomplish them. The school operates as a learning
community that uses its own experience and knowledge, and
that of others, to improve the performance of students and
teachers alike. Instructional practices must be aligned with high
standards.
National Association of Elementary School Principals
ASSESSMENT
FOR TEACHER
GROWTH
Program Standard: PROFESSIONAL DEVELOPMENT
New teachers benet from engagement in purposeful, ongoing, formal and informal job-embedded learning opportunities that promote reection,
collaboration and professional growth.
PROFESSIONAL
LEARNING
COMMUNITY
School/district leaders foster an integrated professional culture that values new teachers perspectives, experiences and
contributions.
School/district leaders create sustainable professional learning communities.
1 2 3 4 NA
1 2 3 4 NA
COORDINATED Professional development opportunities are coordinated to provide timely and necessary training without overwhelming new teachers
or creating conicting schedules.
School/district leaders ensure that new teachers receive consistent messages about district and building practices.
1 2 3 4 NA
1 2 3 4 NA
DEDICATED
RESOURCES
School/district leaders secure necessary time and funding for new teachers to participate in professional development activities
appropriate to their needs and teaching assignments, including:
t Meeting as cohort(s) for professional learning.
t Collaborating with mentors and experienced colleagues.
t Observing exemplary colleagues.
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
TARGETED AND
RESPONSIVE
School/district leaders take into account beginning stages of teacher performance (e.g., emerging or basic level of skill), teacher
needs and student needs when planning professional development.
Accommodations are made for new teachers who have differing schedules (e.g., coaches, part-time teachers, elementary/secondary
teachers).
New teachers are prepared for upcoming events (e.g., curriculum nights, report cards, nal exams) in a timely and time-efcient manner.
Professional development activities:
t Address the specic needs of new teachers with a range of experiences (e.g., just out of college, second career, alternative
certication).
t Offer a variety of ways and opportunities for new teachers to rene their practice (e. g., visitation, demonstration classrooms,
video presentation).
t Align with teaching standards and teachers development of best practices.
t Support teachers in aligning classroom practice with state or district teaching standards and the professional growth
planning process.
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
CURRICULA AND
INITIATIVES
Initial use and ongoing training for curricula includes lesson design, pacing and assessment tools, and necessary materials.
Training presents preferred teaching practices and/or models of instruction.
New teachers receive professional development on all new and ongoing key professional development initiatives (e.g., school
improvement planning processes, literacy initiatives, etc.) appropriate to their teaching assignment.
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
PROGRAM
IMPACT
Data is collected and analyzed to assess whether essential outcomes for professional development were met, identify areas of need,
and guide planning for future professional development for new teachers.
Overall impact of the districts professional development practices is evaluated yearly, and results are shared with key stakeholder
groups and used to rene the program.
1 2 3 4 NA
1 2 3 4 NA
Assessment for Teacher Growth refers to the formal and informal processes by
which teachers improve their instruction. ese processes include continuous self-
reection, examination of evidence for student learning, and mentor and supervisor
feedback. New teachers benet when districts have a carefully developed collaborative
assessment system focused on improving teaching practice and enhancing student
achievement.
N New teacher reection is guided by clearly articulated teaching
standards and used for continuous assessment of instructional
practice and professional growth planning.
N Examining evidence of student learning provides the foundation for
eorts to improve instructional practices.
N Observations and feedback inform new teacher growth.
N School and district activities related to assessment for teacher
growth are evaluated for impact on teacher practice and student
achievement.
HIRING
ORIENTATION
MENTORING
PROFESSIONAL
DEVELOPMENT
As leaders, our journey to success begins with the end in
mind and uses assessment for learning to keep us on track
and to provide tools for the journey. Assessment for learning
helps transform problems into challenges that propel us toward
success.
Anne Davies
Assessment for Teacher Growth
ASSESSMENT
FOR TEACHER
GROWTH
Program Standard: ASSESSMENT FOR TEACHER GROWTH
New teachers benet when districts have a carefully developed collaborative assessment system focused on improving teaching practice and enhancing
TEACHER
REFLECTION
Tools are in place to enable new teachers, mentors and school leaders to assess new teacher instructional practice, measure growth
and demonstrate achievement using teaching standards.
Mentors and school leaders recognize that beginning teachers are generally at early stages of teacher performance (e.g., emerging or
basic level of skill).
Mentors and administrators use and guide new teachers to use teaching standards to reect on their practice.
New teachers develop a professional growth plan using evidence of student learning, self-reection, and input from their mentors and
supervisors.
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
EVIDENCE
OF STUDENT
LEARNING
New teachers receive instruction on a variety of tools for collecting and analyzing student work.
Mentors and new teachers collect, examine, and assess evidence of student learning to identify strengths and areas for professional
growth.
New teachers, in collaboration with other staff members, examine evidence of student learning as part of assessing instructional
practice.
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
OBSERVATIONS
AND FEEDBACK
In addition to required evaluations, principals observe new teachers formally and informally, and provide feedback and support on a
regular basis.
Mentors observe new teachers and use learning-focused conversations to support new teacher reection about the data collected.
We honor and protect condentiality in the mentor/new teacher relationship during the observation process.
1 2 3 4 NA
1 2 3 4 NA
1 2 3 4 NA
PROGRAM
IMPACT
Data is collected and analyzed to determine whether essential outcomes for the teacher assessment system were met and to identify
areas of need.
Overall impact of the districts teacher assessment system is evaluated yearly, and results are shared with key stakeholder groups
and used to rene the system.
1 2 3 4 NA
1 2 3 4 NA
Te following are strategies used across the state and nation by districts
developing and rening their induction programs. See in this document
Induction Standards Planning Guide to begin articulating next steps in
your work.
HIRING
N Encourage retiring teachers to notify the district as early as possible of
their impending retirements. Some districts provide incentives such
as extra days of paid time.
N Tink carefully about your districts local context, and recruit
potential teachers who are accustomed to living in that context.
Teachers who have grown up in a small, rural community are more
likely to stay in such a community than those who have grown up in a
large, urban area.
N Involve mentors in the hiring process to provide concrete information
to candidates about when support is provided and in what forms.
N Develop a farm team of teachers who student teach or substitute
in your district or school. When you have an opening, you will have
knowledge of their skills and their t, and they will have knowledge
of your school and district.
N As the hiring process nears completion, provide information about
settling into the area (e.g., possible housing options, doctors, dentists,
best places to eat).
ORIENTATION
N Once they have their keys and classrooms, new teachers are generally
eager to get started setting up the room and planning for the rst
weeks of school, rather than attending trainings, school meetings
or sta development. Consider using mornings for meetings and
training during the orientation period and reserving afternoons for
new teachers to set up their classrooms and plan with their mentors in
their schools.
N Invite local businesses to participate in new teacher induction (and
advertise themselves to potential customers!) by contributing items or
gift certicates for new teacher welcome baskets. Some businesses
may be willing to provide a special meal or reception for new teachers.
N As part of orientation, nd time for new teachers to explore their
students communities. Teachers from similar areas of the district or
the same school can network with each other while driving around
the community noticing places where their students may hang out,
work, catch the bus, shop, etc. Teachers and their mentors might
lunch at a restaurant in or near the school neighborhood.
N Ask a panel of second-year teachers to share their answers to
predetermined questions (e.g., What most surprised you? What is
a piece of advice you have for new teachers?) and then open up the
discussion to questions from new teachers to provide them with
encouragement and fresh perspectives.
Great Ideas from around the State and Nation
(continued)
N Have a mentor conduct a public coaching conversation with an
experienced teacher about how she or he plans to build community in
the classroom. New teachers gain ideas from the seasoned teacher and
see what a coaching conversation looks like.
N Give new teachers a paycheck at the end of the orientation. For a big
impact? Have the superintendent hand it out.
MENTORING
N Encourage mentors to observe each other as they conduct learning-
focused conversations with new teachers. Te observer practices
coaching skills with mentor-colleague following the observation. As
with any observations, establishing trust is a key prerequisite.
N Have mentors co-observe in new teachers classrooms, later discussing
together possible supports, resources and next steps for the teacher.
N Establish a mentor roundtable that brings mentors from a district or
region together on a regular basis to discuss topics of interest, practice
skills and share the latest research. Rotate responsibility for the forum
topics, location and amenities. For more information, see the OSPI
Teacher Assistance Program (TAP) Web site.
N Send mentors to mentor-specic professional development
opportunities such as OSPI Mentor Tune-up and statewide Mentor
Symposium.
N Invite new teachers to attend state or national conferences with
experienced colleagues. Tis helps to integrate teachers into their
schools professional learning community.
N Develop an online discussion board (e.g., district Moodle site) for
new teachers, and invite mentors and other experienced colleagues to
contribute ideas.
N When your school or district adopts new curricula, build into the
plan ways to catch up new teachers (or teachers new to the district)
hired after the initial user training has occurred. Specic teachers
might be identied as resource colleagues for this.
N Create a library of current outstanding resources on teaching and
learning for new teachers to check out and use. Include study books
on passing standardized tests for certication, endorsements and
advanced degrees.
N Seek input from new teachers about areas of interest or needs to
pursue through professional development and in alignment with their
own professional goals.
Great Ideas from around the State and Nation (continued)
(continued)
N Have mentors and new teachers keep a record of their meetings in
which they write whats working, whats in progress, the next steps for
each, and their next meeting time and place.
N Ensure that new teachers receive input from their principal and
mentor to help the teacher align their professional growth planning
with state Professional Certication standards. For a sample template,
see the OSPI Teacher Assistance Program (TAP) Web site.
N Provide the option for new teachers to ask their mentor to sit in on
evaluation conferences. Te mentor participates as a note-taker and
second set of ears and is later able to help focus the mentoring work to
support the teachers progress toward identied needs and goals.
N Support new teachers calibration in expectations for students by
providing time for them to examine student work with colleagues
from common courses or grade levels. Together they identify which
students have met learning targets, which have not and what kinds of
supports students need next.
N Encourage mentors and new teachers to observe together an
exemplary teacher at work. Tis gives the mentor opportunities to
direct the attention of the new teacher to specic eective practices of
the exemplary teacher.
N Follow up observing exemplary colleagues by having mentor and
teacher examine ideas from professional texts (e.g., What Great
Teachers Do Dierently: ings that Matter Most, by Todd
Whitaker).
Great Ideas from around the State and Nation (continued)
A comprehensive induction plan identies essential outcomes and priorities for each standard, associated activities, a timeline and ongoing program evaluation.
Use this page for any one of the standards to capture your preliminary thinking and planning around an induction.
PROGRAM STANDARD: (circle one)
Hiring Orientation Mentoring Professional Development Assessment for Teacher Growth
Person(s) primarily responsible for monitoring eorts for this standard:
Other personnel closely involved in supporting this standard:
Person(s) who will conduct assessment of this standard (e.g., completing reective questions, identifying
and gathering other data for analysis, analyzing data, identifying strengths and areas of need for the work):
Types of data to be gathered in the assessment of this standard:
Timeline for assessment of this standard and setting of priorities for the work:
Stakeholders with whom this information will be shared and how it will be shared:
Next steps for developing or rening your work around this standard:
Induction Standards Planning Guide
Te following are resources that administrators,
teachers, mentors and others have used to develop,
support and assess their induction programs.
HIRING
Students, schools and districts are well served by
hiring policies and practices that honor the unique
needs and powerful potential of beginning teachers.
Finders and Keepers. Susan Moore Johnson. Jossey-
Bass, :cc+.
Finding Good Teachers And Keeping em.
Barbara Sargent. Educational Leadership, May
:cc..
Teachers Matter: Attracting, Developing and
Retaining Eective Teachers. OECD Education
Committee, available on the Web at www.oecd.org/
edu/teacherpolicy.
ORIENTATION
New teachers benet from participation in an
orientation to the school and district beliefs and
practices before their teaching responsibilities
begin and continuing throughout the year.
New Teacher Induction: How to Train, Support, and
Retain New Teachers. Annette L. Breaux and Harry
K. Wong. Harry K. Wong Publications, Inc., :cc..
MENTORING
A strong relationship with a highly qualied
mentor is essential in facilitating maximum growth
in new teachers.
Culturally Procient Coaching: Supporting Educators
to Create Equitable Schools. Delores B. Lindsey,
Richard S. Martinez and Randall B. Lindsey.
Corwin Press, :cc;.
How to Develop a Coaching Eye. Stephanie Feger,
Krostine Woleck and Paul Hickman. National
Sta Development Council, available on the
Web at www.nsdc.org/library/publications/jsd/
feger::.cfm.
Mentoring Beginning Teachers: Guiding, Reecting,
Coaching. Jean Boreen, Mary K. Johnson, Donna
Niday and Joe Potts. Stenhouse Publishers, :ccc.
Mentoring Matters: A Practical Guide to Learning-
Focused Relationships. Laura Lipton, Ed.D., and
Bruce Wellman, M.Ed., with Charlotte Humbard,
M.Ed. MiraVia, LLC, Second Edition, :cc..
Mentors in the Making: Developing New Leaders
for New Teachers. Betty Achinstein and Steven
Athanases, eds. Teachers College Press, :cco.
OSPI Teacher Assistance Progam (TAP) Web site:
www.ki:.wa.us/ProfDev/tap/default.aspx.
Teacher Mentoring and Induction: e State of the
Art and Beyond. Hal Portner, ed. Corwin Press,
:cc.
e st Century Mentors Handbook: Creating a
Culture for Learning. Paula Rutherford. Just ASK
Publications, :cc.
What Successful Mentors Do: Research-Based
Strategies for New Teacher Induction, Training and
Support. Cathy Hicks, et al. Corwin Press, :cc.
Resources for Induction
(continued)
Resources for Induction (continued)
New teachers benet from engagement in
purposeful, ongoing, formal and informal job-
embedded learning opportunities that promote
reection, collaboration and professional growth.
Creating Dynamic Schools through Mentoring,
Coaching and Collaboration. Judy Carr, et al.
Association for Supervision and Curriculum
Development, :cc.
Enhancing Professional Practice: A Framework for
Teaching. Charlotte Danielson. Association for
Supervision and Curriculum Development, iooo.
Evaluating Professional Development. Tomas R.
Guskey. Sage Publications, iooo.
Looking Together at Student Work: A Companion
Guide to Assessing Student Learning. Tina Blythe,
David Allen and Barbara Schieelin Powell.
Teachers College Press, iooo.
e Mentoring Year. Susan Udelhofen and Kathy
Larson. Corwin Press, :cc..
Professional Development at Works: What Makes
Professional Development Eective? Tomas R.
Guskey. Phi Delta Kappan, :cc.
New teachers benet when districts have a carefully
developed formative assessment system focused on
improving teaching practice and enhancing student
achievement.
Cultivating High-Quality Teaching through
Mentoring and Induction. Carol Bartell. Corwin
Press, :cc.
Te New Teacher Center at the University
of California, Santa Cruz. NTC Formative
Assessment System, available on the Web at
www.newteachercenter.org.
Study of the Impact of the California Formative
Assessment and Support System for Teachers.
ETS Research Summary, available on the Web at
www.ets.org/research/CFASST.html.
What Great Teachers Do Dierently: ings that
Matter Most. Todd Whitaker. Eye on Education,
Inc., :cc..
FOR PRINCIPALS AND OTHER
ADMINISTRATORS
From First Year to First Rate: Principals Guiding
Beginning Teachers. Barbara L. Brock and Marlyn L.
Grady. Corwin Press, :cci.
Principal Leadership in New Teacher Induction:
Becoming Agents of Change. Finney Cherian and
Yvette Daniel. International Journal of Education
Policy and Leadership, Feb. ::, :ccs, vol. ., no. :.
Supporting New Educators. Educational
Leadership, May :cc, including Bridging
the Generation Gap, Hazed, What Helps
Beginning Teachers.
Supporting New Teachers: A Fundamental
Responsibility. Gary Bloom and Barbara Davis,
New Teacher Center. Available on the Web at
www.newteachercenter.org/article.php.
Works Cited
Armour-Tomas, Clay, et al., ioso, in What Matters
Most: Teaching and Americas Future. National
Commission on Teaching & Americas Future, iooo.
www.nctaf.org/documents/WhatMattersMost.pdf.
Davies, Anne. Transforming Barriers to Assessment
for Learning. Connections Publishing, :ccs.
Feiman-Nemser, Sharon, et al., iooo, in Mentors
in the Making. Betty Achinstein and Stecen Z.
Ahtanases, eds. Teachers College Press, :cc.
Improving Instruction through Coaching. Center
for Strengthening the Teaching Profession and
Oce of the Superintendent for Public Instruction,
June :cc;.
Ingersoll, R. M., and Kralik, J. M. e Impact of
Mentoring on Teacher Retention: What the Research
Says. Denver, CO: Education Commission of the
States, :cc+.
Johnson, Susan Moore. Finders and Keepers. Jossey-
Bass, :cc+.
Knapp, M. S., Elfers, A. M., Plecki, M. L., Loeb,
H. and Zahl, A. Teachers Count: Support for
Teachers Work in the Context of State Reform.
Seattle, WA: University of Washington, :cc.
Lipton, Laura, Ed.D., and Wellman, B., M.Ed.
Mentoring Matters: A Practical Guide to Learning-
Focused Relationships. MiraVia, :cc..
Moir, Ellen. Launching the Next Generation of
Teachers in Teacher Mentoring and Induction: e
State of the Art and Beyond. Hal Portner, ed. Crown
Press, :cc.

Moir, Ellen. Phases of the First Year of Teaching.
www.newteachercenter.org/article:.php.
Moir, Ellen and Gless, J. Quality Induction:
An Investment in Teachers.
www.newteachercenter.org/articlei.php.
Professional Code of Conduct and more
information about condentiality: OSPI Teacher
Assistance Program Web site. www.ki:.wa.us/
ProfDev/tap/default.aspx.
Standards for What Principals Should Know
and Be Able To Do. National Association of
Elementary School Principals. www.naesp.org/
client_les/LLC-Exec-Sum.pdf.
Strong, M., Fletcher, S. and Villar, A. Survey
of American Teachers: Transitions and the Role
of Supportive Relationships. MetLife, :cc+.

Washington state Legislature Web site for
RCW :sA.+i.:c. http://apps.leg.wa.gov/RCW/
default.aspx?cite=:sA.+i.:c.
Wong, Harry. New Teacher Induction: Te
Foundation for Comprehensive, Coherent, and
Sustained Professional Development. Teacher
Mentoring and Induction: e State of the Art and
Beyond. Hal Portner, ed. Crown Press, :cc.
Collaborators
2005 RESEARCH AND WRITING TEAM
Nancy Cartwright
Mentoring and ProCert Program Manager
Edmonds School District
Jane Cleveland
Mentor Teacher
Kent School District
Karen Dickens
Mentor and TAP Coordinator
Lake Washington School District
Francine Fankhauser
Federal Way School District

Dan Jamieson
Principal
Omak School District
Erin LaVerdiere
Professional Development Administrator
Sumner Public Schools
Starla Manchester
Teacher Mentor
Vancouver Public Schools
Adrienne Nelson
Director, K Curriculum
Bellingham School District
Tessa OConnor
Northshore School District
Jan Rust
Director, Support Services
Spokane Public Schools
Laura Waldren
District Mentor/Coach
Wenatchee School District
Tracy Williams
Director of Special Programs
Marcy Yoshida
District Mentor
Highline School District
2005 PRODUCTION TEAM
Sue Anderson
Teacher Assistance Program Coordinator
OSPI
Susan Byrnes
Project Facilitator
SBB Communications
Kimberly Elliott
Developmental Editor
e Word Mechanic
Jeanne Harmon
Executive Director
CSTP
Dr. Kristina Mayer
KLMayer Consulting Group, Inc.
for the Paul G. Allen Family Foundation
KSA-Plus Communications, Inc.
Editing and design
Elizabeth Whisnant
Project Coordinator
CSTP
(continued)
2008 ADVISORY AND WRITING TEAM
Charlene Allen
School Improvement Specialist
Sue Anderson
Supervisor, Professional Development and Curriculum
Tumwater School District
Francine Fankhauser
Mentor and TAP Program Coordinator
Federal Way School District
Linda Foster
Teacher Assistance Program
OSPI
Kim Fry
Assistant Superintendent
Rochester School District
Cathryn Gardner
NW Regional Educational Laboratory
Jeanne Harmon
Executive Director
CSTP
Starla Manchester
Professional Development Manager
Vancouver Public Schools
Mindy Meyer
Project Director
CSTP New Teacher Alliance
Tessa OConnor
Instructional Facilitator
Everett Public Schools
Anastasia Sanchez
Principal
Toppenish School District
Michael Villarreal
Assistant Superintendent
Othello School District
Laura Waldren
District Mentor/Coach
Wenatchee School District
Tracy Williams
Director of Special Programs
Marcy Yoshida
Consultant/Mentor Teacher
2008 PRODUCTION TEAM
Tessa OConnor
Everett Public Schools
Project Co-facilitator
Marcy Yoshida
Consultant
Project Co-facilitator

Collaborators (continued)
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Appendix I - Effective Support For New Teachers

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