Case Studies: Overview | BEST | BTSA | Launch Into Teaching | New Teacher Center
The Launch Into Teaching (LIT) Comprehensive Induction Program at Michigan State University is designed specifically to support beginning teachers, veteran teachers as mentors, and principals in high poverty areas. The program is based on a vision of "educative mentoring" that goes beyond "buddy mentoring" and supports novices to improve student achievement through the development of effective instructional practices. It involves a multi-year, multi-layered program of support for beginning teachers, administrators, and mentors. An evaluation of the LIT program indicates that new teachers receiving this type of intensive mentoring focused on balanced instruction are more likely to improve in their teaching practice (Stanulis and Floden 2009).
Launch Into Teaching provides key supports for beginning teachers, mentors, and principals to ensure that there is a strong focus on developing content knowledge and increasing student learning. These supports are discussed in more detail below.
Beginning Teacher Support
In the LIT program, new teachers receive a mentor who provides them with several layers of support:
- Observations. Mentors observe their beginning teachers on a regular basis and use a variety of observational tools to provide targeted feedback. ASSIST, also based out of Michigan State University, provides mentors with a description of helpful classroom observation techniques.
- Conferences. Beginning teachers meet with their mentors weekly to discuss issues related to their professional practice. These conversations focus on substantive topics such as instructional planning, student assessment, understanding subject matter, and scaffolding student learning. ASSIST provides mentors with useful conversation tips.
- Monthly seminars. In addition to meeting weekly with each of their teachers, mentors hold monthly seminars with their groups of novices. These meetings provide beginning teachers with an opportunity to interact with one another and for the mentor to address problems that may be consistent across classrooms.
Mentor Teacher Support
Developing effective mentors requires intensive initial training and sufficient ongoing support. LIT recommends several forms of mentor teacher support.
- Mentor study groups. Mentors meet on a regular basis (approximately six hours a month) to discuss relevant issues and practice new mentoring strategies. Within mentor study group sessions, there is an emphasis on developing a shared vision of effective teaching.
- Huddles. In these meetings, smaller groups of mentors meet with coaches, who facilitate conversations around mentors' unique strengths and challenges.
- One-on-one conferences. Mentor coaches will observe mentors in their work with new teachers so that they can provide targeted feedback. Regular one-on-one meetings are then held between mentors and their coaches to address specific concerns and discuss next steps.
Principal Support
Principal leadership is a key component to successful mentoring programs. LIT offers principals opportunities to collaborate with other principals within and across the district through online courses.
Focus on Content Knowledge
Unlike many other mentoring programs, LIT believes it is essential to match mentors and beginning teachers based on knowledge of specific content areas. This allows the mentor to take on a truly educative role in supporting the new teacher to develop subject matter knowledge, plan high-quality instructional lessons, and assess and respond to specific student misunderstandings.
Focus on Student Learning
Mentors and new teachers use formative assessment tools to ensure that their conversations focus on student learning. New teachers learn to evaluate student work and understand how to differentiate their instruction to meet students' learning needs. Conversations and small group sessions focus on how to assess and accommodate a wide range of learning styles.
Launch Into Teaching offers Online Professional Development Modules for teachers, mentors, and administrators.
Tools for New Teachers
The ASSIST project, also based out of Michigan State University, provides beginning teachers with specific tools for guiding their instruction. These tools can also be useful references for mentor teachers looking to support new teachers in specific areas.
- Managing a classroom
- Engaging communities
- Planning instruction
- Leading discussions
- Assessing learning
- Teaching content
- Responding to students
Tools for Mentors
ASSIST also provides mentors with key tools for working with new teachers. Some of these tools include:
Tools for Principals
ASSIST offers specific guidance for principals around topics such as: