Schedule & Program Description - March 25-27, 2007

Program Overview

Conference Schedule

• Sunday Conference Schedule
• Monday Conference Schedule
• Tuesday Conference Schedule

Program Overview Sunday, March 25, 2007

8:45 am		Registration for Pre-conference only
10:30 am - 4:30 pm		Pre-Conference Full Day Sessions
3:00 - 5:00 pm		Conference Registration
5:00 - 7:00 pm		Opening Reception Prompt Start at 5:00 p.m., Reception Follows                                                                   Conference Welcome: Susan C. Scrimshaw, President, Simmons College Keynote Speaker: Jonathan Kozol

Monday, March 26, 2007

7:00 - 7:50 am	Registration and Continental Breakfast
8:00 - 9:30 am	Welcome Keynote Speaker: Daniel Goleman
9:40 - 11:05 am	Sessions A
11:15 am - 12:45 pm	Sessions B
9:40 am - 12:45 pm	Session A/B (Double Block)
12:45 - 2:00 pm	Lunch with Guest Speakers: Anne Lincoln Bryant and Tom Carroll
2:00 - 2:30 pm	Network and Visit Exhibit Areas
2:30 - 4:00 pm	Sessions C
4:00 - 5:00 pm	Team Meetings

Tuesday, March 27, 2007

7:00 - 7:45 am	Continental Breakfast
7:50 - 9:00 am	Keynote Speaker: Theresa Perry
9:00 - 9:30 am	Network and Visit Exhibit Areas
9:30 - 11:00 am	Sessions D
11:15 am - 12:45 pm	Sessions E
9:45 am - 12:45 pm	Sessions D/E (Double Block)
12:45 - 2:00 pm	Lunch on your own
2:00 - 2:30 pm	Network and Visit Exhibit Areas
2:30 - 4:00 pm	Sessions F
4:00 - 5:00 pm	Closing

Conference Schedule

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Pre-Conference: Sunday, March 25, 2007

A. Teachers21 Model for the Comprehensive Induction of New Teachers

• Jon Saphier, Founder and Chairman Emeritus, Teachers21; Author, The Skillfull Teacher; Beyong Mentoring
• Lyndy Johnson, Co-Director of the Beginning Teacher Center of Teachers21 and Simmons College; Assistant Dean of Education, Simmons College; Editor, Mentoring Works.

For the past 13 years, Teachers21 has supported school districts nationally in developing comprehensive induction programs for new teachers. This program of support which is described in the Teachers21 book Beyond Mentoring is designed to integrate induction with the development of professional learning community throughout the district.

Topics:

• Provide an overview of the Teachers21 Model for Comprehensive Induction
• Provide steps for developing a program that is successful and sustainable
• Show how to avoid pitfalls and problems
• Provide an in-depth look at the role of building administrators, central office, and mentors in program success
• Show how good induction programs feed the development of professional learning communities

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B. Professional Learning Communities Developing and Sustaining the Commitment and Competence Of New and Veteran Educators

• Lori Batista McEwen, Teachers21 Consultant, Ph.D. Candidate, Boston College

Just as the success of the new teacher is the responsibility of the entire community, so is the success of the community the responsibility of the new teacher. Professional Learning Communities allow new teachers to grow individually while simultaneously contributing collegially to the growth of their veteran peers and to the school as a whole. PLCs, with their focus on teaching and learning, can provide new teachers with the opportunity to contribute meaningfully to discussions and debates about what and how students need to learn. PLCs by their very nature encourage-even demand-the participation of all members. The collaborative nature of the PLC allows novice teachers to advance ideas that can be endorsed and accepted or reviewed and revised by their seasoned colleagues. PLCs expect all members to share, reflect, grow, use evidence and collaborate to strengthen student learning. They provide an ideal atmosphere for the new and veteran professional alike.

Reaching this ideal, however, requires a paradigm shift. Teachers must move from isolation to collaboration, able to debate serious issues of teaching and learning with their colleagues. In this workshop, we will address the problems and possibilities inherent in developing and nurturing PLCs.

Via large and small group discussion, role-play, and individual work, participants will:

• Examine examples from both novice and veteran-oriented cultures developing PLCs
• Design concrete strategies for developing PLCs in their own communities
• Create tools for individual and team reflection and assessment
• Role-play protocols for looking at teaching practice and student work
• Explore the norms of collegiality necessary for rigorous intellectual debate among colleagues
• Discuss, plan for and practice techniques to strengthen interpersonal relationships among community members.

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C. Navigating Through Difficult Conversations: The Art of Transforming Potential Confrontations Into Learning Opportunities.

• John D'Auria, Consultant, Teachers21; Principal, Wellesley Public Schools, MA

School communities are filled with potentially "charged" conversations. Here are a few examples of challenging conversations: a teacher who has to talk to a very upset parent; the administrator who has to speak to a staff member who behaves inappropriately at faculty meetings; a team member who is upset with a colleague for constantly interrupting her; a staff member who wants to talk to her department head about racial insensitivity; a mentor who is upset with the interpersonal dynamics of her mentee. While these difficult conversations all have a unique context, they also share common patterns. Understanding these patterns and being able to respond to them requires an important skill set. Participants in this workshop will:

• Learn about the structure of difficult conversations as well as the important skills needed to transform confrontations into dialogues that lead to improved understanding.
• Examine how expressing curiosity about another's perspective, particularly when under attack can help to discharge significant tension and reduce the defensive postures that are often associated with conflict.
• Study the often subtle but powerful role emotions play in challenging conversations.
• Investigate their "emotional footprint" and their "typical" response to confrontation. Examples from actual school settings will be used throughout the workshop as springboards for examining and managing the underlying dynamics of challenging conversations.

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Conference Schedule Monday, March 26, 2007

9:40 - 11:05 SESSION A (1 - 8)

1A. Recruiting Career Changers to Become Successful Teachers

• Andrew Campanella, Senior Director of Teacher Recruitment and Communication, The American Board for Certification of Teacher Excellence, Washington D.C. 
• Colleen Corliss, Manager of Public and Media Relations, The American Board for Certification of Teacher Excellence, Washington D.C.

Career changers are an enormous benefit to the education profession. Come discuss the benefits of recruiting and certifying them! Using successful recruitment initiatives in Florida as case studies, this presentation will explain the process of developing effective recruitment strategies for career-changer appeal. Learn to motivate them to pursue teaching. The presentation will also discuss how successful the ABCTE program career changers have been in the classroom.

Recruitment

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2A. How Can Administrators Use Induction to Support School Improvement?

• Ellen Dalton, Best Field Staff Representative, LEARN 
• M. Grace Levin, BEST Field Staff - Hartford and Eastern CT Region

While most induction programs provide professional development for beginning teachers and mentors, Connecticut's Beginning Educator Support and Training (BEST) Program also provides professional development for administrators. We have found that when administrators understand how induction practices can significantly impact student learning, they are more likely to create and support strong induction programs. This session is devoted to helping administrators and other educators answer the focus question "How can administrators use induction to support school improvement?" Participants will leave this session with specific strategies and resources to help administrators make connections between induction and school improvement.

Administrative Leadership

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3A. Leadership Coaching: Building a Culture of Support for New Teachers and Administrators

• Matt King, Consultant, Teachers21; Superintendent of Wellesley Public Schools, MA

If new teachers and administrators are going to successfully adapt to the increasing demands of their profession, we must ensure that they work in a school and district that is equally adaptable. Good induction depends on the capacity of educational leaders to facilitate a process for developing a system that adapts to the increasing demands of the profession. Participants will explore how the Teachers21 Model of Leadership Coaching can enable them to improve a learning community, which leads to strong recruitment, retention and support for beginning educators.

Administrative Leadership

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4A. The Three C's of Supporting and Sustaining Urban Teachers

• Roberta Kelly, Director of Urban Education Programs, Simmons College, MA
• Janelle Bradshaw, Assistant Principal, Cambridgeport School, Cambridge, MA
• Caitlin Gaffney, Lecturer, Simmons College, Teacher, Boston Public Schools, MA
• Daren Graves, Assistant Professor, Simmons College, MA

Curriculum, Coaching and Collegiality! Simmons College offers a two-year graduate program for licensed urban teachers, which targets these three pillars. Over 90% of the program's graduates are still teaching in urban schools today! The panel, consisting of current program participants, graduates of the program, coaches and faculty will discuss all aspects of the program, its impact on new teachers and how the elements of this program can be adapted and integrated into comprehensive district induction programs and college/district collaborations.

Higher Education Connection

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5A. Developing a Mentor Training Model: Focus on Instructional Excellence Anchored in Reflective Practice

• Lyn Nevins, BEST Field Staff, Southwestern Connecticut, Cooperative Educational Services, CT 
• Laura Patterson, BEST Field Staff for Northwestern Connecticut, Education Connection, CT
• Jackie Chorney, BEST Field Staff, South Central Connecticut, ACES, CT

Educators attend Connecticut's BEST Initial Support Teacher Training thinking they will focus on supporting novice teachers. Many are surprised to discover instructional and reflective practices that are as relevant to their own classrooms as they are to their mentee's. Participants in this session will explore resources and activities that can be used in their own districts to support essential mentor competencies such as promoting standards-based teaching and planning and conducting learning-focused conversations.

Mentoring

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6A. Science and Mathematics Content Based Mentoring in the Northern New England Co-Mentoring Network

• Dr. Francis Eberle, Executive Director, Maine Mathematics and Science Alliance
• Dr. Bill Nave, Independent Evaluator
• Joyce Tugel, Science Program Director, Maine Mathematics and Science Alliance

NNCEN is a three-year National Science Foundation supported project in a rural setting targeting secondary mathematics and science teachers. This session will include two beginning science and/or mathematics teachers, one mentored and one not, sharing their different experiences as new teachers, discussions about specific professional development strategies and tools used with mentors and new teachers and the impact of the NNECN project. Session participants will learn about content focused strategies and the use of specific tools that help support new science and mathematics teachers.

Teacher Development

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7A. The Contribution of the Responsive Classroom Approach for Enhancing Teacher Capacity and Improving Children's Performance

• Brook Sawyer, Child and Family Studies Research Program, Thomas Jefferson University, PA

Responsive Classroom Approach is an intervention; designed to enhance teacher capacity and integrate social and academic learning. This session will describe the principles and practices of the Responsive Classroom Approach. We will describe research supporting the relation between use of the RC Approach and teachers' self-efficacy, attitude toward teaching, and children's academic performance. Findings will be applied to the challenges of teacher development and retention in new teachers.

Teacher Development

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8A. BTC Induction Model

• Jon Saphier, Founder and Chairman Emeritus, Teachers21; Co-Author, Beyond Mentoring
• Susan Freedman, President, Teachers21; Co-Chairperson, Beginning Teacher Center of Teachers21 and Simmons College; Co-Author, Beyond Mentoring
• Barbara Aschheim, Consultant, Teachers21 consultant; Co-Author, Beyond Mentoring

The Teachers21 model for the comprehensive induction of beginning teachers engages new and veteran teachers in working together to strengthen teaching and learning in schools. The model is designed to support the development of a professional learning community that makes teaching public, encourages collegiality and joint responsibility for student achievement, and helps to retain new, mid-career, and veteran teachers. The workshops will describe the seven components of effective induction and provide practical, useful strategies for developing mentoring and implementing a comprehensive induction program.

Induction Model

9:45 -12:45 SESSION A/B (DOUBLE BLOCK 9 - 10)

9 A/B. Walk-Throughs for New Teachers That Count

• Dr. Jerry Goldberg, Consultant, Teachers21

Walk-Throughs allow teachers and administrators to develop a "photo album" of the work in a classroom rather than the single "photograph", more typical in a traditional, two-visits-per-year model.  This workshop will focus on patterns and practices that enhance the roles of new teachers through thoughtful, reflective dialogue with instructional leaders and mentors.   Participants will view videos and engage in active discussion about the issues that surface in classrooms. This hands-on workshop will provide both teachers and administrators with tools to take back to their schools.

Administrative Leadership

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10A/B. Peer Observation and Conferencing Protocol

• Jen Antonucci, Consultant, Teachers21

Mentoring programs that incorporate peer observations can overturn the tradition of teaching in isolation and transform the culture of a school. In this workshop, participants will learn to use a protocol for conducting peer observations, utilizing a mock observation, to develop and hone the skills of conferencing, giving objective feedback, observation and data collection. Participants will use a continuum of questions and styles to both guide and support new teachers. The workshop will address the challenges that may present themselves in establishing a peer observation program as well as emphasize key habits of mind and attitudes that must accompany this process. Key themes include confidentiality, reflection and collegiality. This program is sure to provide participants with both the skills and confidence to move forward with effective peer observations.

Mentoring

11:15 - 12:45 SESSION B (11 - 19)

11B. Recruiting Teachers of Color: We Must Do Better

• Marianne Davis, Director of Human Resources, Affirmative Action Recruiting Consortium of Eastern Massachusetts
• Gil Lawrence, Assistant Director of Human Resources, Affirmative Action Recruiting Consortium of Eastern Massachusetts 
• Sam Turner, AARC Consultant

The Affirmative Action Recruitment Consortium of Eastern Massachusetts (A.A.R.C.) consists of 25 public school districts that pool resources to recruit teachers of color. In this session, participants will learn about the current need for increasing diversity among our public school educators and successful strategies for recruiting. Participants will collaborate to develop a plan for identifying and supporting teachers of color during their undergraduate and graduate work as well as providing opportunities for professional growth and exploration.

Recruitment

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12B. Induction and Beyond: School Cultures that Build and Sustain Professional Learning Communities in Boston

• Dawn Lewis, Co-Director, Pilot School Network, Boston
• Virginia Chalmers, Principal, Young Achievers Science and Math School, K-8
• Laina Jones, Middle School Teacher, Harbor School
• Marcie Osinsky, Curriculum Coordinator, Boston Teacher Residency
• Jesse Solomon, Director, Boston Teacher Residency
• Lynn Stuart, Pilot School Coach and Founding Principal (retired), Cambridgeport School, Cambridge

This interactive session will engage participants in provocative and "paradigm shifting" discussions on induction and teacher development and the impact of both on student achievement in Boston Public Pilot Schools. The panel will guide an examination of schools as ecosystems supported and sustained through their community, including the larger communities in which schools are situated. Video clips and protocols focused on school cultures, structures, and practices of professional learning communities will bring these cultures to life.

Administrative Leadership

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13B. National Commission on Teaching and America's Future/Georgia State University Induction Initiative Project

• Linda Black, NCTAF/GSU Induction Initiative Project
• Dr. Ron Collarusso, Dean, College of Education, Georgia State University, Atlanta, GA
• Dr. Gwen Benson, Associate Dean, College of Education, Georgia State University, Atlanta, GA
• Dr. Julie Moore, Assistant Professor, University of Georgia, Athens, GA
• Joe Harris, Teacher, Therrell High High School, Atlanta, GA

The NCTAF/GSU Induction Initiative Project, located in metropolitan Atlanta, is a unique induction initiative involving identified urban schools at high risk for teacher turnover and student failure. In this session, participants will receive an overview of this program, which provides support and guidance to teacher candidates and beginning teachers. We will explore several support components of the project. Examples include the online resource, the BRIDGE, and the Professional Development Plan.

Higher Education Connection

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14B. The Washington State Mentor Academy: State-Level Mentor Preparation

• Sue Anderson, Beginning Teacher Assistance Program Coordinator, Office of Superintendent of Public Instruction, Olympia, WA

Receiving rave reviews since its inception in 2001, Washington State's Summer Mentor Academy has prepared over 1200 new mentors for their roles. Participants will learn about our Academy, as well as share their own ideas for issues that the Academy does not address. Leave with a new or strengthened plan for developing mentor preparation in your context and district.

Mentoring

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15B. Support through Action Research for Early Career Teachers of Linguistically-Diverse Students

• Anne Durst, Assistant Professor, University of Wisconsin -Whitewater
• Sarah Anderson, Mentor, Professional Development Program for Teachers of Linguistically Diverse Students, WI 
• Amy Calkins, ESL Teacher, Edgerton Schools, WI
• Kari Dahl, ESL Teacher, Fort Atkinson Schools, WI

The goal of the Professional Development Program for Teachers of Linguistically Diverse Students is to provide support to teachers through an inquiry-based model of professional development. The program mentor and director will discuss the use of action research projects as a point of entry to teachers' classrooms and practices, and as a tool for understanding how to support teachers' growth as professionals. Participants will leave with the knowledge necessary to improve or implement an induction program with action research at the center of professional development.

Teacher Development

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16B. Curriculum Counts: Creating A Strong Curriculum As Part Of The Induction Process

• Kathleen Dunn, Professor Emerita, Simmons College 
• Christina Farese, High School Extension Program, Cambridge, MA
• Laurie Rybechi, Westford Academy, Westford, MA

All beginning teachers should be in curriculum support groups! This session describes an approach to curriculum where teachers define the outcomes of a unit and the methods of assessing students before deciding upon activities and instructional methods. Two teachers describe how this approach has helped to shape their instruction and their commitment to teaching. Participants work through exercises in role-alike groups to help new teachers with this approach. Materials, including research that supports this approach, will be provided.

Teacher Development

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17B. Lessons Learned: The Development and Implementation of The Lowell Teacher Academy, an Urban Induction Program

• Kathleen O'Connnor, Ph.D., Lowell Teacher Academy Coordinator of Induction and Mentoring, MA 
• Mary Sterling, Ph.D, Lowell Teacher Academy Director, MA

The Lowell Teacher Academy is a comprehensive induction program for teachers new to Lowell. This three-year program includes graduate course work, one-on-one mentoring, cycles of collaborative inquiry, study groups, and school-based support teams that advance teachers' personal and professional development leading to expert practice. The Academy supports and challenges new teachers not just to survive but also to succeed and thrive in an urban context. In this session, Academy leaders will present the school district context, the rationale for and purpose of the induction program, its multiple components, and how the concepts of support and challenge underpin the development of professional knowledge and skills. In addition, the challenges faced during the implementation of the program in the first year and a half will be identified and discussed. Participants will be provided with program materials and the opportunity to analyze and provide feedback about evaluation data and lessons learned.

Induction Model

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18B. National Board for Professional Teaching Standards' Partnership with Institutions of Higher Education to Ensure Success of New Teachers

• Dr. Joseph A. Aguerrebere, President and CEO, National Board for Professional Teaching Standards 
• Katrina Hunter, NBCT, Associate Professor, University of North Alabama
• Steven E. Olsen, NBCT, Rhode Island Department of Education, Office of Educator Quality and Ceritification 
• Debby Santil, NBCT; Graduate Student, Harvard Graduate School of Education

Please join a superb panel discussion led by President and CEO of NBPTS, Joseph A. Aguerrebere, who will convene a panel of National Board Certified Teachers from diverse institutions to demonstrate creative and innovative partnerships with NBPTS. Panelists will discuss the impact of effective National Board Certified Teachers on school culture. They will how these collaborations allow teacher leaders to effectively contribute their knowledge, skills and dispositions to the success of new classroom teachers and provide a system of organized support, thereby retaining more effective classroom teachers in the profession. Audience members will receive specific ideas and techniques for establishing partnerships so that they may return to their respective institutions or organizations and implement innovative programs that will contribute to teacher enrichment, enhancement, and National Board certification.

Induction Model

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19B. Outcomes-Focused Induction: How Utah Supports Its New Special Education Teachers and Those Who Support Them

• Daniel Morgan, Project Coordinator, Utah State Personnel Development Grants Program 
• Ginny Eggen, Utah Personnel Development Center
• Bruce Schroeder, Project Director, USPDG
• Peggy Childs, Washington School District, St. George, Utah
• Dione Burnett, Salt Lake City School District, SLC

This session will highlight Utah's comprehensive and collaborative statewide initiative to support new special educators and their mentors. The multiple programmatic components of this initiative will be presented, web-based support elements will be demonstrated, and assessing the effectiveness of the various approaches using data will also be shared. Using data to improve program impact will be demonstrated and discussed with session participants.

Induction Model

12:45 - 2:00 pm LUNCH WITH GUEST SPEAKERS; Anne Lincoln Bryant and Tom Carroll

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2:00 - 2:30 pm NETWORKING AND VISITING EXHIBITS

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2:30 - 4:00 pm SESSION C (20 - 29)

20C. Chutes And Ladders - Dynamic Teacher Recruitment and Retention in a Network of Urban Schools

• Kathleen Ponze, Former Principal, Current Director of Education, The Young Women's Leadership School (YWL), East Harlem, NY 
• Andrew Higginbotham, Teacher, Principal, YWL, East Harlem, NY

What is absolutely necessary for successful teacher recruitment? Opportunities to grow teacher leaders through (1) the creation of a safe landing zone for new teachers and (2) the maintaining of meaningful career ladders for professionals. The Young Women's Leadership School of East Harlem is part of a growing network of urban, public, all-girl schools, which has successfully created a net for teacher recruitment that encompasses citywide initiatives, institutions of higher learning, alternative certification program organizations, and the support of an intermediary organization, The Young Women's Leadership Foundation, a 501©3. Using real stories from the field, participants will analyze initiatives and their challenges, for working with schools, unions and central office to recruit, develop and retain new teachers.

Recruitment

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21C. The Teaching Profession? Implications for New Teacher Recruitment, Development and Retention

• Jill Harrison Berg, Research Assistant, Project on the Next Generation of Teachers at Harvard University

The status of teaching as a profession must be reconciled with the new teachers' perceptions of the career if we are to recruit, develop and retain the teachers we need. A quick journey back into the history of teachers' work and a review of research from the Project on the Next Generation of Teachers will ground our discussion about the prospect of teaching as a profession, and the implications for school and district leaders.

Recruitment

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22C. Creating High Performing Cultures for Teacher Preparation, Support and Retention

• S. Suzie Fagg, Executive Director, New Teacher Support and Development, Dallas Independent School District, TX 
• Michelle Leake, Senior Evaluator, Dallas Independent School District, TX

Dallas Independent School District's New Teacher Support and Development Department has created a culture of teacher preparation and support designed to increase new teacher retention. Participants will learn how to implement the strategies designed to prepare new teachers for teaching in an urban environment, and the strategies for developing a "pipeline" of programs for introducing and preparing future educators. Additionally, participants will have the opportunity to examine and discuss four years of program results through program evaluation data, including the impact of recruitment and support of programs upon retention of new teachers.

Administrative Leadership

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23C. Recruiting, Hiring, Developing, and Retaining Teachers: A Proven District-Wide Plan

• Dr. William Ribas, President, Ribas Associates and Publications, Inc., MA

In 1995, Dr. Ribas developed one of the first district-wide programs that integrated recruiting, hiring and developing new teachers to achieve high levels of retention. Since then he has worked with dozens of school districts developing similar programs. This presentation succinctly outlines the steps that districts must take to create an integrated program for recruiting, hiring and inducting that ensures the maximum level of success for newly hired teachers.

Administrative Leadership

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24C. Mentoring: The Use of Teaching Efficacy to Empower New Urban Teachers 

• Sarah Huisman, Mentoring Director, University of Missouri-St. Louis
• Jane Fleming, Visiting Assistant Professor, University of Chicago

Mentoring is crucial for stopping the "revolving door" phenomenon of new urban teachers. For the last three years, the St. Louis Teacher Enhancement Partnership (STEP) has used a model of mentoring based on the theoretical framework of Albert Bandura's Social Cognitive Theory (1977). In this session participants will learn about the differing techniques used to develop teacher efficacy in new teachers, such as verbal persuasion, physiological arousal, vicarious experiences, and mastery experiences

Higher Education Connection

25C. Building Resiliency in New and Beginning Teachers

As indicated by the high teacher attrition rates of new entrants during their early years of teaching, there is a problem with keeping teachers within the teaching profession throughout the western world. This session will consider the reasons for high attrition rates and how to introduce resiliency-building components into pre-service and new teacher induction programs as one means of increasing teacher retention within the profession. Small group work will lead to a comprehensive list of resiliency-building strategies.

Teacher Development

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26C. Working with Children with Social Skills Deficits

• Jane Hardin, Assistant Professor, Simmons College
• Chris Evans, Assistant Professor, Simmons College

This workshop will assist teachers in their ability to understand the unique needs of children with pragmatic challenges. Presenters will employ a variety of interactive and engaging activities to illustrate how to work effectively with these children. At the conclusion of this workshop, attendees will have a clear understanding of how to teach children with Asperger's Syndrome and non-verbal learning disabilities.

Teacher Development

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27C. Mentoring: from Volunteerism to Accountability

• Dr. Carolyn D. Wyatt, Assistant Superintendent, Curriculum and Instruction, Newton Public Schools, MA
• Dr. Paul Stein, Assistant Superintendent, Human Resources, Newton Public Schools,MA
• Sandra Delaney, Assistant Director for Curriculum & Instruction, Newton Public Schools, MA 
• Pamela Appleton, Principal, Angier Elementary School, Newton, MA 
• Eva Thompson, Principal, Peirce Elementary School, Newton, MA
• Amy Winston, Teacher, Newton North High School, Newton, MA
• Mark Nardelli, Vice Principal, Brown Middle School, Newton, MA 
• Beth Herlihy, Teacher, Brown Middle School, Newton, MA
• Natalia Espinal, Teacher, Countryside Elementary School, Newton, MA

This panel will present a case study that traces the development of a 21-school suburban district's induction/mentor program from a volunteer "buddy system" to an explicitly structured formal program that meets the DOE guidelines. The development of peer coaching and its importance in retaining new teachers and renewing mentor teachers is highlighted. The recent innovation to support 2nd year teachers in Critical Friends Groups as a way to address mentoring beyond year one is discussed.

Induction Model

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28C. New Teacher Induction Program in the Province of Ontario

• Nicole de Korte, Education Officer, Teaching Policy and Standards, Ontario Ministry of Education, Canada
• Paul Anthony, Director, Teaching Policy and Standards Branch, Ontario Ministry of Education, Canada
• Jinah Kim, Education Officer, Teaching Policy and Standards Branch, Ontario Ministry of Education, Canada

This session will explore the development and implementation of the New Teacher Induction Program (NTIP) in the province of Ontario, providing an opportunity for analysis of a successful approach. From pilot to development of a province-wide legislated program, which includes partnerships with faculties of education and teacher federations, presenters will share how NTIP was designed to support the growth and professional development of new teachers by contributing to the professional growth of strong learning communities. Critical elements for evaluating program impact in a province comprised of 72 boards and 130,000 teachers will be shared as well.

Induction Model

9:30 - 11:30 SESSION D (29 - 37)

30D. Lessons Learned: Hudson Public Schools' Recruitment and Induction Strategy for New Teachers

• Sheldon Berman, Superintendent of Hudson Public Schools, MA

There is no long-term strategy more important for improving schools than hiring and retaining talented teachers who share their district's mission and vision. Effective recruitment, selection and induction of new faculty members must be a key, well-thought-out aspect of any district's renewal effort. In addition, the culture of the school and district must support the teachers' development as they grow their professional abilities. Hudson Public Schools has developed an effective vision-based system of recruitment and induction. This system is built around collegial collaboration, and it may serve as a case study for others in strengthening their own efforts.

Induction Model

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31D. The Principal's Role in Supporting New Teachers

• Susan Freedman, President, Teachers21; Co-Chairperson, Beginning Teacher Center of Teachers21 and Simmons College; Co-Author, Beyond Mentoring
• Lyndy Johnson, Assistant Dean, Simmons College; Co-Chairperson, Beginning Teacher Center of Teachers21 and Simmons College; Editor, Mentoring Works

This workshop for school leaders explores the role of the principal or other leader in supporting beginning teachers to become successful classroom teachers and contributing members of the school's professional learning community. It addresses the unique opportunities that principals have to ensure that new teachers are successful and the strategies that contribute to building a collegial working environment.

• Comprehensive approaches to supporting beginning teachers
• Current research and practices in supporting and retaining new and veteran teachers
• Strategies for principals as they develop building-wide support for new teachers
• Providing supervision and evaluation that is tailored to the needs of beginning teachers
• Building collegiality for a professional learning community

Administrative Leadership

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32D. Teachers Learning in Networked Communities: The TLINC Induction Model

• Kathleen Fulton, Director, Reinventing Schools for the 21st Century, National Commission for Teaching and America's Future, Washington D.C. 
• Lee Allen, Assistant Professor, University of Memphis, TN 
• Sally Luttrell-Montes, Associate Director, Teachers Learning in Networked Communities, University of Washington, WA 

Developed by the National Commission on Teaching and America's Future, Teachers Learning in Networked Communities (TLINC) encourages educator collaboration through a learning support model that begins in pre-service and extends through early years of teaching. A Microsoft grant currently funds the implementation of TLINC in three University/District partnership sites: Seattle, Memphis, and Denver. Presenters will describe challenges and offer guidance for those seeking to use technology to build and support learning communities of teachers that meet the goals of improved teacher retention and enhanced teacher expertise.

Higher Education Connection

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33D. The Mentoring Web: Threads of Induction

• Margaret Metzger, Co-Coordinator, Teachers Mentoring Teachers, Brookline High School, MA
• Gayle Davis, Co-Coordinator, Teachers Mentoring Teachers, Brookline High School, MA 

Against the backdrop of current research, coordinators of this six year old successful program will discuss using resources of the entire faculty for mentoring. Unique aspects of this program include: a retreat, observations of veteran teachers, monthly seminars, and a repository of wisdom from the entire faculty. Participants will simulate effective training experiences and consider application of strategies for multiple mentors. This program was featured in Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools by Susan Moore Johnson and the Harvard University Project on the Next Generation of Teachers.

Mentoring

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34D. Teacher Retention Through Effective Coaching and Mentoring

• Gary Marcoux, Mentor/Peer Assistance Program (preK-12) Facilitator, Lawrence Public Schools, MA 
• Jane Beane, MINT District Licensure Facilitator, Lawrence Public Schools, MA 
• John Fichera, English Teacher, Lawrence Public Schools, MA 
• Evangelina Diaz, Teacher, Lawrence Public Schools, MA

For the past six years, Lawrence Public Schools has designed, implemented and refined a teacher recruitment and induction program that has not only reversed the trend in teacher retention rates, but has exceeded the national retention statistics for urban school districts. This presentation will outline a process beginning with a teaching candidate's first contact with the school system to that educator reaching professional status. Participants will leave the workshop with an understanding of how to shape induction/mentoring policies that lead to teacher retention and improved student achievement.

Mentoring

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35D. Science and Mathematics Content Based Mentoring in the Northern New England Co-Mentoring Network (NNCEN)

• Dr. Francis Eberle, Executive Director, Maine Mathematics and Science Alliance
• Dr. Bill Nave, Independent Evaluator
• Joyce Tugel, Science Program Director, Maine Mathematics and Science Alliance

NNCEN is a three-year National Science Foundation supported project in a rural setting targeting secondary mathematics and science teachers. This session will include two beginning science and/or mathematics teachers, one mentored and one not, sharing their different experiences as new teachers, discussions about specific professional development strategies and tools used with mentors and new teachers and the impact of the NNECN project. Session participants will learn about content focused strategies and the use of specific tools that help support new science and mathematics teachers.

Teacher Development

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36D. Transforming High School Teaching and Learning Through Induction

• Anne Watkins, Senior Outreach Coordinator, New Teacher Center at University of California, Santa Cruz

Induction is critical if we are to retain exemplary high school teachers and develop them into leaders. This interactive session will examine the role that induction plays in transforming high school teaching and learning. Participants will explore a new vision of teacher professionalism that supports instructional improvement and learn strategies to support novice secondary teachers in upholding desired professional norms.

Teacher Development

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37D. Maine's Model of Induction: Using Induction Standards, Rubric, and Research Results to Build Capacity

• Daniel Conley, Distinguished Educator for Teacher Quality, Professional Development and Mentoring/Induction, Maine

In this session, participants will have opportunities to learn about Maine's proven Induction Model. We will use Maine's Induction Standards and Rubric to develop a deeper understanding of what constitutes effective new teacher induction and how to apply these standards to one's own system. Opportunities will be given for participants to share knowledge and experiences with colleagues, with the goal of networking and building connections. Materials will be provided.

Induction Model

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38D. Preparing Urban Teachers - Uncovering Communities: Touring and "Wise Talking" in City Neighborhoods

• Eileen Shakespear, Humanities Teacher Intern Coordinator, BPS Fenway High School Adjunct Faculty Tufts University, MA
• Rawchayl Sahadeo, Humanities Teacher and Team Leader, House Coordinator, BPS Fenway High School, Boston, MA 

At the Urban Teacher Training Collaborative, which includes Fenway High School, Boston Arts Academy and Tufts University, we introduce our newest teachers to Boston's physical and social geography through a series of six half-day fall seminars. In this workshop, we will share the "Uncovering Communities" curriculum and we will plan with participants who want to find ways to orient their new teachers towards interest in and respect for their urban students' varied communities.

Induction Model

 

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38.5 D. Using Union/District Partnership Models to Provide High Quality New Teacher Induction Programs

 

• Carolyn Breedlove, Coordinator of the NEA-Saturn/UAW Partnership Awards, National Education Association, Washington D.C. 
• George Johnson, Senior Policy Analyst, National Education Association, Washington D.C. 
• Tom Ganser, Office of Field Experiences, University of Wisconsin - Whitewater
• Saturn Winner: Maureen Eberly, District Facilitator & BEST Coordinator, East Granby Public Schools, CT

This session will highlight the national partnership of the National Education Association (NEA), Saturn, and the United Auto Workers (UAW) designed to promote genuine collaboration between the union and administration to improve school conditions through systematic induction for new teachers. Presenters will share the history of this unique and important endeavor and provide models for building effective union/administration relationships based on quality issues. In addition, we will share stories directly from school districts and the NEA-Saturn/UAW Partnership Award program. Participants will have an opportunity to share their experiences in building new teacher induction programs.

Induction Model - Union

Back to the Program Overview

9:45 - 12:45 SESSION D / E (DOUBLE BLOCK COLLABORATIVE SESSION)

39 D/E. Reflection and the Success of the New Teachers

• Deborah Luedtke, Teacher Quality Supervisor, MN Dept. of Education, MN  
• Kathy Dunne, Director of Professional Development, Learning Innovations at WestEd, MA
• Pamela Seigle, Executive Director, Courage & Renewal Northeast, Education Department, Wellesley College, MA
• Jim Vetter, Program Director, Open Circle Social Competency Program, Wellesley Center for Women, Wellesley College, MA 
• Sam Intrator, Associate Professor of Education and Child Studies, Smith College, MA

This 3-hour session provides participants with an opportunity to learn about, explore, and discuss three diverse presentations on reflection as a model for induction. Beginning with guided, systematic reflection as a process for improving instructional practice, participants will experience a variety of specific reflective tools and activities. Reflective practice is a powerful tool for teacher leaders as well, building their capacity to support new teachers and their mentors; experience reflection as a tool for effective collaborative coaching. See and hear teacher leaders reflect on their work as collaborative coaches and identify next steps to enhance their own and colleague's coaching practice. Reflective summary will focus on opportunities to cultivate enduring, trusting relationships with fellow teachers and to explore what matters most in teaching. Adapted from the Courage to Teach model, participants will engage in activities that evoke reflection and self-awareness on the part of new teachers and will explore how to apply these approaches in various settings.

Mentoring, Teacher Development

Back to the Program Overview

11:15 - 12:45 SESSION E (40 - 48)

40E. Addressing the Teacher Shortage on the US/Mexico Border

• Barbara Shaw, Recruitment Coordinator, Project STEP UP, University of Texas, El Paso
• Claudia Gutierrez, Advising Coordinator, Project STEP UP, University of Texas, El Paso 

Project Step Up (Strategic Teacher Education Programs to Uplift the Profession) in the College of Education at the University of Texas at El Paso, is a federally funded program focused on the recruitment, development, and retention of prospective and novice teachers. This presentation will highlight the project's collaboration with community agencies, other university entities, and area school districts in fulfilling this initiative.

Recruitment

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41E. Considering the Continuum: Collaborators Tell Their Stories of Growing the Future for Urban Schools

• Linda Beardsley, Director of Teacher Education and School Partnerships, Tufts University, MA
• Linda Nathan and Peggy Kemp, Boston Arts Academy and Fenway High School, Boston, MA 
• Joan Connolly, Superintendent, Malden Public Schools, MA 

This session will give participants an opportunity to hear how a group of educators committed to preparing, inducting, and mentoring exceptionally talented urban teachers have wrestled with challenges at each stage of this critical work. As the individual narratives unfold, what emerges is a story of how working to improve urban education requires deep and enduring collaborations, institutional change in pre-service institutions, and realigning resources. Drawing on the experiences and efforts of the panel, participants will have the opportunity to consider how best to direct their own efforts at supporting new teachers and consider critical next steps in their own school community.

Recruitment

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42E. It Takes a Union to Grow a Professional

• Randi Weingarten, President, UFT, New York City, NY 
• Aminda Gentile, Vice President, UFT, New York City, NY 
• Carol Haupt, UFT Coordinator, UFT Teacher Center, New York City, NY 

The United Federation of Teachers (UFT) and its Teacher Center successfully partner in every aspect of new teacher recruitment and induction to ensure retention of highly qualified educators in the New York City public schools. Learn how the UFT advocates and collaborates to provide a wide array of contractual and professional development services for its newest members - from mentoring to New Teacher Networks - and harnesses their energies to benefit NYC students and schools.

Administrative Leadership

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43E. Mentor Growth and Leadership Through Induction: An Added Value

• Ellen Moir, Executive Director, New Teacher Center, University of California, Santa Cruz (UCSC) 
• Anne Watkins, Senior Outreach Coordinator, New Teacher Center, UCSC 

This session will explore how mentoring contributes to the professional development of experienced teachers, and how they apply the skills and knowledge they gained as mentors after they finish mentoring. Participant will have an opportunity to examine research on the career path of former mentors and learn how mentoring fosters innovation, collaboration, empowerment and leadership. Former mentors will share how they have applied their mentoring skills and knowledge in their subsequent professional lives.

Administrative Leadership

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44E. Designing Comprehensive Induction: Subject-Specific US and International Examples

• Ted Britton, WestEd, CA
• Lynn Paine, Michigan State University, MI 
• Ralph Putnam, Michigan State University, MI 
• Mark Olson, University of Connecticut, CT 

In this session, participants will have the opportunity to examine the comprehensiveness of their induction programs in relation to examples from the U.S. and abroad. Presenters will draw from a 10-year research program on induction of mathematics and science teachers and data on the needs found among beginning middle and secondary level teachers. Participants will use real vignettes and other research data to discuss design issues and their implications for their programs.

Higher Education Connection

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45E. Why Content Mentoring?

• Marian Pasquale, Senior Research Scientist, Education Development Center, Newton, MA

While mentoring programs do afford critical support to new teacher programs, they often neglect subject-matter content and pedagogy. This session introduces participants to EDC's Middle Grades Science Mentoring Project, which is used primarily in urban school districts in MA. Program staff will share EDC's model, which integrates science content knowledge, pedagogy and mentoring strategies and skills. Participants will learn the integral components to subject matter mentoring and the important relationship between good mentoring and teacher retention.

Mentoring

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46E. I've Got This One Kid Who's Driving Me Crazy!

• Sara Adams, Instructional Coach, Dallas Independent School District
• Ann-Marie Towell, Instructional Coach, Dallas Independent School District

This session will provide an overview the latest research, medications, and the up-side to ADD/ADHD. Participants will receive in-depth strategies for classroom management, communication, and instructional techniques. Participants will be given an informational presentation including hand-outs and will be given the opportunity for questions and discussion.

Teacher Development

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47E. 1000 to 1: You Are Not Alone...Making the Most of a Comprehensive Induction Program

• Dr. James Berry, Lead Consulting Teacher, Montgomery County Public Schools, MD
• Geraldine Duval, Co-Program Manager - New Teacher Induction, Montgomery County Public Schools, MD

Hiring approximately 1000 teachers each year, how does the 17th largest school district in the U.S. support and retain new teachers? By implementing a comprehensive induction program that provides support to novice and experienced teachers! This is accomplished through peer assistance from exemplary consulting for teachers and mentors in a professional learning community of high expectations for performance and for continuous improvement. This session will explore the network of support provided to teachers in their first year in Montgomery County Public Schools and offer research-based strategies for participants to implement, enhance or improve their own induction program.

Induction Model

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48E. This session has been cancelled. We apologize for the inconvenience.    

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Back to the Program Overview

2:30 - 4:00 SESSION F (49 - 57)

49F. Illinois New Teacher Collaborative: Organizations Unite to Impact Recruitment, Retention, and Student Learning

• Lara Hebert, Research and Development, Illinois New Teacher Collaborative, IL
• Renee T. Clift, Professor, University of Illinois at Urbana-Champaign, Illinois New Teacher Collaborative's Acting Director, IL 
• Linda Kolbusz-Kosan, Statewide Coordinator, Beginning Teacher Mentoring and Induction Pilot Programs,
  Illinois New Teacher Collaborative, IL 
• Elizabeth Wilkins, Associate Professor, Northern Illinois University; Illinois New Teacher Collaborative's Executive Board Chair, IL 

The Illinois New Teacher Collaborative (INTC) has taken a collaborative approach to influencing mentoring/induction efforts in Illinois. In sharing INTC's collaborative experiences, including electronic mentoring programs and a comprehensive mentoring and induction website, as well as lessons learned over the past two and a half years, presenters will focus on strategies for the generation of collaborative plans for the induction efforts of participants.

Recruitment

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50F. Pool Vs. Puddle: The Search for Quality

• Stephen Furtado, Superintendent, Freetown-Lakeville School District, MA
• Donald Noack, Director of Instructional Services, Freetown-Lakeville School District, MA

The need to recruit, retain, and mentor teachers is a critical piece of maintaining quality education. As we continue to experience the retirement of many teachers school districts must become aggressive in their approach to hiring and retaining staff. This session will demonstrate effective methods and strategies to recruit, retain, and mentor new teachers. We will explore recruitment strategies using higher education partnerships and math/science teachers. Also discussed will be successful activities in mentoring and retaining quality staff.

Recruitment

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51F. Mentoring on a shoestring: Making the Most of What You Have or DON'T Have!

• Rebecca Smith, District Mentor Teacher Specialist, Jordan School District, Utah

Most districts can run effective mentoring programs with generous funding. Smaller districts may find themselves operating an induction program on very limited resources. Located in Utah, Jordan School District's induction program is successful and run on a tight budget. During this interactive presentation, participants will learn about Jordan School District's program, explore researched-based strategies for quality mentor training and new teacher support thus learning how to do more for less. Mentors, administrators and district office personnel can build a new program or enhance an existing one using strategies presented.

Administrative Leadership

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52F. Using Baseline Data To Encourage Best Practices and Establish Mentoring Programs for New Teachers- a Case Study

• Toni Hollingsworth, National Literacy Consultant, Chapin, South Carolina

Using the case study of Chapin, SC, we will show how one school established mentoring teams using base-line data to support the needs of new teachers. Participants attending this session will be given an illustrative presentation of this step-by-step process, which empowers teachers to support one another for continuous professional growth. Utilizing additional case studies and examples from schools that have used this process, participants will walk away with a comprehensive list of best practices for using base-line data to support and grow a mentoring program.

Mentoring

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53F. Seeing Double: Paired Observations to Improve Mentoring of New Teachers

• Jane Fleming, Visiting Assistant Professor, University of Illinois at Chicago

Learning to teach well requires on-the-job feedback across a range of content areas and pedagogical skills, yet the majority of mentors who are charged with providing this feedback to new teachers are not typically specialists in more than one or two disciplinary areas. This session describes a program that employs paired observations, matching school-based mentors with field consultants who provide both a "second pair of eyes" and an additional source of expertise and support for new teachers. Participating faculty from the paired observation teams will share what they have learned about the benefits and challenges of this system for mentoring novice teachers.

Mentoring

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54F. How Educators Can Create and Maintain Positive Parent-School Relationships: An Empathic Approach to Creating Partnerships

• Marianne Young, Principal, Monument Regional High School, Great Barrington, MA

An educator's work includes interactions with parents, some of whom parent adolescents and are involved in the process of loss: losing their child to "growing up". Just as there are identified stages of loss and grieving, there are also stages of parental interaction with administrators and teachers. Educators must be knowledgeable about the varied stages of the parent/school relationship and process. Participants will gain a new way of talking with parents that helps preserve the school-parent relationship and, more importantly, the parent-child relationship.

Teacher Development

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55F. Feeding the Fire: Supporting New Teachers through Collaborative Inquiry

• Mary Anton-Oldenburg, Principal, Rita Edwards Miller School, Westford, MA 
• Kate Jones, Faculty, Rita Edwards School, Westford, MA
• Alex Massie, Faculty, Rita Edwards School, Westford, MA
• Amy Ellison, Faculty, Rita Edwards School, Westford, MA

Follow the journey of one new school as they work collaboratively to support a large number of beginning teachers to take on leadership roles. In this presentation, members of the staff will outline the development of a school-wide professional learning community structure over a four-year cycle to improve overall instructional practice for struggling populations and then to support teacher action-research and investigation of additional supports to improve student learning. A prime focus of this panel will be in the discussion of the possibilities for accelerating the learning curve for beginning teachers and encouraging the development of young teacher voices as a force of leadership in schools.

Teacher Development

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56F. Entry Years Enhancement (EYE), Utah's Support and Enhancement Program for Beginning Teachers

• Rebecca Anderson, Educator Licensing Specialist, Utah State Office of Education
• Linda Alder, Educator Quality Specialist, Utah State Office of Education

Entry Years Enhancement (EYE) is a structured support and enhancement program for Level 1 beginning teachers. This session will provide an overview of the EYE requirements and NCLB Highly Qualified Teacher in core academic assignments. The discussion will also focus on the implementation of Utah Professional Teacher Standards (UPTS) as the core of high quality teaching for all students and the development of both state partnerships and PLC's for induction and mentoring. Data on EYE will be presented. Participants will leave with an outline for a successful state-level approach to induction.

Induction Model

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57F. Malden Public Schools' New Teacher Induction and Mentoring Program:  Building Community, Collaboration, and Partnerships

• Dr. Joan Connolly, Superintendent, Malden Public School District, Malden, MA
• Nancy N. Kassabian, Assistant Superintendent for Teacher Quality and Professional Development, Malden Public School District,  MA
• Judi Allen, Mentor and Teacher Leader, Malden High School, MA 
• Margaret Briatico, Mentor and Teacher Leader, Ferryway K-8 School, Malden, MA 
• Gerry Ruane, President, Malden Education Association, Malden, MA 
• Gregory Hurley, 2nd-Year History Teacher, Malden High School, MA 
• Timothy O'Connor, 2nd-Year Social Studies Teacher, Ferryway K-8 School, Malden, MA

Malden is a diverse, mid-sized urban district nine miles north of Boston.  The Malden Public Schools' Induction and Mentoring Policy defines the role of all its resources to support and increase the retention of its new teachers, recognizing that personalization and community building are the keys to success.  Mentors will share their experiences and growth as coaches and school leaders; new teachers will share their perspectives on the effect of the collaboration of the entire learning community on their first years in the district.  From the orientation "city tour" through monthly workshops and communications on instruction, management, and more, the key theme is the new teacher's growth as a professional.  Additionally, the partnership and support with the local teachers association, school committee, administration, and entire school community will be defined to present a model that emphasizes collaboration and teamwork.

Induction Model

 

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58F. Save Your District Dollars: An Induction Program that Works

• Mark Brophy, Staffing/Mentor Coordinator, Worcester Public Schools
• Eric Stone, Dean of Education, Eagle Hill School, Hardwick, MA
• Michael Riendeau, Assistant Headmaster, Eagle Hill School, Hardwick, MA

This session provides an overview of a unique partnership between an independent school and a large urban public school district. The presenters will describe a research-based teacher induction program designed to address the attrition of early career educators. The program, developed at Eagle Hill School and piloted in the Worcester Public Schools, focuses on five strands critical to early career teachers: Establishing Career Expectations, Managing Autonomy and Self-Advocacy, Tricks of the Trade, A Professional Life, and Learning Diversity. Participants will leave with the tools to replicate this model in their district.

Induction Model

 pdf   Schedule and Program Description

 

Beginning Teachers Conference