The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Discover the best professional documents and content resources in AnyFlip Document Base.
Search
Published by Ben Damaso, 2019-12-08 05:40:48

Needs Analysis for Teachers Onboarding Process

Final report

NEEDS ASSESSMENT:
ON-BOARDING

NEW TEACHERS AT
TZOUANAKIS INTERMEDIATE

SCHOOL

November 27, 2017

Team Gold Stars
Ben Damaso
Beth D’Amore
Joi Howard

Angie Leuchtmann

EXECUTIVE SUMMARY

The purpose
The goal of this needs assessment was to identify the gap between current onboarding
practices and the desired conditions and make recommendations for an effective and efficient
new teacher onboarding at Tzouanakis Intermediate School. See the following findings and
recommendations:

Positive Findings
 District-wide two day orientation for new teachers includes district policies and
technology training.
 All beginning teachers have an assigned mentor.
 Grade-level meetings offer support on a weekly basis.
 Administration check-ins with new teachers provide support.
 Google Suite is utilized for teacher collaboration.
 Cost free opportunities for mentor training and new teacher support are available.

Negative Findings
 There is no organized protocol for assisting teachers with their immediate needs.
 Not all new teachers have a mentor teacher.
 Mentor support and meeting frequency is inconsistent.
 No goal setting and feedback for new teachers.
 No training for mentor teachers.
 New teacher orientation doesn’t offer a school tour of resources, facilities, and services.

Recommendations
 Offer new teachers a school tour to orient them to facilities, resources, and policies
during the 2 day orientation.
 Utilize relevant online resources to augment support for mentors and new teachers.
 Formalize a school mentoring program that aligns to the mentoring district program
initiative.
 Set real life goals with new teachers at the beginning of the year.

i

ACKNOWLEDGEMENTS
We would like to thank the following people for their contributions and efforts for this project.
Thank you to the teachers of Tzouanakis Intermediate School, both new and veteran, for
offering feedback in the form of interviews and questionnaire responses. These contributions
supported the development of the findings and recommendations in this report.
We appreciate Jennifer Rhoades, Assistant Principal at TZ, for her candid responses to our
administrator interview questions.
Thank you to Dr. Yonjoo Cho for her wisdom, guidance, and constructive feedback!

ii

TABLE OF CONTENTS
1. Introduction ………………………………………………………………………………………………………………….1
2. Aim and Scope……………………………………………………………………………………………………………….1
3. Background…………………………………………………………………………………………………………………...1
4. Frame Factors………………………………………………………………………………………………………………..2
5. Project Methodology …………………………………………………………………………………………………….3
6. Data Analysis (SWOT Analysis) …………………..…………………………………..……………………………..5
7. Findings………………………………………………………………………………………………..………………………..6
8. Recommendations………………………………………………………………………………..……………………….7
Appendix A: One-page Proposal…………………………………………………………………………………………..9
Appendix B: Permission Letter……………………………………………………………………………………………10
Appendix C: Interview Protocol……………………………………………………………………………………….…11
Appendix D: Survey…………………………………………………………………………………………………………….13
References…………………………………………………………………………………………………………………….…..17

iii

1. INTRODUCTION
1.1 This needs assessment report provides recommendations for Tzouanakis Intermediate

School for their new teacher on-boarding process. This report summarizes data analysis
methods and collection, findings, and recommendations.

2. AIM AND SCOPE
2.1 A needs analysis was conducted for Tzouanakis Intermediate School in Greencastle, IN

to achieve two goals:
 to identify gaps in new teacher onboarding
 to make recommendations to make this process more effective and efficient for
the new teachers of the school

3. BACKGROUND
3.1 Tzouanakis Intermediate School is a third through fifth grade intermediate elementary

school located in Greencastle, Indiana. The school employs approximately twenty-four
teachers: 6 third grade teachers, 7 fourth grade teachers, 6 fifth grade teachers, and 5
special education teachers. Tzouanakis has roughly 450 students. In the 2016-2017
school year, Tzouanakis had 5 new teachers in the building, and in the 2017-2018 school
year there are four new teachers in the building. Having a formal, effective, and efficient
onboarding process for new teachers has been identified as an area of need by the
principal and assistant principal.

1

4. FRAME FACTORS
4.1 Frame factors account for issues and limitations that present possible hindrances to

systematic and objective execution of the needs assessment project. The following
factors were identified to influence the scope and expectations for this project:
4.2 Overall Project
Limited time: Only 2 months were allocated to work on the project, which coincided with the
organization’s busy start of the school year and week-long school break.
Data collection methods: Modifications were done in conducting the focus group interviews.
Due to schedule constraints, some teachers and administrators for the focus groups had to do
individual interviews or email correspondence at separate times.
4.3 Consultants
Team member bias: One team member acting as an internal consultant for the school she
works for poses a potential bias.
Time and location constraints: Dispersed geographical locations of team members, with one
member in a remote time zone, present challenges in team communication and collaboration.
4.4 Organization
Time availability of stakeholders: Participation of stakeholders in interviews and surveys largely
depended on their available time from their teaching and administrative duties.
Multiple locations of stakeholders: The stakeholders being stationed in various classrooms and
offices tendered some challenges in organizing group interviews.

2

5. PROJECT METHODOLOGY

5.1 We used a 3-step approach including Initiation, Data Collection and Analysis, and Final
Production (see Figure 1).

Figure 1. 3-step approach

5.2 Initiation

The initiation step began with a client meeting including Jon Strube and Jennifer
Rhoades. During this meeting, we gathered background information as well as input
about client goals for the needs assessment. A one-page proposal (see Appendix A)
outlined a plan to collect data and determine focus group interview and survey
protocols. A permission letter (see Appendix B) communicated intents and purposes of
the needs assessment.

5.3 Data Collection and Analysis

We gathered data through use of a literature review, focus groups, surveys, and a
document review. A review of 17 articles demonstrated qualitative studies and
perceptual information from several teacher induction programs (see References). The
literature review helped frame the questions for the interviews and survey. A document
review including the District Mentoring Program for Beginning Teachers process
document and the New Teacher Orientation agenda revealed current practices in the
district. A total of 4 focus group interviews were conducted with 7 new teachers and 2
administrators (see Appendix B). A pilot survey was conducted with 5 participants.
Afterward, the revised survey (see Appendix C) was distributed to veteran teachers.
Five out of 16 veteran teachers (31% response rate) responded, 3 of whom were also
mentor teachers. A SWOT analysis was conducted to analyze data collected and
analyzed.

3

5.4 Final Production
Based on data analysis and the SWOT Analysis, we presented findings and
recommendations. The client offered feedback about recommendations and two
recommendations were re-ordered. We finalized the report and presented findings and
recommendations to client.

4

6. DATA ANALYSIS

6.1 A SWOT analysis demonstrates internal and external factors. Internal factors are sorted
into strengths and weaknesses. External factors are sorted into opportunities and
threats.

Strengths Weaknesses

● 2-day orientation offers district ● No organized protocols for assisting
policies and technology trainings teachers with their immediate needs

● All beginning teachers have an ● Inconsistency in mentor support and
assigned mentor teacher meeting frequency

● Administration check-ins and ● No goal setting and feedback for new
informal meetings teachers

● Weekly grade-level meetings and ● No school tour for beginning
teams offer support teachers to orient them to facilities,
resources, and services

● Teachers reluctant to leave
classrooms for observations or
trainings

Opportunities Threats

● House Bill 1449- Pilot Teacher ● Lack of state funding for formal
Induction Program Grant mentor training

● Indiana DOE PGP process to drive ● Changing state mandates make
new teacher PD selections and professional learning goals difficult to
goals set

● Collaborative communities to ● Teachers are overburdened with

support mentors and new teachers annual requirements.

● Free online support ● Unsupported teachers leave the
o New teachers- New Teacher profession

Support Center ● Required continuing education for
o Mentor training modules teachers reduces available time for
PD and collaboration

5

7. FINDINGS
7.1 Our analysis of the data collected as well as the SWOT Analysis revealed the following

positive and negative findings:
Positives
1. District-wide two day orientation for new teachers includes district policies and technology

training.
2. All beginning teachers have an assigned mentor.
3. Grade-level meetings offer support on a weekly basis.
4. Administration check-ins with new teachers provide support.
5. Google Suite is utilized for teacher collaboration.
6. Cost free opportunities for mentor training and new teacher support are available.

Negatives
7. There is no organized protocol for assisting teachers with their immediate needs.
8. Not all new teachers have a mentor teacher.
9. Mentor support and meeting frequency is inconsistent.
10. No goal setting and feedback for new teachers.
11. No training for mentor teachers.
12. New teacher orientation doesn’t offer a school tour of resources, facilities, and services.

6

8. RECOMMENDATIONS

8.1 Based on the findings, we present the following four recommendations:
Recommendation 1
Offer new teachers a school tour to orient them to facilities, resources, and policies during
the 2 day orientation. (Findings: 1, 2, 7, 8, 12)

 Create a New Teacher Handbook for teachers as a supplement to the Employee
Handbook.

 Mentor teachers will provide a tour of the school campus.
Critical success factors:

 All new teachers must have an assigned mentor teacher.
 Policies must be formalized and updated in the Employee Handbook.
Recommendation 2
Utilize relevant online resources to augment support for mentors and new teachers.
(Findings: 5, 6)
 Continue using online, technology based collaboration tools.
 Select online resources to support mentor trainings and new teacher support.
 Allow teachers time after school to utilize these online resources.
 Include the resources in a section in the New Teacher Handbook.
Critical success factors:
 Ensure that online resources are available to mentors and new teachers.
 Provide PGP points and/or certificate of recognition for use of these online

resources.
 Update technology tools as needed/necessary.
 Provide training of new technology tools.

7

Recommendation 3

Formalize a school mentoring program that aligns to the mentoring district program
initiative. (Findings: 2, 3, 4, 8, 9,11)

 Assign all new teachers a mentor teacher.
 Provide mentor teachers with training opportunities.
 Create minimal expectations for meeting frequency of mentors and mentees.
 Continue grade-level meetings and administration check-ins for continued

support of new teachers.

Critical success factors:

 TZ based school mentoring program must be updated as changes are made to
the district mentoring program.

 Administrators must be committed to mentoring program.
 Training opportunities and mentoring expectations must be provided to the

mentor teachers.

Recommendation 4

Set real life goals at the beginning of the year for new teachers to continue working towards.
(Findings: 4, 10)

 Administrators participate in beginning of the year meetings with all new
teachers and their mentors to set goals.

 New teachers and mentors periodically meet to discuss progress on the goals
that were set.

 Administrators can discuss goal progress with new teachers during post-
observation meetings.

 Administrators participate in end of the year meetings with the new teachers
and their mentors to review the goals that were set and begin discussing new
goals for the following year.

 Administrators to set up goal setting and review meetings.

Critical success factors:

 New teacher, mentor, and administration actively collaborate in the goal setting
process.

 New teachers actively work towards meeting their goals throughout the school
year.

 Prioritize quality, measurable goals to be set by new teachers (SMART goals).

8

APPENDIX A: One-page Proposal
9

APPENDIX B: Permission Letter
10

APPENDIX C: Interview Protocol

New Teacher Focus Group Interview

Onboarding Process
1. Name some things you liked about the onboarding process you went through as a new
teacher.
2. What are some things you might change about the onboarding process you went
through as a new teacher?
3. If you have taught elsewhere, how was your onboarding process similar or different?

First Year at TZ
1. When you think of your first year in the school, which percentage of the following types
of support helped you. ____ Onboarding process ____Fellow teachers in the school
____Designated mentor teacher ____Teacher Education program

Mentor Teachers
1. Do you have a mentor teacher? If so, how were you introduced to your mentor teacher?
2. What impact has your mentor teacher had on your learning during your first years?
3. On average, how often do you meet with your mentor teacher? _ Weekly _ About twice
a month _ About once a month _ Less than once a month _ Never
4. How would you rate your mentoring relationship? _ Very satisfying _ Somewhat
satisfying _ Neither satisfying nor dissatisfying _ Somewhat Dissatisfying _ Very
dissatisfying

Support at TZ
1. Who do you turn to when you have questions or need support: Mentor teacher,
Another new teacher, a veteran teacher, an administrator? Please explain why you
chose that person.
2. Do you have the opportunity to observe veteran teachers?
1. Have you ever utilized this opportunity? Why or why not?
3. Explain your perceived level of support from your administrators between 1 and 5 (1- no
support 2- infrequent contact 3- some support, supportive when I ask for help 4-
supportive 5-highly supportive)
4. Name some areas for which you have sought support or needed support during your
first years at TZ?
5. From whom would you like more support? Administration_ Veteran teachers_ Fellow
new teachers_ Mentor teacher_

Technology
1. Was any social media platform (or any online tool) used to share information and
promote collaboration amongst new teachers, admin and other staff during onboarding
process? Do new teachers and mentors communicate or collaborate online?
2. What kinds of educational technology training do new teachers participate in during the
onboarding process? How are the trainings done? How effective are they?

11

Human Resources and Administration
1. How is the HR involved in the onboarding process? What information and services from
the HR do new teachers need to know?
2. Do new teachers set goals with their administrators at the start of the school year? If so,
are these revisited at the end of the year?

Administrator Interview

1. How do you define “beginning teachers”? Is there a difference between “beginning
teachers” and “new teachers”?

2. What are the similarities between the first step in the onboarding process for new
teachers and beginning teachers?

3. How frequently do you check in with new teachers?: 0-2 times per year 3-5 times 6-9
times Weekly

4. How frequently do you formally observe new teachers? 0-2 times per year 3-5 times 6-
9 times Weekly

5. How are new teachers evaluated in their first years of teaching at TZ?
6. How are new teacher schedules created with intention to meet their individual new

teacher goals?
7. How is the onboarding process for practiced teachers different from the onboarding

process for newly licensed teachers?
8. How are mentor teachers and new teachers matched?
9. What professional development opportunities are available for new teachers? Are

these different than their veteran peers?
10. What types of induction and/or orientation-type opportunities do you offer to first year

teachers to acclimate them to your school?
11. What type of trainings do mentor teachers receive to assist new teachers?
12. How do you ensure that teacher mentors are held accountable for establishing and

maintaining a quality mentorship with new teachers?

12

APPENDIX D: Survey Questionnaire
13

14

15

16

REFERENCES

Barbara, L. B., & Marilyn, L. G. (1998). Beginning teacher induction programs: The role of the
principal. The Clearing House, 3, 179-183.

Cherian, F., & Daniel, Y. (2008). Principal leadership in new teacher induction: Becoming agents
of change. International Journal of Education Policy and Leadership, 3(2), 1-11.

Dabbs, L. (2017). New Teacher Mentoring Project. Retrieved from
http://www.lisadabbs.com/new-teacher-mentoring-project

Eidson, K.W. (2009). Second-year teacher perceptions of a teacher induction program: A close-
up of one school district. Doctoral dissertation, Texas A&M University.

Herrington, A., Herrington, J., Kervin, L. & Ferry, B. (2006). The design of an online community
of practice for beginning teachers. Contemporary Issues in Technology and Teacher
Education, 6 (1). pp. 120-132.

Hong, Y., & Hong, G. (2013). Making sense of the “zero effect” of comprehensive teacher
induction programs: A mediational analysis [Abstract]. Society for Research on
Educational Effectiveness (SREE), 1-11.

Joerger, R. M., & Bremer, C. D. (2001). Teacher induction programs: A strategy for improving
the professional experience of beginning career and technical education teachers.
National Dissemination Center for Career and Technical Education.

Kang, S., & Berliner, D. C. (2012). Characteristics of teacher induction programs and turnover
rates of beginning teachers. Teacher Educator, 47(4), 268-282.

Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction: A narrative-
biographical study on teacher socialisation. Teaching and Teacher Education, 18, 105-

17

120.
Meyer, T. (2002). Novice teacher learning communities: an alternative to one-on-one

mentoring. American Secondary Education, 27-42.
Molitor, S., Burkett, D., Cunningham, A., Dell, C., & Presta, A. (2014). A fresh approach for fresh

faces: Central office leaders adopt strategies to support new teachers. Journal for Staff
Development, 35(5), 53-56.
National Center for Education Evaluation and Regional Assistance. (2009). Comprehensive
teacher induction. NCEE Evaluation Brief. NCEE 2009-4069.
New Teacher Support Center. Retrieved from https://newteachersupportcenter.com/
Perry, B., & Hayes, K. (2011). The effect of a new teacher induction program on new teachers:
Reported teacher goals for excellence, mobility, and retention rates. International
Journal of Educational Leadership Preparation, 6(1).
Professional Growth Plan (PGP), (2017, May 22). Retrieved from
https://www.doe.in.gov/licensing/professional-growth-plan-pgp
Smith, S. J., & Israel, M. (2010). E-Mentoring: Enhancing special education teacher induction. N.
Special Education Leadership, 23(1), 30-40.
Taranto, G. (2011). New-teacher induction 2.0. Journal of digital learning in teacher education,
28(1), 4-15.
Williams, N. V., & Gillham, J. C. (2016). New teacher perceptions of induction programs: A
study of open-ended commentary. Mid-Western Educational Researcher, 28(3), 218.
Wood, A. L. (2005). The importance of principals: Site administrators' roles in novice teacher
induction. American Secondary Education, 39-62.

18

Zembytska, M. (2016). Mentoring as the core element of new teacher induction in the USA:
Policies and practices. Comparative Professional Pedagogy, 6(2), 67-73.

19


Click to View FlipBook Version