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PRACTICEBRIEFBEGINNINGTEACHERLEARNINGCOMMUNITIESINTRODUCTIONWhichcommentmightyouoverhearfromabeginningteacherinyourinductionprogramifyouwereaflyonthewall"Ihavesomuchtodothisafternoon,IthinkIwillskiptheLearningCommunity.
Ifindmyselfalmostfallingasleep!
Iknowmymentorwantsmetoattend,butIamthinkingaboutcallinginsick.
"Or"Ihaveatonofstufftodo,butIcan'tmissmyLearningCommunitythisafternoon.
Ilearnsomuch,andIgetachancetomeetwithmypeercoachforproblemsolving.
Todaywearegoingtolookatourstudentwork.
Iwouldn'tmissitforanything!
"Whilemostbeginningteachersseekandvalueopportunitiesforlearning,theyusuallyfindthemselvesonoverload—fromlessonplanningtoextracurricularduties—oftenlastingintothenight.
SoitisimportantthatinductionleadersprovideBeginningTeacherLearningCommunities(BTLC)thattheyfindworthwhile.
Thispracticebriefofferssomestrategiesandideasthatcanbeusefulincreatingandfacilitatingeffectivelearningcommunitiesforbeginningteachers.
RESEARCHBASEDFRAMEWORKFOREFFECTIVEPROFESSIONALDEVELOPMENTResearchershaveexaminedprofessionaldevelopmentextensivelyandconcludethatteachergrowthleadstoimprovingstudentachievement,evenclosingtheachievementgap.
Thefindingsindicatethatinorderforprofessionaldevelopmenttobetrulyeffective,itmustincludefivecorefeatures:Thecontentfocusmaybemostinfluentialinimpactingteachergrowth.
Itincludesbothknowledgeofsubjectmatterandmosteffectivepedagogy,orhowstudentsbestlearnthatsubjectmatter.
COHERENCEmaybethesecondmostinfluentialfeature.
Coherenceincludessustainedlearningthatbuildsonteachers'priorknowledge,isalignedtostandards,frameworksandassessments,andstate,district,andschoolgoals.
COLLECTIVEPARTICIPATIONhasthethirdhighestimpact.
Teachergrowthoccursbestinacollegialandcollaborativeenvironment.
Itreapsthehighestbenefitswhenitisongoing,jobembedded,andincludesmeaningfuldiscourse/inquiry.
Itcanincludegradelevel,schoolordistrictwidecollaborationandmentoringtoexaminestudentworkandplanlessons.
DURATIONiscorrelatedwithincreasedteacherknowledgeandmoreeffectiveclassroompractice.
Aone-timeprofessionaldevelopmenteventisfoundtohaveverylittlelastingimpact.
Effectiveprofessionaldevelopmentprovidesenoughtimetolearnandapplythecontent,andisheldregularlythroughoutthedesignatedtimeframe.
ACTIVELEARNINGincludesbeingmentored,peercoaching,observingorbeingobservedfollowedbyfeedbackanddiscussion,analyzingstudentworkandassumingaleadershiprole.
Thisframeworkcanbehelpfulasyoucreateprofessionaldevelopmentopportunitiesforbeginningteachers.
ASSESSINGBEGINNINGTEACHERSTRENGTHS,INTERESTSANDNEEDSAswithgoodteaching,thoseplanninganeffectiveBTLCneedtoknowthestrengths,interestsandneedsofthebeginningteacherstheyserve.
Inductionprogramsuseanumberofexistingtoolsandstrategiestodothis,andmanyhavedevelopedtheirown.
Forexample,oneinductionprogramdevelopedseveralformativeassessmenttoolswhichareusedduringtheirbeginningteacherorientation:Pre-AssessmentofParticipatingTeachersInterests,Strengths,andAreasforGrowth,andKnowingTeachersAcrossMultipleDomains:6NewTeacherCenter(www.
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Welcome!
Pleasecompletethisconfidentialpre-‐assessmentdesignedtoserveasawarm-‐upfortoday'sorientationactivities;andprovideyourmentorwithanintroductoryideaofyourinterests,strengthsandareastofocusonduringyourworktogetherthisyear.
NAME_CellPhone_EMAIL(printclearly!
School,gradelevelsubjectareayou'llbeteaching:WheredidyoureceiveyourpreliminarycredentialTeachingexperience(includingstudentteaching)Reflectingonyourteacherpreparationcourseworkandstudentteaching,pleaserateyourlevelofcomfortwiththefollowingaspectsofyourdevelopingteachingpractice:VeryNotsocomfortablecomfortableClassroommanagement54321Rapportwithstudents54321Rapportw/colleagues54321Communicatingw/parents54321Lessonplanning54321Designinglessonstoaddress54321CommonCoreStateStandardsLecturingstorytelling54321Designinggroup-‐worthytasks54321Pre-‐AssessmentofParticipatingTeacher's(PT's)Interests,Strengths,AreasforGrowthSantaCruz/SiliconValleyNewTeacherProjectPre-AssessmentofParticipatingTeacher'sInterests,StrengthsandAreasforGrowth831.
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ORGWhatYouWantYourMentortoKnowAboutYou.
Othersincludepre-assessmentdatasuchasinterestsandlearningstyles.
Regularbeginningteacherformativeassessmentisusefulinmakingcoursecorrectionstothecurriculum.
Mentorconversations,classroomobservationsandco-analysisofstudentworkcangathercurrentdataofbeginningteacherpracticewhichisthenanalyzedfortrends,tooffertimelyandmeaningfulprofessionaldevelopment.
Whenmentorsarepartoftheplanning,theycansharetheirobservationsofstrengthsandchallengesandcreatelearningopportunitiesthatarerelevantandcoherent.
Byassessingbeforeandduringtheschoolyear,beginningteachersarelikelytofindthesetobevaluablelearningexperiences.
SCOPEANDSEQUENCEAlthoughflexibilityisimportantinplanningthecurriculum,ithelpstohavethescopeandsequenceclearlydefinedandarticulated.
Animportantconsiderationtokeepinmindistherelevanceandapplicationofthecontent.
Whenplanningthesequence,forexample,afocusoncreatinganeffectiveandsafeclassroomenvironment,includingsettingnormsandproceduresseemsappropriatetowardthestartoftheschoolyear,andcommunicatingwithparentsisimportanttoaddressbeforeparentconferencesandreportcards.
Knowingthegradelevel,department,schoolordistrictfocicanhelpmakesurethattheLCtopicsareappropriateandtimely.
Itisimportanttoknowwhichinitiatives,suchasCollege&CareerReadinessStateStandards(CCRS)orcriticalthinking,arecommongoals.
TheProfessionalTeachingStandardscanservetoframethecurriculum.
Aconsistentstructuresupportscoherence.
Oneinductionprogramusesanagendatemplatethatincludesaninquiry(i.
e.
,problem-pose/problemsolve),acontentpiece,timeforapplyingaFormativeAssessmentSystemprocessandclosure/participantfeedback.
Thisallowsflexibilitywhileprovidingconsistency.
EachmeetingoftheLCisgroundedbyareviewofnorms.
Ifpossible,LCcanbescheduledforthreehoursandheldatleastsixtimesoverthetwoyearsofbeginningteacherinduction.
Thisaddressesthecorefeatureofduration.
DIFFERENTIATIONDifferentiatingthecontentoffersopportunitiestomeetthevariousneedsofbeginningteachers.
Apowerfulandsimplestrategyfordifferentiationistoofferchoice—ofsubjectmatter,gradelevelcontent,orpedagogy.
Forexample,ifthecontentisfocusedonCCRS,therecouldbechoicesessionthatfocusonprimaryandsecondaryliteracyandmath.
Theremaybesessionsthatofferchoiceofstrategiestoteachaconcepttohighschool,middleschoolandelementarystudents.
Choicesessionscanincludestrategiesforteachingstudentswithspecialneeds,Englishlearners,andstrategiesforculturallyrelevantlearningopportunities.
Differentiationisinformedbyanalyzingtheformativeassessmentofbeginningteacherstodiscovertrendsingoals,needs,andinterests.
ChoicesessionscanbeintegratedintothecontentoftheBTLCagenda.
Byaddressingthevaryingneedsofbeginningteachers,choicesessionssupportcoherence.
BUILDINGLEADERSHIPCAPACITYAsmentioned,effectiveprofessionaldevelopmentoccursinacultureofcollectiveparticipation.
Inductionprogramsaimtobuildteacherleadershipcapacity,withafocusonbothmentorsandbeginningteachers.
Fromthestart,inductionprogramscanstructurementorparticipationinallaspectsofplanningandfacilitatingBTLC.
Becausementorshaveregularconversationsandclassroomobservations,theycanassesspatternsofneedsandinterests.
MentorscanmodelthequalityofteacherleadershipthatisarticulatedinmostInductionProgramStandards.
MentorscanfacilitatetheLC,includingchoicesessions.
Theycansharespecificbeginningteacherfeedbacktorefinethecurriculum.
Astheyearprogresses,beginningteacherscantakeonplanningandfacilitation.
Oneprogramhasteachersintheirsecondyearmodeleffectivestrategiesforteachingspecificcontentinchoicesessions,facilitateproblempose/problemsolve,andbepartoftheplanningteam.
Itisimportanttoberesponsivetoeachbeginningteacher'sreadinessandavailability,encouragingthemtotakealeadershiprolehoweversmall,yetnotoverwhelmingthosewhoaren'tready.
Byclearlyarticulatingtheimportanceofbuildingleadershipcapacityandaresponsibility,collectiveparticipationbecomesanormoftheBTLCandthroughoutaprofessionallifetime.
BeginningTeacherLearningCommunityWorkingAgendaTemplateTimeActivityMaterials/WhoResponsiblePreparation:ConnectI.
e.
,Inquiry,ProblemPose/ProblemSolve,Network)Purpose:Activity:OverviewOutcomesAgendaNormsHousekeepingLearning1Content(i.
e.
,CommonCoreStateStandards)Purpose:Activity:BREAKLearning2–FormativeAssessmentSystemProcess(i.
e.
,GoalSetting,ASW)Purpose:Activity:ClosureSynthesisFeedbackForeshadowBeginningTeacherLearningCommunityWorkingAgendaTemplate831.
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ORGASSESSINGIMPACTAsthemostimportantoutcomeofBTLCistheimpactonteaching,itiscriticalthatwehavedatathatcanshowthis.
Onetoolforcollectingsuchdataisonethatasksparticipantstoself-assesstheirconfidence,knowledgeandskilllevelsinareastheLCaddressedpriortoandafteritoccurred.
Analyzingthisdatacanbeextremelyhelpfulinassessingimpact,planningfutureagendasandguidingmentorsinsupportingtheirbeginningteachers.
CONCLUSIONPlanningandfacilitatingeffectiveBeginningTeacherLearningCommunitiesrequiretimetothoughtfullyplan,andassess.
Giventheimportanceofthiscomponentofcomprehensiveprofessionaldevelopment,itshouldprovetobetimewellspent.
INQUIRYQUESTIONS1.
Towhatdegreedoestheprofessionaldevelopmentyourinductionprogramprovidesbeginningteachersalignwiththefivecorefeaturesthatresearchhasfoundtobeessential2.
Howdoesyourinductionprogrampre-assessthestrengths,interests,andneedsofbeginningteachersWhatotherstrategiescanyouemploy3.
Whattoolsdoyouusetoformativelyassessbeginningteacherstorefineandfine-tunetheagendasandfocioftheBTLCsthroughouttheschoolyearHowdoyouprovideopportunitiesforfeedbackfrombeginningteachers4.
Howdoesyourinductionprogramincorporatecontentintobeginningteacherprofessionaldevelopment5.
Howdoprofessionalteachingstandards,inductionprogramstandards,orinitiativessuchasCollege&CareerReadinessStateStandardsinformthescopeandsequenceofyourBTLC6.
WhatattributesofyourBTLCsupportcoherence7.
Howdoesyourprogram'sLCbuildtheleadershipcapacityofbothbeginningteachersandmentorsRESOURCESDesimone,L.
(August2012).
Outcomes:Content-focusedlearningimprovesteacherpracticeandstudentresults.
JournalofStaffDevelopment,32(4),63–67.
Desimone,L.
,Porter,A.
C.
,Garet,M.
,Yoon,K.
S.
,&Birman,B.
(2002).
Effectsofprofessionaldevelopmentonteachers'instruction:Resultsfromathree-yearstudy.
EducationalEvaluationsandPolicyAnalysis,24(4),81–112.
Garet,M.
,Porter,A.
,Desimone,L.
,Birman,B.
,&Yoon,K.
(2001).
WhatmakesprofessionaldevelopmenteffectiveResultsfromanationalsampleofteachers.
AmericanEducationalResearchJournal,38(4),915–945.
Odden,A.
(August2012).
Resources:Thedollarsandsenseofcomprehensiveprofessionallearning.
JournalofStaffDevelopment,32(4),26–32.
SantaCruz/SiliconValleyNewTeacherProjectFormativeAssessmentToolKnowingTeachersAcrossMultipleDomains8NewTeacherCenter(www.
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org)Copyright2013NewTeacherCenter.
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Multiplecademicandlitskills,skillsandabilitiesWhatIwantmymentortoknow:ognitivsetandattainWhatIwantmymentortoknow:WhatIwantmymentortoknow:primaryWhatIwantmymentortoknow:PreferencesinAdaptedfromNTC2012NewAllrightsr831.
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ORGIgreetedtheteachersastheyarrivedforthebeginningteacherafterschoolprofessionaldevelopment(PD).
Theywerefriendlyastheygreetedme,butmostofall,excitedtoseeeachother.
Theroombuzzed!
"Howdidyourguidedreadinglessongo""DidyoutrythatnewreadingassessmentHowareyouusingitinplanning""Whatareyouusingtotrackyourstudents'progress"Itisincrediblysatisfyingtoseeacommunityoflearnerstakeshape.
Itwasnotalwaysthisway,andcertainlydidnothappenbyaccident.
Atthebeginningoftheyear,theChicagoNewTeacherCenterstruggledwithBeginningTeacherPD,specifically,gettingteacherstocometoourevents.
Wetriedavarietyofstrategiestoimproveattendance:changingthetimesandvenue,offeringchoicesoftopicstodifferentiate,holdingrafflesandgiveaways,andcomingupwithjazzytitlesforoursessions(suchasMorningMeetingMagicorChatty,Chatty:EngagingStudentsinDiscussion).
Butnoneoftheseproducedhigherattendance.
Ultimately,weknewthatifteachersweregoingtotaketimeoutoftheirdaystocometoPD,theyhadtofindvalueinit.
Asamentorwithprimarygradeclassroomexperience,andaloveofteachingreading,Idecidedtobringtogetherasmall,grade-alikegroupofteacherswithacommonfocus.
Ithoughtbacktomyownexperienceasafirstyearteacher.
IrecalledthatthePDthatIfoundmostusefulincludedrelevantcontentandtimetocollaboratewithpeers.
Idecidedthefirsttopicforthisgroupwouldbeguidedreading,somethingIwasperpetuallyconfusedbythroughoutmyfirstyearofteaching.
Iwasexcitedtoseeteachersrespondingtothistopic—20newteacherssignedup!
IknewthatifIweregoingtocreateastrongcommunityoflearnersIhadtomakethisfirstPDastrongone.
Icarefullywrotethesession,makingsuretobalanceinputofnewinformation,timetoprocess,andlotsoftimeforcollaborationwithcolleagues.
Attheendofthisfirstsession,Iaskedtheteachersforfeedbackonhowhelpfulthissessionwas,andwhattypesoftopicstheywouldbeinterestedinnext.
Overwhelmingly,thefeedbackwasthatteachersfoundthecontentrelevanttotheireverydayteaching,thatitwasusefulbecauseitwasalignedtoCollege&CareerReadinessStateStandardsandthattheylovedthesanctionedtimetobewithgrade-alikecolleaguesexperiencingthesamechallenges.
IusedthedataIcollectedtoalignmynextPDsessionswiththeirfeedbacktodemonstratethatIhighlyvaluedtheirvoices.
TopicsoffollowingPDsessionsincludedgoingdeeperintoguidedreading,usingassessmenttoplanreadinglessonsandcreatingeffectivelearningcenters.
Witheachsession,InoticedIwastalkingless,andteachersweretakinggreaterownershipinthinkingaboutclassroomapplication.
Thenewteachersdidn'tneedmetomakeasmanyrecommendationsforimplementationbecausetheywerelookingtoeachotherforsupportandresources.
Ilearnedfromthisexperiencethatconsideringrelevantcontent,coherence,duration,collectiveparticipationandactivelearningreallymakeadifferenceinPDoutcomesandengagement.
Bycontinuingtoberesponsivetotheteachers'needs,theattendanceatmyPDsessionswasconsistent,andevenmoreimportantly,itprovidedmeaningfullearningexperienceswithinacollaborativelearningcommunityofincreasinglyefficaciousandthoughtfulnewteachers.
—LarissaBennett,LeadCoach,NewTeacherCenterHOWWESOLVEDTHEPUZZLEOFCREATINGVALUABLEBEGINNINGTEACHERLEARNINGCOMMUNITIESSupportedbyTODISCUSSAPARTNERSHIPWITHNTCTOTAKEYOURINDUCTIONPROGRAMTOTHENEXTLEVEL,CONTACTUSAT831.
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