Wendy Baron and Janet Gless, Associate Directors, Kathy Hope, Program Director, and Ellen Moir, Executive Director, New Teacher Center @ UCSC

The Santa Cruz New Teacher Project’s integrated program of support and formative assessment builds upon seventeen years of work assisting beginning teachers to move their practice forward. Join us as we walk through the structure and tools of formative assessment and demonstrate interaction strategies between the support provider and beginning teacher. Hear first-hand from program participants how an intensive induction model can impact classroom practice, schools, and districts. Focused discussion sessions will address mentor professional development, building organizational capacity, the role of the site administrator, and more.

Marcia Tate, CEO, Developing Minds, Inc.

Have you ever heard teachers complain that their students don’t understand or recall much content after a 24-hour period? It stands to reason that if students don’t learn the way we teach them, we must teach them the way they learn. Experience 20 instructional strategies that maximize memory and minimize forgetting. Increase learning for students when strategies like drawing, metaphor, music, and storytelling are used to teach curriculum objectives and meet national standards. Explore research that shows why these strategies are preferable. Ensure that brains retain key concepts, not only for tests, but also for life!

Enid Lee , Enidlee Consultants

How do we identify and address issues of inequity, especially racial inequity in the coaching process? How do we coach new teachers in ways that explicitly link such new teacher concerns as classroom management to equity? This learning opportunity will provide a context for immersing ourselves in case studies related to language, culture, class, race, and power in the coaching processes. Participants will examine an equity-centered approach to coaching and practice using tools designed for checking all of our systems for equity.

4
Principal Induction: The New Teacher Center New Principal Model

Adele Barrett, Research Specialist, Gary Bloom, Associate Director, Lorie Chamberland, Nathan Cross, Leila Minnis, and Betsy Warren, Outreach Coordinators, New Teacher Center @ UCSC

The School Leadership Team of the New Teacher Center has developed an integrated program of coaching-based formative assessment and support for first and second year school principals. Join us as we walk through the various components of our program, including coach training, certification and ongoing professional development, web-based formative assessment, and the New Administrators Institute. Research findings on the impact of these programs will be shared. This is a highly interactive session that will give participants experience with Blended Coaching Strategies, NTC's unique leadership coaching model.

5
The Flip: Changing Our Perception of What Can Best Serve Linguistically and Culturally Diverse Students and Ourselves!

Edmundo Norte, Director of Education, Mexican American Community Services Agency

In this interactive session, participants will examine the challenges English Learners and other culturally diverse students face. Participants will learn practices that can improve the experience for both teacher and learner and examine the attitudes, assumptions, and beliefs that may be at odds with our deepest values. The presenter will introduce a process to create a just, equitable, and life-affirming experience for those we serve and ourselves.

2A
Second Career Novice Teachers: The Literature and The Lessons Learned

Trina Patricia Crowley, Associate Director, and Karen O'Connor, Director, University of Massachusetts, Dartmouth-Center University School Partnerships (CUSP); Priscilla Pat Miller, Director, Center for Teacher Education and Research, Westfield State College

In this session, presenters will share some of the current literature regarding the phenomenon of second career novice teachers. Participants will examine and discuss video clips of case studies and narratives of second career novice teachers from elementary, middle, and high school. Presenters will share strategies to effectively support, supervise, and mentor this unique population of beginning teachers.
Quality Mentoring

3A
Using Online Professional Development to Assist New Teachers

Thomas Blanford, Associate Director, and Linda James, Senior Program Specialist, National Education Association New Products and Programs Department

National Education Assoiciation (NEA) believes that high quality professional development is one way to achieve quality teaching in every classroom. This session will focus on the current online professional development programs the NEA has developed and how such programs can assist new teachers as they work in learning communities with experienced teachers. Participants will review some of the activities in the programs and discuss the world of online professional development.
Quality Mentoring and Policy

4A
Beyond Academies and Forums: Additional Strategies for Developing High Quality Mentors at the Work Site

Fred King, Director of New Teacher Induction, New York City Department of Education

While formal training workshops and regular follow up practice/problem solving sessions are critical to a mentor’s development, providing on-site job embedded feedback can be an effective additional strategy for supporting a mentor’s growth. Why is on-site feedback critical? What does on-site feedback look like in a mentoring situation? Participants will leave this interactive session with practical strategies and ideas based on the presenter’s experience from viewing over 150 individual mentor and new teacher conferences.
Quality Mentoring

5A
Science and Mathematics Leadership Through Enhanced Mentoring

Lynn Farrin, Mentor State Coordinator, and Page Keeley, Senior Science Program Director, Maine Mathematics and Science Alliance; Jack O'Reilly, New Hampshire Mentor Science Teacher, Portsmouth High School

How does an investment in mentoring pay high dividends in building district and statewide capacity for science and mathematics teacher leadership? Presenters will highlight program features of the National Science Foundation funded Northern New England Co-Mentoring Network, a tri-state program that supports the development of science and mathematics teachers as mentors and leaders of professional learning communities. Participants will have an opportunity to experience robust tools and strategies that build teacher leadership while simultaneously supporting the content and pedagogical needs of new teachers.
Quality Mentoring

6A
Moving Statewide Induction Policy Forward: Illinois’ Statewide Induction Pilot Initiative

Jo Anderson, Executive Director, Illinois Education Association—National Education Association; Mimi Appel, Midwest Program Director, New Teacher Center @ UCSC; Renee Clift, Professor of Curriculum and Instruction, University of Illinois at Urbana—Champaign; John Luczak, Education Program Officer, The Joyce Foundation; Lisa Vahey, Director, Chicago New Teacher Center

With support from a team of stakeholder leaders, the Illinois State Board of Education is implementing the Beginning Teacher Pilot Induction Program to support and evaluate high quality induction pilots statewide. Leaders from the Illinois Induction Policy Team will discuss the processes used to convene stakeholders, craft strategic policy goals and develop tools, documents and outreach strategies to launch this initiative.
Leadership and Professional Identity

7A
Quality Induction in Learning Communities: From Teacher Preparation through Early Teaching

Linda Black, Director, Georgia State University, NCTAF Induction Project; Kathleen Fulton, Director, Reinventing Schools for the 21st Century, National Commission on Teaching and America's Future; Sally Luttrell-Montes, Director of Induction Programs, University of Washington

Induction should be a continuum of teacher development, with learning and support targeted to the realities of teaching, involving both teacher preparation institutions and their client districts. In this session, the National Commission on Teaching and America's Future (NCTAF) demonstrates three models of university/district collaboration--using online networks (Teachers Learning in Networked Communities); a ‘toolkit’ of pre-service and in-service resources (Georgia State University/NCTAF Induction Project); and intensive teaching academies (Urban Teaching Academies).
Quality Mentoring

8A
Intentional Coaching Through Collaborative Inquiry

Kathy Dunne, Director of Professional Development, Learning Innovations at WestEd; Amy Rocci, Lead Mentor and Mentor Trainer, Newmarket School District

New teacher retention is significantly increased through consistent implementation of quality mentoring programs. But retention is not enough. When mentors deepen their skills as reflective coaches, new teachers also become more reflective and intentional. In this session, participants will examine the coaching cycle through video images and reflect on the learning that occurs for the coach and its impact on the teacher.
Quality Mentoring

9A
Meet the Unique Needs of Novice Secondary Teachers Through Induction

Laura Gschwend and Anne Watkins, Outreach Coordinators, New Teacher Center @ UCSC

Because of the projected retirement of secondary teachers and a nationwide increase in the student dropout rate, a successful induction of novice teachers is critical. It is also a means to reinvigorate our secondary schools. In this session, participants will examine the unique needs of beginning secondary teachers and discover how induction programs and mentors can meet those needs. Participants will learn which strategies best support secondary novice teacher growth, impact student learning, and create effective learning communities.
Quality Mentoring

10A
A Snapshot of Improving Student Achievement Through Supervision for Best Teaching Practices

Nathan Cross and Leila Minnis, Outreach Coordinators, New Teacher Center @ UCSC

How can school administrators use observation and feedback skills to support teacher development and quality teaching? The New Teacher Center’s New Administrator Program has developed a series or workshops for principals and district administrators that provide the resources and practice they need to help teachers use best instructional practices for student learning. Presenters will share tools that focus observations and give evidence-based feedback on student questioning and checking for understanding.
Leadership and Professional Identity

11A
Extending Mentoring Success Through Dynamic Partnerships

Mylinda Mallon and Karen Ripley, Consulting Teachers, New Teacher Support Program, Lake Washington School District

A strong teacher induction program can mean the difference between remaining or leaving the profession. The Lake Washington School District New Teacher Support Program believes that an induction program’s success is based on partnerships within the district and among various stakeholders. This session focuses on the relationships that must be created for a successful mentoring program. Participants will determine next steps for setting up successful stakeholder relationships and learn strategies to strengthen these partnerships.
Leadership and Professional Identity

12A
Selection of Mentors in Rural and Hard-to-Staff Schools and Their Role in Developing Individual Professional Development Plans

Penny Kotterman, Master Teacher Mentor Initiative, Taryl Hargens, Project Director, Judy Rea, Project Director, and Kathleen Wiebke, Executive Director, Arizona K12 Center

This session focuses on how Master Teacher Mentors are selected, trained and used in hard-to-staff urban schools and remote areas on the Native American Reservations in Arizona. Using a common portfolio, presenters will demonstrate the mentors’ use of templates to assist their mentees in creating standards-based and data-driven Individual Professional Development Plans. Through modeled instruction and practice, participants will have a hands-on experience with these processes and tools.
Quality Mentoring

13AB
Being School and Generationally Savvy: What Do New Teachers Need to Know and What Do We Need to Know About Them?

Jennifer Abrams, Professional Developer, Palo Alto Unified School District

Have you noticed some of your newer teachers feel, look, and act differently than novice teachers you remember? Are you hearing of communication challenges between your novice teachers and their older colleagues? How do generational factors come into play? Who are the four generations in our schools? What are their strengths and needs? What structures, communication protocols, and knowledge do we need to help all generations in our schools thrive? This session will provide tools and resources on this increasingly intriguing topic.
Quality Mentoring

14AB
Mentoring for Equity

Geri Acers, Consultant, Trinidad Castro, Outreach Coordinator, Tom Howe, Coordinator, Wisconsin New Teacher Project, New Teacher Center @ UCSC

With the achievement gap a stubborn and frustrating reality, it is crucial to help mentors deepen their understanding and create opportunities to address issues of equity with novice teachers. At times mentors feel unskilled and uncomfortable addressing issues that deal with race, language, and culture. This extended session will introduce participants to essential concepts about equity and provide strategies and time to practice conversations that empower beginning teachers to create learning communities where all students are respected, engaged, and successful.
Equitable Learning and Social Justice

15AB
Talking About Teaching: An Essential Skill for Mentors

Charlotte Danielson, Educational Consultant, Outcomes Associates

Mentors have many opportunities to observe new teachers in their classrooms. Some of these observations are for a full lesson; others are for a much shorter period of time. What then? How can mentors structure the conversation afterward to maximize the opportunities for new teachers to learn from their practice? This session will focus on the skills of "talking about teaching" to make the most of informal observations.
Quality Mentoring

17B
Urban High School Leadership, the Blended Coaching Method, and Improving the Teacher Observation Process

George Bartleson, Principal, Dorsey High School, Los Angeles Unified School District; Duffy Clark, Associate Professor, California State University Dominguez Hills

The new principal faces a myriad of challenges when trying to change the culture of an urban high school and close the achievement gap. This interactive session will demonstrate how one new high school principal with the support of a leadership coach changed the teacher observation model to improve math instruction using a variety of Blended Coaching strategies. Participants will examine, analyze, and discuss several case stories that illustrate key elements of the change process
Equitable Learning and Social Justice

18B
e-Mentoring for Beginning Science and Math Teachers

Roberta Jaffe, Science Education Coordinator, and Lynn Kepp, Science Outreach Coordinator, New Teacher Center @ UCSC; Gerry Wheeler, Executive Director, National Science Teachers Association

Learn from Executive Director of the National Science Teachers Association Gerry Wheeler and NTC staff how the expertise of different organizations has combined to develop content-focused mentoring in an online environment. In the e-Mentoring for Student Success (eMSS) beginning teachers are matched with content area mentors and become part of a larger community of learners. Participants will share their experiences and share opportunities for states and districts to join this innovative national program.
Quality Mentoring

19B
How To Use Research to Argue for Quality Mentoring Programs

Betty Achinstein, Stephen Fletcher, and Anthony Villar, Researchers, Gary Bloom, Associate Director, Nathan Cross, Outreach Coordinator, Liam Goldrick, Director of Policy, and Michael Strong, Director of Research, New Teacher Center @ UCSC

First, the audience will witness a question-and-answer session between a panel representing school administrators and legislators and a panel of researchers. Questioners will challenge respondents to justify why they should expend resources on a high-cost, comprehensive induction program for beginning teachers. Respondents will highlight the relevant research that supports such a program. The audience will then form discussion groups, generate more questions, and pose them to the presenters.
Quality Mentoring

20B
Cultural Models for Teachers: Developing and Maintaining a Professional Identity in Teaching

Michael Riendeau, Assistant Head for Academic Affairs, Eric Stone, Dean of Education, Eagle Hill School

Using James Paul Gee’s (1999) approach to discourse theory, original transcripts, short film and audio clips, the presenters discuss their ongoing study of the cultural models for teachers promoted in popular media. In this session, participants will engage in a guided conversation about the ways in which teachers construct their identities using these cultural models. Using this framework, participants will explore new ways to construct professional identities in teaching.
Leadership and Professional Identity

21B
California's Statewide Teacher Induction Program - Beginning Teacher Support & Assessment (BTSA)

Alice Bullard and Gordon Surface, BTSA Cluster 2 Region Directors, Newark Unified School District; Cindy Gappa, Cluster 1 Region Director, Tehama County Office of Education; Chris Reising, Cluster 5 Region Director, San Diego County Office of Education

Presenters will discuss the current state of induction in California and its role in the state's teacher credentialing system. Participants will learn the history of BTSA, foundational program components, the role of formative assessment in improving instruction, new teacher retention and program evaluation data. Presenters will address the structure and flexibility necessary to implement an effective, statewide induction program in the large and diverse state of California.
Quality Mentoring

22B
Advancing Experienced Mentors' Practice

Julie Almquist and Suzanne Riley, Outreach Coordinators, Janet Gless, Associate Director, New Teacher Center @ UCSC

Mentoring novice teachers requires developing special skills and offers exciting opportunities for veteran teachers to learn and grow. As mentors hone their skills, however, professional development needs shift. This session explores an inquiry approach to experienced mentor learning focused on collecting and analyzing data of mentor practice. Participants will learn a conceptual framework and sample strategies that include the analysis of beginning teacher video cases.
Quality Mentoring

23B
Mentoring Career—Changing Teachers in High Needs Urban Schools

Richard Luli and Barbara Tramonte, Assistant Professors, Empire State College

What is it like to be an adult career changer entering the teaching profession in a diverse urban setting? Are the challenges and rewards for the older beginning teacher unique? How does this affect the mentoring process? After presenting research and videos culled from interviews and classroom observations with first year teachers in an alternative certification program, workshop participants will explore, hands on, the problems and triumphs of new teachers placed in challenging urban schools in New York City, Rochester, Buffalo, and Syracuse
Quality Mentoring

24B
Effective Use of National Board Certified Teachers in a New Teacher Support Program

Ava Byrne, Deputy Superintendent, Carolyn Guthrie, Executive Director, and Dottie Hammer, President, National Board Certified Teachers, Miami-Dade County Public Schools

Statistics on retention rates for new teachers are alarming. Often new teachers are placed in low performing schools with high teacher turnover. Research demonstrates that while National Board Certified Teachers can increase student achievement among low-performing students, the number of them teaching in these schools and mentoring novice teachers remains low. Participants will learn of a Miami-Dade County Public Schools initiative that supports new teachers in low performing schools while developing leadership in National Board Certified Teachers.
Quality Mentoring

25B
What We Are Learning About Supporting New Principals

Arthur Foresta, Director of Leadership Coaching, New Visions for Public Schools; Linda Hartzer, Program Administrator, Bridgeport Public Schools; Melinda Martin, Associate Director, and Ann VanSickle, Executive Director, Educational Leadership Development Academy; Susan Villani, Senior Program/Research Associate, Learning Innovations at WestEd

Wanted: Capable school principals to fill the increasingly high number of vacancies created by administrators who are retiring or leaving the profession. Mentoring and induction programs can substantially increase new principals’ effectiveness and retention. In this interactive session, participants will learn about three dynamic mentoring/induction models, discuss mentoring and induction of new principals, reflect on the realities of their context, and begin planning their next steps to support new principals.
Quality Mentoring

26B
The Making of Quality Mentors: Establishing and Maintaining Mentor Forums

Debbie Feinstein, and Shelley Serin, Outreach Coordinators, New Teacher Center @ UCSC

Discover the key to developing well-rounded, effective mentors committed to life long learning. Quality Mentor Forums are crucial in the development of Mentors who will make a difference. Presenters will share their insights about how districts can best support mentor growth and further develop mentor skills. Participants will gain a better understanding of the New Teacher Center Mentor Forum structure, acquire a rubric for evaluating their own Mentor Forums, and learn new strategies to create effective mentor forums.
Quality Mentoring

27B
Chronicles of a First-Year Induction Program: Celebrations and Challenges

Cathy Beaty, Beginning Teacher Advisor Coordinator, Center for Teacher Leadership, Virginia Commonwealth University; Judy Flythe, Director of Staff Development, Chesterfield County Public Schools

How can four large school districts, 12 Beginning Teacher Advisors and one university launch a highly intensive induction program that supports 152 beginning teachers in 34 high-need schools? This interactive session will take participants on a journey through the first year of our pilot program. There will be ‘voices from the field’, including beginning teacher advisors, beginning teachers, district representatives and principals. Learn from our successes and challenges
Quality Mentoring

28C
Leadership Training in Illinois: Expanding the CEC-NTC Partnership CLASS Program

Jane Gard, Coordinator, Coaching Leaders to Attain Student Success Program in Illinois, Perry Soldwedel, Director of Continuous Improvement, Consortium for Educational Change (CEC); Betsy Warren, Outreach Coordinator, New Teacher Center @ UCSC

This session will provide an overview of the NTC CLASS program in Illinois. Participants will learn about new networking and training strategies for program coordinators of leadership training programs, and will also engage in sample training. They will also share their experiences in the field of leadership training. The outcome is greater knowledge of how a structured program of professional development can help build professional learning communities for new and experienced leaders in multiple school districts.
Leadership and Professional Identity

29C
Sustaining Diversity: A Study of New Teachers of Color in Urban Schools

Betty Achinstein, Lisa Johnson, Candice Millhollen, and Anthony Villar, Researchers, Trinidad Castro, Outreach Coordinator, New Teacher Center @ UCSC; Rodney Ogawa, Professor, University of California Santa Cruz

Given the need for quality teachers of color in culturally diverse urban schools, this session examines research from a study of new teachers of color in California. Findings highlight supports and challenges, cultural issues, and teaching practices. We spotlight unique complexities that lead us to ask what kinds of targeted instructional supports are needed for novices of color. Participants and presenters discuss implications for mentors, induction leaders, and school leaders.
Equitable Learning and Social Justice

30C
Investing in the Future: Strengthening Mentors and Teacher Leaders - Examination of Self-paced Modules

Anne Bell, Module Development Project Manager, Range BOCES for Teacher Leadership, University of Colorado at Denver; Joyce Cerovski-Lynch and Rhonda Johannes, Peer Assisted Learning Mentors, Adams County District 50

Training and support of mentors must focus on their development as teacher leaders. Our project has sought to address issues of mentor development through a focus on best practices, recognized skills and knowledge, and the Core Propositions from the National Board for Professional Teaching Standards using web-based modules and face-to-face peer seminars. Explore the introductory self-paced module in this series and share ideas on the overall program.
Leadership and Professional Identity

31C
Research Based Strategies That Build a Successful Induction Program

Jim Orlenko, Human Resource Director, Patrick Lutz, Mentor Training Coordinator, and Stephen Vessey, New Teacher Training Coordinator, Beaver Dam Unified School District

In this session, presenters share their experience creating and implementing a successful new teacher induction program. Participants will briefly review the research and learn the five strategies that are critical to a successful induction program. Presenters will conclude by showing their retention data and how their school board, administration and teacher association supported implementation of their nationally recognized program. Participants will leave with a mentor and new teacher training handbook.
Quality Mentoring

32C
Induction as Discipline: How Are We Mentoring Pre-service Teachers to Manage Their Classrooms?

Eric Toshalis, Instructor in Education and Doctoral Candidate, Harvard Graduate School of Education

In this session participants will look at the differing interpretations of disciplinary interactions by pre-service teachers and their students and explore the implications for their mentoring and induction program. We will focus on how participants respond to pre-service/novice teachers confronting disciplinary issues in the classroom. This interactive presentation includes insights from relevant research literature, including the presenter’s samples of data, suggestions for mentors, and other resources.
Quality Mentoring

33C
Statewide Induction in a Local Control State: What’s Easy and What’s Not

Mary Brooks, Site Coordinator, West Des Moines Community School District; Beverly Riess, Student Teacher Coordinator, University of Northern Iowa; Mary Beth Schroeder Fracek, Administrative Consultant for Teacher Quality, Iowa Department of Education; Sue Swartz, Professional Development Consultant, Heartland Area Education Agency's Mentoring and Induction Program; David Ulrick, UniServ Director, and David Wilkinson, Teaching and Learning Specialist, Iowa State Education Association

This session focuses on Iowa’s requirement that schools implement state-funded induction programs. Participants will learn of the successes/ challenges and review program evaluation results. Participants will look at local programs, annual institutes, network, statewide steering committee, as well as collaboration with higher education and local educational unions.
Quality Mentoring

34C
Making Meaning of the Data

Wendy Baron, Associate Director, Adele Barrett, Research Specialist, and Suzanne Riley, Outreach Coordinator, New Teacher Center @ UCSC

Inquiry into practice and continuous improvement are at the heart of successful induction programs. These important professional norms require the thoughtful collection, examination, and analysis of relevant data. This session will share a professional development process that supports mentors and program leaders in examining data for the purpose of program development and the advancement of mentor practice. Participants will engage in the process with sample data collected using New Teacher Center's Online Induction Survey.
Quality Mentoring

35C
Differentiated Mentoring: How Can We Meet the Needs of Teachers Perceived as Resistant?

Rachel Carr, Neil Goldberg, and Michelle Pacheco, Mentors, New York City Department of Education Region 9

Mentoring is an ongoing and reflective process. In New York City, we have had the opportunity to develop and practice strategies that transform and deepen our relationships with beginning teachers. This workshop will explain how mentors work with teachers who they perceive as ‘resistant.’ Participants will explore the challenges in creating collaborative non-evaluative relationships with beginning teachers, examine ways to address those challenges, and consider implications for their own practice.
Quality Mentoring

36C
Teacher Retention Through Instructional Excellence

Angela Belfield, Sheila Oates, and Jacquelyn Shepard, Specialists, Rosebud Turner, Director, Instructional Excellence Department, Charlotte-Mecklenburg Schools

Learn how the Charlotte-Mecklenburg School District created the Instructional Excellence Department to support and develop beginning teachers. The Department began in partnership with the New Teacher Center @ UCSC and has expanded to become truly responsive to their large urban district. This session will share one system's development of a department that successfully addresses varied district needs. Participants will learn strategies that can be incorporated into their support programs to increase retention and improve new teacher quality.
Quality Mentoring

37C
Beyond Induction — Mentoring Teachers from Good to Great

Barbara Golding, Associate Director, and Susan Normoyle, Cotsen mentor teacher, Cotsen Family Foundation

The Cotsen Family Foundation’s mission promotes the art of teaching. Our primary strategy is to support the intensive mentoring of good, experienced teachers. Participants will learn about a mentoring model that moves teachers from good to great. They will also learn how we promote mentor growth and skills, how both mentors and mentees develop into educational leaders, and the effect on students, schools and district cultures. Presenters will share a current professional development model used to achieve excellent teaching.
Quality Mentoring

38C
National Implementation of the New Teacher Center's Formative Assessment System

Barbara Davis, Assistant Director, Ronni Mann, Outreach Coordinator, Jan Miles, Senior Outreach Coordinator, New Teacher Center @ UCSC

As new teachers embark on their journey of professional growth, they will encounter successes and dilemmas. The New Teacher Center has created a set of tools and processes — the Formative Assessment System (FAS) — for a national audience, designed to advance new teacher practice and mentoring. This session will review FAS by introducing the collaborative processes of self-assessing on the Continuum of Teacher Development, setting goals, analyzing student work, and collecting observation data.
Quality Mentoring

39C
Not Just Content Specialists! Mentoring to Advance Adolescent Literacy Skills

Julie Almquist, Outreach Coordinator, Rain Bongolan, Outreach Coordinator, ELL and Adolescent Literacy Instruction, New Teacher Center @ UCSC

Do some beginning secondary teachers tend to avoid in-class textbook assignments to ‘get at the content’? To what degree do these content specialists assign tasks without modeling, teaching, and supporting student practice and helping students learn the skills of proficient readers? Participants will learn how to improve their skills in mentoring middle and high school teachers by examining concepts and strategies about reading development, which are traditionally overlooked in secondary teacher preparation. Presenters will share NTC mentoring tools that enhance the academic literacy instruction practice of single subject teachers.
Quality Mentoring

40C
Meaningful Mentoring for Specialists

Pat Guzzo and Elly Schmalz, Site Coordinator, Laura Malstrom, School Counselor, and Libby Thomas, School Nurse, Christina School District; Mary Kotz, Educational Associate for Professional Mentoring, Delaware Department of Education

To meet the needs of specialists such as nurses, counselors, and psychologists, Delaware educators worked with Charlotte Danielson to create parallel domains and elements. From these, they created mentoring processes with the same rigor and depth as those used with teachers. Participants will learn about the method Delaware used to design these processes. Presenters will share activities to help participants create meaningful mentoring for their specialists.
Quality Mentoring

41C
Specially Designed Induction for Beginning Special Education Teachers

Joanne Hampton, Special Education Induction Specialist, Jordan School District; Daniel Morgan, Project Coordinator, Utah State Personnel Development Grant; Marilyn Runolfson, Specialist, Weber School District; Tanya Toles, Coordinator Special Education, Alpine School District

School districts across Utah are developing induction programs for beginning special education teachers. Presenters will share strategies and tools that feature practical examples of how these programs focus on teacher instructional quality, emphasize training and supporting mentors and coaches, and develop a statewide infrastructure to support new teachers and their mentors. Participants learn the impact of these strategies and discover what is special about special education teacher induction.
Quality Mentoring

42C
Quality Mentoring: Transforming the Profession Through Innovative Training

Geraldine Duval and Gail Epps, Co-Managers of New Teacher Induction Program, Montgomery County Public Schools

To promote quality mentoring, Montgomery County Public Schools provides a comprehensive training program for peer mentors. This session will showcase a variety of instructional strategies that mentors can use with mentees and incorporate evaluation and data collection techniques. Participants will get information and guidelines to create professional activities and participate in actual class simulations of the workshop sessions.
Quality Mentoring

43D
Supporting Beginning Teachers From Credential Through Induction: KSTF Science and Mathematics Teaching Fellowships

Nicole Gillespie, Senior Program Officer, and Jeffrey Kralik, Research Associate, Knowles Science Teaching Foundation

The Knowles Science Teaching Foundation (KSTF) provides 5-year teaching fellowships to beginning secondary mathematics and science teachers across the United States. In this session, presenters will explain the structure and rationale of the fellowship and share program evaluation research. Participants will engage in a modified lesson study with KSTF Teaching Fellows and discuss evidence of and potential for teacher development through the modified lesson study process.
Quality Mentoring

44D
Using Online Forums to Develop Professional Learning Communities that Support Mentors and Early Career Teachers

Sally Luttrell-Montes, Director of Induction Programs, and Kersti Tyson, Research Assistant, University of Washington

This session will explore the use of web-based technology to create and enhance mentoring and virtual professional learning communities. We have been developing and piloting the Uweb Teacher Support Network to extend face-to-face mentoring. This online support includes "On Demand Resources" and opportunities for asynchronous and synchronous discussions that target novice teachers and their mentors. Participants will learn the rationale for online forums for induction and how to better use technology to improve teaching.
Quality Mentoring

45D
Using Storytelling to Create a Supportive Environment for Beginning Teachers

Kathleen Cowin, Graduate of Educational Leadership Program, Seattle University

Shared stories create an enhanced mentoring process and help both mentors and mentees be more successful and reflective in their practice. In this session, participants will engage in activities based on the presenter’s research exploring the role storytelling plays in creating a supportive environment for beginning teachers. Current and prospective mentors and those who work in teacher induction will learn how to use a series of questions to develop their own stories to share with beginning teachers.
Quality Mentoring

46D
Action Research at the Center of Professional Development

Sarah Anderson, Program Mentor, and Anne Durst, Assistant Professor, University of Wisconsin-Whitewater

The goal of the Professional Development Program for Teachers of Linguistically Diverse Students is to support early career teachers through inquiry-based professional development. The mentor will explain her use of action research projects as both an entry point to teachers’ practice, and a tool to support teachers’ professional growth. Focused discussion and activities will address how action research projects deepen teachers’ understandings of their teaching and provide them with effective strategies as leaders and advocates for English Language Learners.
Leadership and Professional Identity

47D
Teacher Induction Policy: Transforming ‘Highly Qualified’ Teachers into ‘Highly Effective’ Practitioners

Dara Barlin, Policy Analyst, and Liam Goldrick, Director of Policy, New Teacher Center @ UCSC

To impact classroom teaching practice, policymakers must hold a vision of highly effective teaching that transcends No Child Left Behind's minimal ‘highly qualified’ requirements. High-quality induction for beginning teachers provides the vehicle by which to implement this vision. Participants will gain an understanding of what high-quality induction is, a better sense of the limitations of current federal and state teacher quality policies, and a clear teacher-focused reform vision.
Quality Mentoring

48D
Quality Mentoring: Using Think-a-Louds, Practice Conversations, and Mentor Study© to Build Quality Mentoring

Pauline Franklin-Jones and Gloria Moore, Mentors, and Rhenaye Hornsby, Regional Director of New Teacher Induction, New York City Department of Education; Iris Silverstein, Teacher Center Mentor Liaison, United Federation of Teachers

The focus of this session is building high quality mentoring across mentoring teams. Presenters will demonstrate how to build high quality mentoring practices through the use of reflective conversations and mentor meta-cognition. Participants will experience the Mentor Think-a-Loud technique which involves listening to the thought process of a mentor facilitator making a decision about an aspect of practice. The Mentor Study© is a meta-cognitive process that involves strategic planning of teacher practice using a classroom videotape.
Quality Mentoring

49D
Cultivating Programs that Make a Difference

Julie Almquist, Outreach Coordinator, Sharon Nelson, Program Director, Wisconsin New Teacher Project, and Jan Miles, Senior Outreach Coordinator, New Teacher Center @ UCSC

The New Teacher Center's annual Symposium is designed to cultivate and nurture commitment, passion, and new ideas related to teacher induction. This lively session, led by NTC staff members who work closely with induction programs throughout the country, is specially designed for program leaders. It will offer an opportunity to share insights and learning from the Symposium, exchange ideas that advance the quality of program implementation, and address issues of mutual concern to program leaders.
Leadership and Professional Identity

50D
Observation and Feedback for English Learner Success: Research, Standards and Practice

Lorie Chamberland and Betsy Warren, Outreach Coordinators, New Teacher Center @ UCSC

The New Teacher Center has developed a workshop for mentors and site administrators to support all teachers working with English Learners. In this session, participants will examine strategies for accelerating academic language development and will be given an overview of the workshop that highlights conditions for learning, stages of second language development, the role of assessment in EL instruction, analyzing student work, differentiated instruction and lesson planning.
Equitable Learning and Social Justice

51D
Building a Full-Time Mentor Program: The Power of a Mentor Community

Robin Derr, Natalie Kranz, Lindy Norman, Anthony Swaringen, Mentors, Fred Williams, Executive Director of Recruitment and Retention, Durham Public Schools; Suzanne Riley, Outreach Coordinator, New Teacher Center @ UCSC

Examine key areas involved in creating a full-time mentor program, including catalysts for changing the nature of the Durham Public Schools mentor program, mentor selection process, professionalism, accountability and high expectations, a generalist approach to mentoring, benefits of collaboration, and the development of a mentor community. Participants will learn about the implementation of a district-wide full time mentor program and the components that were put into place to enhance the continuous collaboration needed to nurture a mentor community.
Quality Mentoring

52D
Scottish Teachers For a New Era: Building a Continuum of Teacher Development and Support Through Collaboration

Roseanne Fitzpatrick, Induction and Mentoring Theme Group Leader, Kay Livingston, Director, and Dean Robson, Senior Research Fellow, Scottish Teachers for a New Era

This session will explore the benefits and challenges of a collaborative model that enables teacher educators, local education authority personnel, and teachers to work together on a mentoring initiative. Participants will have an opportunity to reflect on these benefits and challenges in USA contexts. Presenters will share an overview of Scottish Teachers for a New Era and an outline of the collaborative model it employs.
Quality Mentoring

53D
Classroom Literacy Artifacts as a Vehicle for Collaborative Mentoring

Michelle Parker-Katz, Clinical Associate Professor, Marie Tejero Hughes, Associate Professor, University of Illinois at Chicago

This session will present a form of mentoring based on analysis of classroom literacy artifacts from K-12 special education classrooms. As participants review sample artifacts and data, they will learn a new form of mentoring and induction for teacher excellence. They will also explore principles for creating professional development through the use of classroom artifacts, view excerpts from an online module we have created based on mentors' artifacts and voices, and develop guidelines to evaluate equitable learning across the range of student abilities.
Quality Mentoring

54D
Beyond Mentoring: Capitalizing on the Professional Growth of Mentors

Susan Hanson, Researcher, and Ellen Moir, Executive Director, New Teacher Center @ UCSC

Learn how to capitalize on the professional growth that experienced teachers gain from their experience as mentors. Regardless of what career paths mentors take following their mentoring, they carry with them new knowledge, skills, and values that can positively influence the teaching profession and the schools in which they work. Learn about research on the career paths of veteran mentors and hear from veteran mentors about how they are working as leaders to build communities of practice. Discuss the implications for your own schools and districts.
Leadership and Professional Identity

55D
Differentiating Mentor Support Through Spheres of Influence

Ennis Howard Jr., Specialist IV, Professional Preparation and Support Department

How do we go from what we have observed, learned and experienced to what we envision? Participants will learn tools and descriptions to understand the specific components of spheres of influence. They will also explore their own motivations and perceived motivations of their clients through a variety of small and whole group interactions and analyze different induction stakeholders’ scenarios. By the end of the session, participants will have learned specific strategies for gaining acceptance and implementation of quality mentoring.
Quality Mentoring

56D
Rejecting Adversity: Working Together to Improve New Teacher Performance

Gary Anhalt, President, Cedar Rapids Education Association; Ann Feldmann, Executive Director, Human Resources, and Tammy Wawro, Facilitator, Mentoring and Induction, Cedar Rapids Community School District; Kathy Krehbiel, Uni-serv Director, Iowa State Education Association

Collaboration between the professional union, the district, and the mentoring program is fundamental to the development of a strong new teacher induction program. The presenters will share proactive methods to put systems in place to deal with struggling new teachers, contentious mentor/mentee relationships, replace existing mentors, and implement intensive assistance within the mentoring program. Participants will learn strategies for working through challenging situations using real-life scenarios.
Quality Mentoring

57D
Coaching to Build Powerful School Leaders

Janice Banks-Thompson, Marco Gonzales, and Dean Karahalios, Principal-Coaches, West Contra Costa Unified School District

Over the past three years the elementary regional services division of the WCCUSD has developed and piloted a blended coaching model that is based on a powerful mentoring. This strategy provides an opportunity for new principals to engage in reflective practice with experienced principal coaches Join us as we walk through the various parts of our model. Our interactive session will provide new leaders and district level administrators with a tool kit, a series of coaching situations and the problem solving strategies to support high achievement for all students.
Leadership and Professional Identity

I
ADRIA KLEIN
COACHING NEW TEACHERS IN LITERACY CLASSROOMS

What should coaches and mentors look for when observing new teachers' instruction in literacy? Participants will learn how mentors can help novices clarify what to do "next" in teaching reading and writing in the elementary classroom.

Adria Klein received her Ph.D. in the areas of reading and English as a Second Language from the University of New Mexico. She is a Professor Emeritus from California State University San Bernardino and a visiting professor at Saint Mary's College in Moraga. She is the author, co-author or editor of a number of books on literacy learning including Interactive Writing and Interactive Editing (2001). She also has authored a number of children's books.

II
ANTHONY BRYK
RELATIONAL TRUST: A KEY RESOURCE IN DEVELOPING TEACHERS AND IMPROVING INSTRUCTION

Extraordinary efforts are underway to improve teaching and learning through large scale investments in coaching and mentoring activity in schools. This talk will focus on the social basis of this work—how coaches, staff developers, and mentors, along with principals and teachers build the necessary social trust to sustain this work.

Anthony Bryk holds the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University. His main areas of expertise are school organization, education reform and educational statistics.

III
EDMUNDO NORTE
A HUMAN DEVELOPMENT APPROACH TO TRANSFORMING POWER, PERCEPTIONS, AND OUTCOMES IN SCHOOLS

Using a human development framework, the presenter will engage the audience in an experiential inquiry of how our conscious and unconscious attitudes, assumptions, and beliefs shape the way we react toward those we perceive as different. Participants will examine how power is used to create equitable or inequitable relationships, and how we might bring our actions into greater alignment with our highest values.

Edmundo Norte currently serves as the Director of Education for the Mexican American Community Services Agency in San José, CA, and teaches for the Master of Science Degree program in Urban Teacher Leadership at California State University, East Bay.

IV
WILL WALKER
DISPELLING THE MYTH: PARENT INVOLVEMENT AND THE RACIAL ACHIEVEMENT GAP

This workshop will examine the racial achievement gap and the most common explanations for it. Participants will look at how these explanations shape expectations among educators about parent involvement in schooling and obstruct the creation of mutually supportive relationships between parents, communities and schools.

Will Walker is Director of Public Policy and Community Partnerships at the Pacific Educational Group. Dr. Walker began his career as an Assistant Professor of Religion, Race and Politics at the University of Vermont, and then worked as a Program Officer with Public/Private Ventures, a research and program development organization that designs and evaluates youth programs.

58E
Exploring the Language of Literacy Coaching

Adria Klein, Professor Emeritus, California State University San Bernardino

Coaching and mentoring new teachers to support their development of best practices in literacy learning has unique challenges. Teaching reading and writing is effectively coached by a feed forward processing rather than focusing on aspects of the lesson just taught. This session will examine language and processes to help teachers plan for the next step in literacy instruction.
Quality Mentoring and Policy

59E
An Induction Program Based on Regional University-School Partnership that Features NBCT Leadership

Cindy Knight, Special Education Coordinator, Effingham County Schools; Beverly McKenna, Assistant Professor, Pat Parsons, Director of Partnerships and Field Experiences, and Jennie Rakestraw, Associate Dean, Georgia Southern University

Georgia Southern University is partnering with several local school systems to develop a collaborative induction program to support recent graduates during their first three years of teaching. National Board Certified Teachers helped design the program that includes web-based and on-campus components, mentor training, and administrator training. The program focuses on support of teaching and learning to supplement existing school induction initiatives. The collaborative process, key components, and program evaluation for determining impacts will be shared in this interactive session.
Equitable Learning and Social Justice

60E
Partners in Education: A Master's Degree and Induction Program for New Teachers

Mary Jo Bode, Clinical Professor, Boulder Valley School District; Linda Neill, Clinical Professor, and Lyndy Lubbers, Induction Coach, St. Vrain Valley School District; John Zola, Director of PIE program, University of Colorado

Join the St. Vrain Valley School District clinical professors and the University of Colorado Director of the Partners In Education (PIE) program to learn about the partnership, how it works, and the impact on new teacher retention and professional growth. Participants will learn about the extensive mentoring of new teachers in the PIE program and how collaboration, research, and reflective journals play a significant role in enhancing teacher growth. Mentoring materials will be provided to participants.
Quality Mentoring

61E
Blended Coaching In Action: a Look at Coaching Conversations

Adele Barrett and Candice Milhollen, Researchers, Gary Bloom, Associate Director, Michael Strong, Director of Research, Betsy Warren, Outreach Coordinator, New Teacher Center @ UCSC

Following a brief introduction to the principles of blended coaching, researchers will present an analysis of conversations between coaches and beginning principals that demonstrate blended coaching in action. The analysis highlights how conversations may vary by theme, the use of instructional versus facilitative coaching, topic initiation, and relative length of contributions by principal and coach. Coaches will then comment on these findings, adding their personal perspectives on using blended coaching.
Leadership and Professional Identity

62E
Mentoring New Teachers Through Collaborative Coaching: Linking Student and Teacher Learning

Kathy Dunne, Director of Professional Development, and Susan Villani, Senior Program/Research Associate, Learning Innovations at WestEd

The high demand for quality teachers and quality teaching exists within a significant set of challenges: new teacher attrition, the retirement of the "baby boomer" generation of teachers, and a new generation of teachers who see this profession as but one phase of their work lives. Participants will learn about a comprehensive mentor training model that focuses on developing mentors as collaborative coaches, lead mentors as teacher leaders, and creating a school culture where collaborative dialogue and reflection on teaching is the norm.
Quality Mentoring

63E
Cultivating the Teacher Induction Policy Landscape: A Focus Group for Policy Makers

Janet Gless, Associate Director, Liam Goldrick, Director of Policy, and Ellen Moir, Executive Director, New Teacher Center @ UCSC

Knowing that thoughtfully designed policies are critical for quality induction models, the New Teacher Center is committed to providing support to those who are responsible for championing, developing, and implementing teacher induction. This annual symposium focus group offers policy makers a forum in which to share ideas, information, successes, challenges, and questions with others who are engaged in state and federal policy decisions. The discussion will also invite input into the New Teacher Center’s expanding policy agenda.
Leadership and Professional Identity

64E
Using the Gradual Release Model to Build Sustainable Exemplary Programs

Kitty Dixon, Director, School Support/Innovation, Miakje Kamstra, Project Director, and Leila Minnis, Outreach Coordinator, New Teacher Center @ UCSC

This session will focus on how one group is using induction of new teachers and principals to influence system reform. Presenters will share how they are using the Gradual Release Model to build sustainable and independent programs. The Gradual Release model scaffolds participants who are dependent on ‘expert others’ to become self-reliant. Presenters will highlight examples that have lead to system reform in a hard to staff school setting. Participants will engage in hands-on activities to consider how this model might apply in their contexts.
Quality Mentoring

65E
Mentors Changing School Cultures: Building and Supporting Professional Learning Communities

Lena Cohen, Adjunct Instructor and PhD. Student, at New York University; Judith Fenton, Mentor, New York City Department of Education Region 9

This session will explore ways mentors may change school cultures and serve as education leaders by employing various professional development strategies in their schools to build Professional Learning Communities (PLCs). Participants will share strategies and experiences of working toward building PLCs. We will examine various strategies which have been used to build PLCs through the lenses of context, process, and content standards developed by the National Staff Development Council.
Leadership and Professional Identity

66E
Building the Bridge: Pre-Service To Induction Through the First Four Collaborative

Marney Cox Program Coordinator, Santa Cruz New Teacher Project; Teri Marchese, Associate Director Teacher Education, and Kip Telles, Associate Professor of Education, University of California, Santa Cruz

TThe First Four Collaborative collaboration between the UCSC Teacher Education Program and the Santa Cruz New Teacher Project is designed to strengthen cross-program articulation about professional development, mentoring approaches, and program structure. Our goal is to develop common language and shared approaches to create a seamless transition for novice teachers through pre-service and into induction. Presenters will give an overview of the collaborative program. A panel of mentors and mentees will share the benefits teacher candidates and mentors
Quality Mentoring

67E
Monthly Seminars Support and Sustain Mentor Development

Anne Monge, Professional Development Coordinator, and Corinne Muelrath, Regional Director, North Coast Beginning Teacher Program

The North Coast Beginning Teacher Program (NCBTP) has created a model that trains mentors in the essential skills of mentoring and provides ongoing, support training that extends and applies these skills to beginning teachers’ tasks during induction. Session participants will explore the impact of a monthly seminar model on mentor quality — the development and extension of mentoring skills over time. Presenters will share the benefits and challenges of establishing such ongoing support for mentor growth.
Quality Mentoring

68E
Thinking Inside The Box: Presenting a Successful Strategy for Supporting Novice Science Teachers and Developing Their Mentors

Victoria Brady, and Modesto Tamez, Mentor Program Co-Coordinators, Lori Lambertson, Novice Program Coordinator, and Linda Shore, Director, Exploratorium Teacher Institute

The Exploratorium Teacher Institute has provided professional development to science teachers for over 20 years and has been supporting beginning science teachers and their mentors through their Teacher Induction and Teacher Leadership Programs. In this interactive session participants explore a successful mentoring strategy — co-construction of ‘teaching boxes’ — which can be adapted to any subject-specific novice teacher support program. This supports the novice science teachers’ growth, promotes discourse between mentors and novices, and strengthens mentoring skills.
Quality Mentoring

Registration fee includes breakfasts, lunches, and materials.

Before December 31:
$140 per person.

After December 31:
$175 per person.

Registration fee includes breakfasts, lunches, reception, and materials.

Before December 31:
$320 per person

After December 31:
$375 per person

Cancellation Policy: A full refund minus a $50 processing fee will be issued upon written requests received by January 19, 2007. No refunds will be given after January 19.

Overnight accommodations are available at the FAIRMONT HOTEL, San Jose, at a special Symposium rate of $159 plus tax for single occupancy or $199 plus tax for double occupancy. In order to insure this rate, you must make your reservations prior to December 31, 2006. Please phone the reservation department at 800.441.1414 and indicate that you are making reservations for the New Teacher Center Symposium. Parking fees are currently $24 per day for hotel guests and hourly up to $24 per day for visitors.

1.5 academic quarter units available from UCSC Extension for an additional fee. Enrollment information available at the conference.