Learn

PART A

• Describe your Capstone Challenge and how you identified it.

The Capstone Challenge is mainly focused on teacher orientation, with a mentorship component. It was identified in my own experience as a new staff member two years ago, as well as in the Needs Assessment Survey, where there was overwhelming consensus on the importance of mentorship, as well as desire for certain orientation week sessions that were not yet included (Artifact 2).

• Describe your diverse stakeholders and how you selected them, such as colleagues, parents, students, association members, community members, state or local partners, etc.

Stakeholders included administration, new and veteran teaching staff, human resources, technology director, administrative assistants, special education, food services, custodians, paraprofessionals, and other support staff. They were selected to represent a range of views and experiences, and to allow for a holistic picture of any common district needs.

• Why is it important for your diverse stakeholders that the Capstone Challenge be addressed?

Based on the survey, 95% of staff had positive experiences with mentor/mentee relationships in the past and/or thought the district could benefit from that type of program (Artifact 3). The survey also identified common challenges to new staff that could be addressed in orientation week, such as: building and community culture, basics of forms, technology introduction, review of emergency protocols, IB program crash course, etc.

• In what ways will addressing the Capstone Challenge promote or support the foundational competencies?

This capstone experience has helped me realize the variety of responsibilities in the buildings; there are so many moving parts of a school district that we need to function properly. Each person has their own challenges and views with their job, and their own needs for peak performance. The Capstone Challenge aims to better prepare new staff starting out, and provide connections with mentors to support and problem-solve so they can strive for their personal best.

• Is it your intention to broaden the existing vision, values and/or culture of the association or to create a cultural shift?  Explain.

The project does aim to create a cultural shift at the district. My project partner, Dr. Kate Eisele, and I would love for the association and staff members to become more involved with supporting new staff. Culturally, we want to grow the role of mentorship so that it becomes valued and essential within the district.

• Why might this strategy be a viable solution for your Capstone Challenge?

Orientation sessions and resources provide concrete help to new staff to acquaint them with the intricacies of this district and community. Mentors can trouble-shoot and provide knowledge otherwise only gained by experience.

PART B

• On which two Overarching Competencies will you focus in addressing your Capstone Challenge?  Why are they relevant? 

I will focus on Personal Effectiveness and Adult Learning for my Overarching Competencies. Personal Effectiveness is relevant as leadership and involving multiple stakeholders are new to me; I am relatively new to the district and this project provides an opportunity to develop trust and credibility with others. The Capstone Challenge aims to educate and prepare staff, so Adult Learning ensures that the people involved understand what is being covered and why it is relevant to them to create buy-in.

• If your foundational competency is not Explore and Challenge Inequity, please explain?  Why is it important? 

Explore and Challenge Inequity is important because the educational systems in place can exacerbate inequities within the schools. In the case of teachers, new staff to the school may be lateral entry, brand new to teaching, have had poor experiences with student teaching or in other districts, have faced discrimination, lack understanding of the technology used in the new district, unfamiliarity with the curriculum, etc. The resources and orientation sessions aim to prepare new staff for working in our district, and the mentors offer guidance and fresh ideas to meet the challenges of working at an IB school.

• Which Leadership Pathway competency will you focus on in your Capstone Challenge?  Why is it relevant? 

I have chosen the Instructional Leadership pathway, with the focus being Coaching & Mentoring. This is relevant as there is a mentorship component in the Challenge. Setting up orientation involves a lot of different people and helps them develop leadership or necessary skills for their job, depending on their role during orientation.

• With whom will you work in addressing your Capstone Challenge?  Who else might you recruit beyond your own cultural and/or professional identity group?

I will work most directly with my project partner, Kate. We will also be working with administration, human resources, mentors, and orientation session presenters.

• Which resources (such as, people, money, programs, time and space, etc.) do you have to address in your Capstone Challenge?   What resources will you need?  How will you obtain them? 

Necessary resources include orientation schedule, time, meetings with administration, existing forms and paperwork procedures for new hires, volunteers to mentor and run the orientation sessions, possible funding if approved by the school board, and times for the mentors to be training and meet with their mentees during the school year. These resources will be obtained through communication with stakeholders, especially administration to approve scheduling and mentorship decisions.

NEEDS ASSESSMENT - BLUE PHASE

1. Which of the leadership pathways will be your focus?

Instructional Leadership

2. Explain how you will grow your leadership skills for (indicate your selected overarching competency first, and then explain).

• Overarching Competency #1: Adult Learning started at the Pre-Emerging stage. I will develop leadership through creating and facilitating a mentorship program that may include informational sessions.

• Overarching Competency #2: Personal Effectiveness starting at the Pre-Emerging stage. I will develop an understanding of different leadership styles, personal strengths and weaknesses, and help others self-assess.

3. What is the challenge or need that is your focus? Describe broadly.

Create a teacher mentorship program that addresses needs of teachers new to the profession as well as those transferring to the district.

4. Identify Major Concerns:

Creating ownership of the program in a variety of stakeholders. Receiving feedback and involvement from more experienced teachers. Getting approval for mentor stipends or anything involving school funds.

5. Determine Indicators of Needs:

Personal experiences and anecdotal evidence of my fellow new teacher. There is no current official or even unofficial mentorship/buddy system at the school of which I am aware. Teachers have generally been at the school for a long time, or are relatively new; there do not seem to be many teaching staff that have been there 3-8 years, which could indicate insufficient support to newer teachers.

6. Consider Data Source(s) - both documents and people:

Studies about the efficacy of mentorship programs. Newer teachers. Programs of other districts, or new teachers in other districts. School administration about the challenges of creating/maintaining a program and the cost of replacing teachers, especially considering IB training prices.

7. Decide Preliminary Priorities:

Decide which stakeholders to contact first. Meet with the superintendent and/or board about possible financial involvement to see where they currently stand. Research effectiveness of programs. Decide how to pitch the idea to the staff to create more ownership before data collection begins.

8. What potential biases or barriers are you anticipating? Why? Have you considered solutions? If so, what would they be?

Stakeholders may not want to participate in data collection due to lack of time or interest; possible solution is to complete a survey at the beginning/end of a staff meeting while everyone already is contracted to be present. Also can offer short interview times at their convenience. Also can determine the most positive light to use when introducing the project.

Possible issues getting administrative and/or board approval if money is involved. Could hold a preliminary meeting or attend a board meeting to see where current standing is.

9. What format(s) will you be using for your needs assessment? Why this choice?

Currently leaning towards a survey as more data could be collected in a succinct manner. Also considering short interviews as I aim to involve a variety of stakeholders and those questions would have different aims.

10. As you consider the need(s), identify your likely allies - why? Most likely opponents - why? Refer to your Power Map

• Allies & Reasoning: Principal has expressed interest and given tentative approval based on preliminary meeting in December. Union and new teachers would hopefully be allies as their input and time could result in a better experience for and retention of new teachers.

• Opponents & Reasoning: School board/business office if money is involved as we have a finite amount of funds and it is not a line item in the budget at this time.

11. As a Fellow, how will you include diverse stakeholders and diverse perspectives in conducting your Needs Assessment?

The plan is to involve newer as well as more experienced teachers K-12, administrators and hiring staff, kitchen and front office employees to get a holistic view of what the actual needs are and target the program to address as many gaps as possible. The board should be involved to some degree as well, as they will likely be the ones approving or turning down the program.

12. Consider possible indicators of success:

Approval of orientation time. People available and willing to lead seminars or meetings, and serve as mentors. Stipends to acknowledge the effort of leadership responsibilities. New staff indicating higher levels of readiness, and potentially increased retention of employees.