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Using the Adult Education
Teacher Induction Toolkit to
Mentor New Teachers
Welcome! We’ll be starting at 2:00 EST.
This training was supported under the LINCS Regional Professional Development
Center for Adult Education, PR/Award Number V191B1100002, administered by the
Office of Career, Technical, and Adult Education, U. S. Department of Education.
However, the contents do not necessarily represent the positions of policies of the
Office of Career, Technical, and Adult Education or the U.S. Department of Education,
and you should not assume endorsement by the Federal Government.
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Facilitators
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Canton City School District
Adult Basic and Literacy Education
Heidi Daniels Jane Meyer
Facilitators
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Rhode Island Family Literacy Initiative (RIFLI)
Sherry Lehane Karisa Tashjian
Webinar Objectives
To share our experiences in using the
resources in the Teacher Induction Toolkit to
help practitioners think about
Conditions that support teacher induction and
the degree to which those conditions are in
place in their program
Possible ways to use the resources in the
Toolkit
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Think about your first year in adult
education. Did you have a mentor?
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Yes, I had a formal mentor(vote with “Yes”)
I had an informal
mentoring relationship(vote with “No”)
I didn’t have a mentor,
but I was supported by
other staff members(vote with “Too Fast”)
I was pretty much on my
own (vote with “Too Slow”)
Have you ever participated in a formal
mentoring process?
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Yes
No
How important do you think mentoring is for
first year adult education teachers?
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Very important(vote with “Yes”)
Important(vote with “No”)
Somewhat important(vote with “Too Fast”)
Not important(vote with “Too Slow”)
Not sure(vote with “Applause”)
Conditions for Success
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“According to the results of the field test,
teacher induction is easier to implement when
these conditions exist.”
“Although the absence of one or some of these
conditions does not prohibit programs from
successfully implementing the processes,
attention to the conditions increases success.”
Conditions for Success brief
Teacher Induction Toolkit
Before you Commit: Conditions for Success
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Strong, supportive instructional leader
Supportive and nurturing climate and culture
Before you Commit: Conditions for Success
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Vision
Before you Commit: Conditions for Success
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Staff committed to
continuous
improvement
An expectation that
teachers will
participate
Before you Commit: Conditions for Success
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Experienced teachers interested in
mentoring
Release time and incentives
Which conditions might you need to
strengthen before beginning?
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Strong, supportive instructional leader
& Vision (vote with “Yes”)
Supportive, nurturing climate and culture
(vote with “No”)
Staff committed to continuous improvement
& Expectation to participate in professional
learning (vote with “Too fast”)
Experienced teachers interested in mentoring
& Release time and incentives
(vote with “Too slow”)
Mentors
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What if I don’t have a mentor?
What if the mentor and the
new teacher teach different
subject matter?
What if the mentor is too far
from the new teacher?
What if the mentor’s schedule
doesn’t align with the new
teacher’s schedule?
Rhode Island – Navigating the Process
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Mentor worked with two beginning teachers
Focused on feedback to guide goal-setting
New teachers developed learning portfolio
Impact
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Beginning teachers
developed a learning
portfolio now available
as resource binder
Extending use of
toolkit to volunteers
Planning a 3-level process for mentors to
succeed in work with different groups
Questions
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What questions do you have about Rhode
Island Family Literacy Initiative’s use of the
resources in the tool kit?
Canton - Planning the Process
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Keep the vision in mind
Activities
Schedule
Resources
Canton Plan – Getting Started
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Selected and invited 3 new teachers
Informational/getting to know you meeting
Canton City School District ABLE Teacher Mentoring Program
Our Purpose
The purpose of the Mentoring Program is to mentor teachers in the use of instructional practices
that are evidence-based, as defined by the US Department of Education Institute of Education
Sciences: The integration of professional wisdom with the best available empirical evidence in
making decisions about how to deliver instruction.
Canton Plan – Building Knowledge
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Reading assignment on
evidence based
practices
View toolkit video
together and discuss
evidence based
practices seen in the
video
Canton Plan – Setting Goals
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Self-assessment
and goal setting
Plan ideas for
continued study
with mentor
Reflection journal
Canton Plan - Observation
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Observe mentor
Mentor observes teacher twice and provides
feedback
Canton Plan – Wrapping Up
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Repeat entire process focusing on second
set of evidence-based practices
Final conference with administrator
Impact
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What aspects of the mentoring process were
most helpful?
Having a professional teacher to talk to in order
to gauge your efforts and discover if you are on
the right track with ideas!
- Sharon
Canton City School District
Impact
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What aspects of the mentoring process were
most helpful?
Most helpful was observing/being
observed…helped me to see my
strengths/weaknesses and where/how I could
improve.
- Marla
Canton City School District
Impact
More teacher discussion and sharing
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If you get a chance stop by my class and look
at our Summer 2015 Individual English
Learning Plans.
- Martha
Canton City School District
Impact: Increase in reflective teaching
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Questions
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What questions do you have about planning
and implementing a process to mentor new
teachers?
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The Adult Education Teacher Competencies
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The Competencies Self-Assessment Tool
Please share
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What are some ways you can think of to use
the adult education teacher competencies at
the classroom, program, or state level?
LINCS Links
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Kaye Beall, Project Director
LINCS Region 1 Professional Development Center
World Education E-Learning
Link to the Adult Education Teacher Induction
Toolkit
http://lincs.ed.gov/programs/teachereffectiveness/toolkit
LINCS Evaluation
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Please fill out the evaluation that will be
sent to you in an email.
