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SUNDAY, FEBRUARY 5

3:30 ­ 5:00 PM

PRE-CONFERENCE

9:00 ­ 3:30 PM

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

2

Developing and Evaluating Effective Professional Development

Thomas Guskey, Professor of Educational Policy Studies and Evaluation, University of Kentucky

3

We Need to Be the Change We Want: Preparing New Teachers to Create Powerful Learning Environments That Celebrate Diversity

Mary Montle Bacon, Human Resources Consultant, Owner, Images of Culture

4

Principal Induction: The NTC New Principal Model

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

5

Conscious Mentoring

Rob Bocchino, Founder/Director, Heart of Change; Change of Heart, Associates

EARLY SYMPOSIUM REGISTRATION

NEW TEACHER CENTER

MONDAY, FEBRUARY 6

7:30 ­ 8:00 AM 8:00 ­ 9:15 AM 9:30 ­ 11:00 AM 1A

Induction of Beginning Teachers in the Province of Ontario

Paul Anthony, Director, and Nicole de Korte, Education Officer, Teaching Policy and Standards Branch, Instruction and Leadership Development Division, Ministry of Education

SY M P O S I U M

REGISTRATION AND CONTINENTAL BREAKFAST WELCOME AND GENERAL SESSION KEYNOTE SPEAKER MARGARET WHEATLEY 3A

Effective Instruction for High Performing African American Students in an Urban School District

Johnnie McKinley, Director of Achievement and Equity, Puyallup Schools

The Santa Cruz New Teacher Project's integrated program of support and formative assessment builds upon sixteen 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.

Many professional developers today are being asked to show that what they do makes a difference. Stakeholders at all levels want to know if investments in professional development truly result in improvement in the practices of educators and, ultimately, in the performance of students. This workshop will explore factors that contribute to the effectiveness of professional development and various levels of evaluation. Attendees will learn the use and appropriate application of these levels, along with procedures for establishing reliable indicators of success. Procedures for applying change research findings and gathering quantitative and qualitative evidence on effects will also be discussed.

Students who are ethnically, behaviorally, and linguistically different or those who come from the culture of poverty enter our classrooms differentially prepared to profit from what schools traditionally offer. Twenty-first century teachers, therefore, need to be creative, competent, and willing to re-examine their assumptions in order to maximize success for the variety of young people they serve. With humor, experiential activities, lecture, and discussion, attendees will participate in a journey of self-discovery and explore strategies that can transform classrooms into learning environments that capitalize on the strengths of diverse students.

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

Outstanding mentors consider change in ways that others don't. This session describes these differences of perception, diagnosis, and intervention, and uncovers patterns that are teachable and replicable. Participants will chart personal and professional consciousness as they learn to apply cognitive maps and anchor change processes to individual and system's history, identity, and experience. We will examine three routes that lead to a deeper understanding of change and group processes and to the active facilitation of those processes. This exploration of coherent systems consciousness will lead participants to more sensitive allocentric awareness and to the application of high-return interventions.

PLAN NOW TO AT T E N D

The New Teacher Center at the University of California, Santa Cruz, is pleased to invite you to our Eighth National Symposium on Teacher Induction-- Blueprint for Success. The annual Symposium includes three themes central to induction:

· Quality Mentoring

WORKING WITH THE SYSTEM TO BUILD SUCCESSFUL INDUCTION

Margaret (Meg) Wheatley writes, teaches, and speaks about radically new practices and ideas for organizing in chaotic times. She is President emeritus of The Berkana Institute, a charitable global leadership foundation

9:30 ­ 12:30 PM SESSIONS A/B 14A B

Equipping Mentors with Language that Promotes Equity

Trinidad Castro and Aricka Porter, Outreach Coordinators, New Teacher Center @ UCSC

· Leadership & Professional Identity · Equitable Learning & Social Justice

The New Teacher Center links policy, practice, and research to support beginning teachers and administrators. Presenters will highlight programs, systems, and research that feature a variety of educational contexts and perspectives. Whether you work directly with beginning teachers, are involved in a district or state induction program, are immersed in research or policy, or interested in ways to best support our newest colleagues, we encourage you to make plans now to join us early next year. When a blueprint is made, a designer or draftsman creates a kind of master plan. Induction programs are uniquely situated to renovate education and transform our profession. We look forward to coming together as architects of the future, to create programs, design systems, and make our plans for success.

serving life-affirming leaders around the world. Her newest book, Finding Our Way: Leadership for an Uncertain Time, is a collection of her practice-focused writings, in which she describes both the organizational and personal behaviors that bring theories to life. Meg also authored Leadership and the New Science, Turning to One Another: Simple conversations to Restore Hope to the Future, and co-authored A Simpler Way.

15A B

Mentoring and Induction Programs that Support New Principals: Four Dynamic Models

Facilitator: Susan Villani, Senior Program/Research Associate, Learning Innovations at WestEd Eloise Forster, Director of School Leadership Programs, Foundation for Educational Administration, New Jersey; Sallie Penman, Director, Illinois Administrators Academy, Chicago; Pearl Sims, Director, Leadership Development Center, Vanderbilt University; Betsy Warren, Outreach Coordinator, New Teacher Center @ UCSC

SESSIONS A 4A

Professional Development Mentor Strategies that Advance Secondary Approaches to Differentiated Teaching

Julie Almquist and Laura Gschwend, Outreach Coordinators, New Teacher Center @ UCSC

2A

Using a Mentoring Model to Support the Retention of Excellent Teachers in Hard to Teach Schools

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

5A

Induction as One Stage in the Teacher Development Continuum: Seattle SST

Sharon Dorsey, Director, Strengthening and Sustaining Teachers (SST), University of Washington; Jane Goetz, Director of Instructional Services, Seattle Public Schools; Wendy Kimball, President, Seattle Education Association; Sally Luttrell-Montes, Associate Director, Teachers for a New Era, University of Washington; Pat Wasley, Dean, College of Education, University of Washington

6A

Creating Future Leaders for New York City's Induction Program

Kathy Bocchino, Director, NYC New Teacher Induction; Carol Haupt, Mentor Coordinator, UFT Teachers Center; Janet Gless, Associate Director, New Teacher Center @ UCSC

7A

e-Mentoring for Beginning Science Teachers

Roberta Jaffe, Science Education Coordinator, and Lynn Kepp, Science Outreach Coordinator, New Teacher Center @ UCSC

8A

Addressing the Subject in Secondary Teacher Induction

Ted Britton, Senior Research Associate, WestEd; Lynn Paine, Associate Professor, Michigan State University

9A

Mentoring for Self-Directedness

Jane Ellison, Co-Director, Center for Cognitive Coaching

10A

Master Mentors: A Structure for Teacher Leadership

Diane Conway, BEST Field Staff, ACES; M. Grace Levin, BEST Field Staff, EASTCONN; Lyn Nevins, BEST Field Staff, CES

11A

In Pursuit of Beginning Teachers' Micropolitical Literacy

Marnie Curry and Elisa Salasin, Co-Directors, Project IMPACT: Inquiry Making Progress Across Communities of Teachers, University of California, Berkeley

12A

Workshops That Work: Making the Most of Your Beginning Teacher Meetings

Ken Kern, Director, and Lisa Vahey, Founding Director, New Teachers Network at the Center for Urban School Improvement

13A

Critical Friends Groups: Overcoming Barriers to Effective Mentoring

Janice Patterson and Cecilia Pierce, Associate Professors, University of Alabama-Birmingham School of Education

This session will explore the development and implementation of an induction program in the diverse province of Ontario, with 130,000 teachers in 72 boards. Mentoring Demonstration Projects is an initiative involving 3000 beginning teachers. From a pilot to the development of a province-wide effort, presenters will share how support programs promote teacher excellence by contributing to professional growth and strong learning communities. They will also discuss the critical elements required to evaluate the impact of a provincial induction program. Quality Mentoring & Policy

A teacher's job is demanding and complex, regardless the system. Teachers working in under-resourced schools with low-income and minority students face additional challenges as their school systems often struggle to adequately support their work. Mentoring new teachers in these challenging settings where systemic reform is critical to their development and retention poses unique problems. This case study will bring to light how one team of mentors is approaching this dilemma. Quality Mentoring

This engaging and interactive session presents findings of a two-year quantitative study to identify strategies used by 31 teachers judged effective with African American students who attained standards on standardized assessments. Participants will reflect on and compare their current practices to 42 strategies these teachers and principal pairs observed and used to adapt their knowledge, philosophy, instruction, management, and contextual features to meet students' culture, needs, and experiences. Equitable Learning & Social Justice

11:15 ­ 12:30 PM

SESSIONS B

Increasing numbers of secondary schools are seeking to raise student achievement and address the needs of diverse learners through professional development designs that target Differentiated Instruction. Session participants will examine NTC's new mentoring approaches for high school contexts in order to apply field-tested, differentiation strategies that have been successfully used in both urban and suburban contexts. Review mentor tools that focus on three basic content-focused, secondary, differentiation strategies: pre-assessment, flexible grouping, and tiered instruction. Quality Mentoring

In this session, participants will read about SST and other pertinent research, then complete a chart of suggested connections for making induction programs more congruous with the pre-service education and ongoing teacher development that compose the other stages in a teacher's professional career. Presenters will discuss the building of their teacher development continuum, the on-going professional growth of teachers throughout their careers, and the necessity for intentional continuity across the stages. Quality Mentoring

In its second year of implementing a citywide induction and mentoring program for over 6,500 beginning teachers, New York City is now looking to the future to ensure its success over time. What does induction leadership look like and sound like? How do you build the capacity of all constituencies to influence new teacher induction systemically? Join us to learn about the tools and structures being piloted as we strive to deepen and strengthen the knowledge and skills of our program leadership citywide. Leadership & Professional Identity

Learn how your state and district can join an innovative national online mentoring program. Beginning teachers matched with a content area mentor work together while being part of a larger community of learners. Participating state leaders, mentors, and beginning teachers will share their experiences with the program. The e-Mentoring for Student Success (eMSS) program is a National Science Foundation project that is a collaboration between the National Science Teachers Association, New Teacher Center, and Montana State University. Quality Mentoring

Where is the subject in secondary teacher induction? Learn how several induction programs around the country find ways to address the subject-specific needs of beginning teachers at the middle and high school levels. The range and depth of subject-specific needs of secondary novices argue for heightened attention by induction programs on content and pedagogical content knowledge. Quality Mentoring

As society changes more rapidly than at any time in history, a major role of the mentor is to support teachers in becoming self-directed as they focus on increasing student achievement. In this session participants will understand the importance of leadership identity and the role of the mentor as a mediator of thinking, and apply strategies for supporting teachers in becoming selfmanaging, self-monitoring, and self-modifying. Session activities will be based on constructivist learning principles. Leadership & Professional Identity

Connecticut's Master Mentor Program provides a structure and support for mentors who are ready to assume leadership roles and have a greater impact on their school and district culture. Master Mentors receive training and technical assistance to tailor support systems and strategies for mentors and beginning teachers in their districts. Leave this session with practical strategies and resources for developing and implementing a Master Mentor/Leadership Program. Leadership & Professional Identity

Induction programs often focus almost exclusively on classroom teaching and thereby neglect beginning teachers' socialization into their schools as organizations. In order to cultivate novices' ability to navigate their schools, induction efforts must address the micropolitical realities of teachers' work. This interactive session will introduce micropolitical literacy, engage participants in discussions of problembased case scenarios, and report findings from a study that explored the tensions novices, mentors, and an induction program experienced while pursuing micropolitical literacy. Quality Mentoring

During this active session, participants will experience the energy, focus and rigor of New Teachers Network's working meetings-- professional development planned to meet the unique needs of beginning teachers. Participants will then breakdown the key components of quality workshops, share strategies for building a team of staff developers ready to engage beginning teachers, and develop those critical non-negotiables to guide decision-making about what is essential for teachers to know and do. Quality Mentoring

Novice teachers are often faced with specific barriers that hinder collaboration with their colleagues. Critical Friends Groups have been found to be effective in helping novices develop strategies to overcome these barriers. Two novice teachers will share their experiences as mentees and their participation in a CFG. Through formal presentation, small group discussions, and question and answer session, the participants will identify ways in which CFG's can be used to support mentees. Quality Mentoring

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

Help! 40% of K-12 school principals are nearing retirement. Many superintendents are experiencing difficulty filling principalship openings, and once principals are hired, they face significant challenges. Mentoring and induction programs can substantially increase new principals' effectiveness. Join us to hear from four program leaders/facilitators about their dynamic models. You will have opportunities to reflect on your own beliefs and the realities of your context, and begin planning your next steps to support new principals. Quality Mentoring

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We encourage you to register online at

www.new teachercenter.org

»»

16B

Making Effective Induction Program Standards a Reality

Sue Anderson, Coordinator, Teacher Assistance Program, Office of Superintendent of Public Instruction; Jeanne Harmon, Executive Director, Center for Strengthening the Teaching Profession

17B

State Policy Influences on New Teacher Induction

Lora Bartlett, Assistant Professor of Education, University of California, Santa Cruz; Lisa Johnson, Researcher, New Teacher Center @ UCSC

18B

Putting the Puzzle Together: Linking Research to Practice-- The Minnesota First Five Mentorship Program

Deborah Luedtke, Mentor Project Coordinator, Minnesota Department of Education

19B

Mentoring the New Special Education Teacher

Marilyn Torp, Outreach Coordinator, Special Education, New Teacher Center @ UCSC

20B

Co-Mentoring Teams and Action Research: Creating Learning Teams for Cultural Change and Student Performance Enhancement

Dale W. Lick, University Professor, Florida State University

21B

Advocating Strong StandardsBased Induction Support for Teachers (ASSIST)

Bonnie Rockafellow, Education Consultant, Michigan Department of Education

22B

Professional Growth Through the Power of Formative Assessment

Gregg Humphrey, Director of Elementary Education, Middlebury College

23B

Supporting Teachers for a New Era: Project SUCCESS (Schools & University Collaborative Committed to the Educational Success of all Students)

Audrey Friedman, Chair, Teacher Education, Boston College; Robert Kollar, New Teacher Support Manager, Boston Public Schools; Carol Pelletier, Director, Practicum Experiences & Teacher Induction, Boston College

24B

Mentors as Teacher Leaders: How Mentors Can Become Intentionally Political

Ronni Mann and Suzanne Riley, Outreach Coordinators, New Teacher Center @ UCSC

25B

Building and Rebuilding Resiliency

Teresa Brennan-Marquez and Judith Gable, Program Directors, Resiliency Consultation Program, Cleo Eulau Center

26B

The Mentoring Web: Threads of Induction

Glenda Cresto, Teacher, Quabbin Regional High School; Gayle Davis, Math Teacher, Co-Coordinator, and Margaret Metzger, English Teacher, Co-Coordinator, Teachers Mentoring Teachers, Brookline High School.

27B

Washington State recently developed guidelines for critical elements of effective mentoring/ induction programs. Our current challenge is to disseminate these standards, encourage 296 school districts to implement them, and create state policy that supports them. Participants in this session will discuss the guidelines and exemplary case studies, determine applicability for their own contexts, and share key implementation policies and strategies for the school, district, and state level. Quality Mentoring & Policy

Across the nation, state policy shapes local induction programs. This session provides a conceptual framework for considering induction at the state level--the purposes and outcomes of induction mandates and implementation. Presenters will discuss recent findings of a New Teacher Center research study that focused on state induction policies in Wisconsin, Illinois, and Ohio, and the cities of Milwaukee, Chicago, Toledo, Cincinnati, and Cleveland. This presentation will provide an opportunity for envisioning the future of induction policy. Quality Mentoring & Policy

Retention and professional development of new teachers is the goal of every mentor program. How do program retention efforts impact a new teacher's practice and student learning? This session will examine teacher turnover research; it's integration in a comprehensive mentor model developed in MN (under a USDE, Teacher Quality Enhancement grant) and the impact on new teacher development. Participants will assess their own mentor program model for successes and challenges. New strategies will be explored to more fully put research into practice. Quality Mentoring

At the present time, special education teachers are leaving the profession at a rate twice that of general education teachers. What makes a special education assignment any more challenging than a general education assignment? Participants will learn about the New Teacher Center model of support, review research, and through a panel format, have the opportunity to hear from and ask questions of teachers and advisors who have participated in the Santa Cruz and Silicon Valley New Teacher Projects. Quality Mentoring

This presentation covers groups of teachers that commit to working together to create co-mentoring synergistic groups (authentic teams) that practice action research to become learning teams with potential to modify the school culture relative to teaching improvement and the enhancement of student performance. Participants will learn the fundamentals of team building, including the pre-requisites and creation process, the characteristics of a new action research Learning Team Model, and specifically how to apply them. Quality Mentoring

This session begins with a brief overview of ASSIST. Participants will be divided into stakeholder groups (administrator, experienced teacher in new assignment, mentor teacher, beginning teacher) to generate several salient questions. These groups will share the questions and participate in a guided exploration of the ASSIST website in search of answers for the questions posed. This interactive experience will bring to light frequently asked questions and possible tools the ASSIST website offers to address these common questions. Quality Mentoring

This session will help you plan ways to incorporate formative assessment into your practice. Effective professional development involves teachers working together and with their students in learning communities. Just as you use student data to track their development, your classroom experiences can become an important vehicle for your own professional growth. Along with interactive facilitation, the session will feature video clips of elementary teachers and students engaged in strategies of inquiry and formative assessment. Quality Mentoring

This session will describe the ways in which Boston Public Schools and Boston College are collaborating in three phases of teacher induction: Pre-Induction, Induction Years 1 & 2, and Teacher Leadership and Renewal. Presenters will discuss how new teachers develop their identity as they learn to navigate, negotiate, and resolve dilemmas of practice and policy. Leadership & Professional Identity

Mentoring develops leadership skills by providing opportunities for teachers to become facilitators of learning, model new practices and norms, create new relationships and advocate for change. Learn how mentoring increases the mentor's personal capacity to read and influence the system. Share ideas about how principals, mentor coordinators and other administrators can provide opportunities for mentors to further their leadership skills. Leadership & Professional Identity

This interactive presentation provides a brief overview of resiliency theory and research, delineates the six primary protective factors that promote resilience, and offers specific tools for building resilience in teachers. The focus of the session will be rebuilding resiliency when teachers are overwhelmed and experiencing frustration that often occurs at mid-year. Presenters will discuss the challenges and strengths of being at the mid-year point and share specific techniques to counter the oftenexperienced sense of depletion. Quality Mentoring

California's Statewide Teacher Induction Program, Beginning Teacher Support and Assessment (BTSA)

Alice Bullard, BTSA Cluster 2 Region Director, Newark USD; Cindy Gappa, BTSA Cluster 1 Region Director, Tehama County Office of Education; Chris Reising, BTSA Cluster 5 Region Director, San Diego County Office of Education

"Teachers Mentoring Teachers", the five-year-old program in Brookline, Massachusetts, expands mentoring from the traditional one-on-one model to a comprehensive web of support. Unique aspects include: retreat, observations of veterans, monthly seminars, and a faculty repository of wisdom. Against the backdrop of current research, the coordinators of this program will discuss using resources of the entire faculty for mentoring. Participants will simulate effective training experiences and consider ways to begin or expand a program based on multiple mentors. Quality Mentoring

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

BLUEPRINT FOR SUCCESS

12:45 ­ 2:15 PM

LUNCH HOST SPEAKER ELLEN MOIR

BLUEPRINT FOR SUCCESS

Ellen Moir is founder and Executive Director of the New Teacher Center at the University of California, Santa Cruz, a national resource supporting essential research, well-informed policy,

Presorted First Class Mail U.S. Postage PAID Complete Mailing Service, Inc.

2:30 ­ 4:00 PM

SESSIONS C

and thoughtful practices that encourage teacher development across a teacher's career. Recipient of the 2005 Harold W. McGraw, Jr. Prize in Education, Ellen is recognized nationally for her leadership in the field of teacher induction and her expertise in the areas of teacher development and bilingual education. She is a passionate advocate for investing in teacher quality and equitable learning of all students.

28C

29C

Mentoring to Develop Leadership Qualities

Katie Armstrong, Mentor Development Manager, and Cynthia Jensen, Director of Educational Partnerships, Teachers College Innovations

30C

Using Retired Educators as Mentors for Beginning Teachers

Karen Cushing, Program Coordinator, Retired Mentors Program, Chicago Public Schools; Sid Klein, Research Specialist, New Teacher Center @ UCSC; Amanda Rivera, Director, Learning and Development, Chicago Public Schools, Office of Human Resources; Rebecca Villarreal, Program Consultant, NRTA: AARP's Educator Community; Michael Strong, Director of Research, New Teacher Center @ UCSC

31C

Developing Quality Mentors through Partnerships

Diane Amadio and Casandra Bradley, Coordinators, New Teacher Coaches, Wanda Graham, Director, School-Based Support, and Judith Lewis, Associate Superintendent, Office of Staff Development, School District of Philadelphia; Dee Philleps, Special Assistant to the President, Philadelphia Federation of Teachers; Cynthia Powell, Coordinator, New Teacher Coaches, School District of Philadelphia

32C

33C

34C

Our Pre-Service Mentor is Not the Cooperating Teacher

Robert Harris, Evaluation Coordinator, Illinois Teacher Education Partnership, NationalLouis University; Shannon Hart, Clinical Assistant Professor, Department of Early Childhood Education, Georgia State University; Audrey Lakin, Teacher Induction and Mentoring Coordinator, Community Unit School District 300; Deborah O'Connor, Assistant Professor, Elementary and Middle Level Education, National-Louis University

35C

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

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

36C

Quality Mentoring: Transforming the Profession Through Innovative Training

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

37C

Mentoring is a Team Sport: Building Shared Responsibility for New Teachers' Success

Jeanne Harmon, Executive Director, Center for Strengthening the Teaching Profession; Mark Kaufman, Director of Center for Education Partnerships, TERC

38C

Being School Savvy: What Does a New Teacher Need to Know?

Jennifer Abrams, Professional Developer/New Teacher Coach, Palo Alto Unified School District

39C

Authentic Assessment in the Differentiated Classroom

Lisa Ward, NBCT, Lead New Teacher Coach, Special Education Programs, New Teacher Support & Development, Oakland Unified School District

40C

Keys to Developing Induction Coaches That Get Results

Brenda Kaylor, Director of Professional Development, Christa Keppler, and Patti Taylor, Induction Coaches, St. Vrain Valley School District

41C

Building Communities of Support for New Teachers: The Role of the University and Professional Development Schools

Lynne Jordan, Clinical Instructor in Early Childhood Education, Georgia State University

42C

Professional Learning Communities That Focus on Teaching and Learning

Gary Bloom, Associate Director, New Teacher Center @ UCSC; Tom Donausky, Executive Director, Educational Programs and Accountability, U-46 Educational Services Center; Susan Jones, Professional Development Coordinator, ClarksvilleMontgomery County School System; Tina Radomsky, Executive Director, Elementary Education, U-46 Educational Services Center; Ben Sanders, Program Manager, Stupski Foundation; Mary Stone, Principal, Barksdale Elementary School

The Role of Teacher Organizations in Induction

Jo Anderson, Jr., Director, Center for Educational Innovation, IEA-NEA, Executive Director, Consortium for Educational Change; Nikki Barnes, Senior Program Analyst, Teacher Quality Department, National Education Association; Aminda Gentile, Vice President, New York City United Federation of Teachers; George Martinez, EC/K-12 Council President, California Federation of Teachers

Adapting the Santa Cruz Designing Induction Model: Three Different Programs to Meet the Districts and Their Progress Needs of Secondary Teachers: The Case Tom Howe, Coordinator, and Sharon Nelson, Program Director, of Science Teachers

Wisconsin New Teacher Project Julie Luft, Professor, Arizona State University; Gillian H. Roehrig, Assistant Professor, University of Minnesota

NE W TEACHER CENTER

REGISTER EARLY BY

University of California, Santa Cruz Ellen Moir, Executive Director 725 Front Street, Suite 400 Santa Cruz, CA 95060

DECEMBER 15

4:00 ­ 6:00 PM

RECEPTION AND NETWORKING

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Districts across the country Mentoring is not an activity, claim to use the "Santa Cruz but a process--and part of Induction Model". What are a successful new teacher the true components of that induction program. Learn model? How do districts how mentoring, when part move toward that exemplar? of a systemic induction Induction is one of the Join representatives from most important investments program, becomes a Participants will learn how the three different Wisconsin Chicago Public School's (CPS) School District of Philadelphia districts, each with distinctly educational entities can make transformative process for teachers. In this session, Golden Teacher Induction in teacher quality. What, works in collaboration with different models, as they representatives from Teachers and Mentoring Program then, are the implications key stakeholders in the share their progress and employs retired teachers to for teacher unions? How can College Innovations (a notcontinuous development lessons learned along the for-profit unit of Teachers mentor new teachers in hard of a high quality mentoring teacher associations help to way. And, analyze your own College, Columbia University) to staff schools. Presenters create the most advantageous program that supports induction program using a will share interviews and will discuss findings from working conditions for retention and increases the quick and easy form. program results from a a New Teacher Center beginning teachers? What number of quality teachers. Quality Mentoring variety of school districts to evaluation that explored sort of policies will best Participants will also gain show how mentoring as part the interest, viability, and support the advancement an understanding of the of a comprehensive induction effectiveness of employing of new teacher quality? This mentor/coach continuous retirees in such a capacity. facilitated panel includes the program helps teachers professional development perspectives of national, state become educational leaders. Attendees will look at the use plan with emphasis on of retired educator mentors and local teacher association Leadership & standards and building from a variety of perspectives leadership capacity, and the and union leadership. Professional Identity and grasp the many benefits direct correlation this has on Challenges, opportunities, and challenges in their return teacher development and roles, and responsibilities to education. will be addressed. student achievement. Quality Mentoring Quality Mentoring & Quality Mentoring Policy

In order to guide the ongoing development of induction programs and to expand what is known about beginning science teacher development, we will share our research findings about beginning secondary teachers in different types of induction programs. We will discuss how the pedagogical knowledge, pedagogical content, content knowledge and beliefs of secondary teachers change while in an induction program, and suggest how induction programs should be configured to facilitate the development of secondary teachers. Leadership & Professional Identity

As new teachers embark on their journey of professional growth, they will encounter successes and dilemmas. The New Teacher Center has The benefits of quality created a set of tools and mentoring begin with teacher processes, the Formative preparation programs. Assessment System (FAS), While this has traditionally for a national audience, included the support and designed to support the guidance of university faculty, advancement of new teacher supervisors, and cooperating practice and mentoring. This teachers, these "mentors" session will review FAS by must balance their evaluative introducing the collaborative and mentoring roles. Our processes of self-assessing current study investigates the on the Continuum of Teacher viability and effectiveness Development, setting goals, of a program that adds an analyzing student work, and "independent" mentor to collecting observation data. the team. In this interactive session, participants will use Quality Mentoring data to design a program that fits their institution, as well as understand quality mentoring practices important throughout a teacher's career. Quality Mentoring

To promote quality mentoring, Montgomery County Public Schools (MCPS) provides a comprehensive training program for peer mentors. They are supported through various learning strategies and activities. The session is designed so that participants will receive information and guidelines in order to build their own professional training activities, participate in actual class simulations of the coursework and workshop sessions, review evaluation research on which the program is based, and hear an overview of data collection practices. Quality Mentoring

As supervisors and coaches we spend a significant amount of time with new New teachers benefit from teachers discussing pedagogy, strong relationships with management and curriculum experienced colleagues, but a design. Yet understanding mentor is not the only person school dynamics and "playing who can contribute to a new well with others" are both teacher's development. How critical capabilities essential do mentors build school-wide to a new teacher's success. support for new teachers What knowledge and skills and expand beyond the should we foster in our new one-to-one relationship? teachers so they can not only What understandings survive, but thrive in our and skills does a mentor schools? This session will need to nurture collective provide tools, case studies responsibility for induction? and food for thought on Participants will consider this topic. strategies for building a Quality Mentoring school's capacity to support new teachers and embed that support in school improvement efforts. Leadership & Professional Identity

In this session, participants will explore various assessment tools and models to apply to their own practices including portfolios, rubrics, checklists, and reflective journals. Teachers can enhance and personalize assessment for their students. Mentors can reinforce the critical component of analyzing student work with their Practicing Teacher. Administrators can create more effective job-embedded assessment experiences for their staff. Program Directors can create effective growth goals for their various sites. Quality Mentoring

St. Vrain Valley School District's unique induction coach development program is job embedded, collegial, and results-oriented. Student achievement data from St. Vrain show virtually no significant differences between the scores of students of first-year teachers who have induction coaches and students of veteran teachers. After sharing the elements of the development program, the presenters--induction coaches themselves--will form a panel to answer participants' questions. Quality Mentoring

Participants will learn about the Georgia State University Teacher Induction Program that begins when teacher candidates are accepted into the College of Education and continues through the first two years of teaching. The goal is to improve student achievement by addressing the high rates of teacher turnover that undermine teaching quality in lowincome and minority schools in the Atlanta metropolitan area. Equitable Learning & Social Justice

The School Leadership Division of the New Teacher Center has worked in collaboration with the Stupski Foundation and a number of school districts around the country to establish professional learning communities as a vehicle for professional development and school improvement. In this session we will share a conceptual model for the establishment of nested professional learning communities, and our experiences in a number of district settings. Leadership & Professional Identity

NEW TEACHER CENTER

TUESDAY, FEBRUARY 7

7:30 ­ 8:00 AM CONTINENTAL BREAKFAST GENERAL SESSION ELLIOT W. EISNER 8:00 ­ 9:15 AM

S Y M P OS I UM 2 00 6

W H AT D O E S I T M E A N TO SAY A S C H O O L I S D O I N G W E L L?

Elliot W. Eisner is the Lee Jacks Professor of Education and Professor of Art at Stanford University. Eisner's many contributions to education concentrate on arts education, curriculum studies, and qualitative research methods. He has received many prestigious awards including a Guggenheim Fellowship, a Senior Fulbright Fellowship, the Jose Vasconcelos Award from the World Cultural Council, the Harold McGraw Prize in Education, the Brock International prize in Education, and the Grawemeyer Award in Education. Professor Eisner was President of the National Art Education Association, the International Society for Education Through Art, the American Educational Research Association, and the John Dewey Society. He has authored numerous books, most recently The Arts and the Creation of Mind.

KEYNOTE SPEAKER 9:30 ­ 1 1:00 AM 43D

Teacher Quality Partnership and the Use of Data to Inform Ohio Induction and Mentoring Programs

Patricia Hart, Professor, University of Dayton; William Loadman, Associate Dean for Research, College of Education, Ohio State University; Sonja Smith, Project Director, Teacher Quality Partnership, Mount Vernon Nazarene University

BLUE PR I N T FO R SUCC E SS

53D

Enhancing Teacher Reflection Through Video Images: A Collaborative Inquiry Protocol for Mentors and Coaches

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

SCHEDUL E AT A GL ANC E

SUNDAY, F E B R UA R Y 5

8:30­9:00 am 9 am­3:30 pm 3: 30­5:00 pm Registration and Continental Breakfast Pre-Conference Workshops Early Symposium Registration

SESSIONS D 45D

Creating High Performing Cultures for Teacher Preparation, Support and Retention

Suzie Fagg, Executive Director, New Teacher Support and Development, Linda Isaacks, Associate Superintendent, Professional Preparation and Support, and Michelle Leake, Evaluation Specialist, Research and Evaluation, Dallas Independent School District

MONDAY, FEBRUARY 6

7:30 ­ 8:00 am

44D

Mentoring for English Language Learner Success: Research, Standards, and Practice

Tomasita Villarreal-Carman and Anne Watkins, Outreach Coordinators, New Teacher Center @ UCSC

46D

7 Habits of Highly Effective Mentors: Mentoring Special Education Teachers

Michelle Malu Kama and Dawn Paresa, Special Education Mentors, University of Hawai'i at Manoa; Carrie Shiraki-Sakaino, Special Education Resource Teacher, Department of Education, State of Hawai'i

47D

Findings from New Teacher Center Research on Induction

Michael Strong, Director of Research, New Teacher Center @ UCSC

48D

Science Education Leadership Through Mentoring

Francis Eberle, Executive Director, Lynn Farris, Project Director, Page Keeley, Senior Science Program Director, and Joyce Tugel, Project Director, Maine Mathematics and Science Alliance

49D

Technology Supports that Enhance Mentoring

Bruce Duncan, Director, Technology, and Lynn Kepp, Science Outreach Coordinator, New Teacher Center @ UCSC

50D

The CSUF-AUHSD Continuum of Collaboration: Developing a Blueprint of Paraprofessional, Pre-Intern, Intern and Induction Programs

Jane Davis, Coordinator, Quality Teacher Programs, Anaheim Union High School District; Ellen Kottler, Lecturer, California State University, Fullerton

51D

Designing High Quality Professional Development for Standards-Based Schools

Caroll Knipe, Educational Consultant, Past President, ACSA; Marsha Speck, Professor, Educational Leadership & Urban High School Leadership, San Jose State University

52D

The Architecture of Teacher Leadership

Dorothy Pandel, Coordinator, Chicago Public Schools, and Hope Sharp, NBCT Teacher, Coordinator, National Board Certification Program

54D

University Supervisors as Mentors: A Case-Study Curriculum for Advisors and their Pre-Service Teachers

Corinne McKamey, Post Graduate Researcher, Katherine K. Merseth, Director of Teacher Education and Senior Lecturer on Education, and Eric Toshalis, Instructor in Education and Doctoral Candidate, Harvard Graduate School of Education

55D

Linking Student Results, Teacher Learning and Whole-School Improvement

Poonam Singh, School Partnership Director, and Joel Zarrow, Director of School Service, Partners in School Innovation

56D

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

Betty Achinstein, Researcher, New Teacher Center @ UCSC; Julia Aguirre, Assistant Professor, University of California, Santa Cruz; Iris Hinds, Research Assistant, Lisa Johnson, Researcher, Candice Millhollen, Research Specialist, and Anthony Villar, Researcher, New Teacher Center @ UCSC

57D

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

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

Registration and Continental Breakfast Welcome and General Session Keynote Speaker Margaret Wheatley Sessions A Sessions B Sessions A and B (double block sessions) Lunch Host Speaker Ellen Moir Sessions C Reception and Net working

8:00 ­9:15 am

9:30 ­11:00 am 11:15 am ­12:30 pm 9:30 am ­12:30 pm 12: 45­2:15 pm 2:30 ­4:00 pm 4:00­6:00 pm

Ohio is engaged in a sixyear longitudinal study of variables contributing to quality teaching. Surveys administered to novice teachers begin to shed light on the impact of mentoring and induction year programs. Praxis II licensure test scores and Praxis III entry year assessments add quantitative data. With three years of student achievement data, indicators of quality teachers can finally be identified. Session participants will take the survey and provide feedback on the Ohio findings. Quality Mentoring & Policy

Providing an optimal learning environment and using strategies that are based on proven research and rigorous academic standards is imperative for English learner success. This session will offer an overview of NTC's newest training, "Mentoring for English Language Learner Success." Mentoring beginning teachers and administrators on how to create classrooms and schools that improve student achievement for second language learners, can be challenging. Presenters will share effective tools and strategies for mentoring teachers of English learners. Equitable Learning & Social Justice

Dallas Independent School District's New Teacher Support and Development Department created a culture of teacher preparation and support designed to increase new teacher retention. In this session, participants will learn about strategies designed to prepare new teachers for teaching in an urban environment, develop a "pipeline" of programs designed to develop a corps of teachers who have prior exposure to urban teaching, and improve teacher retention through various mentoring approaches. Quality Mentoring

Some challenges that beginning special education teachers face include inadequate preparation, working with students with disabilities and challenging behaviors, excessive paperwork, intensified national, state, and district mandates, lack of administrative support, role ambiguity, lack of opportunities to collaborate, and high stress, or burnout. Mentors from the M.U.S.E. (Mentoring Unique Special Educators) program at the University of Hawai'i will share seven habits, strategies, and tools to increase effectiveness when mentoring special educators. Quality Mentoring

During the past six years, New Teacher Center researchers have completed studies on mentoring and its effects on new teacher retention and student achievement, the mentoring process, and on the benefits and costs of a comprehensive mentoring program. This presentation provides an overview of the main findings, and opportunities for participants to ask questions and discuss implications. Quality Mentoring

How does a mentor's role evolve into instructional coach and leader of science and mathematics learning communities: Presenters will highlight an NSF-funded model of co-mentoring that supports science and mathematics professional development in Northern New England schools where novice and experienced teachers learn and improve together. This session will engage participants in interactive mock scenarios using a robust variety of tools and strategies that support, build upon, and extend leadership through mentoring. Leadership & Professional Identity

Technology can support and enhance the process of mentoring beginning teachers in a number of exciting ways. Presenters will demonstrate electronic versions of the New Teacher Center's Formative Assessment System tools as well as online collaborative environments that support mentor and beginning teacher interactions. The session will address the key "user needs" of mentors, beginning teachers, program leaders and induction programs, and how thoughtfully designed solutions are increasingly meeting those needs. Quality Mentoring

What does a successful university and school district collaboration to recruit, prepare, induct, and support beginning teachers in professional development look like? Presenters from California State University, Fullerton and the Anaheim Union High School District will engage participants in identifying characteristics and provide a look at their model of mentoring to develop highly qualified teachers whose training enables them to enter the classroom with the skills and knowledge to effectively deliver standards-based instruction. Quality Mentoring

Quality professional development is key to creating school cultures that are engaged in adult learning and focused on increasing student achievement. This interactive session provides leadership tools to plan, implement and evaluate collaborative standardsbased professional development practices to improve student learning and increase accountability. Handouts provide a virtual toolbox with designs and templates. Busy leaders and mentors need tools to leverage change and get it right! Leadership & Professional Identity

This session will define and demonstrate the correlation between quality mentoring and the development of leadership skills. It will model a continuum of professional development evolving from induction through accomplished, experienced teaching practice. Using the example of the National Board for Professional Teaching Standards and classroombased research, presenters will show how mentoring and leadership fit into this span and their relationship to an accomplished professional's identity within the teaching field. Leadership & Professional Identity

During this interactive session, participants will explore the power of reflection on deepening knowledge and skills of mentors within their role as classroom coach. Participants will examine a video tape of an actual coaching session and reflect on that video tape using the collaborative inquiry protocol that the coach on the tape used with her colleagues as they reviewed the tape together. Leave with a new tool to use in your own setting and a CD containing all of the print materials used during the session. Quality Mentoring

Pre-service teachers need mentoring and supervision from as many diverse perspectives as they can get. The university supervisor, typically an experienced educator, is often utilized only as a supervisor/evaluator who observes, fills out the state forms, then disappears. This session will explore how the Harvard Graduate School of Education has confronted this problem and learned to help supervisors support preservice teachers as they confront the ambiguous situations and thorny dilemmas encountered in their classrooms. Quality Mentoring

The need for continuous teacher learning remains constant throughout a teacher's career. This presentation focuses on a results-oriented cycle of inquiry as a vehicle for linking teacher learning with student results. Structured as an interactive case study, participants will understand how a results-oriented cycle of inquiry fosters a professional learning community anchored in student learning results, and will examine strategies for aligning leadership, professional development, and teacher practice focused on closing the achievement gap. Leadership & Professional Identity

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

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

TUESDAY, FEBRUARY 7

7:30 ­ 8:00 am 8:00 ­9:15 am 9:30­11:00 am 11:15 am ­ 12:15 pm 12:30 ­ 2:00 pm 2:15 ­ 3:45 pm 4:00 pm Continental Breakfast General Session Keynote Speaker Elliot W. Eisner Sessions D Featured Speakers Lunch Keynote Speaker Sharroky Hollie Sessions E Raffle, Refreshments and Closing Remarks

11:15 ­ 12:15 PM

FEATURED SPEAKERS

II

KAREN M. DYER

THE POWER OF PERCEPTION: THE KEY TO RELATIONAL LEADERSHIP How often have you heard "Perceptions are Reality"? Develop a deeper understanding and appreciation of the impact of perception on relational leadership-- the intricate web of inter- and intra- relationships that influence success in an organization.

Karen M. Dyer is the Manager of the Education and Non-Profit Sectors for the Center for Creative Leadership in Greensboro, North Carolina. In this role she works primarily with superintendents, principals, and others occupying leadership positions in accessing CCL's portfolio of programs, products, and services. Karen is the co-author of the book The Intuitive Principal as well as several articles and numerous modules on instructional leadership.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

DEMOCRACY, DIVERSITY, AND SOCIAL JUSTICE: EDUCATING CITIZENS IN A GLOBAL AGE How can schools educate students to participate effectively in a global world society that reflects ethnic, cultural, and language diversity and yet promote national unity, public good, and global cosmopolitanism? Learn how unity and diversity can be balanced in multicultural societies.

James A. Banks is the Russell F. Stark University Professor and Director of the Center for Multicultural Education at the University of Washington, Seattle, and a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. He is a past President of the National Council for the Social Studies (NCSS) and of the American Educational Research Association, and has authored and edited 20 books and over 100 articles.

DEVELOPING AND LEADING EFFECTIVE PROFESSIONAL LEARNING Educational leaders today are compelled to develop highly effective professional learning experiences and to document the outcomes of those endeavors. Learn about the factors that contribute to the effectiveness of these experiences and about a planning process to guarantee professional development activities result in improvements in instructional practice and increases in student learning.

Thomas Guskey is Professor of Educational Policy Studies and Evaluation at the University of Kentucky and known for his work throughout the world in professional development and educational change. He served on the Policy Research Team of the National Commission on Teaching & America's Future and helped to develop the National Standards for Staff Development. He brings clarity and insight to some of education's most difficult and complex problems, and has authored numerous books and articles.

MENTORING TOMORROW'S TEACHERS FOR DIVERSE CLASSROOMS Teachers' roles have expanded dramatically due to changes in our school populations. In order to address the needs of all students, including ELL's, all teachers require continuous professional development. Learn how to work more effectively with diverse classrooms and gain insights on the acquisition of knowledge and skills essential for students' success.

Josefina Tinajero is a Professor of Bilingual Education and Dean of the College of Education at the University of Texas at El Paso. She specializes in the development of innovative models and applications for instruction of English Language Learners, staff development and school-university partnership programs, and consults with school districts and publishing companies. She is past President of the National Association for Bilingual Education and serves on state and national advisory committees for standards development.

REGISTRATION INFORMATION

Early registration will save you money! Register by December 15, 2005 and save $55.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I THOMAS GUSKEY

III

JAMES A. BANKS

IV

JOSEFINA TINAJERO

REGISTRATION FORM

NEW TEACHER CENTER SYMPOSIUM 2006

BLUEPRINT FOR SUCCESS

Please print your name as you wish it to appear on all conference materials. Mailing address: Office Home

All correspondence will be sent to this address.

February 5 ­ 7, 2006

at the Fairmont Hotel, San Jose, California

Payment: Space is limited, so register as soon as possible. Each participant should complete a separate registration form. This form can be photocopied. Payment may be by check, money order, or purchase orders. No credit cards are accepted. Send the completed form and your check made payable to UC Regents to: New Teacher Center @ UCSC 725 Front Street, Suite 400 Santa Cruz, California 95060 phone: 83 1.459 . 4323 fax: 831. 459 .3822

Check here if you do not want to be listed in the participant roster. Name Title/Position Organization Address City/State/Zip Phone Email Special needs or dietary requestss or dietary requests Check the one role that best applies: induction program coordinator other central office administrator site administrator mentor teacher union leader other preK­12 teacher university faculty/supervisor professional developer researcher policy maker other Fax

12:30 ­ 2:00 PM

LUNCH SHARROKY HOLLIE

WHY WILL THERE NEVER BE A WHITE SHAFT?

T I M E F O R C U LT U RA L LY A N D L I N G U I ST I CA L LY R E S PO N S I V E T E A C H I N G A N D L E A R N I N G.

Sharroky Hollie is the Executive Director for the Center for Culturally Responsive Teaching and Learning and co-founder of the acclaimed Culture and Language Academy of Success in Los Angeles. Culturally and linguistically responsive teaching is an approach designed to validate each and every student by affirming the students' home language and culture. Dr. Hollie is an Assistant Professor at California State University Dominguez Hills. He travels the country educating teachers and administrators, has served as a literacy consultant for the California Department of Education, and as a professional development coordinator for the Academic English Mastery Program. His work is featured in Teaching African American Learners to Read, published by the International Reading Association.

KEYNOTE SPEAKER 2:15 ­ 3:45 PM 58E

Induction Across the States: Where Have We Come? Where Are We Going?

Facilitators: Janet Gless, Associate Director, and Ellen Moir, Executive Director, New Teacher Center @ UCSC

Questions? Email [email protected] newteachercenter.org or phone Peggy Young at 831. 459. 4323

SESSIONS E 59E

Induction and the Teachers for a New Era Project: Stanford University and California State University, Northridge

Sandra Chong, Associate Professor, Department of Elementary Education, CSUN; Ruth Ann Costanzo, Associate Director for Clinical Work, Stanford University; Arlinda Eaton, Associate Dean, Michael D. Eisner College of Education, CSUN; Clare Kosnik, Director of Teachers for a New Era Project, Rachel Lotan, Director of Stanford Teacher Education Program, Stanford University; Stephanie Penniman, Teacher, Plummer Elementary School, Los Angeles Unified School District; Katherine Ramos Baker, Professor, Department of Music, CSUN; Peter Williamson, Induction Coordinator, Stanford Teacher Education Program, Stanford University

Fees:

Pre-Conference

Registration fee includes breakfast, lunch, and materials. Before December 15: After December 15: $140 per person $175 per person

60E

Mentoring: A Blueprint for Leadership

Marney Cox, Program Director, and Cynthia Balthaser, Coordinator of Participating Teacher Professional Development, Santa Cruz New Teacher Project; Susan Hanson, Researcher/Consultant, New Teacher Center @ UCSC; Pamela Randall, Coordinator of Advisor Professional Development, Santa Cruz New Teacher Project

61E

Revive to Thrive: Personal Actions to Encourage a Supportive Culture

Judy Lassiter, ILT Coordinator, Franklin County Schools, North Carolina; Evalee Parker, Induction Coordinator, North Carolina Central University/School of Education

62E

College and School District Partnerships: Mentors as Adjunct Faculty to Bridge Theory and Practice

Mona Finkelberg, Consultant, Region One New Teacher Induction Program; Phyllis Stern, Mentor Liaison, United Federation of Teachers; Arlene Weinstein, Regional Director, New Teacher Induction, New York City Department of Education

63E

Preparing Math and Science Mentors: Separate Yet Together

Steve Benson, Senior Research and Development Associate, Mathematics Learning and Teaching, Catherine McCulloch, Research Associate, Center for Science Education, and Marian Pasquale, Senior Scientist, Education Development Center, Inc.; Jean Powe, Science Teacher/Mentor, Cleveland Municipal School District

64E

Supporting Mentor Teacher Leaders in Struggling Urban High Schools through Teacher Inquiry and Collegial Dialogues

Sharon Abbey, PD Facilitator/World Languages Chair, Jean Ribault High School; Maria Alfonso-Adler, PD Facilitator/Inclusion Coordinator, Miami Carol City High School; Wanda Lastrapes, Coordinator, Urban Teacher Induction & Retention, University of Florida Alliance; Wanda Ortiz-Albert, PD Facilitator/Instructional Coach, Maynard Evans High School

65E

Attention Administrators! What's BTSA Induction?

Donna Esperon, Assistant Director of Curriculum and Instruction, BTSA Director, Rosemary Garcia, Project Director, Aida Hinojosa, Teacher Support Specialist, Montebello Unified School District

66E

K-17 Partnerships for Teacher Induction: A Report from the Field

Facilitator: Stephen Fletcher, Assistant Researcher, New Teacher Center @ UCSC Deborah Childs-Bowen, Director and Assistant Professor, Institute for Teaching and Student Achievement, Samford University; Judy Coryell, Associate Professor, University of Hawai'i; Louise Deretchin, Director of Higher Education, Houston A+ Challenge; Jackie Kapushion, Executive Director of Learning Services, Mapleton School District; Vivian G. Morris, Assistant Dean for Faculty Development and Director of the New Teacher Center, University of Memphis,

67E

The Induction Year of Alaska Statewide Mentor Project: Case Studies from the First Year in the Field

Debbie Hawkins, Gay Jacobson, Laurie Leonard, Jan Littlebear, Mentors, Lorrie Scoles, Director, Kim Triplett, Research Assistant, and Joan Walser, Mentor, Alaska Statewide Mentor Project; Joan Parker Webster, Associate Professor, University of Alaska Fairbanks

68E

Ensuring the Highest Levels of Adolescent Literacy: What's Beyond "Reading Across the Content Areas?"

Rain S. Bongolan, Coordinator, ELL & Adolescent Literacy Instruction, New Teacher Center @ UCSC

Symposium

Registration fee includes breakfasts, lunches, reception, and materials. Before December 15: $320 per person After December 15: $375 per person Hotel accommodations and parking are additional to all above costs. There will be no on-site registration. Receipt of payment, confirmation of sessions and directions will be mailed following registration. Cancellation Policy: A full refund minus a $50 processing fee will be issued upon written requests received by January 13, 2006. No refunds will be given after January 13. Hotel Information: Overnight accommodations are available at the FAIRMONT HOTEL, San Jose, at a special Symposium rate of $159 plus tax for single or double occupancy. In order to insure this rate, you must make your reservations prior to December 31, 2005. Please phone the reservation department at 800. 44 1.141 4 and indicate that you are making reservations for the New Teacher Center Symposium. Parking fees are currently $22 per day for hotel guests, and hourly up to $22 per day for visitors. Transportation and Parking: For Information on Santa Clara Valley transportation Authority Light Rail, visit www.vta.org or phone 408.321.2300. For Downtown San Jose Parking Information, visit sjdowntownparking.com. Academic Credit: 1.5 academic quarter units available from UCSC Extension for an additional fee. Enrollment information available at the conference.

At last year's Symposium, policy makers and educators from across the country attended a first-ever state agency focus group. Knowing that thoughtfully designed policies are critical for quality induction models, the New Teacher Center is committed to providing opportunities that support those responsible for championing, developing, and enacting such policies. This year's focus group for state agency policy makers will continue the conversation begun last February. Bring ideas, information, successes, challenges, and questions to share with others who are engaged in state-level policy decisions. Quality Mentoring & Policy

The shifting sands of California's policies regarding induction and clearing credentials pose particular challenges for institutions of higher education seeking to support their graduates beyond teacher education. Teacher educators from Stanford University and California State University at Northridge will present how two schools meet these challenges through the Carnegie Corporation's Teachers for a New Era project. Quality Mentoring & Policy

What happens to full release mentors when they transition out of their mentor roles? This presentation reports on research that focused on exiting mentors in the Santa Cruz New Teacher Project. Presenters will discuss the impact on mentors' educational practices and leadership skills, how mentors transfer insights and knowledge to their new roles, and some of the challenges they face. Participants will discover strategies for capitalizing on mentors' increased skills and leadership capacity, and have the opportunity to discuss implication of the research for their own programs and districts. Leadership & Professional Identity

One of the most descriptive definitions for insanity is doing the same thing over and over and expecting different results! Learn to change this pattern by examining the research on the brain's impact on mental, physical, and emotional health. Practice strategies proven to revive the enthusiasm and excitement in your workplace. Create a plan to replicate these strategies to build a more positive school culture in your system. Quality Mentoring

The Mercy College New Teacher Residency Program and the Region One School District in New York City formed a partnership to select mentors as Adjunct Faculty to teach graduate courses to beginning teachers whom they mentor. Participants will examine the model's design, implementation, and analysis of focus group and surveys illustrating its impact on beginning teachers. Through videos of coursework and classroom practice, participants will identify how mentors bridge theory and practice to develop new teachers along the continuum. Quality Mentoring

How do you prepare contentbased mentors when you have teachers from two different subject areas? Education Development Center, Inc. (EDC) has worked with math and science teachers. In this session, participants will learn the hows, whys and results of EDC's work with the teachers together as one group at times, and at other times, in separate subjectspecific groups. Learn about the strategies, tools and components of the program. Quality Mentoring

Through a partnership with the University of Florida, mentor teacher leaders have become engaged in professional learning communities to support novice teachers in three challenged secondary schools across the state. These mentor teacher leaders are empowered to guide novice teachers in stressful, highly scrutinized, and demanding educational environments. Participants will be engaged in conversations around the value of teacher inquiry and mentoring as it relates to novice teacher induction, development, and retention. Leadership & Professional Identity

Participants will be presented a way to inform administrators about California's Beginning Teacher Support and Assessment (BTSA) Induction components-- formative assessment and standards. This presentation includes a short review of the evolution of BTSA followed by an overview of a formative assessment system purpose and use of the Induction Standards application. The session will conclude with an interactive role-play contemplating possible scenarios between administrators and support providers. Leadership & Professional Identity

The New Teacher Center at the University of California, Santa Cruz, has worked with several K-17 partnerships on teacher induction over the past three years. Representatives from each partnership will discuss what they have learned during the project, the impact of the partnership on the district and the university, and the steps they are taking to sustain their efforts. Quality Mentoring

In this session, mentor teachers will present various case studies which address key questions that have emerged over the course of the project: (a) the mentor experience in the Alaskan context, (b) building relationships among mentors and between mentors and beginning teachers across rural, bush and urban settings, (c) the importance of the cultural component in the mentoring experience in Alaska contexts and, (d) developing beginning teacher practice along the continuum. Quality Mentoring

What type of instruction prepares and motivates diverse adolescent students, including second language learners, to successfully comprehend text? How can secondary mentors and administrators support beginning teachers to teach subject-specific academic language as integral to learning content? Examine recent research defining the role of content, languagefocused instruction, and student engagement in transferring academic literacy skills. Preview the New Teacher Center's professional development modules, as well as observation and planning tools for advancing adolescent literacy. Equitable Learning & Social Justice

Please indicate your first and second choice of sessions. Space is limited and will be filled on a first come, first served basis. Pre-Conference: Sessions 1­5 Monday, February 6:

1st Choice

2nd Choice Sessions B 11:15 am­ 12:30 pm Sessions C 2:30­4:00 pm

Sessions A 9:30­11:00 am

1st Choice

2nd Choice Tuesday, February 7: Sessions D 9:30­11:00 am Featured Speakers 11:15 am­12:15 pm Sessions E 2:15­3:45 pm

1st Choice

2nd Choice I am enrolling in: Pre-Conference only Symposium only Pre-Conference & Symposium Before Dec. 15 $ 140 $ 320 $ 460 After Dec. 15 $ 175 $ 375 $ 550

WE ENCOURAGE YOU TO REGISTER ONLINE AT

Payment must be included with registration.

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RAFFLE, REFRESHMENTS AND CLOSING REMARKS

www.new teachercenter.org

Special thanks to Mark Primack Architect

Checks for Purchase Orders must be received prior to January 13, 2006.

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