Synthesizing district induction work to reduce opportunity and

achievement gaps

Kathleen Doherty, Full Release Mentor

Nichole Von Haden, Full Release Mentor
 Agenda and Outcomes
Agenda
● Welcome & MMSD Overview
● Principal & Instructional Coach Supports
Professional Learning
● Instructional Mentoring Case Studies
Outcomes
Identify practices to advance culturally and
linguistically responsive learning
environments
Understand the importance of and design for
beginning educators’ equity-focused
professional learning
Reflect on where your district is relative to
learning environments, induction program
staffing, and professional learning for new
educators
 Madison Metropolitan School District Overview
– 50 schools
• 32 elementary, 12 middle, 6
high, plus alternative
programs

– 27,000 students
– All or part of 9
municipalities
• City of Madison,
City of Fitchburg, Town of
Madison, Shorewood Hills,
Blooming Grove, Maple Bluff
 Some MMSD Demographics

• 15% Special Education

• 27% English Language Learners
• 59% Spanish, 10% Hmong, 5%
Mandarin, 26% other
languages
• 48% Free and Reduced Lunch
2014-15 MAP Grades 3-8
Percent Proficient in Reading
2014-15 MAP Grades 3-8
Percent Proficient in Math
MMSD Strategic Framework
We must hold all children and all
adults to high expectations and
provide the unique support they
need to meet and exceed that
high bar.
With high expectations and
strategic support, our students will
rise to the challenge of college,
career and community readiness.
 MMSD Great Teaching Matters
Our goal is to develop a cycle of professional
inquiry at all district levels and cultivate
Excellence with Equity:

Individual teachers

Teacher teams

School Based Leadership Teams

District
 Principal
Facilitates Site-Based Leadership Team
(SBLT)

Write School Improvement Plan (in

collaboration with School
Improvement Partner)

Drive school-based, equity-focused

professional development and
accountability measures

Conducts classroom observations and

evaluates beginning educators
 Instructional Coach
Facilitates Instructional Teacher Teams and
site-based professional learning

Supports data-driven conversations

around equity, access, and
engagement

Engages in student-centered instructional

coaching cycles with all educators

Collaborates with new educator

mentor to provide wrap-around
supports for beginning teachers
 Instructional Mentor
Facilitates district-wide professional learning
for beginning educators (in collaboration
with the University of Wisconsin-Madison)

Engages in weekly 1:1 meetings with

beginning educators

Builds beginning teacher’s capacity for

engaging in system-wide equity
conversations

Builds beginning teacher’s capacity

for equity-focused instruction and
 Professional Learning for those supporting new
educators
1. Principal Scope - informed by National Equity Project

Summer Leadership Institute

Weekly Principal meetings

Dane County New Teacher Project

Principal Breakfasts

2. Instructional Coach Professional

Learning Scope

3. Instructional Mentor Professional Learning Scope

 Case Study 1:
Setting Conditions for Assets-Based Conversations
Highlights:
Building student profiles
Specifically teaching behavior expectations
Noticing the connection between teacher
moves and student responses
Community-building
Exploring and utilizing a variety of culturally
and linguistically responsive practices
Classroom observations and mentoring
feedback
Tools Utilized:
1. WIDA Can Do Name Charts
2. Classroom Engagement Plan
3. Culturally and Linguistically Responsive
Strategies Project Overview
Reflection Questions:
How do these tools support beginning teachers in
developing their practice through the lens of
excellence with equity?
What tools do you use in your district?
 Case Study 2:
Designing Accessible Core Instruction
Tools Utilized:
Highlights:
1. Observation Tools (ELL, Selective Scripting,
Developing a positive classroom climate Rapport, Participation)

Designing instruction to meet the observed, 2. Teacher Team Toolkit (Planning Templates &
identified, and documented student needs Essential Actions)

Adjusting Instruction in response to student 3. The Guide (Questioning Stems/Math Practices)

needs
4. Comprehensive Assessment System
Exploring and utilizing a variety of culturally
and linguistically responsive practices Reflection Questions:

Classroom observations and mentoring How do these tools support beginning teachers in
feedback developing their practice through the lens of
New Teacher Center Induction Program Standards
• Capable Instructional Mentors

• Effective Principals

• Multiple Support Structures for

Beginning Teachers

• Strong Program Leaders

• Ongoing Program Evaluation

[Self-Assessment Tool]
From, Comprehensive Systems of New Teacher Induction, New Teacher Center, Santa Cruz, CA
 Questions?
Kathleen Doherty
kdoherty@madison.k12.wi.us

Nichole Von Haden

nvonhaden@madison.k12.wi.us