Synthesizing district induction work to reduce opportunity and

Synthesizing district induction work to reduce opportunity and

Synthesizing district induction work to reduce opportunity and achievement gaps Kathleen Doherty, Full Release Mentor Nichole Von Haden, Full Release Mentor Agenda and Outcomes Agenda Welcome & MMSD Overview Principal & Instructional Coach Supports Professional Learning Instructional Mentoring Case Studies Outcomes

Identify practices to advance culturally and linguistically responsive learning environments Understand the importance of and design for beginning educators equity-focused professional learning Reflect on where your district is relative to learning environments, induction program staffing, and professional learning for new educators Madison Metropolitan School District Overview 50 schools

32 elementary, 12 middle, 6 high, plus alternative programs 27,000 students All or part of 9 municipalities City of Madison, City of Fitchburg, Town of

Madison, Shorewood Hills, Blooming Grove, Maple Bluff Some MMSD Demographics 15% Special Education 27% English Language Learners 59% Spanish, 10% Hmong, 5% Mandarin, 26% other languages 48% Free and Reduced Lunch

2014-15 MAP Grades 3-8 Percent Proficient in Reading 2014-15 MAP Grades 3-8 Percent Proficient in Math MMSD Strategic Framework We must hold all children and all adults to high expectations and provide the unique support they need to meet and exceed that

high bar. With high expectations and strategic support, our students will rise to the challenge of college, career MMSD Great Teaching Matters Our goal is to develop a cycle of professional inquiry at all district levels and cultivate Excellence with Equity: Individual teachers Teacher teams School Based Leadership Teams

District Principal Facilitates Site-Based Leadership Team (SBLT) Write School Improvement Plan (in collaboration with School Improvement Partner) Drive school-based, equity-focused professional development and accountability measures Conducts classroom observations and evaluates beginning educators

Instructional Coach Facilitates Instructional Teacher Teams and site-based professional learning Supports data-driven conversations around equity, access, and engagement Engages in student-centered instructional coaching cycles with all educators Collaborates with new educator mentor to provide wrap-around

Instructional Mentor Facilitates district-wide professional learning for beginning educators (in collaboration with the University of Wisconsin-Madison) Engages in weekly 1:1 meetings with beginning educators Builds beginning teachers capacity for engaging in system-wide equity conversations Builds beginning teachers capacity Professional Learning for those

supporting new educators 1.Principal Scope - informed by National Equity Project Summer Leadership Institute Weekly Principal meetings Dane County New Teacher Project Principal Breakfasts 2. Instructional Coach Professional Learning Scope 3. Instructional Mentor Professional Learning Scope Dane County New Teacher Project Monthly Mentor Forums Case Study 1: Setting Conditions for Assets-Based Conversations

Highlights: Tools Utilized: Building student profiles 1. WIDA Can Do Name Charts Specifically teaching behavior expectations 2. Classroom Engagement Plan

Noticing the connection between teacher moves and student responses Community-building Exploring and utilizing a variety of culturally and linguistically responsive practices 3. Culturally and Linguistically Responsive St rategies Project Overview Reflection Questions: How do these tools support beginning teachers in developing their practice

through the lens of excellence with equity? Case Study 2: Designing Accessible Core Instruction Tools Utilized: Highlights: Developing a positive classroom climate Designing instruction to meet the observed, identified, and documented student needs Adjusting Instruction in response to

student needs Exploring and utilizing a variety of culturally and linguistically responsive practices 1. Observation Tools (ELL, Selective Scripting, Rapport, Participation) 2. Teacher Team Toolkit (Planning Templates & Essential Actions) 3. The Guide (Questioning Stems/ Math Practices) 4. Comprehensive Assessment System Reflection Questions:

How do these tools support beginning New Teacher Center Induction Program Standards Capable Instructional Mentors Effective Principals Multiple Support Structures for Beginning Teachers Strong Program Leaders Ongoing Program Evaluation From, Comprehensive Systems of New Teacher Induction, New Teacher Center, Santa

Cruz, CA [Self-Assessment Tool] Questions? Kathleen Doherty [email protected] us Nichole Von Haden [email protected] wi.us

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