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possibly create a toolbox that leaders can use to give support with classroom management

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possibly create a toolbox that leaders can use to give support with classroom management

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have leaders who have had success with supporting new teachers share their ideas with others

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have leaders who have had success with supporting new teachers share their ideas with others

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compass course to accompany the school based induction workshops we've offered to school teams - specifically focused on developing school leaders understanding of their responsibilities regarding induction/mentoring/retention

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supporting OTHER teacher leaders in the building

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supporting OTHER teacher leaders in the building

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how can we provide PD opps for other school leaders who might work with new teachers who aren't formal mentors - idea from Jay during meeting re AART who comes in and sees some support needs, do they know how to do that?

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In addition to our "Timely Topic" structure during each of our induction meetings (time where leaders can collaborate and problem solve together), we have also added a weekly "Time with Thought Partners" to our program. During this time, leaders will come together to talk about topics of their choosing --ask for support, problem-solve, and brainstorm ideas.

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In addition to our "Timely Topic" structure during each of our induction meetings (time where leaders can collaborate and problem solve together), we have also added a weekly "Time with Thought Partners" to our program. During this time, leaders will come together to talk about topics of their choosing --ask for support, problem-solve, and brainstorm ideas.

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summer - offered two workshops for school teams
throughout sy 22-23, offering 2-3 additional workshops around effective school-based induction programs

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make it a topic for a mentor/mentee session. we are currently working with regions to get this going system-wide

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make it a topic for a mentor/mentee session. we are currently working with regions to get this going system-wide

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Building capacity of schools to strengthen their school-based induction programs and supports for new teachers to their buildings

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Timely topics throughout the year

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What are the fundamental differences between the 7 types of new teachers and how might we pare down/scale up from resources we already have to differentiate support more easily?

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Ensuring they have the resources to access PD via MyPDE in a timely fashion.

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Ensuring they have the resources to access PD via MyPDE in a timely fashion.

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expanding university partnerships to ensure access to options to meet licensure

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expanding university partnerships to ensure access to options to meet licensure

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As Instructional Coaches specifically for GYO teachers, we will be in schools 80% of our time partnering with teachers on rotating small goals that increase engagement, achievement, and classroom environment

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Providing support by developing meaningful partnerships with new teachers through targeted impact cycles targeting student-centered goals. This partnership allows these teachers to see success in their work daily.

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revision of the tuition reimb priority list to remove financial barriers for NTs to meet licensure requirement

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revision of the tuition reimb priority list to remove financial barriers for NTs to meet licensure requirement

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Created a teacher leadership tool to support new teachers

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Ensuring required PD is accurately assigned and respecting the time and resources of new teachers

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Ensuring required PD is accurately assigned and respecting the time and resources of new teachers

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How might we get into buildings/classrooms to measure support needed? 

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How might we get into buildings/classrooms to measure support needed? 

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How can we collect street data about new Teacher Residents? What is our capacity to get into their classrooms and gauge the need of support?

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Communicating PD opportunities with UX in mind

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Communicating PD opportunities with UX in mind

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existing collaborative partnerships with ISD and DSS

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existing collaborative partnerships with ISD and DSS

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Differentiated mentor support and resources -- similar to SBIT: how can mentors get to know their mentees in order to determine and implement support specific to their assigned mentee?

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What is the end goal for support for teacher residents? 

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What is the end goal for support for teacher residents? 

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To get help them to survive the year? To get them to full licensure (if so, by when)?

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Our first session is called Creating a Welcoming Culture for Novice Teachers and will be held on September 22.

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interdepartmental collaboration around cohort learning--revisiting the seminar outcomes to ensure high leverage, high yield for new Ts

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interdepartmental collaboration around cohort learning--revisiting the seminar outcomes to ensure high leverage, high yield for new Ts

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maximizing e-learning for possible "module" creation of high need topics ie space and into bundles

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maximizing e-learning for possible "module" creation of high need topics ie space and into bundles

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how can we leverage university partnerships who are better equipped to support people with no classroom experience

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I noticed that several teams have described key actions to develop (foundational) PD for resident teachers. Where may there be opportunities to align/collaborate to avoid duplication and maximize impact?

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We need to make sure we are supporting TRs AND those who support them (SBAs, ICs, SBTS, Resource Teachers, etc)

We should probably collaborate with the different teams that support all those different groups to ensure alignment of resources and support.

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One key stakeholder group is the teacher leaders who will be supporting the new teachers. I'm wondering how best to determine who those people are at each school. Some of this might be one-on-one support from a mentor or CT leader.

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1. Teachers in Residence
2. New(er) Teachers (years 1-3)
3. Collaborative teams who are working with those new(er) teachers and may feel unbalanced

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-PD sessions
-Toolkits

Other ideas:
-Office hours with teacher leaders?

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Target audience is first year teachers, and should consider spanning to year twos & threes as well as their every day supporters.