Tearing Down the Silos 2006 OSPI Summer Institutes Sue Anderson, TAP Coordinator OSPI Mary Jo Larsen, Professional Certification Program Specialist, OSPI Entry Task What professional needs might the following groups have in common? Share ideas with neighbor. •Student teachers/Interns •First and second-year teachers •ProCert candidates •Experienced teachers •National Board candidates Meeting Those Needs: The Silos District School- TAP ProCert Prof. based Devel. initiatives TAP – provides money to districts that have new teachers/ESAs: • Mentor/new teacher stipends TAP • Release time for mentors and new teachers to observe each other and other exemplary teachers • Training/orientation for mentors and new teachers • Confidential relationship • Professional Growth Plan (PGP) Effective New Teacher Induction Program Elements: TAP • Hiring • Orientation • Mentoring • Professional Learning • Formative Assessment of Instruction Professional Certification • Demonstration of competency in 3 areas: ProCert – effective teaching – professional development – professional contributions • Certain evidence required as part of professional portfolio • Candidates work with a professional growth team in designing their “professional growth plan” or PGP, which outlines their pathway to the Professional Certificate Professional Certification • Teachers take ownership of their professional ProCert development • Direct relevance to classroom and real teaching situations • Opportunity for teachers to demonstrate they are effective and have positive impact • Focused on student learning • Less “seat time” • Performance-based alignment with K-12 assessment system Professional Certification • Pre-Assessment Seminar ProCert – Self analysis and reflection – Professional Growth Plan (PGP) • Core – Implement PGP • Culminating Seminar – Develop Portfolio of Evidence and next steps Other School and District Initiatives and Professional Development Other Common Components District School- TAP ProCert Prof. based Devel. initiatives Professional Activities •Professional Growth Plans •School Improvement Planning Professional Needs: •Positively impact student learning •Remain invested in profession and in WA public schools Tearing Down the Silos: The Mentor Cadre Model District Other TAP ProCert Prof. Dev. Initiatives i.e. IN ACTION Mentor Cadre: An Example Experienced/ University Cooperating Representative Teacher Student Mentor/Coach Teacher 1st Year PGT Member + Teacher ProCert NBPTS candid. Candidate An interesting bit of research to consider… Veteran-oriented Experienced, well-established practice Isolated Undifferentiated roles Novice-oriented Start-up or low performing school High energy, limited experience Integrated – Principal establishes norms/procedures Sustained support/exchange across experience levels New teachers recognized as novices Differentiated roles Susan Kardos, Susan Moore Johnson et al, Harvard Project on the Next Generation of Teachers Other Benefits? Think and discuss: What structures does your school or district already have in place to support this kind of collaboration? What (else) might it take for this to happen? What might be some next steps you could take to further this kind of work in your school or district?