Campus Induction Coordinator Roles and Responsibilities Getting Started

Campus Induction Coordinator: Roles and Responsibilities Getting Started HISD Mentoring Program “Its all about student achievement. ” Vanessa Nieto-Gomez vnietogo@houstonisd. org Jean Duffey jduffey@teacher-mentors. com Summer, 2016

Morning Agenda • • • Introductions and Norms Problem-Solving Practice Elements of Induction The CIC Program Overview CIC Roles and Responsibilities Mentor Activity System (MAS)

Learning Outcomes • • • Participants will: be aware of the kinds of problems they may have to solve and know possible approaches to solutions. know the necessary elements of a successful induction program. understand the concept of the CIC program. recognize and accept the responsibilities of a CIC. be proficient in the use of MAS.

Norms • • • Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality

Problem Solving Practice As a CIC, you will sometimes have to be a problem-solver. Perhaps, the most difficult problems involve people who are not fulfilling their responsibilities, so we will explore some scenarios and brainstorm possible solutions. Your table will be assigned a scenario to read and then discuss possible approaches. First, however, we will demonstrate a process in finding the best approach for the particular situation.

Problem-Solving Brainstorming Demonstration A BT comes to you and tells you that her mentor, Jim, is not meeting with her regularly. When they do meet, Jim is preoccupied, and he has never followed through with supporting her. You know that Jim has always been a wonderful teacher and has previously been a highly rated mentor. With some inquiry, you learn that Jim is going through a very bitter divorce, and his personal life is a wreck. When you talk with him, he tells you how he’s struggling and how badly he needs the mentor stipend.

Possible Approaches • Check MAS • Hold off going to principal • Have an inquiry discussion with Jim then • Work with Jim - He must make amends with his BT - He must catch up and then stay on track - You must monitor attentively or • Go to the principal and replace Jim - Maintain rapport with Jim - Monitor new relationship

Problem-Solving Scenario #1 It’s the end of September, and you are in the process of visiting mentors and BTs individually. You talked with a mentor first, who tells you everything is going well and that everything with her BT is on track. However, when visiting with the BT, he says that he has never had more than a 5 -minute conversation with his mentor since they met in August. Your principal proudly chose this mentor because she is an award-winning teacher and serves on several prestigious district committees.

Problem-Solving Scenario #2 A first-time mentor comes to you in October and tells you that she has not been able to establish a rapport with her BT. They do meet every week and engage in CAL conversations, and even follow up with their obligations. They see each other during team and department meetings, but the BT declines invitations to sit with the mentor and then sits by herself. The mentor knows that the BT would likely not come to her with a problem, neither professional nor personal. The mentor is discouraged.

Problem-Solving Scenario #3 A mentor becomes aware of his BT’s questionable behavior with 4 eighth-grade basketball players. He saw them in her room after practice, when most teachers had longgone home. He learns that she frequently asks for those students during homeroom. He talks with her and she admits that she doesn’t tutor them, they just “hang out. ” She is defensive when he explains that her behavior is not appropriate and does not change. After an early dismissal, she invites the boys across the street to a Deli where she is having lunch with some teacher friends. Those teachers complain to the mentor, who ask your advice.

Importance of Induction • The cost to recruit, hire, prepare, and then lose a teacher is upwards of $50, 000. • A revolving door of inexperienced teachers put students significantly behind in math and English. • A student who has 3 first-year teachers in elementary school is 50% less likely to graduate from high school. • High turnover erodes the pool of mentors and veteran role models, which erodes student success. • Attrition is getting worse. The average years of experience for a teacher has shrunk from 15 years to 5 years since 2008. • An effective induction program combats those statistics.

DEVELOPMENTAL PHASES OF FIRST YEAR TEACHING Moir, Ellen (1990) New Teacher Center, Santa Cruz, California

Prioritizing Support Professional Growth End of course assessment, student achievement goals, common planning expectations Academic Goals Sources of Support Expectations Basic Needs Goals for PD, long term aspirations, resources to meet goals Mentor, CIC, content/ grade-level team, department leads Administrative expectations, student, pacing guide, performance evaluation criteria, Bathrooms, food, keys, ID, payroll, health insurance, supplies, dress code, class schedule

Basic Needs • Where can teachers find what they need (materials, resources, copies, etc. )? • Where are the important locations in the building (cafeteria, gym, office, teacher boxes)? • How can I get tech support? • What are my schedules (bell, lunch, testing, grading periods)? • What is my class roster?

Expectations • What are my principal’s expectations? • What is my school’s vision? • How often will I be observed and by whom? • What will be looked at when I am observed? • What are the policies/procedures for student conduct? • What are ELL, SPED, and GT policies/ procedures?

Sources of Support • To whom should I talk if I have instructional challenges? • With whom will I work in my content/ grade-level team? • Is there an opportunity to meet those who provide support services to the students? • When will I meet my mentor? This question shouldn’t have to be asked. BTs should expect to be assigned a mentor within a few days of being hired. It will be up to you to develop a system on your campus for learning when BTs are hired and for getting a mentor assigned immediately. A suggested process is outlined in CIC Document #3.

Orientation vs. Induction Purpose Time Frame Delivery Results Orientation • Communicate general information Induction • Provide ongoing support • Acclimate new hires • A single event • Throughout the year • One size fits all • Customized content format by function/role • Classroom style • Blended learning setting • Exposure to • Fully integrated into general and the educational cultural data profession

Excellent Induction Program 1. 2. 3. 4. 5. Must have: Differentiated support for new teachers Orientation Culture of trust (district initiative) CIC Plan Training/support for teacher leaders

1. Differentiated Support • • • The following teachers are supported by mentors who determine the BTs’ needs in order to accelerate their professional growth: Beginning teachers in ACP* Beginning teachers who are certified Experienced international recruits *ACP and SBEC include MAS data as requisite for certification. The following are supported by buddies (not a stipend assignment) by providing procedural information: Experienced teachers new to the district Experienced HISD teachers new to your campus

2. Orientation (for all teachers new to campus) http: //houstonisdpsd. org Objectives are to: • assure that new teachers feel welcome and supported (have their mentor, buddy, or a stand-in to attend with them at orientation) • provide priority information to new teachers according to the above “Prioritizing Support” pyramid. • given a tour of the campus and know who some of the key people are. You are not responsible for naming buddies to experienced teachers, but you are responsible for sending them an invitation to the orientation. A suggested email to buddies and an orientation checklist is included on the website above for preparing the New Teacher Orientation.

3. Culture of Trust BTs should feel that they are: • Welcome • Supported • Safe to share concerns • Set up for success so advocate against: - a stripped-down classroom, or worse, a floating assignment - multi-preps - unnecessary extra duties - a disproportionate number of difficult students/classes

4. A CIC Plan To be successful, you must: • Be committed to your program • Get mentors named ASAP • Get buy-in from your principal - Make sure he/she knows what you do - Make sure he/she knows your successes • Incorporate district requisites • Monitor BT/mentor relationships • Monitor MAS Mentor Assignments #3 and #4

5. Training/Support for Teacher Leaders • CICs - District training by district coordinators - Campus visits by district coordinators • Mentors - District training by district coordinators - Campus forums by CICs - MAS monitoring by CICs • Buddies - Emails - Option to attend campus forums CIC Training/Overview Mentor Training Schedule Buddy Teachers Email/Check List

Reporting and Monitoring Mentors CIC Document # 4

Individual Conferencing Charts CIC Documents #5 and #6

Mentor Activity System (MAS)

The CIC Model • Is campus based • Is not administration • Provides support for mentors through: - One-on-one conferencing - Campus forums - MAS monitoring • Provides support for BTs through: - One-on-one conferencing - Campus forums - MAS monitoring • Is a campus administration liaison • Promotes an improved campus culture • Advocates for the mentoring program

Afternoon Agenda • • • Welcome experienced CICs and Norms Review of BT Induction Chronological Order of Responsibilities Mentor Activity System (MAS) ICF Stances Considering Phases of the BT • Parting Thoughts

Norms • • • Active Listening Appropriate use of electronics Equity of voice Respect for all perspectives Confidentiality

Learning Objectives Participants will: • recall the necessary elements of a successful induction program. • have an easy-to-follow chronological order of CIC responsibilities. • be proficient in the use of MAS. • appreciate the significance of the phases of BTs’ development when choosing an ICF stance. • begin now to think ahead to the next school year.

DEVELOPMENTAL PHASES OF FIRST YEAR TEACHING Moir, Ellen (1990) New Teacher Center, Santa Cruz, California

Prioritizing Support Professional Growth End of course assessment, student achievement goals, common planning expectations Academic Goals Sources of Support Expectations Basic Needs Goals for PD, long term aspirations, resources to meet goals Mentor, CIC, content/ grade-level team, department leads Administrative expectations, student, pacing guide, performance evaluation criteria, Bathrooms, food, keys, ID, payroll, health insurance, supplies, dress code, class schedule

Orientation vs. Induction Purpose Time Frame Delivery Results Orientation • Communicate general information Induction • Provide ongoing support • Acclimate new hires • A single event • Throughout the year • One size fits all • Customized content format by function/role • Classroom style • Blended learning setting • Exposure to • Fully integrated into general and the educational cultural data profession

Review Orientation Requisites (for all new teachers new to campus) http: //houstonisdpsd. org Objectives are to: • assure that new teachers feel welcome and supported (have their mentor, buddy, or a stand-in to attend with them at orientation) • provide priority information to new teachers according to the above “Prioritizing Support” pyramid. • given a tour of the campus and know who some of the key people are. You are not responsible for naming buddies to experienced teachers, but you are responsible for sending them an invitation to the orientation. A suggested email to buddies and an orientation checklist is included on the website above for preparing the New Teacher Orientation.

CIC Stipend Payment • HUB will be used to submit required documents by deadline dates (prorated stipend for missing items) – – – Campus Orientation Agenda/Sign-in Sheets BT/Mentor Forum Agenda/Sign-in Sheets BT/Mentor Assignments and MAS Monitoring #4 One-on-One Conferences with Beginning Teachers #5 One-on-One Contact with Mentor #6 • Registration will be in One. Source • All employees in the district are required to take #OS 2601 One. Source. Me which explains how to register for trainings

Reporting and Monitoring Mentors CIC Document # 4

Mentor Training • All new and returning mentors complete the 5 online mentor courses. • New mentors (not mentored since 2012) must attend a 3 -hour Mentor Role and Responsibilities face-to-face training. • Mentors can choose to attend training during school, after school, or on Saturdays. • Mentors who are assigned by mid. September, must complete training by September 30.

CIC Document # 9

ICF Review The ICF Framework is a higher level conversational skill. Knowing when to be Instructive, when to be Collaborative, and when to be Facilitative is essential for effective coaching. Review the ICF Graphic handout, then read the scenarios on the next slide with your table mates. Have a discussion to determine which stance might be most effective for the mentor to take with each scenario, and be prepared to share ideas with whole group.

Which Stance, I, C, or F? • The mentor assists with arranging the BT’s classroom. • The mentor and BT develop a lesson plan.

Start CICing Immediately • Get all mentors/buddies assigned ASAP • Have mentors/buddies contact their new teachers immediately • Build relationships • Develop your induction plan • Host “New Teacher Welcome Orientation” • Schedule conferences and forums Process to Identify BTs and Assign Mentors

Assurances to Stakeholders • BTs must know that they can talk with you in absolute confidence and that they are your most important concern. • Mentors must know that you want them to be successful. • Administrators must know that you will do all you can to support campus goals and district initiatives. • Mentor coordinators must know that you are developing a positive campus culture and monitoring successful BT/mentor relationships.

Parting Thoughts • BTs must know that they can talk with you in absolute confidence and that they are your most important concern. • Mentors must know that you want them to be successful. • Administrators must know that you will do all you can to support campus goals and district initiatives. • PSDs must know that you are developing a positive campus culture and monitoring successful /BT relationships.

Complete the CAL Evaluation • What’s working? – What are the positives about today’s training? • What are your concerns/challenges/focuses? – What about today’s information concerns you? What challenges do you anticipate facing as a CIC? • What are your next steps? – What are your take-aways from today’s training? • What can I do to support you? – What can Vanessa and Jean do to improve the training, the program, and/or how you are supported?

Thank you for being a leader! Coming together is a beginning, staying together is progress, and working together is success. -Henry Ford