Symposium Themes

• Quality Mentoring
• Leadership and Professional Identity
• Equitable Learning and Social Justice

The New Teacher Center at the University of California, Santa Cruz, is pleased to invite you to our Tenth National Symposium on Teacher Induction–Celebrating the Lessons Learned. Whether you work directly with beginning teachers, are involved in a district or state induction program, are immersed in research or policy, or are otherwise interested in ways to best support our newest colleagues, we encourage you to attend.

The annual Symposium highlights a variety of educational contexts and perspectives and includes three themes central to induction:

• Quality Mentoring
• Leadership and Professional Identity
• Equity and Social Justice

Presenters from around the world will share their lessons learned–successes and challenges–in developing effective new teacher and principal induction programs and collaborative models. Join us as we celebrate the New Teacher Center's first decade and the important work of our esteemed colleagues.

Register early by December 31 and save money.Register Online

Other Information

• Registration Information
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• Cancellation Policy
• Hotel Information
• Transportation & Parking
• Cancellation
• Continuing Education Units

• Sunday, February 3

• 8:30 - 9:30 am: Registration and Continental Breakfast

• 9:00 - 3:00 pm: Pre-Conference Workshops

• 1 An Inside View of the Santa Cruz Induction Model

  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 eighteen 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.

• 2 Facilitative Strategies for Mentors and Other Teacher Leaders

  Beth McDonald and Joseph McDonald, Faculty, Department of Teaching and Learning, Steinhardt School of Culture, Education and Human Development, New York University

  As co-authors of The Power of Protocols, the McDonalds will engage participants in an introductory experience with structured conversations called protocols. This inter-active session will provide sufficient description and practice to enable participants to implement protocols in aspects of their work as teacher leaders: working with new teachers, creating and maintaining a professional community, sharing successes and challenges, looking closely at student work, and learning from texts and other sources.

• 3 Leadership Development for New and Experienced Principals

  Gary Bloom, Associate Director, Lorie Chamberland, Outreach Coordinator, Karen Hendricks, Outreach Coordinator, Betsy Warren, Program Director, New Teacher Center @ UCSC

  The New Teacher Center has developed an integrated program of coaching-based formative assessment and support for new and experienced principals. Join us as we walk through our coaching-based induction model. Our interactive session will introduce you to the Blended Coaching Model and its components–including training, certification and professional development for leadership coaches, web-based formative assessment, and professional development for site and district administrators. Experience the Blended Coaching Model in action and learn how this model can support administrators in your area.

• 4 The Power of Perception: The ABC's and XYZ's of Relational Leadership

  Karen M. Dyer, Director, Education and Nonprofit Sector, Center for Creative Leadership

  Incumbent upon school leaders at all levels is an understanding that in addition to serving as an instructional leader, teacher leader, curriculum leader, or supervisor of leaders, one must also serve as a relational leader–a motivating factor that ultimately impacts student success. Using researched strategies for enhancing relational leadership, session participants will also be actively involved in processes designed to develop new skills and hone existing ones in identifying, shaping, and managing perceptions around effective leadership.

• 3:00 - 5:00 pm: Early Symposium

• Monday, February 4

• 7:30 am - 8:00 am: Registration and Continental Breakfast

• 8:00 am - 9:15 am: Welcome and General Session

• Keynote Speaker: Jonathan Kozol

  The Chemistry of Trust and Love: An Invitation to a Beautiful Profession

  Jonathan Kozol is a passionate writer devoted to issues of education and social justice in America. His award-winning books include Death at an Early Age, Rachel and Her Children, Savage Inequalities, and Amazing Grace: The Lives of Children and the Conscience of a Nation. In The Shame of the Nation, Jonathan wrote a powerful exposé of conditions he had found in visiting nearly 60 public schools in 30 different districts in 11 states. Virtually everywhere, he found that inner-city children were more isolated racially than at any time since federal courts began dismantling the landmark ruling in Brown v. Board of Education. In his most recent work, Letters to a Young Teacher, Jonathan draws upon his experience to guide the newest generation of our nation's teachers through ethically complicated challenges, and bring awareness to "the sheer joy and passionate rewards" of what he calls "a beautiful profession."

• 9:30 - 11:00 am: Sessions A

• 1A Making Practical Classroom Management Skills Visible for Teacher Induction–One District's Successes

  Audrey Jacques, Mentor and Consulting Teacher, Fairfield-Suisun Unified School District; Rick Smith, Education Consultant, Conscious Teaching

  New teachers in the Fairfield-Suisun District in California are benefiting from a comprehensive focus on making practical classroom management skills visible and doable. Presenters will discuss what's working, both the model and the dozens of strategies, and how the Fairfield-Suisun model can be used elsewhere. Attendees will leave with an understanding of how teachers can grow from "inner apology" to "inner authority," and a tool kit overflowing with "stuff you can use."

  Quality Mentoring

• 2A More Swimming, Less Sinking: New Teacher Induction That Works

  Mindy Meyer, Project Director, New Teacher Alliance, Center for Strengthening the Teaching Profession; Tressa Padgett, Teacher, Mentor, and Grant Coordinator, Mary M. Knight School District

  New teachers deserve a robust and supportive introduction to the profession. Hear how a team of Washington State educators wrote the state's first set of induction program standards and how they are implementing these standards in nine varied districts across the state. Regardless of the size or location of the district, these induction standards allow districts to create an induction program that meets their needs and resources.

  Leadership and Professional Identity

• 3A Using Technology in Induction Programs: Promising Practices and Potential Pitfalls

  Lynn Kepp, Director, Online Professional Development, and Alyson Mike, eMSS Math and Science Coordinator, New Teacher Center @ UCSC

  Many new teacher support programs are interested in or currently using technology to support their induction efforts. Join presenters as they share findings from the New Teacher Center's five years of experience in online mentoring and induction. This session will explore the numerous parallels between the components of successful face-to-face mentoring and online mentoring, as well as how technology can add a new and innovative layer to an induction program.

  Quality Mentoring

• 4A The Power of Protocols

  Beth McDonald and Joseph McDonald, Faculty, Department of Teaching and Learning, Steinhardt School of Culture, Education and Human Development, New York University

  Learning-focused professional conversations are at the heart of effective mentoring and help build reflective and collaborative norms of practice. This interactive session introduces participants to the concept of protocols and offers an opportunity to consider how to apply these structured conversations to the context of working with new and experienced colleagues. Join presenters to experience the power of protocols!

  Leadership and Professional Identity

• 5A Mentoring is a Two-Way Street

  Hollee Freeman, Field Director, Marcie Osinsky, Curriculum Director, and Jesse Solomon, Director, The Boston Teacher Residency Program

  During this session, participants will engage in discussions around the inherent tension in mentoring in an urban teacher preparation program based on the medical-residency model training and mentoring. Using case studies, participants will discuss the development of professional and personal identity for both mentors and mentees as they work together to refine their own teaching practice through "two-way" support and assessment. Issues of race, class, culture, gender, disposition and clarity around roles will be discussed.

  Leadership and Professional Identity

• 6A Observation and Feedback for English Learner Success: Research, Standards, and Practice

  Lorie Chamberland, Outreach Coordinator, and Nathan Cross, Program Director, New Teacher Center @ UCSC

  The New Teacher Center offers professional development 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

• 7A Mentoring Mathematics Teachers: New Teacher Induction and the Math for America Fellowship Program

  Jonathan Schweig, Program Director, Math for America

  This session presents Math for America's lessons learned over the first four years of the Math for America Fellowship program which trains and supports mathematically talented individuals to become secondary math teachers in New York City's public schools. Central to the program's philosophy is that quality mentoring and support services must be content based, respond to the individual needs of the teacher, and are dependent upon quality relationships, at both the teacher/mentor level, and the program/school level.

  Quality Mentoring

• 8A A Quality Induction Program for High-Risk Schools in Urban Communities

  Linda Black, NCTAF/GSU Induction Initiative Project Manager, Georgia State University, National Commission on Teaching and America’s Future, and Kathleen Fulton, Director, Reinventing Schools for the 21st Century, National Commission on Teaching and America’s Future

  How does an urban university develop an induction plan that nurtures and supports its beginning educators? Presenters will describe the Georgia State University and National Commission on Teaching and America's Future Wachovia Project that trains mentors to work with learning communities for beginning teachers. Participants will experience these communities' three major components: use of Critical Friends Protocols, the online resource called the BRIDGE, and Georgia's Professional Growth Plan.

  Quality Mentoring

• 9A Making the Case for Public Investments in High-Quality Induction

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

  Effective induction programs thrive in supportive policy contexts, and program leaders are often called upon to make a compelling case for greater investments in intensive induction. This session reviews the components of high-quality induction policy and programs, discusses the benefits (e.g., greater retention, turnover cost savings, enhanced self-efficacy, and improved effectiveness), and provides discrete arguments to convince policymakers and practitioners–from legislators to school boards to district leaders to parents–to make investments in robust support for new educators.

  Policy

• 10A Professional Development through Collaborative Action Research

  Amy Calkins, ELL Coordinator, Edgerton School; Kari Dahl, ELL Coordinator, ELL Teacher, Luther Elementary School; Hannah Diedrich, Art Teacher, Edgerton School; Kim Klopfer, Special Education Teacher, Luther Elementary School; Anne Durst, Assistant Professor, University of Wisconsin-Whitewater

  The goal of the Professional Development through Collaborative Action Research program is to provide support to teams of teachers of English Language Learners through an inquiry-based model of professional development. Presenters will explain their work with participating teams and their use of action research projects to bring about school change. Focused discussion and activities will deepen participants' theoretical understandings and provide effective strategies for English Language Learners.

  Leadership and Professional Identity

• 11A Strengthening Mentors' Power of Observation

  Jan Miles, Regional Director, Tom Howe, Outreach Coordinator, New Teacher Center@ UCSC

  Effective mentors collect and analyze data of new teachers' classroom practice. They observe instruction, examine student engagement and performance, and note structures and strategies that support learning. Top-notch mentor professional development provides opportunities to refine those observation and data analysis skills. This interactive session shares innovative ways to use videotaped segments of actual classroom practice to refine mentors' powers of observation, critical analysis, and the use of formative assessment tools to support and advance new teachers' professional practice.

  Quality Mentoring

• 12A Rethinking Mentoring: Using National Board Standards and Processes to Create Communities of Peer Mentors

  Sandra Dean, National Board Resource Center Coordinator, Stanford University; Kay Garcia, Regional Outreach Director, National Board for Professional Teaching Standards

  The National Board Certification process is well known for identifying accomplished teachers and for providing transformative professional development. Participants will examine strategies for using the standards and processes of the National Board to impact school culture in ways that help new teachers enter into a teaching community where accomplished teaching is the norm and viewed through a common understanding of good practice.

  Quality Mentoring

• 9:30 - 12:30 pm: Sessions A/B

• 13A/B The Power of Storytelling to Enhance Mentoring: Creating a Supportive Environment for Beginning Teachers

  Kathleen Cowin, Assistant Professor and Director of Teacher Education, Oregon State University–Cascades Campus

  Shared stories create an enhanced mentoring process and help mentors and mentees be more successful and reflective in their practice. Participants will engage in activities based on the presenter's research exploring the role of storytelling 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 of practice to share with beginning teachers.

  Quality Mentoring

• 14A/B Sustaining Diversity through Culturally Relevant Induction: Implications from a Study of New Teachers of Color

  Betty Achinstein, Researcher, Trinidad Castro, Outreach Coordinator, Lisa Johnson, Researcher, New Teacher Center @ UCSC; Rodney T. Ogawa, Professor, University of California, Santa Cruz; Anthony Villar, Researcher, New Teacher Center @ UCSC

  Given the call for quality teachers of color in urban culturally diverse schools, this session explores implications for practice from research on new teachers of color in urban schools. Findings highlight supports and challenges, cultural issues, and teaching practices. The session will engage educators in activities about the complexities of culturally relevant induction targeted to support new teachers of color. Participants and presenters will discuss implications for mentors, induction leaders and school leaders.

  Equitable Learning and Social Justice

• 15A/B Strengthening Teacher Leadership by Examining the Roots of Leading for Equity

  Michelle Collay, Associate Professor, Coordinator, Urban Teacher Leadership Program, California State University East Bay, Hayward; Elizabeth Saldinger, Teacher Leader, Valley View Elementary School, Pleasanton; Alice Wagner, Teacher Leader, Bowman School, Hayward

  This session examines professional identity development of urban teacher leaders, primarily women and people of color, who identify themselves as teacher leaders for equity. "Critical incidents" of marginalization as students influenced their decision to become teacher activists. Attendees will review pedagogy that supports "leading for equity," engage in a "critical reflection" (Brown, 2004) activity, and plan uses of critical reflection strategies in their own practice as mentors.

  Equitable Learning and Social Justice

• 11:15 - 12:30 pm: Sessions B

• For these sessions, we've partnered an array of programs that will highlight their successes and challenges. We invite you to reflect and consider how their research and development may affect your own perspectives and programs. Each session will include 30-minutes overview, and conclude with a brief question and answer period.

• 16B Special Education

  • Mentoring Unique Special Educators

    Michelle Malu Kama and Sherri Sai, Special Education Mentors, Special Education Mentor/Program Coordinator, University of Hawai’i at Manoa.

    Beginning special education teachers often face inadequate preparation, challenging behaviors, excessive paperwork, intensified mandates, high stress, minimal support and lack of opportunities to collaborate. Mentors from the Mentoring Unique Special Educators (M.U.S.E.) Program at the University of Hawaii will share tools and strategies to increase effectiveness when mentoring;new special educators.

  • Continuing Support for Special Educators in Their Second and Third Years

    Stephanie Beckham, Mitchell Freihoff, Tina Maksche, Karen Nahnsen, and Kristin Zimmerman, Instructional Facilitators, Special School District of St. Louis County

    Discover strategies to meet the needs of special educators in their second and third years of an induction program, while addressing district mandates that are connected to federal/State requirements. Learn processes and protocols that will help special education teacher's surface assumptions and barriers they face in supporting students with social and emotional needs.

• 17B Partnership and Performance Assessment

  • Great Beginnings: A Collaborative Model

    Ann Addison, Coordinator of New Educator Induction, Traci Davis, New Educator IRT Support Specialist, and Carolyn Good, Olathe NEA, Olathe District Schools

    Learn about a quality induction and mentoring program that promotes teacher excellence developed collaboratively by the Olathe School District and the Olathe National Education Association. Joint subcommittees monitor, study, and suggest modifications for pre-service activities, mentoring/support and professional growth.

  • The Four Domains of Professional Practice in a Mentoring Program

    Paula Hodson, Entry Year Coordinator, Karen Postle and Kristin Perrin, PAR Consultants, Brunswick City Schools, Ohio

    The mentor program in Brunswick City Schools focuses on the four domains of professional practice, and implements research-based strategies that support focused conversations and effective use of pre and post observation strategies. Entry year teachers must pass a performance assessment, Praxis III, based on the Pathwise framework.

• 18B New Principal Development

  • Building a Principal Certification Field-Based Model

    Lawrence Kajs, Professor and Chair, Educational Leadership, and Daniel McCollum, Assistant Professor, Educational Research and Assessment, University of Houston-Clear Lake

    Researchers developed a field-based model for a comprehensive principal preparation program that addresses educational leadership standards, field-based experiences, candidate participation levels, principal mentoring roles, and assessment scales. This session will be beneficial to higher education faculty and administrators that want to strengthen National Council for Accreditation of Teacher Education (NCATE) Standard 3.

  • Coaching New Administrators–A Program Case Study

    Ann Marie Tripps, Project Director—Program for New Principals, Seattle University

    New principals need leadership coaching, mentoring and support to become effective school leaders. This session will present an overview of strategies applied in the Program for New Principals, a university–school partnership coaching program. Lessons learned from the program's first year evaluation results will be shared.

• 19B Urban Contexts: Chicago and Houston

  • Lessons Learned: Developing High Quality New Teacher Support in a Large Urban School System

    Karen Cushing, Induction Manager, and Valerie Davis, Induction Facilitator, Professional Development Unit of Human Resources, Chicago Public Schools

    New teacher support has been an evolving process for Chicago Public Schools. Presenters will share key learnings in the progression from a centralized mentoring and induction program to one focused on increased support, teacher development school-based implementation, and welcoming new teachers into the school culture and community.

  • Embracing the Fulltime Mentor Model: A Large Urban School District's Testimony of Success

    Pearl Black, Manager, New Teacher Induction Program, Melanie Evans-Smith, Director, New Teacher Induction and University Partnerships, and Ava Sweet, Manager, Mentor Program, Houston Independent School District-Professional Development Services

    Houston Independent School District brings an awareness of the critical elements in large urban school systems needed to support new teachers in building efficacy, instructional proficiencies, learner equity, and an optimized level of experience. The district's ABRAZO New Teacher Induction Program uniquely blends reflective activities, purposeful networking, 
and professional development experiences.

• 20B Transition to Teaching Programs

  • Fostering Mentoring and Induction through Partnerships: How Mentors Emerge as Leaders at Two Secondary Schools

    Connie Wilson Anderson and Susan Myers, Assistant Professor, Texas Tech University

    Discover how a partnership between two high need secondary schools and teacher educators created a synergistic mentoring network. Presenters will share mentoring activities that evolved as a result of a partnership that includes a Master Mentor Teacher Certificate to further develop and enhance continuing teacher learning and leadership.

  • Georgia's Changing Educator Workforce

    Gail Sherer, Program Manager, Transition to Teaching Grant Projects, and Cynthia Stephens, Director of Educator Workforce Recruitment, Research and Development Division, Georgia Professional Standards Commission

    The Georgia Educator Workforce Recruitment, Research and Development Division of the Professional Standards Commission is responsible for recruiting effective teachers statewide. Presenters will discuss working with a Human Resources Task Force, projecting statewide hiring, a successful project with IBM North American Corporation, results of project evaluations, and a principal development academy.

• 21B International Policy

  • New Teacher Induction Program in the Province of Ontario

    Nicole de Korte and Lori Goodfriend, Education Officers—Teaching Policy and Standards Branch, Ontario Ministry of Education, Canada

    Learn about the development and implementation of Ontario's New Teacher Induction Program–a province-wide program with 130,000 teachers in its 72 diverse boards. Presenters will share how this program promotes teacher excellence by contributing to professional growth and strong learning communities. Participants will be encouraged to compare and contrast issues and challenges faced by Ontario with their own experiences.

  • Research and Reform of Induction Programmes in Aotearoa New Zealand: Building Partnerships To Make a Good System Better

    Peter Lind, Director, and Cynthia Shaw, Manager Policy & Strategic Development, New Zealand Teachers Council

    Key findings from the Teachers Council commissioned research on induction of beginning teachers, "Learning to Teach in Aotearoa New Zealand" will be presented. Participants will reflect on the policy steps since taken to improve the induction system using the research findings.

• 22B International Mentor Professional Development

  • The Process of Action Research and Its Impact on the Teaching Reflection of Mentor Teachers

    Derray Chang, Professor, and Chun-dar Lee, Doctoral Candidate, Graduate School of Elementary Education, Taipei Municipal University of Education

    The purposes of this study was to explore the construction process of teaching action research, and to examine the impact of teaching action research on the teaching reflection of the mentor teachers and their protégées in Taipei secondary schools.

  • New Teacher Induction in The North of Europe

    Eva Bjerkholt and Elin Oedegaard, Assistent Professors, Telemark University College, PhD-students, University of Oslo, Norway

    Presenters will discuss induction programs in the North of Europe specific to educating new and experienced local mentors in the Norwegian context. Learn how teacher educators from the University College contribute to qualify feedback to the local mentors regarding their mentoring.

• 23B School-University Partnerships

  • Mentoring Support for Multiple Roles: A University-School Partnership

    Betty Epanchin, Associate Dean for Teacher Education and School Relationships, UNCG; Christina O’Connor, Director of the Wachovia Teacher Mentoring Network, University of North Carolina at Greensboro

    The University of North Carolina at Greensboro with support from state funds and a Wachovia grant has established a school/university partnership to support mentors in the Piedmont Triad region. The program is a unique collaboration in which University and school district partners have worked together to create learning opportunities responsive to the district contexts.

  • Induction Research and Program Collaboration: Effects on Novices, Mentors, and Professional Development

    Nancy Haynes, Research Associate, Teachers for a New Era and Jennifer LoCasale-Crouch, Research Fellow, Center for Advanced Study of Teaching and Learning, University of Virginia; Dawn LoCasale, New Teacher Advisor, Charlottesville City Schools

    With funding from Teachers for a New Era, the University of Virginia, Albemarle County Public Schools and Charlottesville City Schools have partnered to develop and implement the Novice Teacher Network (NTN)–an induction program for all its fist and second year novice teachers. Presenters will provide an overview and discuss research implications.

• 24B Urban Contexts: Miami-Dade and Clark County

  • Miami-Dade's MINT Program: Successes and Challenges in a Comprehensive New Teacher Support Program

    Ava Byrne, Deputy Superintendent, Miami-Dade County Public Schools

    In response to the need for Miami-Dade County Public Schools to hire approximately 8,000 new teachers by 2010, the district launched the comprehensive Mentoring;and Induction Program for New Teachers (MINT). Differentiated levels of support and resources are offered to new teachers based on their experience and varied educational backgrounds.

  • School-Based Mentoring Communities: Retaining New Teachers in an Urban Setting

    Brenda Nielsen, Coordinator, Teacher Mentoring, Clark County School District, Las Vegas

    A site-based mentoring program provides support for the approximately 2,500 new teachers hired in CCSD each year. The CCSD model encourages school administrators to designate one teacher leader per site to be the "T.E.A.M. Facilitator." This facilitator creates a mentoring environment for mentor teachers to provide assistance and support for all new teachers in their school.

• 25B Southern Exposure: Knoxville and Tangipahoa Parish

  • Building a Mentoring Program–Mentoring Novice Teachers Makes a Difference

    Erin Powers, Teacher, Cedar Bluff Middle School, Knox County Schools, Knoxville

    Learn about a full-time new teacher induction mentor program for a district that does not have an adopted induction model. Participants will examine key areas that include a mentor selection process, comprehensive training, collaborative coaching, mentors as teacher leaders and change agents in the school culture.

  • Quality Induction and Mentoring Support for Teachers in Rural School Districts

    Karen Ellis, Administrator, Tangipahoa FIRST Induction and Mentoring Program, Tangipahoa Parish School System

    Teachers working in rural school districts with a majority of low-income students face unique challenges, as these school systems strive to support the retention of effective teachers. Participants will examine the key components of the Tangipahoa FIRST program and the combination of sources that fund this initiative.

• 26B Urban Context: New Teacher Center Experiences

  • New Teacher Center Involvement in New York City, Chicago and Washington, D.C. Public Schools

    Dara Barlin, Policy Analyst, and Barbara Davis, Assistant Director, New Teacher Center; Lisa Vahey, Director, Chicago New Teacher Center

    The New Teacher Center has been working with a number of the nation's largest urban school systems to implement its intensive induction model. These settings present unique opportunities to understand better the entry points and obstacles associated with building a systemic approach to comprehensive new teacher support. Looking through the lens of three large urban school systems, New York City, Chicago, and Washington, D.C., this session will explore levers for success, implementation challenges, and best practices for working in large urban settings.

• 27B Mentor Leadership

  • Mentoring as a Powerful Leadership Role for Teachers

    Julie Almquist, Regional Director, Susan Hanson, Research Consultant, and Suzanne Riley, Regional Director, New Teacher Center @ UCSC

    Engaging in mentoring potentially develops the understandings and skills related to teacher leadership. Leadership is a way of being in the world and can be exercised on a daily basis, regardless of one's position. New Teacher Center research shows that mentors improve their own knowledge of content and pedagogy and gain new skills to design and present professional development for others. In addition, mentors gain a new perspective about their role as an advocate in educational reform.

• 12:45 pm - 2:15 pm: Lunch

• Keynote Speaker: Pedro Noguera

  How Teachers Can Make a Difference: The Role of Teachers in Closing the Achievement Gap

  Pedro Noguera is a professor in the Steinhardt School of Education at New York University, the Executive Director of the Metropolitan Center for Urban Education and the Co-Director of the Institute for the Study of Globalization and Education in Metropolitan Settings. Pedro has published widely on topics such as urban school reform, conditions that promote student achievement, youth violence, the potential impact of school choice and vouchers on urban public schools, and race and ethnic relations in American society. He is the author of The Imperatives of Power: Political Change and the Social Basis of Regime Support in Grenada, City Schools and the American Dream, co-editor of Beyond Resistance: Youth Activism and Community Change, and his most recent book is Unfinished Business: Closing the Achievement Gap in Our Nation's Schools.

• 2:30 - 4:00 pm: Sessions C

• 28C Teacher Compensation: What are the Opportunities? What are the Challenges?

  Eric Hirsch, Director, Special Projects, New Teacher Center @ UCSC

  A number of federal, state, and district approaches to alternative compensation are emerging across the country. Often discussed exclusively as pay for performance or merit pay, new compensation models may offer the opportunity to consider innovative staffing and support structures that can provide a platform and resources for high quality mentoring. This session provides an opportunity to explore and engage in lively discussion around these topics. Promising practices will be identified, and guiding principles offered.

  Leadership and Professional Identity

• 29C Illinois' Statewide Program for Mentoring Teachers and Principals: How Partners Worked Together to Effect Educational Policy

  Jo Anderson, Executive Director, Illinois Education Association; Jane Gard, CLASS Coaching Program Coordinator, Consortium for Educational Change; Erika Hunt, Project Director, IL-SAELP, Center for the Study of Education Policy, Illinois State University; Audrey Soglin, Executive Director, Consortium for Educational Change

  Illinois' ability to secure legislation in the area of new teacher and principal mentoring is the result of three major forces working together: the systemic and strategic strategies of CEC (Consortium for Educational Change) in their on-the-ground work with school districts; the political influence of the IEA (Illinois Education Association); and the resources of private foundations who want to positively influence public policies for education.

  Policy

• 30C Effective and Culturally Responsive! A Look Inside Classrooms of Teachers who Close Black-White Achievement Gaps

  Johnnie McKinley, Adjunct Professor, College of Education, University of Washington

  This engaging interactive session presents findings of a two-year integrated methods study to identify strategies used by 31 teachers judged effective with African American students who met and exceeded standards on two assessments. Interviews and video clips illustrate and describe the instructional management strategies and contextual variations used to close the achievement gap. Participants will work in small and large groups to reflect on and compare current practices to 42 strategies observed and deemed successful.

  Equitable Learning and Social Justice

• 31C Considering the Context and the Possibilities: The Role of the Schoolhouse in Induction and Mentoring

  Kavita Kapadia, Director, Urban Teacher Education Program, University of Chicago/Consortium on Chicago School Research

  What kinds of classroom and school factors affect new teachers' decisions to continue teaching in urban schools? In this session, attendees will examine the factors that most strongly predict whether novices will continue teaching in their schools based on a recent study in Chicago. Participants will consider and discuss various ways that mentoring and induction programs can be organized to moderate the challenges new teachers face on a daily basis; with particular attention to engaging a school in mentoring and induction efforts.

  Quality Mentoring

• 32C Learning Teams: Sustaining Growth through Embedded Professional Development

  Jen Bloom and Marie Crawford, Outreach Coordinators, Kitty Dixon, Director, School Support/Innovation, Leila Minnis and Michael Russo, Outreach Coordinators, New Teacher Center @ UCSC

  Learning Teams, or PLC's, have the potential and power to transform school culture by providing a systemic way for new and veteran teachers to build professional relationships and protocols focused on teaching and learning. Learn how embedding professional development can build teacher capacity, accelerate new teacher practice, contribute to improved working conditions, and provide a structure for continuous instructional growth and improvement for all teachers. Discuss key elements, successes, and challenges of implementing learning teams with a panel of teacher leaders.

  Leadership and Professional Identity

• 33C Science-Specific Mentoring: Why Needed and How to Effectively Cultivate Reflective Practices Among Science Teachers

  KimMarie Hansen and Octavio Rodrîguez, Biotechnology Educator/Science Teacher Mentors, Gene Connection: Chem Connection, San Mateo County Office of Education

  Is teaching experience in specific content areas an important factor to effectively mentor secondary science school teachers? How challenging is it to provide specific support for teachers' needs when they are distracted by the list of externally imposed standards? In this session, participants will discuss and engage in active analysis of science-specific, self-evaluative mentoring strategies developed by Gene Connection to support novice and veteran teachers.

  Quality Mentoring

• 34C Creating a Standards-Based, Integrated, and Aligned Induction System for New Teachers and Support Providers

  Wendy Baron, Associate Director, Jenny Morgan, Outreach Coordinator, New Teacher Center @ UCSC

  California's Beginning Teacher Support and Assessment programs seek to create induction models that are responsive to participating teachers' needs while providing authentic, classroom-based opportunities to meet credentialing requirements. Join presenters for a look at ways to build a professional development system that integrates the California Standards for the Teaching Profession, Induction Standards 12-20, and formative assessment in a seamless way. By building upon adult learning theory, the inquiry process, and instruction–focused coaching, programs can develop teacher excellence and mentor leadership.

  Quality Mentoring

• 35C Collaborative Coaching Through Teacher Leadership: Bridges Along the Teacher Development Continuum

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

  “Leadership is an art–a performing art–and the instrument is the self.”
  –Kouzes and Posner

  Teacher leaders are crucial factors in sustainable approaches to mentoring and coaching. Attendees will learn about and explore a teacher leadership model that builds the capacity of teacher leaders to serve as coaches and professional developers in their schools and districts. Participants will examine video images of coaching through the lens of a performance rubric, and will leave with research and tools to use back in their settings.

  Quality Mentoring

• 36C Bridging Racial, Class and Cultural Differences to Support Student Learning

  Sheri DeBoe Johnson, Director of Programs, National Parent Teacher Association

  This session will highlight how PTA has applied research on family involvement to update its National Standards for Parent/Family Involvement in Education to more effectively guide its programs and practices in ways that more intentionally link parent involvement efforts to student learning. Participants will increase their knowledge of racial and cultural barriers that impact home/school partnerships and about programs, and learn about strategies to successfully engage families from diverse backgrounds.

  Equitable Learning and Social Justice

• 37C Assessing Teaching from Classroom Observations

  Lisa Johnson, Researcher, and Michael Strong, Director of Research, New Teacher Center @ UCSC

  Participants will have an opportunity to think about the complexities of assessing and evaluating teaching from classroom observations and will learn about a research project to develop a new measure based on criteria that are linked empirically to student outcomes. Participants will view some sample film clips and discuss their impressions as well as hear about initial research findings.

  Quality Mentoring

• 38C Teacher Academy Learning Community's Induction Support: The LIBRE Model as a Problem Solving Approach

  Lorena Claeys, Executive Director, Academy for Teacher Excellence; Belinda Flores, Associate Professor, Principal Investigator, University of Texas at San Antonio; Norma S. Guerra, Assistant Professor for Counseling, Educational Psychology and Adult Higher Education; Karrie O’Neal, Project Manager, Middle Level-Accelerated Teacher Education Program

  Learning to teach is a complex multifaceted, challenging experience requiring that teacher candidates/novice teachers become members of a community of practice. Teacher candidates are often perplexed by the multitude of decisions made on a daily basis. In this session, participants will learn about the research-based LIBRE Model as a problem-solving approach that can be used to guide teacher candidates in resolving and addressing stressors faced daily within the diverse classroom setting.

  Quality Mentoring

• 39C Making Connections: Supporting Collaboration across Two Statewide Professional Development Systems–California Subject Matter Project (CSMP) and Beginning Teacher Support and Assessment (BTSA) Program

  Terence Janicki, Director, Education Services Center, California State University, Chico; Jean Treiman, Executive Director, California Subject Matter Projects (CSMP), University of California, Office of the

  Presenters will share and highlight the current collaboration between the California Subject Matter Project and California's BTSA program. What support do new teachers and mentors need in the area of content and content-based instructional strategies specific to elementary, middle and high schools? Attendees will learn how these programs work with the expertise of local university faculty and professional development experts to deepen mentors and new teachers content knowledge and pedagogical expertise.

  Quality Mentoring/Policy

• 40C What Do Professional Learning Communities for Mentor Teachers Look Like?

  Cynthia Brunswick, Program Director, Chicago New Teacher Center, Ronni Mann, Regional Director, New Teacher Center @ UCSC

  New Teacher Center experience shows that mentors find participation in a professional learning community to be a welcome and necessary support that results in positive gains for the teachers they mentor and the schools they work in. Learn how a structured format, processes, tools, and protocols can help facilitate and encourage reflective practice. By creating an environment where mentors openly share challenging situations, seek feedback, and build upon their skills, mentors feel successful and become more accomplished.

  Leadership and Professional Identity

• 41C The Quietest Voices

  Ennis Howard Jr., Specialist, Dallas Independent School District

  During the induction process, educators focus on what to do–set up interactions, provide material and training to reinforce those qualities that research says make a difference in the effectiveness of new teachers. However, have we heard from the students? This session will focus on how to involve students in the induction process in a way that engages beginning and mentor teachers. Participants will bring into focus the aspects that need to be cultivated for their unique student populations.

  Quality Mentoring

• 42C A Series of Fortunate Events–Chronicles of a Teacher Induction Program

  Angela Bibby and Terra Graves, District Mentors, Washoe County School District

  This informative seminar will detail one large school district's journey from having only school-based mentors to the current working model, which includes ten full-released mentors. In addition to sharing experiences and answering questions, the district mentors/presenters will provide examples and materials that can be used in your induction program. Some background information will be given about funding, essential support training, and time management.

  Quality Mentoring

• Featured Panel C Leading the Leaders: The Power of Non-Governmental Organizations to Strengthen Induction Policy

  Dana Hepper, Statewide Advocacy Coordinator, Stand for Children (Oregon Affiliate); John Luczak, Education Program Officer, The Joyce Foundation; Margo Quiriconi, Research & Policy Director, Ewing Marion Kauffman Foundation

  This session features a panel discussion about how non-public entities can advance a policy agenda focused on strengthening support for new educators. Organizations represented will include two private foundations and a child advocacy group, each of which has been successful in advancing policy. Recent state policy successes in the states of Illinois and Oregon will be featured in the discussion. A theme of the session will be that outside forces can effectively influence and convince policymakers to support teachers and, ultimately, improve learning opportunities for kids.

  Quality Mentoring

• 4:00 pm - 6:00 pm: Reception and Networking

• Tuesday, February 5

• 7:30 am - 8:00 am: Continental Breakfast

• 8:00 am - 9:15 am: General Session

• Keynote Speaker: Kimberly Oliver

  Becoming Worthy of Our Students

  Kimberly Oliver is the 2006 National Teacher of the Year Award winner from Montgomery County Public Schools, Broad Acres Elementary School, in Rockville Maryland. Kim is committed to strengthening the teaching profession. She trains and supports veteran teachers, new teachers, and student interns who are pursing education as a career, because she believes the quality of a child's teacher can be the most important factor in determining his or her success. When Kim came to Broad Acres Elementary, the school was in danger of being restructured by the state because of declining academic performance. By building a professional learning community and emphasizing collaboration, Kim impacted the learning of more than 500 students and turned around an underperforming school despite the obstacles of poverty, race, language, and mobility.

• 9:30 - 11:00 am: Sessions D

• 43D Embracing Social Justice and Equity through Principled Induction and Mentoring

  Wendy Amosa, Lecturer, and Cheryl Williams, Assistant Director, Professional Experience, School of Education, The University of Newcastle, New South Wales, Australia

  Want evidence of the achievement gap actually closing when social justice and equitable learning are at the heart of induction, mentoring and professional development? This session will allow participants the opportunity to consider the implications of such evidence for their own educational contexts, and inform the development of approaches to induction and mentoring that use as the measurement of effectiveness equitable learning and social justice.

  Equitable Learning and Social Justice

• 44D Formative Assessment: The "Third Voice" in Educator Conversations

  Mimi Appel, Great Lakes Regional Director, and Sharon Nelson, Midwest Regional Director, New Teacher Center @ UCSC

  Conversations about teaching and learning become significant and real when data become the "third voice" in those discussions. Join presenters to examine several New Teacher Center formative assessment tools and the processes that support them in moving beginning teacher practice forward as they simultaneously guide the mentor’s strategic next steps. Hear from practitioners in the field about the use and impact of these tools.

  Quality Mentoring

• 45D From Research to Practice: A Systematic and Comprehensive Approach to New Teacher Induction through Strategic Partnerships

  Victoria Hom, Senior Program Manager of New Teacher Development, Kenny Salim, Director of New Teacher Support, Garret Virchick, New Teacher Developer, Boston Public Schools; Ila Deshmukh Towery, Research Associate, Darnell Williams, Director of Induction, Boston Teacher Residency Program, Boston Plan for Excellence

  Boston Public Schools has developed a seamless support system for beginning teachers by using multiple years of new teacher data and collaborating with non-profit, district and union partners. Presenters will share insights about how these partners work together to provide red carpet treatment from the point of hire, and have developed professional development and mentoring support. Participants will identify their own strategies for using data and working with critical partners.

  Quality Mentoring

• 46D Examining Student Thinking in Science and Mathematics–Powerful Strategies for Supporting Mentor/Mentees and their Professional Learning Communities

  Page Keeley, Senior Program Director, Mary Dunn, Science Specialist and eMSS Facilitator, Maine Mathematics and Science Alliance

  Eliciting, examining, and designing instruction that addresses students’ misconceptions in science and mathematics is a powerful way for experienced teachers to renew their practice and for new teachers to gain content pedagogical knowledge, and discipline specific teaching strategies. This session will share tools and strategies for examining student thinking–in science and mathematics–in a learning focused relationship between mentors and mentees, as well as in an expanded professional learning community.

  Leadership and Professional Identity

• 47D Putting It All Together: Using Induction as a Lever for Improved Student Learning

  Cynthia Balthaser, and Marina Cook, Mentors, Santa Cruz/Silicon Valley New Teacher Project; Sarah Enfantino, Teacher, and Ulli Kummerow, Principal Radcliff Elementary

  Learn how a four-year-old elementary school in a low-income neighborhood with a high percentage of English Language Learners and a staff of 43% beginning teachers dramatically raised academic achievement. Strategically designed grade-level meetings were instituted to promote a culture of professional collaboration and to develop leadership skills, while addressing the instruction of ELD. Presenters will share how a combination of principal leadership, collaboration, and coaching based on inquiry, planning, and reflection made the difference for experienced and new teachers, alike.

  Leadership and Professional Identity

• 48D CANCELLED A Modern Group Approach to Teacher Induction: Resilient Educators’ Support and Training Groups

  Toby Chuah Feinson, Director, Leslie Quinn, Senior Facilitator, GroupWORKS for Education, Inc.

  Development as resilient classroom group leaders is missing from the pre-service training and induction of new teachers. Since learning is cognitive, social and emotional, and the teacher is the classroom group leader, support and training in classroom based group leadership and group dynamics is essential in the induction phase. Using a co-led Resilient Educators' Support and Training (REST) Group model key classroom group concepts will be demonstrated: contracting, bridging, joining, immediacy, inducted feelings and parallel process.

  Quality Mentoring

• 49D Ethical and Professional Issues in Mentoring

  Mary Bolt, Chass Hood, and Laura Will, Mentors, Fred Williams, Executive Director of Recruitment and Retention, Durham Public Schools

  Mentoring fosters unique relationships with beginning teachers, administrators and other school personnel. Within these relationships a mentor must respect confidentiality and honor the highest levels of professionalism. Learn how mentors establish trust and confidentiality, collaborate with a school’s administrative team, utilize the support of personnel inside and outside of the school, and how to differentiate the support provided. Through case studies, participants will identify ethical and professional challenges that confront mentors and construct protocols to guide responses to these challenges.

  Quality Mentoring

• 50D An Introduction to Blended Coaching and the New Teacher Center’s Principal Induction Program

  Gary Bloom, Associate Director, and Lorie Chamberland, Outreach Coordinator, School Leadership Development, New Teacher Center @ UCSC; Mike Bossi, Director of Leadership Coaching, Association of California School Administrators

  Building upon its work in teacher induction, the New Teacher Center has designed and widely implemented a comprehensive model for principal induction. This model is now being implemented all over California, in collaboration with the Association of California School Administrators. In this session, presenters will share key components of this program, including professional leadership coaching utilizing the Blended Coaching approach, on-line formative assessment, and the Leadership Institute seminar series.

  Leadership and Professional Identity

• 51D Accountability in California Induction: From Standards Implementation to a Comprehensive Review Process

  Karen Sacramento, Education Program Consultant, California Commission on Teacher Credentialing; Sarah Solari, Education Program Consultant, California Department of Education

  Discover how California, in its twenty years of implementing induction, created an infrastructure based on the principles of formative assessment to support programs offering induction to new teachers throughout the state. In addition, learn how California maintains quality program implementation through the institution of program standards and a review process that measures implementation against these adopted standards while offering program leaders opportunities to collaborate for the purpose of establishing and supporting effective practices.

  Quality Mentoring

• 52D Building Mentoring Capacity and Culture

  Janet Crews, Secondary Instructional Coordinator, Jan Keenoy, Elementary Instructional Coordinator, Clayton School District

  How do busy mentors meet their district's expectations for induction and instructional coaching? It takes a system to develop a teacher and collaboration is fundamental. In this session, presenters will discuss the necessary steps needed to expand the mentoring skills of classroom support teachers including special education teachers, reading specialists, and teachers of enrichment programs. Attendees will learn how a district-wide cultural shift toward collaborative planning and co-teaching creates professional support for all.

  Leadership and Professional Identity

• 53D Meet the Unique Needs of Novice Secondary Teachers Through Induction

  Geoff Baker, Outreach Coordinator, Laura Gschwend, Outreach Coordinator, New Teacher Center @ UCSC; Paul Kilkenney, Mentor, East Side Union High School District

  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

• 54D Collaborative Mentoring

  Jane Ellison, Co-Director, Center for Cognitive Coaching

  One-on-one interactions are critical to effective mentoring programs. In addition to individual interactions, mentors are finding that working with groups to develop collaborative inquiry and reflection increases group capacity and maximizes the use time. When group interactions focus on shared understanding of data, individuals learn and group members develop trusting relationships that build the group's capacity. As groups increase their efficacy, trust, and academic emphasis, student achievement increases and instructional practice is transformed.

  Quality Mentoring

• 55D The Wizard's SECRET: The Yellow Brick Road to a Healthier, Happier School Year

  Evalee Parker, Induction Coordinator, Sharon Spencer, Assistant Dean and Director of Student Teaching, Cecelia Steppe-Jones, Dean, School of Education, North Carolina Central University

  The Wizard's SECRET (Strategies to Energize, Challenge, Rejuvenate and Empower Teachers) can help beginning teachers avoid the stress and burnout often related to the job. With the help of the Scarecrow, Lion, Tin Man, and Glenda, participants will find their way back to the yellow brick road where they will achieve greater balance and manage the inherent stress in teaching. Mentors will leave with an interactive workshop model they can use in their schools.

  Quality Mentoring

• 56D Teacher Working Conditions are Student Learning Conditions

  Eric Hirsch, Director, Special Projects, New Teacher Center @ UCSC

  Teacher working conditions matter, and schools and districts can learn from those whose perceptions matter most: their own classroom teachers. By hearing directly from educators who intimately understand working conditions issues, policymakers as well as teachers and administrators can make data-driven decisions to create schools that are better places to work and learn. Since 2004, more than 250,000 school-based educators in eight states have responded to Teacher Working Conditions Surveys. This session reviews key findings along with implications for providing high quality induction.

  Leadership and Professional Identity/Policy

• 57D Creating a State-Wide Community of Induction Supporters in Hawaii

  Patricia Edelen-Smith, Associate Professor and Special Programs Director, University of Hawaii at Manoa; Florence Paison and Colleen Robinson, Induction, Mentoring and Professional Development Resource Teachers, Hawaii Department of Education

  This session explores the development of a statewide induction program through the eyes of the Hawaiian concept of the seven elements of "Lokahi" (harmony). Participants will increase their knowledge about the components of quality induction programs and mentoring practices; increase their potential for educational leadership; develop a deeper understanding of professional development support related to multiple cultural norms; and learn how to build capacity and sustainability of an induction program.

  Leadership and Professional Identity

• 11:15 - 12:15 pm: Featured Speakers

• I Sonia Nieto

  Building on Teachers’ Values and Concerns: Mentoring for Change

  In too many cases, new teachers’ care for children, love for the subject matter they teach, and hope in the possibility of education are depleted in short order because of the bureaucratic demands of the job and standardization of the profession. Learn how mentors can build on the values and concerns that new teachers bring to their work and help avoid the frustration and disillusionment that accompany the first years of teaching for many who enter the profession.

  Sonia Nieto is a Professor of Education, at the University of Massachusetts, Amherst. Her research focuses on multicultural education, the education of Latinos, immigrants, and other culturally and linguistically diverse students, as well as Puerto Rican children’s literature. Her books include The Light in Their Eyes: Creating Multicultural Learning Communities, Puerto Rican Students in U.S. Schools, What Keeps Teachers Going, Affirming Diversity: The Sociopolitical Context of Multicultural Education, and Why We Teach. Sonia serves on several national advisory boards that focus on educational equity and social justice, and has received many awards for her advocacy and activism.

• II Peter Schrag

  A Half-Century of Education Reform: What Have We Learned?

  Fifty years ago, Sputnik ignited a march toward the nationalization of U.S. education. An uninterrupted and increasingly intense wave of curricular changes, and countless other school reforms were the result. What progress have American schools made? What do we know that we didn’t know then, and how can we take advantage of our experience? To what extent has the emphasis on education led to a dangerous neglect of other crucial social and economic policies?

  Peter Schrag served for 19 years as editorial page editor of the Sacramento Bee, and he continues to write a weekly syndicated column. Peter has written for the Atlantic, Harper’s, the Nation, the New Republic, the New York Times, Playboy, the American Prospect and other publications. He is the author of Paradise Lost: California’s Experience, America’s Future, which was chosen as a New York Times Notable Book, and Final Test: The Battle for Adequacy in America’s Schools. His most recent book is California: America’s High-Stakes Experiment.

• III Barbara Eason-Watkins

  Induction as an Entry Point: A Partnership to Provide Wrap Around Services to Struggling Schools

  In the third largest public school district in the nation, comprised of over 600 schools and 25,000 teachers, instituting instructional change is a daunting and incremental task. Learn about Chicago Public School’s vision of a comprehensive and coherent approach to teacher development across all career stages. Using high-quality, high-intensity induction as an entry point for bringing about that change, Chicago is building momentum for improved teaching practices and increased student achievement across the district.

  Barbara Eason-Watkins is the Chief Education Officer of Chicago Public Schools. She is a nationally recognized school principal from Chicago’s Woodlawn community. Her awards include the Whitman Award for Excellence in Educational Leadership, the Chicago Public Schools Principal of Excellence Award in 1990 and 1995, the Phi Delta Kappa Educator of the Year Award, and the Chicago Public Schools Principal Leadership Award. In 2004, she was named one of the Most Powerful Women in Education by the Chicago Sun-Times.

• IV Charles Payne

  Running from Race

  New and experienced teachers alike must be able to address issues of race, injustice, and inequity with candor, courage, and compassion if America’s schools are truly going to become places where all children can be successful. This presentation will explore the continuing discomfort of educators with the realities of race and ethnicity in the classroom, including the use of “colorblindness” as an ideology.

  Charles Payne is the Frank P. Hixon Professor in the School of Social Service Administration at the University of Chicago. His interests include urban education and school reform, social inequality, social change and modern African American history. He is the author of Getting What We Ask For: The Ambiguity of Success and Failure In Urban Education, I’ve Got the Light of Freedom: The Organizing Tradition in the Mississippi Civil Rights Movement, and Debating the Civil Rights Movement. So Much Reform, So Little Change is forthcoming in Spring 2008.

• 12:30 pm - 2:00 pm: Lunch

• Host Speaker: Ellen Moir

  Celebrating the Lessons Learned

  Ellen Moir is founder and Executive Director of the New Teacher Center at the University of California, Santa Cruz. The New Teacher Center conducts research, develops and administers induction programs, and consults with organizations, educational leaders, and policy makers on issues related to new teacher and administrator support. Ellen is recognized internationally for her leadership in the field of induction and expertise in the areas of teacher development and bilingual education, and is a recipient of the 2005 Harold W. McGraw, Jr. Prize in Education. She is the author of several articles and book chapters and has produced a video series related to new teacher development. Ellen is a passionate advocate for investing in teacher quality and equitable learning of all students.

• 2:15 - 3:45 pm: Sessions E

• 58E Cultivating the Teacher Induction Policy Landscape: A Focus Group for Policymakers

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

  Knowing that thoughtfully designed policies are critical to strengthen and support quality induction models, the New Teacher Center is committed to working with those who are responsible for championing, developing, and implementing teacher induction. This annual Symposium focus group offers policymakers a forum in which to share ideas, information, successes, challenges, and questions with others who are engaged in local, state and federal policy decisions. The discussion will also invite input into and an opportunity to learn about the New Teacher Center's expanding policy agenda.

  Policy

• 59E 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

• 60E How Site Administrators Can Create Conditions in Schools for Effective Mentoring

  Lorie Chamberland, Outreach Coordinator, and Anne Watkins, Regional Director New Teacher Center

  Site administrators play a key role in creating a school environment that sustains the successful induction of novice teachers. This session will examine conditions that support mentoring: principal awareness and understanding of the value of induction and mentoring; how to support mentors and beginning teachers; collaboration and communication. Participants will discover commonalities between the roles of site administrators and mentors and learn how they can work together to support the professional growth of novice teachers.

  Quality Mentoring

• 61E Learn Today; Lead Tomorrow: Building the Capacity of Emerging Leaders

  Beth Holder, Assistant Principal, and Jeffrey Zoul, Principal, Otwell Middle School, Forsyth County, Georgia

  School mentors must serve as leaders who encourage new teachers to also become leaders–sooner, rather than later. Learn strategies for creating a systematic teacher induction program that enhances the professional growth and identity of both the new and returning teacher. Participants will learn one school's systematic method (Communication, Observation, Relationships, Expectations) for ensuring that no new teacher is left behind and that each teacher mentor emerges as a positive leader.

  Leadership and Professional Identity

• 62E Advancing Experienced Mentors' Practice: An Inquiry Approach

  Julie Almquist, and Suzanne Riley, Regional Directors, New Teacher Center @ UCSC

  Mentoring novice teachers offers exciting opportunities for veteran teachers to deepen their knowledge of teaching, learning, and leadership. As mentors hone their skills, their professional needs shift. This session explores an inquiry approach to experienced mentor learning focused on collecting and analyzing data of mentor practice. A panel of mentors will share their inquiry questions and initial data analysis. Participants will learn how to use this inquiry approach to empower and transform mentor practice and help guide program development.

  Leadership and Professional Identity

• 63E Can School-Based Mentoring Really Work? Strategies for Building Individual School Capacity to Provide Effective Mentoring

  Fred King, Director, New Teacher Induction, Melvin Thompson, and Arlene Weinstein, Teacher Development Directors, New York City Department of Education

  After three years of implementing a successful centrally driven full release mentoring model, New York City Public Schools are returning to a school-based program. Discover how the lessons learned from full release mentoring can become the foundation for building the capacity of 1400 individual schools to successfully mentor their new teachers. What external supports and strategies can be provided to empower each individual school to build a community that understands and supports the needs of new teachers?

  Quality Mentoring/Policy

• 64E Supporting Elementary Teachers: How a General Induction Program Can Work for All Subject Areas

  Stephen Fletcher and Anthony Villar, Researchers, New Teacher Center @ UCSC

  A challenge faced by some districts is that their induction program for elementary school teachers may not help new teachers be effective in all subject areas. This problem may even occur when program administrators try to match new teachers with mentors who have similar grade-level experience. Presenters will describe the problem and talk about two different programs working to correct the situation.

  Quality Mentoring

• 65E Development of a College Course on Supervising and Mentoring New and Student Teachers

  Anna Weidhofer, Assistant Professor, Springfield College

  Participants will be actively engaged in developing a mentoring course that will suit the needs of their college, university, or learning community. A variety of small group activities–think-pair-share, jigsaw, and creating and presenting graphic organizers–will be utilized to encourage conversation and collaboration. Outreach, grading scales, syllabi, materials, and mentoring techniques will be addressed. Participants will leave with the tools necessary to initiate, create, and implement their own course on mentoring/supervising new and student teachers.

  Quality Mentoring

• 66E Mentoring for Language Learner Success

  Valerie Leal and Sarah Young, Outreach Coordinators, New Teacher Center @ UCSC

  How do mentors assist new teachers to identify and serve the many diverse students who are not recent immigrants, yet still require specialized strategies that honor home culture while accelerating mastery in reading, writing and speaking Standard Academic English? In many schools, the largest number of students with language needs are U.S. born and not identified by the system. Presenters will utilize video, coaching practice, and student work to consider how mentors can most effectively influence assessment and best teaching practices across content areas and grade levels.

  Quality Mentoring

• 67E Training New Teachers to Differentiate Instruction in High School and Middle School

  Steven Kahl, New Teacher Mentor, Mountain View High School

  High school and middle school students benefit when their teachers are skilled in differentiating instruction to serve students' varied interests, readiness levels, learning profiles, and cultural-linguistic backgrounds. This session will include routine formative assessment, rigorous tiered assignments and engaging project menus to educate high achievers, mainstream students, high-potential underachievers, and struggling students. Participants will also receive a brief overview of the differentiated instruction training provided to all new teachers in the Mountain View-Los Altos Union High School District.

  Quality Mentoring

• 68E Mentoring to Advance Adolescent Literacy Instruction

  Rain Bongolan, Outreach Coordinator, New Teacher Center @ UCSC

  An increasing number of secondary teachers seek methods to improve their students' academic literacy. What does research suggest that all single-subject teachers and their instructional leaders know and do to effectively implement and analyze the impact of commonly-adopted practices? Session participants will examine concepts foundational to secondary, subject-specific reading, as well as culturally- and linguistically-relevant tools designed to advance secondary teacher and mentor practice, and adolescent literacy development.

  Quality Mentoring

• 4:00 pm: Refreshments & Closing Remarks

Register Online or Download a Registration Form in PDF format.

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