http://www.compadre.org/PTEC/ PTEC's Induction and Mentoring Articles en-US Copyright 2013, ComPADRE.org editor@ptec.org (Managing Editor) Thu, 23 May 2013 08:36:36 EST http://blogs.law.harvard.edu/tech/rss http://www.compadre.org/PTEC/services/images/LogoSmallPTEC.gif http://www.compadre.org/PTEC/ 125 35 These two studies place a capstone on a decade of teacher effectiveness research. We now have compelling evidence that when teachers team up with their colleagues they are able to create a culture of success in schools, leading to teaching improvements and student learning gains. The clear policy and practice implication is that great teaching is a team sport. Performance appraisal, compensation, and incentive systems that focus on individual teacher efforts at the expense of collaborative professional capacity building could seriously undermine our ability to prepare today's students for 21 st century college and career success. Every school needs good teachers--but a school does not become a great place to learn until those teachers have the leadership and support to create a learning culture that is more powerful than even the best of them can sustain on their own. These findings have significant implications for America's competitiveness in a global innovation economy. Student mastery in science, technology, engineering, and mathematics (STEM) is essential to our economic growth. But America's twenty?year decline in international science and mathematics standings tells us that we have serious challenges to overcome. Countries that persistently rank at the top of international measures of science and mathematics achievement do things differently. A growing number of reports indicates that one of their biggest advantages is in the clear, consistent, and coherent support systems they provide for teachers from preparation through induction to accomplished practice. http://www.compadre.org/PTEC/items/detail.cfm?ID=11545 http://nctaf.org/wp-content/uploads/2012/01/NCTAFreportSTEMTeachersinPLCsFromGoodTeacherstoGreatTeaching.pdf http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=11545 Thu, 01 Dec 2011 00:00:00 EST In April 2008 CCSSO invited 10 leaders in the field of research and evaluation of teacher professional development to meet with state education program managers and evaluators to present and discuss models for evaluating effects of professional development. Recent developments with state data systems, use of experimental designs in education research, and use of surveys and assessments has provided the tools for improved methods of evaluating professional development. The two-day conference provided an opportunity for leaders from states to learn how they can apply the models in their state programs. http://www.compadre.org/PTEC/items/detail.cfm?ID=11425 http://programs.ccsso.org/content/pdfs/Current%20Models%20for%20Eval%20Effect%20of%20Teacher%20PD%20summary%20Report.pdf http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=11425 Fri, 02 Sep 2011 00:00:00 EST In this practical yet visionary book, Ellen Moir and her colleagues at the New Teacher Center review what current research suggests (and doesn t) about the power of well designed mentoring programs to shape teacher and student outcomes. They set forth the principles of high-quality instructional mentoring and describe the elements of a rigorous professional development program. Detailed case studies show how these principles can be applied at the district level and highlight the opportunities and challenges involved in implementing these programs in different contexts. The book makes a powerful case for using new teacher mentoring as an entry point for creating a strong professional culture with a shared, aligned understanding of high-quality teaching. http://www.compadre.org/PTEC/items/detail.cfm?ID=11351 http://www.hepg.org/hep/book/111/NewTeacherMentoring http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=11351 Thu, 28 Jul 2011 00:00:00 EST The Education Commission of the States commissioned this report as a comprehensive and critical review of existing empirical studies on induction programs. This report's primary objective is to provide policymakers, educators and researchers with a reliable assessment of what is known, and not known, about the effectiveness – the value added – of teacher induction programs. In particular, this review focuses on the impact of induction and mentoring programs on teacher retention. http://www.compadre.org/PTEC/items/detail.cfm?ID=7247 http://www.ecs.org/clearinghouse/50/36/5036.htm http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=7247 Tue, 02 Nov 2010 00:00:00 EST Often a physics teacher, particularly one who is new to teaching physics, just needs an experienced colleague to answer a question about teaching, a particular physics topic, or give advice on a good demonstration; maybe the teacher just needs a video clip to illustrate a concept. The Physics Teaching Web Advisory (Pathway) is a state-of-the-art, Web-based digital video database that is providing just this kind of assistance. http://www.compadre.org/PTEC/items/detail.cfm?ID=9979 http://www.aps.org/units/fed/newsletters/fall2009/zollman.cfm http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=9979 Thu, 15 Apr 2010 00:00:00 EST The Exploratorium Leadership Program is a two-year training and support program for alumni of the Teacher Institute who take on the responsibilities of mentoring and coaching novice science teachers in the Exploratorium Beginning Teacher Program. The goal of the Leadership Program is to train a group of veteran science teachers to apprentice the novice teachers and induct them into the strategies for teaching science using exploration and inquiry. These veterans can choose to work as mentors or coaches. Another equally important objective of the program is to provide experienced alumni with opportunities to develop their own leadership skills. http://www.compadre.org/PTEC/items/detail.cfm?ID=8585 http://www.exploratorium.edu/ti/leadership/ http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=8585 Sun, 22 Feb 2009 00:00:00 EST A presentation on the PhysTEC project and the mentoring of beginning physics teachers. The presentation discusses the problem of teacher attrition and the role of mentoring in solving the attrition problem. http://www.compadre.org/PTEC/items/detail.cfm?ID=7590 http://www.compadre.org/Repository/document/ServeFile.cfm?ID=7590&DocID=599 http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=7590 Sat, 12 Jul 2008 00:00:00 EST As part of an analysis of teacher retention in California, the Center for Teacher Quality at California State University conducted a study to better understand the factors that contribute to teacher attrition and turnover. Close to 2,000 current and former California public school teachers participated in an online survey, the data from which was used to examine the professional and personal reasons cited by those who leave teaching and those who remain in the classroom through several different educational lenses: low-poverty and high-poverty schools, elementary and high schools, and general education classrooms and special education classrooms. The resulting analysis provides a detailed description of the different strategies required to retain teachers in different types of schools. http://www.compadre.org/PTEC/items/detail.cfm?ID=7204 http://www.calstate.edu/teacherquality/documents/possible_dream.pdf http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=7204 Tue, 20 May 2008 00:00:00 EST This workshop presentation from the 2006 PTEC Conference covers issues of mentoring new physics teachers. Mentee needs, strategies for successful mentoring programs, and examples are included in the discussion. http://www.compadre.org/PTEC/items/detail.cfm?ID=4485 http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4485&DocID=179 http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=4485 Mon, 19 May 2008 00:00:00 EST This workshop presentation covers various models for implementation of mentoring programs for new physics teachers. It covers styles of mentoring, the importance of mentor training and various models for training implementation, and difficulties in implementation. It is the continuation of a previous workshop. http://www.compadre.org/PTEC/items/detail.cfm?ID=5026 http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5026&DocID=246 http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=5026 Mon, 19 May 2008 00:00:00 EST There exists today a broad consensus that recognizes new teacher isolation and lack of support as major causes of teacher attrition, and recommends stronger induction and mentoring programs for beginning teachers as a means to keep them in the classroom. The Alliance for Excellent Education recommends comprehensive induction programs consisting of high-quality mentoring, common planning time, ongoing professional development, an external network of teachers, and standards-based evaluation for new teachers. PhysTEC provides suggestions for increasing rates of recruitment and retention, as well as providing examples of member institutions. http://www.compadre.org/PTEC/items/detail.cfm?ID=7023 http://phystec.org/components/induction-mentoring/index.php http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=7023 Mon, 19 May 2008 00:00:00 EST