At CSTP, we believe that enhancing the teaching profession means growing teacher capacity at every level and every step of a teacher’s career. CSTP works to ensure that systems of support exist for our teachers along the continuum of their development, including beginning teacher induction, mentor support and tools and resources to ensure a comprehensive system for supporting those newest to the profession.
New Teacher Support Documents
The Center for Strengthening the Teaching Profession operated the New Teacher Alliance (NTA) from 2006-2010, sponsored by the Paul G. Allen Family Foundation. During the four years, CSTP worked with small and large districts to build district and school capacity to provide effective support to new teachers. Here are a set of documents and resources created from that project.
- Effective Support for New Teachers in Washington State (2014)
- New Teacher Support in Washington: Shared Responsibility and Shared Benefits
- New Teacher Support Case Study – Who is Responsible?
- New Teacher Support Case Study – We have More Questions than Answers
- Culturally Responsive Classroom Descriptors
- Culturally Responsive Lesson Plan Descriptors
- Culturally Responsive Resources
- Principal Module: Helping Those New to the Teaching Profession – PowerPoint
- Principal Module: Helping Those New to the Teaching Profession – Lesson Design
- Early Career Performance Expectations
Early Career Performance Expectations
How will the new Teacher Evaluation System in Washington State provide helpful feedback to new teachers and promote growth among new teachers?
How will principals and others charged with evaluating and supporting new teachers be able to use the evaluation materials to meet the unique needs of new teachers, and move them forward through their first years of teaching?
In response to these questions and from a desire to continue to support teachers in all phases of their career, CSTP with support from funds by the Paul G. Allen Foundation, convened a group of 14 educators representing elementary and secondary teachers, administrators and representatives from Educational Service Districts and higher education created the Early Career Performance Expectations: a tool to help support new teachers and those charged with supporting them navigate the new teacher evaluation system while working toward continual reflection and improvement.
The Early Career Performance Expectations (ECPE) has been used by teacher preparation programs, school districts, principals and teachers, and can be downloaded for free Early Career Performance Expectations.
For purchasing the actual booklet, please contact Erin Marzwick at Erin@cstp-wa.org.
Whether in a formal mentor role, or just being the experienced ‘go-to’ teacher for new teachers , effective mentoring means having a set of skills to help support and grow new teacher capacity, and is an important form of teacher leadership.
OSPI in partnership with local Educational Service Districts is offering opportunities to develop the knowledge and skills to become an effective mentor, and to tune-up previously learned mentoring skills. To find out about events in your area, and to register, visit OSPI’s page on Beginning Educator Support Team.