abrazo evaluation report - houston isd · 2012. 11. 2. · 10.4 percent were special education...

MEMORANDUM September 13, 2009 TO: Board Members FROM: Terry B. Grier, Ed.D. Superintendent of Schools SUBJECT: ABRAZO EVALUATION REPORT CONTACT: Carla Stevens, (713) 556-6700 Attached is the 2008−2009 evaluation report on the ABRAZO New Teacher Induction Program. In the ABRAZO program, beginning teachers receive content and grade-level professional development trainings and are provided essential mentoring support to successfully navigate through their early years of teaching. This report summarizes the program components and activities implemented during the 2008−2009 school year. In general, first-year teachers reported high satisfaction with ABRAZO trainings and mentor services. Approximately, 65 percent of all first-year teachers surveyed strongly agreed that they had a trusting and open relationship with their mentor. In addition, 61.9 percent of the teacher respondents strongly agreed that their mentor provided them with instructional resources. Fifty-nine percent of teacher respondents reported that they received helpful feedback from their mentors after observations of their classroom teaching. Should you have any further questions, please contact my office or Carla Stevens in Research and Accountability at (713) 556-6700.

____________________________________TG

Attachment cc: Superintendent’s Direct Reports

Executive Principals Sharon Koonce Melanie Evans-Smith Harold Winston

Department of Research and Accountability Houston Independent School District

RESEARCH

ABRAZO New Teacher Induction Program

2008−2009

E d u c a t i o n a l P r o g r a m R e p o r t

2009 Board of Education

Lawrence Marshall PRESIDENT Natasha M. Kamrani FIRST VICE PRESIDENT Greg Meyers SECOND VICE PRESIDENT Carol Mims Galloway SECRETARY Diana Dávila ASSISTANT SECRETARY Paula M. Harris Dianne Johnson Harvin C. Moore Manuel Rodríguez Jr. Terry Grier, Ed.D. SUPERINTENDENT OF SCHOOLS Carla Stevens ASSISTANT SUPERINTENDENT DEPARTMENT OF RESEARCH AND ACCOUNTABILITY Kathy Terry, Ph.D. RESEARCH SPECIALIST Venita Holmes, Dr.P.H. RESEARCH MANAGER

Houston Independent School District Hattie Mae White Educational Support Center 4400 West 18th Street Houston, Texas 77092-8501 Website: www.houstonisd.org It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, naitonal origin, marital status, race, religion, sex, veteran status, or political affiliation in its educational or employment programs and activities.

ABRAZO NEW TEACHER INDUCTION PROGRAM 2008–2009

1

EXECUTIVE SUMMARY

ABRAZO NEW TEACHER INDUCTION PROGRAM 2008−2009

Program Description

Many school districts are losing ground when it comes to hiring, training, and retaining qualified teachers, especially within schools serving large percentages of economically-disadvantaged and/or minority students (Snipes & Horwitz, 2007). In addition, research shows that as many as fifty percent of new teachers leave the profession within their first five years of teaching (Smith & Ingersoll, 2004). Many teachers report a lack of administrative support and the culture of their school buildings as just two reasons why they leave the profession. Therefore, districts have been working harder on training and supporting their beginning teachers to ensure teacher retention.

In response to the growing need to hire new teachers and to retain them in a large urban district, the Houston Independent School District (HISD) established the ABRAZO New Teacher Induction Program in the 2001−2002 academic year. ABRAZO is a Spanish word that means to greet or embrace. In ABRAZO, new teachers receive content and grade-level trainings from experienced teachers and are provided essential mentoring support to successfully navigate through their early years of teaching. For this report, beginning/new teachers are defined as teachers who are new hires to HISD and have zero or one year of teaching experience. The goals of the HISD ABRAZO New Teacher Induction Program are: (1) to increase the effectiveness, knowledge, and skills of new teachers and mentors; and (2) to increase teacher retention by building teacher efficacy, confidence, and support structures.

The design of HISD’s ABRAZO New Teacher Induction Program has expanded since its conception. In collaboration with the New Teacher Center of Santa Cruz, the administrators of the ABRAZO program have worked to build a comprehensive induction program that supports and meets the needs of teachers during their first few years of service. During the 2008−2009 school year, the research-based HISD ABRAZO New Teacher Induction Program, provided by the Professional Development Services, consisted of the following components:

• Instructional Coordinators − who worked with new teachers assisting in the areas of classroom management, instructional support, and various professional development services.

• Campus-Based Mentors − who were campus-based veteran teachers that were paired with beginning teachers and provided guidance on content and grade-level instructional practices.

• Full-Time Release Mentors − who were veteran teachers that were released from classroom duty and served full-time in the district to support beginning teachers in schools with higher risk factors (e.g., higher numbers of students with low academic performance and/or from economically-disadvantaged backgrounds, high new teacher-staff ratio).

• Professional Learning Communities (PLC) − which were content-based support groups where teachers participated and developed new classroom instruction strategies.

• Professional Development Trainings − which were workshop opportunities for teachers where they were able to gain information about best practices in their classrooms based on empirical research.

For the academic years of 2007−2008 and 2008−2009, HISD was awarded a Beginning Teacher

Induction Mentor Program (BTIMP) grant from the Texas Education Agency. This grant helped to expand the full-time release mentor component of the ABRAZO program to include more beginning teachers at HISD schools with higher risk factors (e.g., higher numbers of students with low academic performance and/or from economically-disadvantaged backgrounds, high new teacher-staff ratio) as well as to enhance professional development activities for teachers.

HISD RESEARCH AND ACCOUNTABILITY

2

Purpose of the Evaluation

The purpose of this evaluation summary is to outline the ABRAZO New Teacher Induction Program’s processes and activities for the 2008−2009 school year. Within this report, there is a discussion of the program components that were provided for new teachers. To assess teacher and mentor perceptions of the ABRAZO program, new teachers and mentors completed on-line surveys. The results of these surveys are summarized. Two-year teacher retention data also are presented.

The following evaluation questions were addressed: 1. What was the profile of first-year teachers who participated in the ABRAZO New Teacher

Induction Program in 2008−2009? 2. What were the key components of ABRAZO and the professional development programs offered

for new teachers and mentors? 3. How did beginning teachers feel about the mentor and support services received throughout their

first year of teaching in HISD? 4. How did beginning teachers feel about their school/work environments during their first year of

teaching in HISD? 5. How did beginning teachers feel about their choice to teach and ability to teach after their first

year of teaching? 6. What were mentors’ perceptions of their experiences in guiding and supporting new teachers? 7. What were the retention rates for new teachers for the last three years, 2005−2008?

Findings 1. What was the profile of first-year teachers who participated in the ABRAZO New Teacher Induction

Program in 2008−2009?

Of the 876 first-year teachers who participated in the ABRAZO program, 73.2 percent of new teachers hired were female. The majority of new teachers held a bachelor’s degree (87.6 percent). Nearly 11.3 percent held master’s degrees and less than one percent earned a doctorate. Approximately, 70.7 percent of the new teachers were classified as regular education teachers and 10.4 percent were special education teachers. A total of 321 new teachers (36.6 percent) were assigned a full-time mentor.

2. What were the key components of ABRAZO and the professional development programs offered for

new teachers and mentors? • The ABRAZO program was a comprehensive induction program that included mixed-model

mentoring (campus-based and full-time mentors), instructional coordinators, professional learning communities (PLC), and professional development trainings.

• The main premises of the program were as follows: (1) the efficacy of new teachers can be increased

with high levels of support and professional trainings, and (2) professional learning communities can help schools develop the organizational culture that promotes cooperation among teachers and staff and, ultimately, increase teacher retention.

3. How did beginning teachers feel about the mentor and support services received throughout their first

year of teaching in HISD?

• Approximately, 64.8 percent of all first-year teachers surveyed strongly agreed that they had a trusting and open relationship with their mentor. In addition, 61.9 percent of the teacher respondents


3

strongly agreed that their mentor provided them with instructional resources. Fifty-nine percent of the teacher respondents reported that they received helpful feedback from their mentors after observations of their classroom teaching, and 66 percent of the first-year teachers observed model lessons taught by experienced teachers.

• The largest percent of disagreement at 20.3 percent regarded mentors sharing district policy,

procedures, and expectations with first-year teachers.

4. How did beginning teachers feel about their school/work environments during their first year of teaching in HISD?

• Approximately, 50.4 percent of first-year teachers strongly agreed that they felt welcomed and

supported in their new school, and 43.4 percent strongly agreed that the school administrators were supportive and encouraging. Eighty-five percent of teachers responded that they strongly agreed or agreed with their class size and/or teaching schedule.

• For first-year teachers responding, 58.9 percent reported that routine duties and paperwork interfere

with their planning. 5. How did new teachers feel about their choice to teach and ability to teach after their first year of

teaching?

New teachers shared their feelings about their choice to teach and ability to teach after their first year in the classroom. When asked about their enthusiasm level for teaching, 46.2 percent of teachers strongly agreed that they had as much enthusiasm about teaching as they did in the beginning of the year and 52.6 percent strongly agreed that they felt they were making an impact in their students’ lives. The majority of teacher respondents also reported feeling good about their choice to become a teacher in HISD, with 55.5 percent strongly agreeing with that statement.

6. What were mentors’ perceptions of their experiences in guiding and supporting new teachers? • Approximately, 73.0 percent of mentors strongly agreed that they could talk freely with their mentee;

72.5 percent of mentors strongly agreed that they had a positive rapport with their mentee; and 70.4 percent of mentors strongly agreed that they were comfortable sharing positive and constructive feedback with their mentee.

• In regards to assisting new teachers with instructional practices, 50.0 of mentors strongly agreed that

they assisted their mentee in incorporating effective instructional strategies. In addition, 51.5 percent strongly agreed that they assisted their mentee in implementing classroom management strategies and 43.3 percent of mentors strongly agreed that they assisted their mentee with analyzing data to address the needs of students with different learning styles.

7. What were the retention rates for new teachers for the last three years, 2005−2008?

For each cohort year, the percentage of new teachers that remained with HISD after one year has steadily increased, with 82.8 percent of the 2005−2006 new teachers retained one year later compared to 87.9 percent of the 2007−2008 new teachers retained one year later. The two-year retention rates have remained relatively the same for the 2005−2006 and the 2006−2007 new teacher cohorts, with 66.3 and 66.6 percent of new teachers retained in the district after two years, respectively.


4

Recommendations

1. The ABRAZO program provides a solid foundation about the district, region, and curriculum structure and practices such that all teachers new to the district, regardless of experience level, could benefit from the depth of information. Based on the positive responses and benefits experienced by beginning new teachers, it is recommended that efforts are continued to enhance the ABRAZO program.

2. Given the importance of the support that mentors provide for new teachers, the ABRAZO staff should

consider providing mentor trainings based on the survey feedback from current mentors. For example, when mentors were asked what leadership skills they utilized when guiding their mentees, 26.7 percent of their comments related to communication skills. ABRAZO staff should design a few trainings for mentors using the reflections of district mentors as the basis for development.


5

ABRAZO NEW TEACHER INDUCTION PROGRAM

2008−2009

Program Description Many school districts are losing ground when it comes to hiring, training, and retaining qualified

teachers, especially within schools serving large percentages of economically-disadvantaged and/or minority students (Snipes & Horwitz, 2007). In addition, research shows that as many as fifty percent of new teachers leave the profession within their first five years of teaching (Smith & Ingersoll, 2004). Many teachers report a lack of administrative support and the culture of their school buildings as just two reasons why they leave the profession. Therefore, districts have been working harder on training and supporting their beginning teachers to ensure teacher retention.

In response to the growing need to hire new teachers and to retain them in a large urban district, the Houston Independent School District (HISD) established the ABRAZO New Teacher Induction Program in the 2001−2002 academic year. ABRAZO is a Spanish word that means to greet or embrace. In ABRAZO, new teachers receive content and grade-level trainings from experienced teachers and are provided essential mentoring support to successfully navigate through their early years of teaching. For this report, beginning/new teachers are defined as teachers who are new hires to HISD and have zero or one year of teaching experience. The goals of the HISD ABRAZO New Teacher Induction Program are: (1) to increase the effectiveness, knowledge, and skills of new teachers and mentors; and (2) to increase teacher retention by building teacher efficacy, confidence, and support structures.

The design of HISD’s ABRAZO New Teacher Induction Program has expanded since its conception. In collaboration with the New Teacher Center of Santa Cruz, the administrators of the ABRAZO program have worked to build a comprehensive induction program that supports and meets the needs of teachers during their first few years of service. During the 2008−2009 school year, the research-based HISD ABRAZO New Teacher Induction Program, provided by the Professional Development Services, consisted of the following components:

• Instructional Coordinators − who worked with new teachers assisting in the areas of classroom management, instructional support, and various professional development services.

• Campus-Based Mentors − who were campus-based veteran teachers that were paired with beginning teachers and provided guidance on content and grade-level instructional practices.

• Full-Time Release Mentors − who were veteran teachers that were released from classroom duty and served full-time in the district to support beginning teachers in schools with higher risk factors (e.g., higher numbers of students with low academic performance and/or from economically-disadvantaged backgrounds, high new teacher-staff ratio).

• Professional Learning Communities (PLC) − which were content-based support groups where teachers participated and developed new classroom instruction strategies.

• Professional Development Trainings − which were workshop opportunities for teachers where they were able to gain information about best practices in their classrooms based on empirical research.

For the academic years of 2007−2008 and 2008−2009, HISD was awarded a Beginning Teacher

Induction Mentor Program (BTIMP) grant from the Texas Education Agency. This grant helped to expand the full-time release mentor component of the ABRAZO program to include more beginning teachers at HISD schools with higher risk factors (e.g., higher numbers of students with low academic performance and/or from economically-disadvantaged backgrounds, high new teacher-staff ratio) as well as to enhance professional development activities for teachers.


6

Program Personnel/ Resources

The ABRAZO New Teacher Induction Program’s management personnel for 2008−2009 included a program manager, an induction manager, and a mentoring manager. The program also has approximately 10 instructional coordinators, 25 full-time mentors, and a research data specialist. Additionally, Professional Development Services works collaboratively with HISD Alternative Certification Program (ACP) staff to provide resources, training, and support to the new teachers. The principals at each school facilitated program operations by supporting new teachers and assigning mentors. Purpose of the Evaluation

The purpose of this evaluation summary is to outline the ABRAZO New Teacher Induction Program’s processes and activities for the 2008−2009 school year. Within this report, there is a discussion of the program components that were provided for new teachers. To assess teacher and mentor perceptions of the ABRAZO program, online surveys were completed by new teachers and mentors. The results of these surveys are summarized. Two-year teacher retention data also are presented.

The following evaluation questions were addressed: 1. What was the profile of first-year teachers who participated in the ABRAZO New Teacher

Induction Program in 2008−2009? 2. What were the key components of ABRAZO and the professional development programs offered

for new teachers and mentors? 3. How did beginning teachers feel about the mentor and support services received throughout their

first year of teaching in HISD? 4. How did beginning teachers feel about their school/work environments during their first year of

teaching in HISD? 5. How did new teachers feel about their choice to teach and ability to teach after their first year of

teaching? 6. What were mentors’ perceptions of their experiences in guiding and supporting new teachers? 7. What were the retention rates for new teachers for the last three years, 2005−2008?

Review of the Literature

Unfortunately, teacher turnover rates across the United States continue to increase. The national teacher turnover rate is 15.7 percent annually compared with the average rate for all professions, which is 11.9 percent, according to Ingersoll (2002) as referenced in the No Dream Denied (National Commission on Teaching and America’s Future, 2003). The new teacher turnover rate is even higher than the average rate for all teachers. Research shows that as many as 50 percent of new teachers leave the profession within their first five years of teaching (Smith & Ingersoll, 2004).

Why is teacher retention important? Teacher retention is, particularly, important for schools that serve higher percentages of low-performing students, minority, and/or economically-disadvantaged children. These “high-needs” or higher risk factor schools can experience teacher turnover rates as high as 20 percent each school year (Ingersoll, 2004). Teacher retention effects student performance. Research by Sanders and Rivers (1996) found that having a high-quality teacher for three or more years can increase student achievement by as much as 50 percentile points, even when controlling for socio-economic background. In reverse, Sanders and Rivers (1996) also report that when students are exposed to the least effective teachers for three years in a row, the ineffective teaching cannot be compensated for later by a sequence of highly effective teachers. For minority and high poverty children, having an experienced, qualified teacher can make a huge difference in their academic development and success (Hanushek, 2004). If schools are constantly replacing experienced teachers with new teachers, the level of instruction is relatively weaker than if more experienced teachers were providing the majority of instruction. These


7

schools can suffer from instructional gaps in critical subjects. In addition, the constant influx of new teachers into the school environment hinders the development of a cohesive school community that works together to improve student performance.

Teacher retention also affects school districts’ budgets and allocation of funds. The financial costs related to losing a teacher are growing. The National Commission on Teaching and America’s Future estimates that the average cost to recruit, hire, train, and then lose a teacher is $50,000. In 2007, the teacher turnover costs, which include recruiting, hiring, induction and training, were estimated to be over 35 million dollars for HISD (Barnes, Crowe, & Schaefer, 2007). When teachers choose to leave the district or the profession, the district’s investment in their recruitment, hiring, and professional development leave with them. This means that many school districts are constantly rehiring and training new teachers and using budget funds that could be used in other areas, such as purchasing new materials and/or improving campus instructional capacity. This financial waste of resources is one of the reasons school districts are working hard to reverse the current teacher turnover rates.

According to Strong (2005), the reasons teachers leave the profession fall into two main categories: working conditions (such as organizational culture, school demographics, administration) and personal factors (such as health, family). With various reasons why teachers leave, it becomes very important that school administrators develop their induction programs based on why teachers leave their district in order to have optimal effectiveness in reducing turnover rates (Smith & Ingersoll, 2004). With more and more new teachers leaving the profession and the need for quality instructors in the classrooms, school systems have taken the challenge to develop new teacher induction programs that support new teachers and, thereby, increase retention (Smith & Ingersoll, 2004). Induction programs for new teachers have been found to reduce teacher turnover and increase teachers’ feeling of confidence in the classroom (Johnson & Birkeland, 2003).

New teacher induction programs can vary in their forms. Some programs are one-day orientations, while others can span over a few years and include mentoring, professional development activities, and workshops (Strong, 2005). Mentoring is the guidance and support from a veteran teacher to a beginning teacher. Professional development activities can be workshops or lectures where teachers get a chance to learn more instructional strategies and how to enhance their classroom management skills. Programs that combine several induction activities have helped reduce turnover more than those that include only one component. According to Wong (2004), the most successful induction programs include the following:

• an initial orientation that can last from 3-4 days before school begins; • continued professional development workshops for at least 3 years; • study groups in which teachers can support and learn from each other and create learning

communities; • a strong administration support element; • a mentoring component; • a structure for modeling effective teaching practices through inservices and mentoring; and • opportunities for teachers to make classroom observations of veteran teachers.

In general, school districts are investing in designing the most effective new teacher induction programs, based on scientific research and best practices, in an effort to reduce teacher turnover.

Methods

Data Collection

To obtain information on the program’s processes, components, and implementation, meetings were held with the director as well as the research data specialist of the ABRAZO New Teacher Induction Program. In addition to discussions with program personnel, the ABRAZO website provided program details (http://www.houstonisd.org/portal/site/ProfessionalDevelopment/). Additional descriptions of the


8

induction and training activities were also found at the New Teacher Center’s website (http://www.newteachercenter.org).

The Texas Education Agency (TEA) maintains the Public Education Information Management System (PEIMS), which contains statistical and demographic data about students and personnel in all Texas public school districts. PEIMS data is considered snapshot data because the data are captured once a year, normally in October of the school year. Information was gathered from PEIMS to access the number of new teachers hired each year in HISD and the retention data of new teachers.

Sample

For the 2008−2009 academic year, a total of 876 teachers were identified from the Public Education Information Management System (PEIMS) as new to HISD and with zero or one year of teaching experience. Demographic characteristics, including gender, race/ethnicity, advanced degrees, and teacher by program, were also obtained from PEIMS. Instruments

In order to collect beginning teachers’ perceptions about the program and their teaching experiences, a survey link to the New Teacher 2008−2009 Survey was electronically mailed to all beginning teachers in April 2009. New teachers with full-time mentors were electronically mailed the same New Teacher 2008−2009 Survey with a different link so the data for teachers with campus-based and full-time mentors would remain in separate databases. When teachers clicked their survey link, they were directed to an on-line survey asking for their reflections on their first year of teaching. The survey was administered on-line through Survey Monkey, an on-line survey system (Survey Monkey, 2009). A text-version of the computerized New Teacher 2008−2009 Survey is included in Appendix A. The Working Conditions and School Climate and Attitudes sections of the National Center for Education Statistics’ Teacher Questionnaire: Schools and Staffing Survey served as models for designing the survey. (Details about survey can be found at http://nces.ed.gov/surveys/sass/). Modifications and additions were made to the survey based on the specific goals and program components within the ABRAZO program, information from the New Teacher Center of Santa Cruz, and research of Ingersoll (2004).

The reflections of mentors were gathered from veteran mentor teachers. Mentors were informed about the survey through their HISD electronic mail account. The survey was administered on-line through Survey Monkey. A text-version of the computerized Mentor Survey 2008−2009 is included in Appendix B.

Data Analysis

The survey data were aggregated into Microsoft EXCEL databases and the Statistical Package for Social Sciences (SPSS) was used to calculate descriptive statistics and compare means. Items marked “N/A” and missing data were not included in calculating the percentages. Percentages were based on the total number of responses. Open-ended responses were summarized for each respondent.

Results What was the profile of first-year teachers who participated in the ABRAZO New Teacher Induction Program in 2008−2009?

A profile of 876 HISD first-year teachers who participated in ABRAZO is presented by gender, ethnicity, advanced degrees, and program in Table 1 (see page 9). As evident in Table 1, 73.2 percent of teachers hired were female. The majority of first-year teachers held a Bachelor’s degree (87.6 percent). Nearly 11.3 percent held Master’s degrees and less than one percent held a doctorate. Approximately, 70.7 percent of first-year teachers were classified as regular education teachers and 10.4 percent were special education teachers. A total of 321 teachers (36.6 percent) were assigned a full-time mentor.


9

Data Source: PEIMS, October 2008. *Teachers new to HISD with zero or one year of teaching experience.

What were the key components of ABRAZO and the professional development programs offered for new teachers and mentors?

The ABRAZO program provided beginning teachers with a support system that helped them become more confident in their delivery of instruction as well as acclimated to the HISD culture. The main premises of the program were as follows: (1) the efficacy of new teachers can be increased with high levels of support and professional trainings; and (2) professional learning communities can help schools develop the organizational culture that promotes cooperation among teachers and staff and, ultimately, increase teacher retention. Guided by the principles of the New Teacher Center of Santa Cruz and the scientific-based research of Smith and Ingersoll (2004), the ABRAZO program was a comprehensive induction program that included a mixed-model mentoring (campus-based and full-time mentors), instructional coordinators, professional learning communities, and professional development trainings. The ABRAZO New Teacher Induction Program components, during the 2008−2009 school year, were as follows:

Table 1. Profile of First-Year Teachers*, 2008−2009 N % Total 876 100.0

Gender Male 235 26.8 Female 641 73.2 Ethnicity African American 271 30.9 Asian 49 5.7 Hispanic 214 24.4 Native American 8 0.9 White 334 38.1 Advanced Degrees

Bachelor’s 767 87.6 Master’s 99 11.3 Doctorate 7 0.8

Teacher by Program Regular 619 70.7 Bilingual 94 10.7 Special Education 91 10.4 English as a Second Language (ESL) 58 6.6 Career & Technology 14 1.6

Full-time mentor Yes 321 36.6


10

Mentoring (Campus-based Mentors) Campus-based mentors were assigned to all certified teachers with fewer than three years of teaching

experience as well as to beginning teachers who were enrolled in an alternative certification program (ACP). Teachers that were new to the district but had more than three years of previous teaching experience were assigned a campus colleague (buddy) who provided campus support. New teachers were paired with a mentor from the same certification area, grade-level, and/or curricular assignment. Mentors provided guidance in the areas of district and school policies and procedures, lesson planning and development, classroom management, and encouragement. Mentors also conducted classroom observations and feedback sessions with new teachers. Mentors built relationships and employed cognitive coaching. Cognitive coaching is a method of instruction in which teachers and mentors work together to help teachers think through the process of planning, decision-making, and problem solving. (Details about cognitive coaching can be found at http://www.cognitivecoaching.com.)

Mentoring (Full-time Release Mentors)

Within HISD, full-time release mentors (FTM) were assigned to new teachers who worked in “high needs” schools. These schools were those that had a higher concentration of students who demonstrated lower academic performance and/or higher numbers of students who were classified as economically disadvantaged. These schools also reported high teacher turnover and high new teacher-staff ratio. The FTMs served as change agents who were responsible for providing the personal morale and mentoring support for new teachers whom may otherwise be overwhelmed by the new job as well as the challenging school environment. For the 2008−2009 school year, approximately 321 teachers were assigned an FTM.

Instructional Coordinators

Instructional coordinators played a vital role in the ABRAZO program. The coordinators served as curriculum specialists for beginning teachers equipping them and/or connecting new teachers with needed resources. They also provided mentoring support to new teachers using cognitive coaching techniques. Instructional coordinators assisted teachers in developing instructional strategies that helped them successfully plan and deliver instruction in the classroom. These coordinators also helped new teachers enhance their classroom management skills as well as provided training and demonstrations of best practices for beginning teachers.

Professional Learning Communities

All first-year and second-year teachers were required to participate in a professional learning community (PLC). Engagement in learning experiences with others (in a group) occurred in various forms. Implementation of cooperative learning activities in the classroom comprised many dynamics for planning, such as identifying the roles of each member in the team, developing communication skills, teaching group decision-making skills, assessment, and accountability.

The professional development topics that were addressed in the ABRAZO New Teacher Induction Program were as follows: CLEAR Curriculum

To provide all students with a rigorous and relevant educational experience, HISD has developed the CLEAR (Clarify Learning to Enhance Achievement Results) curriculum, which is aligned with the Texas Essential Knowledge and Skills (TEKS) and the Texas Assessment of Knowledge and Skills (TAKS). The curriculum provided structure and resources for teachers in the best practices in lesson design and delivery. CLEAR curriculum also provided all teachers with a clear understanding of what their students need to know and be able to do by the end of each grade level and/or course. CLEAR provided teachers four basic categories of information for each objective. The categories were as follows:


11

(1) Content specifications detailed what content should be taught in order to meet the intent of the objective. This section also included notes to the teacher regarding the concepts themselves. (2) Prerequisites and instructional considerations showed teachers how to plan lessons aligned to the content specifications. Teachers saw how knowledge and concepts were developed in prior grade levels. Students were able to study or review prerequisite learning. Instructional considerations contained strategies, activities, and ideas for effective instruction. Teachers did not have to use all of the suggestions; however, they represented practices that were proven successful in improving student achievement. (3) Assessment considerations featured several types of assessments that teachers used to determine whether or not students mastered the objective. Where applicable, alignment to standardized tests was provided. (4) Connections to other objectives facilitated an integrated instruction by providing linkages to other content areas and within the content area. The mathematics and science sections emphasized the process skills best linked to the objective to provide context for and application of learning.

Classroom Management

Classroom management trainings incorporated strategies used to maintain a productive learning environment for planned teacher actions. These actions included establishing class rules, procedures, and routines, organizing materials and students, and managing teacher responses. Instructional Strategies

Trainings were conducted to provide teachers with the key knowledge of activities, processes, and resources to effectively deliver instructional content. Teachers also learned about strategies that can help their students master classroom objectives. Lesson Planning

Lesson planning provided the process for organizing the materials, activities, time, and content of a lesson. Lesson planning was based on the appropriate content standards, assessment outcome, students’ needs, and resources. Professional Development and Appraisal System (PDAS)

Professional Development and Appraisal System (PDAS) is the State of Texas’ approved evaluation system for teachers. The goal of PDAS was to increase the level of professional practices of teaching, incorporate the learner-centered proficiencies, and promote continuous professional development. The process included a minimum of one 45-minute observation and completion of the Teacher Self-Report form. PDAS included 51 criteria within eight domains reflecting the Proficiencies for Learner-Centered Instruction adopted in 1967 by the State Board for Educator Certification (SBEC). The domains were:

1. Active, Successful Student Participation in the Learning Process, 2. Learner-Centered Instruction, 3. Evaluation and Feedback on Student Progress, 4. Management of Student Discipline, Instructional Strategies, Time/Materials, 5. Professional Communication, 6. Professional Development, 7. Compliance with Policies, Operating Procedures and Requirements, and 8. Improvement of All Students' Academic Performance.

Mentor Training

Teachers who volunteer and/or are assigned to serve as mentor teachers are required to participate in mentor trainings during their first year of service. Veteran mentors must take an update training course within the school year of service. Within the mentor training sessions, mentors are instructed on how to coach and strategize with new teachers. Mentors are provided guidelines for working with new teachers


12

so that the interactions between new teacher and mentor are effective, beneficial, and not lecturing sessions on best practices. HISD Professional Development personnel design and conduct the mentor trainings, largely guided by the principles and materials from the New Teacher Center of Santa Cruz.

How did beginning teachers feel about the mentor and support services received throughout their first year of teaching in HISD?

All first-year teachers in HISD were asked to complete the New Teacher Survey to reflect on their mentor, school, and personal teaching experiences during their first year in HISD. A four-point Likert scale, “Strongly agree” = 4, “Agree” = 3, “Disagree” = 2, and “Strongly disagree” = 1, was used as the format for the scales. Table 2 highlights the responses (in percentages) of first-year teachers about their experiences with their mentor. Table 2 shows that 64.8 percent of teacher respondents strongly agreed that they had a trusting and open relationship with their mentor. Approximately, 59.0 percent strongly agreed that their mentor had observed them and had given helpful feedback while 66.2 percent strongly agreed that they had observed their mentor or an experienced teacher model a lesson; and 61.9 percent strongly agreed that their mentor provided instructional resources. The item with the largest percentage of disagreement was “my mentor shared daily procedures and HISD expectations and culture” with 20.3 percent disagreeing to some extent.

Table 2. Survey Response Rates of ABRAZO Teachers to Experiences with Mentor, 2008−2009 Questions Strongly

Agree %

Agree

%

Disagree

%

Strongly Disagree

%

We share a trusting and open relationship with effective communication.

64.8 29.4 3.7 2.1

We meet regularly to plan, ask questions, and/or problem-solve (at least once a week).

48.6 37.7 9.7 4.0

My mentor helped me set up my room. 45.6 37.5 13.4 3.5

My mentor meets with me before or after school to plan.

49.4 40.9 7.1 2.6

I receive emotional support/encouragement from my mentor.

49.9 36.0 10.5 3.6

I observed my mentor or an experienced teacher model a lesson.

66.2 27.7 3.7 2.4

My mentor conducts observations of one of my lessons at least once a month.

60.7 28.8 8.5 2.0

My mentor provides helpful feedback after an observation of my teaching.

59.0 31.0 7.0 3.0

My mentor provides instructional resources. 61.9 31.8 4.3 2.0

We analyze student work. 60.8 31.2 6.15 1.85

My mentor shared daily procedures and HISD expectations and culture.

40.7 39.0 16.0 4.3

My mentor has helped me to effectively manage my class(es).

51.5 38.7 6.6 3.2

My mentor has helped me to effectively improve my instructional skills and teaching strategies.

57.5 35.4 4.1 3.0


13

How did beginning teachers feel about their school/work environments during their first year of teaching in HISD?

The New Teacher Survey 2008−2009 asked first-year teachers to reflect on their work experiences as they related to their school organization and culture. A four-point Likert scale was used as a format for these questions: “Strongly agree” = 4, “Agree” = 3, “Disagree” = 2, and “Strongly disagree” = 1. Table 3 provides a summary (in percentages) of these reflections. Table 3 reveals that approximately 50.4 percent of first-year teacher respondents strongly agreed that they felt welcomed and supported in their new school, and 43.4 percent strongly agreed that the school administrators were supportive and encouraging. Eighty-five percent of teacher respondents reported that they strongly agreed or agreed with the statement ‘I am satisfied with my class size/teaching schedule.’ Conversely, 19.2 percent disagreed to some extent that PLC’s are helpful and 58.9 percent of respondents agreed to some extent that routine duties and paperwork interfere with their planning. How did beginning teachers feel about their choice to teach and ability to teach after their first year of teaching?

First-year teachers shared their feelings about their choice to teach and ability to teach after their first year in the classroom. Table 4 (see page 14) displays the survey responses (in percentages). Table 4 shows that 46.2 percent of teacher respondents strongly agreed that they had as much enthusiasm about teaching as they did in the beginning of the year and 52.6 percent strongly agreed that they felt they were making an impact in their students’ lives. The majority of teachers felt good about their choice to become a teacher in HISD, with 55.5 percent strongly agreeing with that statement. The item with the largest percentage of disagreement was “My certification program provided a good foundation and practical experiences to prepare me for the classroom,” at 19.9 percent.

Table 3. Survey Response Rates of ABRAZO Teachers to School/Work Environment Questions, 2008−2009

Questions Strongly Agree

%

Agree

%

Disagree

%

Strongly Disagree

%

I felt welcomed and supported. 50.4 42.5 4.1 3.0

Materials, supplies, and equipment are available.

40.4 45.8 11.8 2.0

School administrators are supportive and encouraging.

43.4 43.3 7.9 5.4

Department/grade level meetings (PLCs) are helpful.

33.2 47.6 13.8 5.4

There is cooperative effort among staff members.

37.7 46.8 10.7 4.8

Principal/Assistant Principal conducts walk-through and gives feedback.

44.7 42.6 11.2 1.5

I am satisfied with my class size/teaching schedule.

45.0 39.9 12.7 2.4

I am comfortable in the school environment. 47.0 45.7 4.3 3.0

Student discipline is good on my campus. 38.7 42.6 13.4 5.3

Routine duties and paperwork interfere with my planning.

26.0 32.9 36.2 4.9


14

What were mentors’ perceptions of their experiences in guiding and supporting new teachers?

All mentor teachers were asked to complete the Mentor Survey 2008−2009 to assess their reflections and sentiments about their mentor service and experiences. Table 5 displays a profile of the mentor survey respondents. As seen in Table 5, 625 mentors completed the survey. Approximately, 37.8 percent of respondents had been teaching for 16 or more years, while 18.3 percent reported teaching for five or less years. A total of 248 teachers (39.6 percent) noted that the 2008−2009 school year was their first year serving as a mentor.

Table 4. Survey Response Rates of ABRAZO Teachers to Teacher Reflections Questions, 2008−2009 Questions Strongly

Agree %

Agree

%

Disagree

%

Strongly Disagree

%

I have as much enthusiasm about teaching now as I did in the beginning of the year.

46.2 36.4 13.4 4.0

I feel that I am making an impact in my students’ lives.

52.6 42.7 4.2 0.5

My certification program provided a good foundation and practical experiences to prepare me for the classroom.

40.2 39.9 15.3 4.6

I feel my students are learning the material I present in class.

10.9 55.5 3.5 0.1

I feel good about my choice to become a teacher in Houston ISD.

55.5 40.5 3.1 0.9

Table 5. Profile of Mentor Survey Respondents, 2008−2009 N % Total 625 100

Years of Teaching 1-5 114 18.3 6-10 172 27.5 11-15 103 16.4 16+ 236 37.8 Years as Mentor 1 248 39.6 2 121 19.4 3-5 172 27.5 6+ 84 13.5 Mentee Assignment

One Mentee 539 86.3 Same Campus 609 97.5 Same Grade/Content Level 469 75.0 Same Planning Period 399 63.8


15

Mentors responded about their experiences with their mentees. Table 6 provides a summary (in percentages) of these responses. Approximately, 73.0 percent of mentors strongly agreed that they could talk freely with their mentee; 72.5 percent of mentors strongly agreed that they had a positive rapport with their mentee; and 70.4 percent of mentors strongly agreed that they were comfortable sharing positive and constructive feedback with their mentee.

In regards to assisting new teachers with instructional practices, 50.0 of mentors strongly agreed that they assisted their mentee in incorporating effective instructional strategies. In addition, 51.5 percent strongly agreed that they assisted their mentee in implementing classroom management strategies and 43.3 percent of mentors strongly agreed that they assisted their mentee with analyzing data to address the needs of students with different learning styles.

ABRAZO mentors were also asked to share their reflections on what leadership skills they had to utilize while serving as a mentor. There were 364 written comments for this question. Table 7 (see page 16) presents the leaderships skills reported and the response rates. Approximately, 28.3 percent of comments were various aspects of encouragement skills. Some examples of mentor comments in this area included ‘I think the most important thing I did as a mentor was provide support’, and ‘I was always available for my mentee.’ Several mentors commented on their need to use great communication skills when working with their mentee. Responses related to communication skills such as listening and providing clear instructions made up 26.7 percent of all leadership comments.

Table 6. Survey Response Rates of ABRAZO Mentors to Experiences with Teachers, 2008−2009 Questions Strongly

Agree %

Agree

%

Disagree

%

Strongly Disagree

%

I regularly use rapport-building to get to know my mentee.

58.9 39.1 0.7 0.3

My mentee and I have positive rapport. 72.5 26.2 1.0 0.0

I can talk freely with my mentee. 73.0 25.4 1.2 0.2

I feel comfortable sharing positive and constructive feedback with my mentee.

70.4 28.1 1.3 0.2

I have a challenge communicating and building rapport with my mentee.

9.7 8.5 31.4 45.8

I provide emotional support/encouragement. 57.3 39.8 0.7 0.2 I meet weekly with my mentee. 54.6 35.6 8.5 0.8

Time constraints, school schedule, and/or other tasks sometimes prevent opportunities for regular meetings with my mentee.

11.9 30.1 29.6 24.2

I assist my mentee in implementing classroom management strategies.

51.5 45.3 2.0 0.0

I assist my mentee in looking at data on students to address learner styles.

43.3 48.7 6.2 0.5

I assist my mentee in incorporating effective instructional strategies.

50.0 48.7 1.2 0.0

I believe that my mentee has grown to demonstrate skills of Proficient (PDAS) and/or an Advanced Beginner or Competent teacher (based on the new teacher continuum).

60.6 36.8 2.1 0.0

My principal (or administrator) is supportive of allowing me to complete my mentor responsibilities.

57.7 37.9 2.4 0.7


16

As presented in Table 7, 21.7 percent of leadership comments written by mentor respondents related to being a role model. Mentors mentioned providing new teachers with real-life demonstrations of classroom strategies and serving as an example of how to handle various situations inside the classroom and school. Several mentors commented on the need for a positive attitude and organizational skills when working with new teachers. What were the retention rates for new teachers for the last three years, 2005−2008?

One of the main goals of the ABRAZO New Teacher Induction Program was to increase teacher retention by providing teachers with mentoring support and helping foster an organizational culture that promotes professional development. In order to assess the program’s success in relation to teacher retention, cohort data were compiled for the last three school years, 2005−2006 through 2007−2008. The cohort retention data are presented in Table 8.

For each cohort year, the percentage of new teachers that remained with HISD after one year has steadily increased, with 82.8 percent of the 2005−2006 new teachers retained one year later compared to 87.9 percent of the 2007−2008 new teachers retained one year later. The two-year retention rates have remained relatively the same for the 2005−2006 and the 2006−2007 new teacher cohorts, with 66.3 and 66.6 percent of new teachers retained in the district after two years, respectively.

*Retention data was compiled using PEIMS October 2005 through October 2008. −Data not currently available.

Table 7. Response Rates of ABRAZO Mentors for Leadership Skills Demonstrated During Mentoring, 2008−2009

Leadership Skills N % Encouragement/Support 103 28.3 Communication Skills 97 26.7 Role-modeling/Example 79 21.7 Positive Attitude 43 11.8 Organizational/Time Management 42 11.5 Total 364 100.0

Table 8. ABRAZO Teacher Retention Data*, 2005−2008 # of New Teachers

Hired # of Teachers

Retained After One Year

# of Teachers Retained After

Two Years

# of Teachers Retained After

Three Years Cohort Year N % N % N % N %

2005−2006

981

100

812

82.8

650

66.3

557

56.8

2006−2007 989 100 826 83.5 659 66.6 − − 2007−2008 953 100 838 87.9 − − − −


17

Discussion

The ABRAZO New Teacher Induction Program has been developed to provide beginning teachers

with content and grade-level trainings as well as essential mentoring support to successfully navigate through their early years of teaching. During the 2008−2009 school year, the ABRAZO program was a comprehensive model induction program that included a mixed-model mentoring (campus-based and full-time mentors), instructional coordinators, professional learning community (PLC), and professional development trainings. The program aimed to increase the effectiveness, knowledge, and skills of new teachers; and to increase teacher retention by building teacher efficacy, confidence, and support structures.

Given the positive reflections from teachers about the ABRAZO program as well as the increases in new teacher retention, it is evident that the enhancements made to the ABRAZO program since its inception have had substantial benefits for new teachers. Program components including mentoring, professional development, and learning communities have helped beginning teachers develop more confidence and improve their delivery of instruction. Efforts should be made to continue to strengthen the ABRAZO induction program.

Recommendations

1. The ABRAZO program provides a solid foundation about the district, region, and curriculum

structure and practices such that all teachers new to the district, regardless of experience level, could benefit from the depth of information. Based on the positive responses and benefits experienced by beginning new teachers, it is recommended that efforts are continued to enhance the ABRAZO program.

2. Given the importance of the support that mentors provide for new teachers, the ABRAZO staff should

consider providing mentor trainings based on the survey feedback from current mentors. For example, when mentors were asked what leadership skills they utilized when guiding their mentees, 26.7 percent of their comments related to communication skills. ABRAZO staff should design a few trainings for mentors using the reflections of district mentors as the basis for development.


18

References

Barnes, G., Crowe, E., & Schaefer, B. (2007). The High Cost of Teacher Turnover in Five districts: A Pilot Study. Washington DC: The National Commission on Teaching and America’s Future.

Center of Cognitive Coaching. (2008). Overview of Cognitive Coaching. Retrieved from http://www.cognitivecoaching.com/overview.htm

Hanushek, E. (2004). The revolving door: a path-breaking study of teachers in Texas reveals that working conditions matter more than salary-research. Education Next. Available at http://findarticles.com/p/articles/mi_m0MJG/is_1_4/ai_111734755/print.

Houston Independent School District. (2004). ABRAZO New Teacher Induction Program Report 2003−2004. HISD, Department of Research and Accountability.

Houston Independent School District. (2008). Professional Development Services ABRAZO Program. Retrieved from http://www.houstonisd.org/portal/site/ProfessionalDevelopment

Ingersoll, R. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin, Vol. 86, (June 2002), pp.16-31.

Ingersoll, R. (2004). Why do high-poverty schools have difficulty staffing their classrooms with qualified teachers? Report Prepared for Renewing Our Schools, Securing Our Future. A National Task Force on Public Education, a joint initiative of the center for American Progress and the Institute for America’s Future.

Johnson, S., & Birkeland, S. (2003). Pursuing a sense of success: New teachers explain their career decisions. American Educational Research Journal, Vol.40, No. 3, pp. 581-617.

National Center for Education Statistics. (2007). Teacher Questionnaire: Schools and Staffing Survey. Retrieved from http://nces.ed.gov/surveys/sass/

National Commission on Teaching and America’s Future. (2003). No Dream Denied: A Pledge to America’s Children. Available at www.nctaf.org

The New Teacher Center. (2008). Retrieved from http://www.newteachercenter.org Sanders, W. & Rivers, J. (1996). Cumulative and Residual Effects of Teachers on Future Student

Academic Achievement. Research Progress Report. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center.

Smith, T. & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, Vol. 41, No. 3, pp. 681-714. Snipes, J. & Horwitz, A. (2007). Recruiting and retaining effective teachers in urban schools.

Washington, DC: Council of the Great City Schools. Survey Monkey On-line Survey Management System. (2008). Retrieved from www.surveymonkey.com Strong, M. (2005). Mentoring new teachers to increase retention: A look at the research. Research Brief ,

December 2005, #05-01, Santa Cruz, CA: New Teacher Center@ UC Santa Cruz. Wong. H. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin,

Vol. 88, No. 838, pp. 41-58.


19

APPENDIX A

New Teacher 2008−2009 Survey

(Text version of Computer-based survey)

Congratulations to you for completing your first year as a new teacher. We value your feedback regarding the support you received during the 2008−2009 year. This survey is for teachers completing their first year of teaching – Certified, HISD ACP, or other ACP programs or second year of teaching Please take this opportunity to complete the survey regarding your experiences. The survey will have questions in the following areas: --Demographic Information --Mentor Support --School Experiences --New Teacher Reflections --Professional Development trainings --Year 2 Feedback Questions (for year 2 teachers only) For the benefit of your privacy, it is not necessary to provide a copy of this survey to your mentor or school. Please click on Continue to begin the survey.

Continue >>


20

APPENDIX A (CONTINUED) New Teacher Demographics 1. Indicate your current year of teaching experience for the 2008−2009 school year. _____ First-year teacher (0 year prior experience) _____ More than 2 years *Exit the survey _____ Second-year teacher ( 1year prior exp.) _____ I am supported by a district Full-time mentor (Year 1) *Exit the survey 2. Select the month you began teaching in Houston ISD at your current school for the 2008−2009 year. _________________________ (Dropdown box provided on computer version) 3. Indicate your Region. _________________________ (Dropdown box provided on computer version) 4. Indicate your Campus level. ______________________ (Dropdown box provided on computer version) 5. What roll (other than classroom teacher) do you serve at your current school? Select all that apply. ____ Department/Grade Level Chairperson ____ Sponsor of an Organization ____ Sponsor of UIL event ____ Coach for a Sport ____ Staff for after-school tutorials/program ____ SDMC member ____ N/A 6. Using the pulldown menu, identify your primary instructional content area. Examples of Areas—Elementary- Generalist (EC-Grade 2), Secondary-Mathematics- Middle School (Dropdown box provided on computer version) --If your primary Content Area does not appear in the list, please select Other in the menu list and type the Content Area(s) in the blank box. 7. If you are enrolled in an Alternative Certification Program this 2008−2009 year, select a program name. (Dropdown box provided on computer version) --If your ACP Program does not appear in the list, please select Other in the menu list and type the ACP Program name in the blank box. --If you are a certified first-year teacher, select First-year Certified Teacher. --If you are a certified second-year teacher, select Second-year Certified Teacher. Other (please specify) ____________________________ (Text box provided for typing comments)

Continue >>


21

APPENDIX A (CONTINUED) 9. Respond to the following questions about your interactions with your ACP supervisor, if

applicable. Click N/A if you are not in ACP. Question Strongly

Agree Agree Disagree Strongly

Disagree N/A

I received valuable feedback from my ACP supervisor.

Overall, I feel comfortable with the support provided by my ACP supervisor.

Mentor Support and Experiences 9. When did you meet your mentor for the first time? ____ The week before students began in August, 2008 ____Within the first 1-2 week(s) after I was hired as a new teacher ____Three weeks or more after I was hired as a new teacher ____I have not been assigned a mentor teacher. (Skip feature-Go to #13) ____Comments (optional)— (Text box provided for typing comments) 10. In general, how often does your mentor communicate with you (in person, by e-mail, phone, etc.) ? _________________________ (Dropdown box provided on computer version) 11. Mentor-NT partnership: Please read ALL statements first, then check all that apply. ____ I am assigned a campus-based mentor from the same campus. ____ My mentor and I are assigned to different campuses. ____ My mentor is a district-assigned Full Time Release Mentor. ____ My mentor is a member of my grade level team or content department.


22

APPENDIX A (CONTINUED)

____ My mentor is a member of a different grade level team or content department. ____ I am aware of the Campus Lead Mentor and have met and/or received support from him/her. ____ I was not aware that my school had a Campus Lead Mentor/Contact Person. ____ Comments (optional)— (Text box provided for typing comments)

Continue >>


23


12. Respond to the following statements based upon your experiences with your mentor teacher: Question Strongly


Disagree N/A

We share a trusting and open relationship with effective communication.

We meet regularly to plan, ask questions, and/or problem-solve (at least once a week).

My mentor helped me set up my room.

My mentor meets with me before or after school to plan.

I receive emotional support/encouragement from my mentor.

I observed my mentor or an experienced teacher model a lesson.

My mentor conducts observations of one of my lessons at least once a month.

My mentor provides helpful feedback after an observation of my teaching.

My mentor provides instructional resources.

We analyze student work.

My mentor shared daily procedures and HISD expectations and culture.

My mentor has helped me to effectively manage my class(es).

My mentor has helped me to effectively improve my instructional skills and teaching strategies.

Continue >>


24


School and Work Experiences 13. Respond to the following statements based upon your experiences in your school environment: Question Strongly


Disagree N/A

I felt welcomed and supported.

Materials, supplies, and equipment are available.

School administrators are supportive and encouraging.

Routine duties and paperwork interfere with my planning.

Department/grade level meetings (PLCs) are helpful.

There is cooperative effort among staff members.

Principal/Assistant Principal conducts walk-through and gives feedback.

I am satisfied with my class size/teaching schedule.

I am comfortable in the school environment.

Student discipline is good on my campus.

Continue >>


25


New Teacher Reflections 14. Share your personal reflections in response to each statement. Question Strongly


Disagree N/A

I have as much enthusiasm about teaching now as I did in the beginning of the year.

I feel that I am making an impact in my students' lives.

My university certification program provided a good foundation and practical experiences to prepare me for the classroom.

I feel my students are learning the materials I present in class.

I feel good about my choices to become a teacher in Houston ISD.

15. On a scale of 1 to 3, rate your level of instructional practice at this point of the year: 1

Proficient 2

Growing 3

Struggling Classroom management strategies

Using CLEAR curriculum for planning

Identifying resources and manipulatives

Student data analysis Creating engaging activities

Using cooperative grouping

Integrating technology in instruction

Using formal and informal assessments

Implementing an effective grading system (grade book)

Parent communication

Motivating students

Working with Special Education students

Working with Second language learners (ESL)

Working with G/T students


26


16. Optional: Please share 1 to 2 comments on:

• Additional comments: (Text box provided for typing comments) • Tips for new teachers entering the 2009−2010 year: (Text box provided for typing comments)

Professional Development Training and Support 17. State-required trainings: Professional Dev. and Appraisal System Check one box. _____ I attended PDAS (Professional Dev. and Appraisal System) training in Houston ISD during this school year. _____ I completed PDAS training in a previous year in Texas and provided appropriate documents to my administrator. _____ I have not attended PDAS training and will register for a Spring session on eTRAIN. 18. Please share 1 to 2 comments about the ABRAZO new teacher learning content/grade level trainings offered by Professional development Services (PDS):

• Value to me/Quality of training: (Text box provided for typing comments) • Suggestions/Comments: (Text box provided for typing comments)

Second-year Teacher Feedback Questions If 2008−2009 is your second year as a teacher in Houston ISD, please provide feedback on your experience and self-reflections. 19. Indicate the type (context) of support provided by a mentor teacher. ____ I am working with the same mentor teacher from my 1st year. ____ I am working with a different mentor teacher from my 1st year. ____ I do not have a mentor teacher this 2nd year. Please explain (Text box provided for typing comments)

Continue >>


27

APPENDIX A (CONTINUED) 20. Please share 1 to 2 brief comments about your experience and support during your second year of teaching.

• Differences in skills and/or needs in your 2nd year (areas you felt most comfortable after 1 year of teaching): (Text box provided for typing comments)

• Challenges encountered as a 2nd year teacher: (Text box provided for typing comments) • Type of support most valuable in 2nd year: (Text box provided for typing comments) • Additional support you would like: (Text box provided for typing comments)

Thank you! We appreciate your feedback. Your responses will be instrumental in improving professional development and support experiences for new teachers in Houston ISD. Thank you! Pearl Black [email protected] Manager ABRAZO New Teacher Induction Program Professional Development Services Houston Independent School District 21. Optional: The HISD Professional Development Services department occasionally shares feedback with various audiences. Please provide your New Teacher Testimony if you would be willing to allow us to share your feedback. Providing your name is optional. What delighted or surprised you most about your new teacher support experience in HISD? What did you learn that will be a benefit to a new teacher? Your full name: (Text box provided for typing name) Your email address: (Text box provided for typing email address) Your testimonial: (Text box provided for typing comments)


28

APPENDIX B Mentor 2008−2009 Survey

(Text version of Computer-based survey)

Overview Mentor 2008−2009 Survey Your role as a mentor to a beginning teacher is important in providing just-in-time information, lesson planning and delivery best practices, encouragement, observations and feedback, and other support. This mentoring role is valuable in retaining and developing quality teachers and in building instructional capacity at the school. Thank you for your leadership in serving as a Mentor during the 2008-2009 year! Please take this opportunity now to provide us with feedback about your mentoring experiences this year. We really value your feedback. We do ask that you respond to all questions. For the benefit of your privacy, it is not necessary to include a copy of this survey in the mentor folder. If desired, provide information in the fields highlighted in blue for optional. Please click on Continue to begin the survey. 2008-2009 Mentor Survey 1. Indicate your Region. _________________________ (Dropdown box provided on computer version) 2. Indicate your Campus . ______________________ (Dropdown box provided on computer version) ---If your campus name is not listed, select Other and type the name. (Text box provided for typing name)

3. Mentoring and Teaching Experience

How many years of teaching experience do you have? ___ 1 yr ___ 2 yrs ___ 3 yrs ___ 4-5 yrs ___ 6-7 yrs ___8-10 yrs ___ 11-15 yrs ___16-20 yrs ___21-25yrs ____ more than 25 yrs How many years have you served as a mentor? ___ 1 yr ___ 2 yrs ___ 3 yrs ___ 4-5 yrs ___ 6-7 yrs ___8-10 yrs ___ 11-15 yrs ___16-20 yrs ___21-25yrs ____ more than 25 yrs 4. Identify the ACP Program in which your mentee is participating this school year. -- If the ACP Program does not appear in the list, please select Other in the menu list and type the ACP Program name in the blank box. -- If you are supporting a certified first-year teacher, select First-year Certified Teacher. -- If you are supporting a certified second-year teacher, select Second-year Certified Teacher. (Text box provided for typing ACP name) Overview Mentor 2008-2009 Survey 2008-2009 Mentor Survey

Continue >>


29

APPENDIX B (CONTINUED)

Alternative Certification Program Support Feedback 5. Indicate your experiences with working with your mentee's Alternative Certification Program staff or field supervisor to align support efforts for the mentee: -- If you have additional comments regarding the statements or ACP partnership, please specify in the text box.

Question Agree Disagree N/A I attended 1 or more mentor session(s) with the ACP program staff.

The ACP Field Supervisor is supportive and has collaborated with me.

The ACP Field Supervisor has visited my mentee at least one time per semester to my knowledge.

I was clear about documentation requirements I needed to submit to the ACP Field Supervisor.

I was clear about documentation requirements I needed to submit to the campus CLM for HISD mentor program/stipend.

I met/spoke to the ACP Field Supervisor at least one time per semester with to discuss the mentee's progress.

I used feedback from the ACP Field Supervisor to implement strategies and actions to guide the mentee toward proficient teacher behaviors.

(Text box provided for typing comments)

Continue >>


30


Mentor Training 6. Which type of mentor training did you complete during the 2008-2009 year? NOTE: Check your eTRAIN transcript for credit. (Text box provided for typing comments) 7. Share your experiences on the following aspects of the 2008-2009 HISD Mentor training: Question Strongly


Disagree N/A

The mentor requirements & tools were covered appropriately.

The mentor role & expectations were covered appropriately.

I learned new approaches, strategies, and/or skills in my role as a mentor.

Training provided practice opportunities for mentor skills and tools. (COMPLETE only)

Training provided a good refresher of the mentor tools. (UPDATE only)

Overall, this session was effective in providing useful information in my role as a mentor.

I can easily navigate the www.pdserv.org site to access mentor information.


Continue >>


31

APPENDIX B (CONTINUED) Mentor Practice and Feedback 8. When did you meet and begin working with your mentee(s) for the first time this school year? ___ The week before students began (for tchrs. beginning August, 2008). ___ Within the first 1-2 week(s) new teacher assigned to the position/hired. ___ Within 3-4 weeks the new teacher was hired at school. ___ More than 4 weeks. ____ Comments (please specify) (Text box provided for typing comments) 9. Mentoring Experiences: -- Please read ALL statements in each group of sentences first. Then check all statements that apply. -- If applicable, check at least one box in each grouping of statements. -- If you have additional comments regarding the statements, please specify in the text box. ____ I requested to be a mentor teacher. ____ I was asked to serve as a mentor teacher. ____ I was appointed to be a mentor teacher and enjoy the opportunity. ____ I was appointed to be a mentor teacher and am having a challenge in balancing responsibility. ____ I support one mentee. ____ I support two mentees, both first-year teachers. ____ I support two mentees, one 1st-yr. and one 2nd-yr. ____ I support more than two mentees and realize that I can only be paid stipend for a maximum of 2 new

teachers. ____ I prefer to attend mentor training on a Saturday. ____ I prefer to attend an afterschool mentor training. ____ I prefer to take mentor training on-line by a deadline date. ____ I am interested in participating in an online community for HISD mentors. ____ My mentee and I are assigned to the same campus. ____ My mentee and I are assigned to different campuses. ____ My mentee is a member of my grade level team or content department. ____ My mentee is a member of a different grade level team or content department. ____ My mentee and I have common planning times. ____ My mentee and I have different planning times. ____ My administration is supportive in providing time for mentee classroom observations. ____ I have to make my own arrangements for mentee classroom observations.



32


10. Share input regarding the support of your Campus Lead Mentor (CLM) /Contact Person (CCP). Please check all statements that apply in each grouping. ____ I am aware of my CLM or CCP. ____ I was not aware that my school had a Campus Lead Mentor/Contact Person. ____ My CLM/CCP assisted me with mentor requirements and forms. ____ My CLM/CCP emailed announcements and reminders to me. ____ My CLM/CCP held a meeting with all campus mentors. ____ My CLM/CCP provided me with oral/written answers to my mentor-related questions. ____ No assistance was provided regarding mentor requirements. ____ My CLM/CCP conducted a Mid-Year Folder Check for my mentor documentation. ____ My CLM/CCP announced a Campus Folder Collection Date for the Spring semester. (Text box provided for typing comments) Question Strongly


Disagree N/A

I regularly use rapport building to get to know my mentee.

My mentee and I have positive rapport.

I can talk freely with my mentee.

I feel comfortable sharing positive and constructive feedback with my mentee.

I have a challenge communicating and building rapport with my mentee.

I provide emotional support/encouragement. I meet weekly with my mentee.

Time constraints, school schedule, and/or other tasks sometimes prevent opportunities for regular meetings with my mentee.

I assist my mentee in looking at data on students to address learner styles.

I assist my mentee in incorporating effective instructional strategies.

I believe that my mentee has grown to demonstrate skills of Proficient (PDAS) and/or an Advanced Beginner or Competent teacher (based on the new teacher continuum).

My principal (or administrator) is supportive of allowing me to complete my mentor responsibilities.


33


12. Share your thoughts on the following areas. Please share a brief reflection. a. What delighted or surprised you most about (Text box provided for typing comments) your mentoring experience this year in HISD? b. How did you grow instructionally as a result (Text box provided for typing comments) of serving as a mentor? c. What leadership skills did you demonstrate (Text box provided for typing comments) while serving as a mentor? Thank You! We appreciate your feedback. Your ideas will be instrumental in improving professional development and support for mentor teachers. Thank you! Lori Grossman [email protected] Manager, ABRAZO Mentor Program Professional Development Services Houston Independent School District 13. The HISD Professional Development Services (PDS) department occasionally shares feedback with various audiences. We'd love to know your thoughts and Mentor testimony. Sharing your name is optional. Name and School: (Text box provided for typing name) Comment: (Text box provided for typing comments)

abrazo evaluation report - houston isd · 2012. 11. 2. · 10.4 percent were special education...

Documents