DAVI D Y. IG E GOVERNOR

STATE OF HAWAl'I DEPARTMENT OF EDUCATION

P.O. BOX 2360 HONOLULU, HAWAl'I 96804

DR. CH RI STIN A M. KISHIMOTO SUPERINTENDENT

OFFICE OF THE SUPERINTENDENT

February 15, 2018

TO: The Honorable Brian De Lima Chairperson, Human Resources Committee

FROM: Dr. Christina M. Kishimoto~ Superintendent

SUBJECT: Presentation on Department of Education's Teacher Induction and Mentoring Program: Overview, Standards, Impact, and Next Steps

1. DESCRIPTION

The Department of Education's (Department) Strategic Plan includes state-led induction and mentoring to support new teacher success and retention . The Department's Induction and Mentoring Program engages beginning teachers in a system of support that includes working with a highly skilled, trained , instructional mentor to accelerate teacher effectiveness and student learning.

2. PRESENTATION

The Assistant Superintendent of the Office of Talent Management/Human Resources, along with the Teacher Induction and Mentoring team will present an update on the Department's Teacher Induction and Mentoring Program.

CMK:CAC:je Attachment

c: Office of Human Resources

AN AFF IRMATIVE ACTIO N AND EQ UAL OPPORTUNITY EMP LOYER

Presentation on Department of Education's Teacher Induction and Mentoring Program

February 15, 2018

Keri Shimomoto, Ed. Specialist - Teacher Induction Carolyn Tsukamoto, Ed. Specialist - Teacher Induction

en en (]) (..) (..) :::J

Cl)

~

(\j +

-'

Cl)

• •

N

-(\j 0 (9

c (\j -c.. (..) ·-0

)

(]) +

-'

(\j '"-­+

-'

Cl)

(]) +

-'

co +

-'

(/)~~=--------

c: 0 ·-

SY 15-16 & SY 16-17 5-Year Retention Data

Teacher Retention {retained If} .'-//DOE 5 \'Ca:s a:·•<-'I .'ll:e)

SY 2016-2017 Baseline Statowldo

Select a display using the dropdown menu: StJ:e .. .-de Long tud""11

SY 2017 -2018 Statowido

54°/o

You may use the filter on the right to explore the data in the •complex Area Comparison• display.

Display selected: Statewide Longitudinal

52o/o 54°/o

SY 2016-2017 SY 2017-2018 SY 2018-2019 SY 2019-2020

2020 Target Statowido

60°/o

Select a year, if applicable. SY 2017·20"8

2020 Statewide Target

60°/o

SY 2020-2021

SY 2017-2018 Beginning Teachers and Mentors

Kauai

34

1378 Beginning Teachers 608 Mentors

Canoe~. · . 20 .,

93.

98

Hawaii Teacher Induction Program Standards

@ Hawa;;

Teacfter Induction Program Standards

--:_---..::::-:::._

Standard 1: Systemic Support for High Quality Induction Programs

Standard 2: Mentor Selection, Development and Support

Standard 3: Mentoring for Instructional Excellence

Standard 4: Beginning Teacher Professional Development

Standard 5: Program Assessment and Evaluation

Induction Program Theory of Action

CONDITIONS FOR SUCCESS

Carefully selected.

released mentors

Systemic

approach

Strong site

let1ders

Enqaged

stakeholders

Supportive context

for teaching and

learning

\)P:noN: IMPAc; & f(. -.J p.. \.. I /\t ll l.

..,..~ ~,..,, 6~ ~"' 0 ~ q~ ~~ /0

~

~ ~ ~o "''o ~ . ~..,..

~,..,,~ ~~€ v""Lu '""~\..

4 ilON: IMPAC1 &

PROGRAM

IMPACT

Accclcr ate

New Teacher

Effectiveness

Improve Teacher

Retention

Strengthen Teacher

LecJdersh1p

INCREASE STUDENT LEARNING

Mentor Development "I'm glad I came to this training.

Now I know the power of actually mentoring my beginning teacher"

- Pearl City Waipahu Mentor

Mentor Professional Learning Series

Year1 • Instructional Mentoring for Equitable Learning • Using Data to Inform Instruction • Observing and Giving Feedback • Assessing Growth and Deepening Practice

Year2 • Creating Conditions for Equitable Instruction • Differentiating Instruction to Support Diverse Learners • Advancing Instruction to Support Language Development • Mentoring as Leadership

Principal and Site Lead Capacity Building

"I appreciated the opportunity to share and collaborate with other administrators from the other complex. It brought insight of possible next steps for my school."

- Campbell Kapolei Principal

New Teacher Development

"/ feel prepared to create a positive classroom climate and set the tone for the year while engaging students with successful strategies."

- Kaimuki McKinley Roosevelt Beginning Teacher

Progress Towards Building Capacity: Contract Costs

I I

$300,000 I I I I $142,4031 ..... M $200,000 I I I

IUJ.000 $100,000

$0.__~~~.__~~~---~~~--~~~---~~~ SY'14-' 15 SY '15-'1 6 SY'16-'17 SY'17-'18 SY'18-'1 9

(Anticipated Costs)

Maintaining Excellence

How do we know what we are doing is making a difference?

.Impact Teacher Induction Outcomes

• Professional Practice • Student Achievement • Teacher Retention

Implementation • Participation • Program Fidelity • Program Quality

Mentor Training Feedback

• 235 Mentors attended the PLS trainings

• 98°/o of participants indicated "Overall Quality of the Training" was Excellent or Good

SY 16-17 Statewide Induction Survey Frequency of Mentor-Teacher Interaction

Meeting Frequency

... Beginning Teachers • Mentors

28%

49o/o 12% 7% 3% 1% 26% 11 Ofo I iii ~ tp' I' · -0% Weekly or About Monthly Every few A few Never more often twice per months times per

month year

SY 16-17 Statewide Induction Survey 1-Year Teacher Retention

What do you plan to do next year?

• Beginning Teachers

90°/o

Continue teaching at this school

6%

Teaching at this school

201o

Take another job in education

2%

Leave education

entirely

en c 0 ·-I

' ....._,

......., u QJ ·~

0 ~

a.. ro

~ >

·a o

0 ~

-a..

·-c

....... a..

c g

§ a..

.+:i

c 0 ·-I

' (.) ::::J -0

c

rn u ::J

""C

LU

·-u QJ

c.. V

')

Mentor Pilot

Driving questions:

:.:: •LEARNl..5 ~o.~YMBOlf_ ~

• i~ ig!p~~IJ '~:~

/V\._V\9vd-tt...e ll_E;ARNING ,,

0>-<~>-~~oq},GROUP

.,._ Cl.\!) \!) '""'

~~~?;~!?.v>:i:~ V"IQ>z>-'""'~<tg w_;z,o§d~u:E« •- 't-'Y 1-uO!:Svi~

'- V"I ZV'\ CS er~ ~~~ cA.

1) What is the optimal way to organize mentoring resources going forward?

2) How can mentors be leveraged to improve the performance of non-proficient veteran teachers?

3) What staffing, budget, and policy changes must the Department pursue in order to take one or more of these pilot enhancements to scale?

Mentor Pilot Recommendations

• Increase full and partial release mentors

• Focus on rigorous mentor development

• Ensure a sufficient supply of mentors to extend support to non-proficient VTs.

• Encourage stakeholders in-and-outside of HIDOE to invest public funding in teacher induction

Special Ed. Mentor Pilot Recommendations

" LEARN< ~ g"' SYMBOi!i5 ·

11r ; p~~ 'vf 1~~"~ve Fr~~~tl~

~~~~<?!~§· ~~. ~~ .. - .,,~~

,0,1 :::.:!- ~

• Spec.Ed. mentors for all Spec.Ed. beginning teachers

• Timely and relevant professional development

• Align pre-service curriculum to actual experiences

• Ensure uniformity in the IEP process

• Provide inclusion and co-teaching professional development for general education teachers & principals

• Provide school guidance, examples, and staffing models for inclusion and for implementing standards-based IEPs

Special Education Mentor Pilot Contextualize Induction & Mentoring to Meet the

Special Ed. Beginning Teacher Needs

21, 2017 u y - •

eocher Induct ion Center ~· Community College

..__./

Proactive Support

LMW:SPECIAL EDUCATION BEGINNING TEACHER OPEN LADS

WHAT ARE OPEN LADS? .. ,f.8 q e ~ ~

• WHEN SPECIAL EDUCATION

1X SUPPORTS

/MONTH la 'ITH WEDNESDAY OF THE

WHERE I £A£ NEED f'OR

CENTRAL DISTRICT: OFFICE ANNEX CONFERENCE ROOM~

113' CALIFORNIA AVE. \;=:I WAHIAWA, HI "78'

TO REGISTER

COLL .ABORTION

' D

DATA&. ANALYSIS

~ PLANNING&. INSTRUCTION • . ... . '0' IEP SUPPORT

Michelle Palafox 808.733.'1130 mPalafox(ll)hldo•ohr. k12.hi.us

a 3oa 12:00 If 1i§'li H• w•:I Teo::, ln~u!: ~-

Centu

6ot111 .. Avcn1i1t Room V·201

ic.i-ll M.dcf!e>Sdlad,. Room Y·lOl

ThoH~1 To.,_9rld.JC:bOneeir.r t1TlC • oeo-.nng.cSPED

Purpose •""*" '""""' ..._,. .-. S"Eo """'°° ••""' "'°.,. rnontonng SPED ceg.rv..ng le~ ii. Kf\oO .,oat Thew Ltcntor

Please join us:

rorum1 010 on.gnecs eo "1POOft N :>'tfOUOl\D 9fOMh 1na ooveo:>mont of SPED con!ioa ~»itors ~D •.~ F~l'l'\J w.. oxporo, CJtrent

~o'OOQNW'lgSOOOi) Ee.1tation1Uet'..ot1 a.sppottSand ~f0r~S:l£.0Mttttorsl00nh¥CC~SPGCQ ~MilCt*'~anee""eat-.....,

Activities: 11: Tuosd•y septembor l2. 2017 Colllibot1tq • Nrtwortunc

App&atJon or Mt'ntof1nc toob #2: Tuuday November 28, 2017 ""'Coo ...... 13: Thursday Februory 8, 2018 ~nu of rnctke 14: Tu .. d•y Aprl l 10, 2018 ~fnSf<ll'\alRudtnp

• Supportlna Te~chers of Students wtttt Exceptlon1lltles Topics • Mentorll'll BT• for Successful Coll1borotlon w/ SUpport Stoff

Pltti•~ nglst~r In

advanc~ on PDE3

by: August 28,

2017

• Mentorina for Respomive & Differentiated lnttruction • Mentorinc tot Sodal-EmctioNI & Aademic Leamln1

If you are interested ...

POE3 Course#: CM182767

HTIC SPED Mentor Forums SY 2017-2018

·~ .. ,.,.,. t#Mt compl•~ •ren °' ~ool• would N 1Wspo19sibJe lrw

·"-- Al .. "" n-...-1.

+ Individualized + Contextualized

Support Support

Striving for Excellence & Equity Next Steps

Current State:

• Strong induction foundation & structure

• Inconsistent program implementation

• Uncertainty of funding has implications on program quality

Moving Forward:

• Guaranteed induction program standards practice

• Permanent funding for induction

• Match expert special ed. mentors with special ed. beginning teachers