"Growth Quotes"

Westside does something neat with lesson plan feedback that I'd like to share with the group.  As adiministrators are giving lesson plan feedback they give "Wow"s and "I wonder..."s.  The I wonders are focused on stimulating growth andhe feedback is often followed by a quote or research reference designed to get the teachers thinking and provide models for the area of growth.  So... I'd like to share a "Growth Quote" about mentoring with our group and I'd love to hear your thoughts on it.  I found the following selection on a website ( http://www.neafoundation.org/downloads/NEA-Using_Data_Teacher_Induction.pdf ) by the NEA about teacher induction programs.  If you have the chance you may want to read more.  The article starts off with a startling statistic about teacher turnover.  The "growth quote" that I wanted to share deals with types of teacher induction programs.  My questions for each of us are
1.  With which induction model do you feel that our roles as mentors and coaches most closely align?   Why?
2.  What can we do to move our roles closer to the School Transformation Model? 
3.  What else needs to take place within RCPS for us to reflect the School Transformation Model?

THE NEA FOUNDATION FOR THE IMPROVEMENT of EDUCATION
Induction Models

Basic Orientation Model
Most school districts maintain a simple version of the basic orientation model. This approach helps new
teachers learn school procedures and district policies. It also helps new teachers understand their responsibilities and address classroom management issues. Basic orientation programs are usually structured around a series of workshops. New teachers may be assigned a mentor. When mentors are assigned, they typically serve in an informal capacity, with little attention given to modeling effective instructional practice.

Instructional Practice Model
The instructional practice model likewise covers policies, procedures, and classroom management
issues. More importantly, it links induction efforts to existing state or local standards for accomplished
teaching. Skilled, well-trained mentors help new teachers bridge theory and practice by using research based classroom strategies. Such programs ideally last two or more years and offer new teachers sustained, content-rich learning.

School Transformation Model
The school transformation model is rare. It incorporates attributes of the other two models, while connecting induction programs to systemic, school-wide renewal efforts that promote continuous improvement. In this case, the school uses research and data to assess and change its teacher evaluation system, professional development practices, and curriculum. This model helps new teachers to engage in school reform and connect their professional growth to challenging goals for student learning. It focuses on the development of teachers as a “community of learners” and enables faculty to work together on all aspects of their job. The school transformation model best represents The NEA Foundation’s definition of high-quality professional development (Figure 2).5