Synthesizing district induction work to reduce opportunity and
achievement gaps
Kathleen Doherty, Full Release Mentor
Nichole Von Haden, Full Release Mentor
Agenda and Outcomes
Agenda
● Welcome & MMSD Overview
● Principal & Instructional Coach Supports
Professional Learning
● Instructional Mentoring Case Studies
Outcomes
Identify practices to advance culturally and
linguistically responsive learning
environments
Understand the importance of and design for
beginning educators’ equity-focused
professional learning
Reflect on where your district is relative to
learning environments, induction program
staffing, and professional learning for new
educators
Madison Metropolitan School District Overview
– 50 schools
•
32 elementary, 12 middle, 6
high, plus alternative
programs
– 27,000 students
– All or part of 9
municipalities
•
City of Madison,
City of Fitchburg, Town of
Madison, Shorewood Hills,
Blooming Grove, Maple Bluff
Some MMSD Demographics
•
•
15% Special Education
27% English Language Learners
• 59% Spanish, 10% Hmong, 5%
Mandarin, 26% other
languages
• 48% Free and Reduced Lunch
2014-15 MAP Grades 3-8
Percent Proficient in Reading
2014-15 MAP Grades 3-8
Percent Proficient in Math
MMSD Strategic Framework
We must hold all children and all
adults to high expectations and
provide the unique support they
need to meet and exceed that
high bar.
With high expectations and
strategic support, our students will
rise to the challenge of college,
career and community readiness.
MMSD Great Teaching Matters
Our goal is to develop a cycle of professional
inquiry at all district levels and cultivate
Excellence with Equity:
Individual teachers
Teacher teams
School Based Leadership Teams
District
Principal
Facilitates Site-Based Leadership Team
(SBLT)
Write School Improvement Plan (in
collaboration with School
Improvement Partner)
Drive school-based, equity-focused
professional development and
accountability measures
Conducts classroom observations and
evaluates beginning educators
Instructional Coach
Facilitates Instructional Teacher Teams and
site-based professional learning
Supports data-driven conversations
around equity, access, and
engagement
Engages in student-centered instructional
coaching cycles with all educators
Collaborates with new educator
mentor to provide wrap-around
supports for beginning teachers
Instructional Mentor
Facilitates district-wide professional learning
for beginning educators (in collaboration
with the University of Wisconsin-Madison)
Engages in weekly 1:1 meetings with
beginning educators
Builds beginning teacher’s capacity for
engaging in system-wide equity
conversations
Builds beginning teacher’s capacity
for equity-focused instruction and
Professional Learning for those supporting new
educators
1. Principal Scope - informed by National Equity Project
Summer Leadership Institute
Weekly Principal meetings
Dane County New Teacher Project
Principal Breakfasts
2. Instructional Coach Professional
Learning Scope
3. Instructional Mentor Professional Learning Scope
Case Study 1:
Setting Conditions for Assets-Based Conversations
Highlights:
Tools Utilized:
Building student profiles
1. WIDA Can Do Name Charts
Specifically teaching behavior expectations
2. Classroom Engagement Plan
Noticing the connection between teacher
moves and student responses
3. Culturally and Linguistically Responsive
Strategies Project Overview
Community-building
Exploring and utilizing a variety of culturally
and linguistically responsive practices
Classroom observations and mentoring
feedback
Reflection Questions:
How do these tools support beginning teachers in
developing their practice through the lens of
excellence with equity?
What tools do you use in your district?
Case Study 2:
Designing Accessible Core Instruction
Tools Utilized:
Highlights:
Developing a positive classroom climate
1. Observation Tools (ELL, Selective Scripting,
Rapport, Participation)
Designing instruction to meet the observed,
identified, and documented student needs
2. Teacher Team Toolkit (Planning Templates &
Essential Actions)
Adjusting Instruction in response to student
needs
3. The Guide (Questioning Stems/Math Practices)
4. Comprehensive Assessment System
Exploring and utilizing a variety of culturally
and linguistically responsive practices
Classroom observations and mentoring
feedback
Reflection Questions:
How do these tools support beginning teachers in
developing their practice through the lens of
New Teacher Center Induction Program Standards
• Capable Instructional Mentors
• Effective Principals
• Multiple Support Structures for
Beginning Teachers
• Strong Program Leaders
• Ongoing Program Evaluation
[Self-Assessment Tool]
From, Comprehensive Systems of New Teacher Induction, New Teacher Center, Santa Cruz, CA
Questions?
Kathleen Doherty
[email protected]
Nichole Von Haden
[email protected]