Exploratorium Teacher Institute

Teacher
Induction
Program
Overview

The Exploratorium is an interactive museum of science, art, and human

perception, dedicated to fostering learning through exploration. The Teacher
Institute (TI), founded in 1984, brings that mission into the classroom by
helping middle school and high school teachers deepen their understanding
of science concepts and enrich their teaching with hands-on, inquiry-
promoting activities. The Teacher Institute offers its member teachers
lifelong support in the form of science workshops, summer institutes, and
personal contact with the scientists and science teachers on staff.
In 1998, in response to the growing number of new science teachers in local
schools and mindful of how difficult it is to retain new teachers, the Teacher
“In the early design of the program, it
Institute created the Teacher Induction Program. The program is designed was fascinating to watch how much
to support new science teachers in their first two years of teaching (the the veteran teachers—mentors and
Beginning Teacher Program) and to train mentors and classroom coaches to coaches—wanted to share with the
work with the new teachers (the Leadership Program). It’s an alarming fact novices, as if they could get 28 years
that more than a third of beginning teachers leave the profession within of experience condensed into a 30-
the first few years. Research indicates that the single most effective way to
minute sit-down session! The novices
prevent this exodus is by supporting the beginning teacher in those early
years of teaching. were grateful but overwhelmed, the
proverbial drinking from the fire-hydrant
The Teacher Induction Program is unique in that it is discipline-specific
and tries to match mentors and novices closely for curriculum and grade problem. Since then, the program
level. Although this is not always possible, a menu approach, which gives leaders have found very clever ways
new teachers a choice of workshops on a variety of topics, access to mentors for the mentors and coaches to share
and coaches with varied expertise, and access to Exploratorium scientists, their expertise in bits and pieces that
ensures that the new teachers get the kind of specific support they need. perfectly match what the beginning
Our hypothesis was that a discipline-specific program would not only help
retain new teachers but would produce effective science teaching practices
teacher is seeking. ”
earlier in a new teacher’s career. —Dennis Bartels
Exploratorium Executive Director
Our coaches and mentors, along with the TI staff, take a practical approach
to dealing with the difficulties and challenges a new teacher faces, offer-
ing concrete support with everything from science content and pedagogy to
classroom management to ordering supplies. At the same time, though, we

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 Exploratorium Teacher Institute
Teacher Induction
Program Overview
try to keep our philosophy of teaching and learning very much in the forefront.
And, despite the day-to-day chaos that new teachers often experience, we hope
we help them keep in mind the big ideas and ideals of our profession. For it
is the awareness of being involved in a profession dedicated to the transmis-
sion and nurturing of learning and culture that unites and energizes teachers
throughout their careers.
Beginning science teachers learn about the program in a number of ways. The
Teacher Institute sends information to local school districts and personally
contacts principals, secretaries, and science department heads to identify and
recruit new science teachers. Many new teachers find information about the
program on the Exploratorium Teacher Institute Web site ([Link]-
[Link]/ti). Teacher Institute alumni, including new teachers who have been
through the program, encourage their peers to participate. At this point, many
of the applicants to the program have
heard about it by word of mouth.
Among TI’s professional community of
more than 2,000 veteran science teachers
are many seeking a way to pass on their
accumulated wisdom and “trade secrets.”
Each year TI recruits applicants from this
community to participate in the Leader-
ship Program for two years. These expe-
rienced teachers, serving as mentors and
coaches, embrace novice science teachers
as members of the Teacher Institute pro-
fessional community, help introduce them
to practices of teaching science as inquiry,
and help induct them into the larger guild
of the science teaching profession. The
veteran teachers are formally prepared
for these tasks in a four-week TI Leadership Institute. Mentors are classroom
teachers who lead support group meetings and co-lead Saturday workshops.
They are also available to give support by telephone or e-mail. Coaches are
retired teachers or teachers on sabbatical who visit the beginning teachers in
their classrooms, co-lead the workshops, and attend their new teachers’ support
group meetings when possible. (A program at another institution might employ
one person to fulfill the roles of both mentor and coach.)

Why Experienced Teachers Become Mentors or Coaches

Many people who choose teaching as a career do so because they want to
have a positive influence on their community and society at large. They want “I was interested in becoming a mentor
to share their love of learning and the excitement they feel about the world at the Teacher Institute because I had
around them and the accomplishments of scientists, writers, artists, historians,
felt so honored and recognized as a
and others. Most teachers, as they become proficient, want to pass on their
knowledge to newer members of the profession. They are lifelong learners and teacher when I came to workshops
lifelong teachers! here. I wanted to share my enthusiasm
and techniques for teaching science
Most people who join a formal mentoring program have been informally
helping new teachers and collaborating with their peers for years. They want with new teachers and to welcome
to learn more ways to be supportive of new teachers and to discuss ideas and them into the professional group of
perspectives with others who are in similar roles. They want to become aware
of new developments in science and science education, and they seek situa-
”
Teacher Institute teachers.
—a mentor
tions where they will learn alternative curriculum and management strategies.
Novice teachers have recently been exposed to new research and modern

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 Exploratorium Teacher Institute
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Program Overview
techniques for implementing curriculum, and mentors and coaches see that
they can learn from the new teachers as well as share some of their experience.
Devoted teachers desire to see their profession stay vibrant; they find satisfac-
tion in the idea of cycling knowledge and skills from older practitioners to the
younger members who will carry on the traditions. They want to support new
teachers and help them feel that they’re valued members of a noble guild.
Mentors and coaches also hope to gain personal satisfaction from the work and
from the relationships that develop with the new teachers and among themselves.

Risks and Rewards for Program Participants

Mentoring or coaching may be a desirable and natural direction for an experi-
enced teacher to take, but it’s not always an easy transition. Mentoring is new
territory for the experienced educator, just as teaching is for the novice. There
can be similar risks, problems, and rewards.
Mentors and coaches take risks—the risk of being rejected, of appearing out of
touch, of feeling inadequate. A demonstration or model lesson might bomb, or a
“Starting to work as a coach was a little
intimidating at first, but it soon turned
class may be unmanageable, leaving the coach wondering what kind of help she
or he could possibly provide for the new teacher. There could also be communi- out to be one of the most exciting and
cation problems or misunderstandings, or even personality conflicts between rewarding jobs I’ve had. After years
the mentor and the new teacher. in my classroom, getting to visit so
Mentors and coaches need many different schools and teachers
to hone their communication was exhilarating; sharing teaching
skills before approaching ideas and adapting them to different
the inexperienced teacher to situations gave me a whole new
offer help. They need to plan
perspective on the teaching profession
how to put the new teacher
at ease, defusing defensive- and the amazing new teachers who are
ness and resistance so they ”
entering it.
can begin to build a trusting —a coach
relationship as colleagues
working together.
New teachers who agree
to have a mentor also take
on many of the same risks.
They may be afraid to show
an incomplete or inadequate understanding of a concept. There may be equip-
ment in the lab that they don’t know how to use. (And little do they know that
for many years no one else has known how to use it either!) They may feel that
they can’t control their class and see it as a personal failing that they’re afraid
to let anyone else witness.
New teachers see themselves as the helpers of their students, so they may
feel uncomfortable with someone helping them. In addition, they don’t know
if they’re doing a good or bad job—they have little experience to judge by, and
they’re too consumed in getting through the day to see the big picture. There
can be a terrible “monster in the closet” for a new teacher, and that monster is
the thought that many things are going wrong that they aren’t even aware of.
For many new teachers, it’s very difficult to find the time and energy for
one more thing. What’s more, many new teachers don’t know what kind of
assistance they need, especially in their first year. The numerous demands
of curriculum, accountability to standards, classroom management, com-
mittee meetings, and students’ individual needs are overwhelming, and all

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 Exploratorium Teacher Institute
Teacher Induction
Program Overview
seem equally important and time consuming. It takes motivation and a real
commitment to the profession for a new teacher to request or consent to be
mentored. Mentors and coaches must remember to respect and honor the new
teacher for this commitment.
When the mentor-teacher relationship develops and grows, however, it’s a
rewarding experience for both. The reward for mentors is in seeing novice
teachers become proficient in the art of teaching and seeing them develop
confidence, become more relaxed, and even have fun! It’s a thrill for a mentor
when new teachers successfully use strategies and ideas she or he has helped
them develop. For the beginning teacher, in addition to benefiting from the help
provided, it’s rewarding to have an experienced teacher available to share the
joys and pains of the first years of teaching.
For both the experienced teacher and the novice, there’s a new friendship
with someone who shares interests and values, and there’s the satisfaction
of working together to develop a project or refine a technique. Novices and
mentors learn from each other. And there’s a mutual respect and acknowledg-
ment of the importance of good teaching.

The Leadership Institute

The four-week Leadership Institute provides training for the mentors and
coaches during the summer before they begin their work with the new teach-
ers. The Institute sets the tone for the Leadership Program. It offers an oppor-
tunity for the participants to think deeply about teaching as a profession and
as an art. The teachers who attend the Institute come from varied personal and Advance questions for
professional backgrounds. They are different ages and have diverse opinions. As the panel members
they share ideas, think about best practice, give model workshops, and remem-
ber together their own first years of teaching, they develop a group unity and a • What were your hopes and goals when
common commitment to the program’s mission. They become acquainted with you began a relationship with new
each other’s strengths, and they ask each other for ideas and support. They see teachers? How did your ideas change?
that mentoring a new teacher is a communal effort.
During the Leadership Institute, mentors and coaches learn about the history of • What did you find to be the common
mentoring and the unique aspects of mentoring science teachers. They generate needs of new teachers? Were there
ideas about the elements of good teaching, how to incorporate inquiry into the differences in their issues between year
curriculum, and how one and year two? How did your issues
to help new teachers change between year one and year
fulfill state science two?
standards without
“teaching to the • What topics worked best for your
test.” Participants do teachers?
Exploratorium activi-
ties with Teacher • What made your most effective
Institute staff, and meetings successful?
afterward they think
about how an activ- • What were the most difficult situations
ity could fit into and you encountered? How did you deal
enrich science cur- with them?
riculum. They discuss
a number of readings • What did you do if you felt frustrated by
about educational new teachers not communicating well?
issues. A panel of former coaches and mentors comes one day to talk about their
experiences and answer questions. All these activities are aimed at helping the • Did you find that it was helpful to have
mentors and coaches gain confidence in their ability to focus on the new teachers’ some generic “stuff” on hand at mentor
needs and to develop the knowledge of how to assist them. meetings and coaching visits?

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 Exploratorium Teacher Institute
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The mentors and coaches learn about their different but complementary roles
and about their shared role in leading Saturday workshops for the new teach-
ers during the school year. They generate a list of ideas for the workshops, such
as lab safety, classroom management, and exciting lesson starters.
About two-thirds of the coaches and mentors choose to also attend the Lead-
ership Institute prior to their second year in the Leadership Program. The
overlap of first- and second-year participants leads to thoughtful conversations
about guiding new teachers, and it helps the newer mentors and coaches begin
their task with a sense of what they might encounter and how to get over some
hurdles. For example, because the coaches are usually considerably older than
the beginning teachers, there’s the potential for missing cues or misinterpret-
ing messages from each other. The experienced mentors and coaches have
learned effective ways to communicate, and they can describe the insights
they’ve developed. “It is more than building a curriculum
box—it is the process of the
The core experience of the Leadership Institute is the time the mentors and
coaches have with about thirty new teachers building “teaching boxes.” The curriculum box. I started to see the
new teachers select topics to build a set of lessons around, such as genetics or linearity of planning a lesson—how
force and motion. Then two or more mentors or coaches and the new teach-
ers who have chosen the same topic work together for a total of about 16 to 20
to go from A to B.”
—first-year teacher
hours. They develop or collect curriculum, design assessments, discuss sequenc-
ing and big ideas, and collect realia for the lessons. This experience allows
everyone to teach and learn, as mentors and coaches share their expertise
and new teachers hone their skills. Each day the mentors and coaches have a
debriefing session, discussing the accomplishments and frustrations they’re
experiencing in working with the new teachers. This is invaluable training for
the coming two years when they will be going out alone to classrooms or over-
seeing groups of new teachers at support group meetings.
The first Leadership Institute, held in the summer of 1998, was very different
from what it has become. That year the participants made long lists on chart
paper of what new teachers should do and what they needed to know. Since
then the focus has turned more to what mentors and coaches should do and
know, but thinking about the needs of new teachers is still the primary theme.
The Leadership Institute continues to evolve, keeping ideas that work, chang-
ing those that don’t, and incorporating ideas and suggestions from previous
mentors and coaches and from the new teachers in the program. This core prac-
tice of responding to the participants’ feedback and applying their ideas keeps
the program alive and gives the participants true ownership of its outcomes.

Structure of the Leadership Institute

The Leadership Institute is four weeks long; the hours are usually from about
11:00 a.m. to 3:30 p.m. The last three weeks of the Leadership Institute run
concurrently with the classic TI Summer Institute, which offers workshops on
a variety of science and mathematics topics. The novice teachers attend this
institute after their first year in the Beginning Teacher Program.
During the first week of the Leadership Institute, we lay the groundwork for
mentoring and coaching. Participants spend time thinking about the elements
of good teaching, the needs of new teachers, and the roles of the mentor and the
coach in supporting new teachers and inducting them into “the Exploratorium
way”—which is to provide hands-on experiences of phenomena with simple,
inexpensive materials.
We assign homework—articles about best practice in science teaching, and
issues in education such as inquiry, differentiation, and English language

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 Exploratorium Teacher Institute
Teacher Induction
Program Overview
learners—and the
participants write a
memoir about their
first day or year of
teaching. Discussions
of the readings lead “Not having had mentoring or coaching,
to understanding I got caught in a few traps. First, having
different perspectives to finish the curriculum meant calling
on educational issues. on the eagers most of the time and not
We have found that invoking the eight seconds of silence
providing time for the
rule for thought before answering.
participants to reflect
on these topics and Second, I was of the cultural mindset
to discuss them with ”
that ‘If they did it, I have to grade it.’
each other is very —from a memoir
valuable. Teaching is
still primarily a solitary job, and during the school year there is little time or
opportunity for teachers to discuss philosophical ideas with their peers.
On Friday of the first week, the mentors and coaches read their memoirs.
Telling these stories creates a feeling of community, and participants learn the
power of stories in developing trust.
During the next three weeks, the mentors and coaches give model lessons for “I used to think that if I were a good
the group, they continue their discussions of best practice, and they work with teacher I would do these things:
the new teachers making teaching boxes.
—Be in love with all of my kids. I’m not.
The mentors and coaches work in pairs to present a model lesson to the group.
We encourage them to work on a prototype pedagogy lesson that they might —Never make bad decisions. I do.
present to the new teachers in the fall. We want them to think about how to —Have all the answers. I don’t.
incorporate elements of experiential learning into the lesson. Afterward, the
group discusses the lessons. —Erase all issues of discipline. Nope.
Mentors and coaches also read scenarios of possible situations they may —Always move forward. Sometimes
encounter—based on real experiences of teachers in our program—and discuss I move backwards in one area or
what they would do. They triage the problems encountered in the scenario. It’s another.
important for mentors and coaches to realize that they can’t fix everything, and
that they will sometimes feel overwhelmed by the number of things that go —Always know how to help a kid. I
wrong or by the difficult working conditions of the new teachers. (See sample
Leadership Institute agenda on page 12.)
don’t.”
—from a memoir

Teaching Boxes
The idea for teaching boxes came from realizing that most experienced science
teachers have closets or garages full of boxes of materials used for teaching
different science topics. Often these boxes have copies of the lessons to be used,
background information, lists of resources, and so forth. Having mentors and
new teachers work together to construct a teaching box gives them an opportu-
nity to discuss the important ideas of a specific topic and ways to sequence and
communicate those ideas.
Together, the mentors and new teachers choose activities or labs and create
assessment tools based on what the teaching goals are. This gives mentors
an opportunity to model how to select the most appropriate activity or lesson
from among the sometimes overwhelming variety of resources available. As
the mentors and new teachers work, they collect the materials and background
information needed to teach the lessons, and put them in the box. We use
storage boxes (12" 3 15" 3 10") that are available at office supply stores.

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 Exploratorium Teacher Institute
Teacher Induction
Program Overview
At the Exploratorium, we empha-
size doing science activities that
use inexpensive (or free) and easy-
to-obtain materials. Therefore, the
boxes may have class sets of film
canisters, drinking straws, balloons,
and other common materials. The
mentors and coaches emphasize
concrete, hands-on experiences
of phenomena and show the new
teachers how to use simple ma- “I definitely used my box. . . . When it
terials to teach real science. The was time to bust it out, I was so relieved
teaching box is also an important to have everything that I needed for the
organizational structure that keeps
related curriculum ideas together,
whole week right in there. ”
—first-year teacher
and provides a place to add new
activities and resources.
Every summer, we ask the new
teachers, “When is your teaching
box finished?” and we hope they
answer “Never!” Teaching boxes
are works in progress. During the
school year, the classroom coaches can help teachers organize their materials
into teaching boxes at the beginning or end of a unit. (See The Teaching Box on
page 21.)

New Teacher Orientation

Early in the school year we hold a Beginning Teacher Orientation Day. The
morning is spent introducing all the first-year novice teachers to the Explora-
torium and informing them of the program requirements and benefits—
“administrivia.” At lunchtime the second-year novice teachers and the mentors
and coaches arrive, and everyone has lunch together.
The new teachers sign up for fall workshops, people who will be in the same
support group meet each other, and mentors and coaches introduce themselves
to the new teachers and tell them what special expertise they can offer. The
day helps start the year on a positive note—all the teachers feel appreciated,
and the new teachers see that the Teacher Institute staff and the mentors and
coaches want to do everything in their power to make their first years of teach-
ing successful and fulfilling. (See Beginning Teacher Orientation Day agenda
on page 22.)

Support Groups
One of the requirements of the Beginning Teacher Program is that the new
teachers attend at least two mentor-led support groups per semester. We prefer
that they attend regular meetings, and some groups meet monthly with great
success. But many new teachers are overburdened and overcommitted and feel
they cannot attend support group meetings that frequently.
Each mentor is assigned a group of six to ten new teachers. The groups are
based on a number of variables, such as grade level, subject area, and kind
of school, public or private. We’ve found an important factor in promoting
attendance at the support group meetings is location. New teachers just don’t
have the time to drive very far to attend group meetings. We usually pair

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 Exploratorium Teacher Institute
Teacher Induction
Program Overview
two mentors on
Orientation Day
when they meet
their new teach-
ers, and they can
decide whether to
schedule meet-
ings together or
separately. Some-
times mentors
find that they can
build a relation-
ship with their
new teachers via
phone or e-mail.
During the Lead-
ership Institute
we will have dis-
cussed and listed numerous possible topics for group meetings. We also have an
evolving list of suggestions for meeting locations, such as at the different teach-
ers’ schools. In addition, we will have talked about the importance of valuing
and protecting the confidentiality of the support group participants.

Coaching Visits
Coaches have a group of nine to eleven new teachers. The new teachers receive
a minimum of two coaching visits per semester for both years. Coaching visits
can take many forms, including a classroom observation, a demo lesson given
by the coach, a lesson taught jointly by the coach and new teacher, or a session
with the coach and new teacher planning curriculum or discussing a particular
issue. As the beginning teacher and the coach form a relationship, they can
better decide the most appropriate focus for a coach’s visit. Planning for coach-
ing visits and follow-up discussions can be done via e-mail, which seems to be
the most effective way of communicating with the beginning teachers.
We’ve found that the needs of the new teachers change as they progress from
year one to year two. The first-year teachers may require more visits than those
teaching for their second year; however, sometimes they’re more reluctant to let
the coaches into their classrooms, and they don’t respond to solicitations from
the coaches. The coach may need to take the initiative and suggest visiting at a
particular time.

Mentor and Coach Reports

Whenever a coach visits a new teacher, or a mentor has a support group
meeting, he or she files a report form, which can be downloaded from the TI
Web site. The forms include the date, time, location, and topics addressed. The
TI Leadership Program staff read the reports to keep up with what’s going on
with the new teachers and the mentors and coaches. A mentor or coach can
request help by checking a box on the form. Filing these reports in a timely
manner is very important, as that’s the way the TI staff finds out about prob-
lems that require intervention or special kinds of support, either for the new
teacher, or for the mentor or coach. Also, coaches and mentors can tell the staff
about notable accomplishments of the new teachers, and we can all celebrate!

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 Exploratorium Teacher Institute
Teacher Induction
Program Overview
New Teacher Workshops
One of the most successful components of the Teacher Induction Program is
the series of workshops held during the school year. The Teacher Institute has
been offering science content workshops on Saturdays for more than twenty
years, and many teachers have been coming to at least one workshop a year
for a long time! But when
we started the Beginning
Teacher Program, it soon
became evident that there
were other areas, such as
classroom management,
lab safety, and long-term
planning, in which most
new teachers needed
support and ideas.
Coaches and mentors work
together to plan and teach
the workshops. The goal
is to model best practice
teaching techniques at the
same time as passing on
valuable information. Many topics, such as classroom management, come up
every year. These reflect basic, obvious, new teacher needs. But other topics,
such as grant writing or sex education for middle school, are products of a
specific group of mentors and coaches. There seems to be a difference in the
workshops attended by year-one and year-two new teachers, with the second-
year teachers choosing fewer management-oriented offerings.
The structure of the workshops varies according to the subject matter, but the
basic agenda generally includes the following:
• opening introductions
• overview
• activity
• handout
• discussion
• wrap-up and networking (sharing e-mail addresses and resources)
We’ve found that the new teachers are highly interested in hearing how their
peers are solving problems that they share. So there’s always time for discus-
sion and networking at the end of the workshop.
The two-hour workshops are usually offered on Saturdays, after Teacher
Institute content workshops. New teachers are required to attend two of these
workshops per semester. Lunch is provided—sandwich fixings, chips, and so
forth, and that boosts attendance. (See Sample New Teacher Workshop Topics
on page 23.)

Support from the Teacher Institute Staff

Historically, Teacher Institute staff—scientists and teachers—have visited
classrooms on request to work with teachers on specific science topics. Since the
advent of the Beginning Teacher Program, there is a greater demand for these
visits. The new teachers are encouraged to ask staff scientists questions and to
use them as a resource.
The mentors and coaches, too, are encouraged to use the resources of the
Teacher Institute in their work with the new teachers, whether it means

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 Exploratorium Teacher Institute
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Program Overview
discussing a science issue, getting
ideas for classroom manage-
ment, or asking someone to visit
a classroom. TI staff help the
mentors and coaches prepare for
their workshops, and they attend
support group meetings when
possible.
In addition, when the new
coaches first go out to classrooms,
a TI staff member or an experi-
enced coach accompanies them.
After the visit, the two discuss
the session and prioritize the new
teacher’s needs and requests. It’s
helpful and reassuring for the
new coaches to have this support
at the beginning.

Midyear Coach Meetings

About twice a year, in midsemester, TI staff from the Leadership Institute meet
with the coaches. The purpose of the meetings is to find out how the year is
going for them, give them a chance to share stories with each other, and gener-
ally take the pulse of the program. Although there are common needs that new
teachers face every year, we have also found that each year is different in tone.
We encourage the coaches to notice the differences in requests and needs of the
beginning teachers in year one and year two, and we ask them to share strate-
gies that are working for them in helping the new teachers. The conversations
at these meetings get to the heart of the program. Veteran teachers examine
the difficulties and pleasures of passing on their expertise. They show compas-
sion for teachers starting out in the difficult situations that many face today.
They commiserate and take comfort from each other in how much work it is to
initiate and nurture small changes. And they celebrate success stories. These
coach meetings provide a structure for communication among the coaches and
promote the sharing of their knowledge and skills.

Festivities
In December, and at the end of the school year, the Teacher Institute sponsors a
party for the mentors and coaches. The main purpose of these events is to show
our appreciation, but at the winter event we also ask the group to decide on a
list of workshop topics for the spring semester. Mentors and coaches schmooze,
talk on and off topic, and reconnect with TI.
The June party allows us to say a formal thank-you to the “graduating”
mentors and coaches who have been with us for two years. We can’t pay them
much, but we really do respect their work!

Growth of New Teachers over the Two-Year Period

The beginning science teachers who join the Exploratorium program are enthu-
siastic, tend to overprepare, may plan to “cover” a topic without respect to the
students’ background information, schedule more teacher talking than student
activity, and tend to be unfamiliar with using or organizing hands-on activities.

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 Exploratorium Teacher Institute
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Program Overview
Some see coach visits as a possibly intimidating evaluation, and they may
prepare a special lesson for the coach’s visit. They are often unable to identify
the kind of help they need.
By the second year, new teachers become more confident, more focused, and
better able to specify what kinds of help they would like. At the end of their
first year of teaching, or after their first summer workshop, many evaluate
their teaching experience and decide on changes for the future or a new focus.
They have accumulated more materials in their classrooms. They are less
threatened by students’ talking during activities and labs. Second-year
teachers are more willing to share a “regular day” with the coach, who they
now tend to view more as a colleague than evaluator.

Growth of Mentors and Coaches over the Two-Year Period

We see many positive changes in the new teachers during their time in the
Beginning Teacher program. We also see changes, albeit more subtle, in the
mentors and coaches over the two-year period. As they work with the new
teachers, mentors and coaches remember what it’s like to be a new teacher.
Their confidence increases as they find the needs of new teachers are often
similar, and that they have a repertoire of skills to offer. They notice that their
own classroom management skills are broadened and reinforced as they apply
them to different situations. Mentors and coaches find that their ability to work
productively with colleagues is enhanced by working with the new teachers,
and that their perspective on mentoring may change as well. As one mentor
said, “In the second year I talked less and listened more.” The experiences of
the mentors and coaches and the problems that they encounter are the basis of
important contributions to the Leadership Program.

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 Exploratorium Teacher Institute
Teacher Induction
Program Overview
Exploratorium Teacher Institute
Leadership Institute
June 19–July 13

Week One
Tuesday, June 19: Introduction

11:00 a.m. Welcome, name tags, bagels, etc.

11:30 a.m. to 12:30 p.m. A TI staff member will go low-tech with a high-tech concept, using agar
and food coloring to demonstrate gel pheresis.

12:30 p.m. to 1:00 p.m. Introductions.

Discuss the history of mentoring, including a brief overview of the

Exploratorium’s program and its unique aspects.

Read Exploratorium founder Frank Oppenheimer’s inspiring speech,

Living a Fruitful Life.

1:00 p.m. to 1:30 p.m. Break/lunch

1:30 p.m. to 2:00 p.m. What constitutes good teaching? Make a list.

2:00 p.m. to 3:00 p.m. Administrivia. Go over the schedule and highlight important points:

Memoirs: Participants are asked to write a 1–2 page memoir of their first
days or first year as a teacher to be read on Friday, June 22.

New Teacher Workshops: Starting next week, participants will work with
a partner to choose a topic and develop a 30–45 minute presentation.
The actual workshops during the school year will be two hours long; the
purpose of this exercise is to get feedback from the group, including sug-
gestions of things to include, and to get a feeling for presenting to other
teachers.

On Friday, June 29, mentors and coaches may present a 10–15 minute
mini-lesson or activity. This is optional. On subsequent Fridays, mentors
and coaches will attend the classic TI Summer Institute workshops to
observe or help out with novice presentations.

Iron Science Teacher Webcasts: Mentors and coaches are encouraged

to join the competition for the “iron science teacher” title by creating ac-
tivities using a “secret” ingredient. The Webcasts will be Fridays at noon
on June 29, July 6, 13, and 20. (URL for archived Iron Science Teacher
Webcasts: [Link]
browse&project=11.)

On Monday, July 9, we will present a “First Day Fair.” Mentors and

coaches will model or show activities that they use during the first days
of the school year.

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The shop will be open next week, and participants may build a shop
project if they wish. (Shop hours: M–F, 10 a.m.–4 p.m.)

There will be homework some days—mostly reading articles about men-

toring and teaching practice that will usually be discussed the next day.
Everyone is welcome to bring in resources/readings that would benefit
the group.

Note that a visit to RAFT (Resource Area for Teachers) is scheduled for
July 3. Participants are invited to present an activity or demonstration
using RAFT materials, but this isn’t mandatory.

3:00 p.m. to 3:30 p.m. We’ll go on a floorwalk to see new exhibits.

Handouts
(See citations for selected Handouts on page 24.)
1. Agenda
2. Special Dates and Times to Remember
3. Field Trip and Pathways information
4. Frank Oppenheimer's Living a Fruitful Life speech
5. List of required elements for new teachers
6. Five Things to Expect from Mentoring and Coaching
7. Things to Remember about Mentoring
8. The Role of the Mentor
9. “Qualities of Best Practice in Teaching Science”
10. “A Science Teacher’s Characteristics”
11. Science Content Standards for California Public Schools

Homework
• Begin writing memoir, due Friday, June 22.
• Begin reading Science Content Standards. California Frameworks
are also available for anyone who’s interested.
• Read “Best Practice” and other articles.

Wednesday, June 20: Roles of the Mentor and the Coach

11:00 a.m. to 11:15 a.m. Discuss the articles about mentoring.

11:15 a.m. to noon Discuss the roles of mentors and coaches.

• What are the qualities of an effective mentor, and what are the expec-
tations of mentors? Look at “Things to Remember about Mentoring”
and “The Role of the Mentor” from yesterday’s handouts.

• What kinds of things do we expect to see in new teachers’ classrooms?

• What needs do we anticipate their having, both inside and outside of

class? Begin a list.

• How can we assist beginning teachers? What are our priorities? Are
they the same as the new teachers’ priorities?

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• What kinds of changes would indicate the new teachers are benefiting
from the program?

(We’ll continue this tomorrow.)

noon to 1:00 p.m. Science Colloquium: We’ll join Exploratorium staff members at the
weekly colloquium to hear a talk about Pluto’s status as a planet.

1:00 p.m. to 1:30 p.m. Break/lunch

1:30 p.m. to 2:30 p.m. The director of the Teacher Institute will talk about the Beginning Teacher
Program.

2:30 p.m. to 3:00 p.m. We’ll visit the Learning Commons (library). Summer hours are M–F,
10 a.m.–4 p.m.

3:00 p.m. to 3:30 p.m. We’ll add to our “good teaching” list.

We’ll read some memoirs from past Institutes if time allows.

Handouts
1. “To Hypothesize or Not to Hypothesize”
2. “A Testable Prediction”
3. “Teaching Skills for a Successful Thinking Classroom”
4. “The Right Question at the Right Time”
5. “Beyond Support: Taking New Teachers Seriously as Learners”
6. “California Standards for the Teaching Profession” (edited version)
7. The Mentoring Guide
8. The Coaching Guide

Homework
• Read articles, guides
• Continue reading standards
• Continue writing memoirs

Thursday, June 21 (Summer solstice!): Coaching and Mentoring

11:00 a.m. to 11:30 a.m. Discuss readings, in particular the “Beyond Support . . .” article, then
continue yesterday’s discussion about the kinds of changes we hope to
see.

11:30 a.m. to 12:30 p.m. A TI staff member will demonstrate how to make a podcast, a tool that TI
is beginning to use.

12:30 p.m. to 1:00 p.m. Make a chart of “Desired Outcomes” for new teachers, and decide which
can be achieved in year one and in year two. What kind of support is
needed to achieve the stated goals?

Look at the “Help with Classroom . . .” handout and fill in ideas for each
topic.

1:00 p.m. to 1:30 p.m. Break/lunch

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1:30 p.m. to 2:00 p.m. Introduce generic fall workshop topics for modeling. We’ll schedule pre-
sentations tomorrow with mentors and coaches working in pairs. We’ll
make our specific list of fall offerings later.

2:00 p.m. to 3:30 p.m. Look over and discuss “Phases of First-Year Teaching.” Begin to go over
the Mentoring Guide and the Coaching Guide.

Look at the “California Standards for the Teaching Profession.” How do

these goals for teachers apply to our program? Discuss how they’re
used in new teacher induction programs.

Handouts
1. “The Pleasure of Finding Things Out”
2. “12 Small Steps toward Change”
3. New Teacher Needs Assessment / Typical Needs of a New Teacher
4. Ways a Mentor or Coach Can Assist a New Teacher
5. Coaching Skills / Coaching Strategies / Help with Classroom
6. “Phases of First-Year Teaching”
7. Schedule of Coaching

Homework
• Memoirs are due tomorrow!
• Readings

Friday, June 22: The Teaching Box

11:00 a.m. to 11:30 a.m. Sign up to present model workshops.

Discuss the readings. How can mentors and coaches use the New
Teacher Needs Assessment?

11:30 a.m. to 12:30 p.m. The Teaching Box: What is it, why do we make it, what’s its “structure”?
Refer to the handout. Remember to include standards and assess-
ments. Show models. Discuss making CDs instead of binders for boxes.
How do we get supplies for the boxes? (We’ll have a stock of generic
supplies.)

Sign up for Teaching Box topics, at least two people per topic.

Mentors and coaches should prepare one lesson or activity to present the
first day to jump-start things. (Make a list of supplies you need us to get
for you.) Also collect relevant resources for the new teachers to peruse.

12:30 p.m. to 1:30 p.m. Library research time.

1:30 p.m. to 3:30 p.m. Lunch and reading memoirs at Fort Mason.

Handout
The Teaching Box

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Week Two
Monday, June 25: Panel of Coaches and Mentors

11:00 a.m. to 11:30 a.m. Check-in, questions about last week or this week. Talk a little about
Michigan State University’s work with us.

11:30 a.m. to 12:30 p.m. Teaching box prep.

12:30 p.m. to 1:30 p.m. Panel of former coaches and mentors will discuss their experiences and
answer questions.

1:30 p.m. to 2:00 p.m. Break/lunch with former coaches and mentors.

2:00 p.m. to 2:30 p.m. Briefly discuss model workshops, then watch video of a new teacher
workshop.

2:30 p.m. to 3:00 p.m. Prepare for teaching box activity, lesson, and First Day Fair.

3:00 p.m. to 3:30 p.m. A TI staff member will talk about curriculum guides.

Handout
Giving New Teacher Workshops

Tuesday, June 26: First Day with New Teachers

11:00 a.m. to noon Prepare for working with the new teachers on the teaching boxes,
including an introductory generic activity. By tomorrow, you should be
working on contents of the boxes. There shouldn’t be more than one day
of discussion about the subject of the boxes.

noon to 2:00 p.m. Begin working on the teaching boxes with the new teachers.

2:00 p.m. to 2:30 p.m. Break/lunch

2:30 p.m. to 3:00 p.m. TI staff members will talk about reporting forms, TI listservs “Pinhole”
and “Newbies,” and how to apply for college credit.

3:00 p.m. to 3:30 p.m. Debrief the first day with the new teachers. Scenario: “Teacher A.”

Handouts
1. “Teacher A”
2. Coach/Mentor report forms

Wednesday, June 27: New Teacher Workshops

11:00 a.m. to noon Discuss adult learning and giving workshops for new teachers.

Generate list of fall New Teacher Workshops and who will give them.

Review Michigan State University’s workshop evaluation form that the

new teachers will fill out.

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noon to 2:00 p.m. Work on teaching boxes.

2:00 p.m. to 2:30 p.m. Break/lunch

2:30 p.m. to 3:30 p.m. A model workshop presentation and discussion.

Handout
“Adult Learning”

Thursday, June 28: Support Groups

11:00 a.m. to 11:30 a.m. Discuss Support Groups. (Note that it’s mandatory for the new teachers
to attend a minimum of two support group meetings per semester.) Ideas
for making them work—see Ideas for Support Group Meetings handout
and the Mentoring Guide. Talk about how to contact teachers, meeting
topics, schedules, and meeting places. “Master calendar” idea. The im-
portance of reporting. (Note: We hope to have occasional meetings with
mentors on Saturdays.)

11:30 a.m. to noon A TI staff member will explain how to have online meetings with camera-
equipped computers.

noon to 2:00 p.m. Work on teaching boxes.

2:00 p.m. to 2:30 p.m. Break/lunch

2:30 p.m. to 3:30 p.m. Check-in regarding the status of the teaching boxes.

A model workshop presentation and discussion.

Introduce topics for Friday: misconceptions, assessment, hands-on

science, and the multicultural classroom.

Handouts
1. Ideas for Support Group Meetings
2. Postcards, badges
3. “Modern Myths Taught as Science”
4. “Misconceptions as Barriers to Understanding Science”
5. “Misconceptions and Conceptual Change: An Introduction”
6. “Assessing Student Learning”
7. Basic Science Processes: Definitions and Indicators
8. Teacher’s Guide for a Performance Test of Measuring

Homework
Readings

Friday, June 29: Misconceptions and Assessment

10:00 a.m. to noon or

2:00 p.m. to 4:00 p.m. Attend half-day sharathon in the classic TI Summer Institute, either
morning or afternoon.

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noon to 2:00 p.m. We’ll discuss misconceptions and assessment based on the readings.

A TI staff member will show how to use a camera to record New Teacher
Workshops and classes.

Week Three
Monday, July 2: New Teacher Needs

11:00 a.m. to 11:30 a.m. Discuss new teacher needs. Refer to and update list. How to triage a
new teacher’s needs. Different needs between first- and second-year
teachers.

11:30 a.m. to noon Prep for box-making.

noon to 2:00 p.m. Teaching boxes. Note: At 12:15, a new teacher from last year will talk
about her teaching box.

2:00 p.m. to 2:30 p.m. Break/lunch

2:30 p.m. to 2:45 p.m. Science teaching methodology: How do we communicate what we
know? How do we prioritize what information and advice we give new
teachers?

2:45 p.m. to 3:30 p.m. A model workshop presentation and discussion.

Set up carpools for tomorrow’s trip to RAFT. List who will be presenting
there.

Handouts
1. Student-Centered Notebooks
2. Directions to RAFT

Tuesday, July 3: RAFT

9:00 a.m. to 3:00 p.m. Meet at RAFT to buy stuff for your own classrooms or help new teachers
choose things they can use. Some mentors and coaches will demon-
strate activities that can be done using RAFT materials.

Wednesday, July 4: Holiday

Thursday, July 5: Teaching Boxes and Model Workshops

11:00 a.m. to noon Debrief visit to RAFT. Prep for working on teaching boxes. Teaching box
materials lists must be turned in today!

noon to 2:00 p.m. Work on teaching boxes.

2:00 p.m. to 2:30 p.m. Break/lunch

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2:30 p.m. to 3:30 p.m. Two model workshop presentations and discussion.

Handouts
1. “Anti-Racist Education: Pulling Together to Close the Gaps”
2. “Some Thoughts about Culture and the Preparation of Teachers for Urban Classrooms”

Friday, July 6: Hands-On Science and the Multicultural Classroom

10:00 a.m. to noon or

2:00 p.m. to 4:00 p.m. Attend classic TI Summer Institute workshops, either morning or
afternoon.

noon to 2:00 p.m. Discuss topics of the day.

Week Four
Monday, July 9: First Day Fair

11:00 a.m. to noon. Work on teaching boxes with new teachers from morning workshops. If
you’re not needed, you can work on your own projects.

noon to 12:30 p.m. Prepare for First Day Fair.

12:30 p.m. to 1:30 p.m. First Day Fair.

1:30 p.m. to 2:00 p.m. Break

2:00 p.m. to 3:00 p.m. Work on teaching boxes with new teachers from afternoon workshops.

3:00 p.m. to 3:30 p.m. Debriefing.

Tuesday, July 10: Teaching Boxes and Model Workshops

11:00 a.m. to noon. Prep for working on teaching boxes.

Develop tentative support group schedules and topics list.

noon to 2:00 p.m. Work on teaching boxes. Teaching box sharing is tomorrow!

2:00 p.m. to 2:15 p.m. Break/lunch

2:15 p.m. to 3:30 p.m. Two model workshop presentations and discussion.

Wednesday, July 11: Teaching Box Sharing

11:00 a.m. to noon Get ready for the teaching box sharing.

noon to 2:00 p.m. Teaching box sharing.

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2:00 p.m. to 2:30 p.m. Break/lunch

2:30 p.m. to 3:30 p.m. Debrief teaching box sharing.

Set up carpools for tomorrow’s trip with Canoes in Sloughs (Save the Bay).

Handout
Directions to Canoes in Sloughs site

Thursday, July 12: Canoeing

10 a.m. to 3:00 p.m. Canoeing with Canoes in Sloughs.

Friday, July 13: Last Day

11:00 a.m. to noon Wrap-up, final lists, comments.

noon to 1:00 p.m. Iron Science Teacher.

1:00 p.m. Potluck picnic.

Thank you for coming to the Institute! We’ll see you soon!

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The Teaching Box

The teaching box is an organizational tool that has been used in different forms
by teachers for many years. The more you teach, the more ideas and materials
you will accumulate. The teaching box helps you organize your ideas and your
materials, and it allows you to expand and modify the original body of work.
The teaching box gives you the opportunity to create something that is totally
your own, designed by you to meet the needs of your classes and curriculum. It
is never “done”—it’s a work in progress!

The teaching box consists of a storage box (12" 3 15" 3 10") that includes the
following:

I. A binder or CD containing the following items in the order listed:

A. Title page and table of contents
B. Background information to review in preparation for teaching the unit
C. Two materials lists (also attached to inside of box top):
1. Nonconsumable materials—those materials that are included in the
box and can be used year after year
2. Consumable materials—those materials that you will have to gather
each time you teach the unit
D. All of the lessons in sequence
E. Assessment tools
F. Connections to the standards
G. Connections to other subject areas
H. A list of resources that might include any of the following: books, Web
sites, videos or DVDs, guest speakers, and field trip destinations

II. The stuff: Class sets of tools built by the teacher, demonstration
equipment, samples of materials needed for lessons, posters, and CDs,
slides, or other audiovisuals

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Beginning Teacher Orientation Day

Saturday, September 15

9 a.m. to 10 a.m. Breakfast, registration forms

Exhibit tour—Soap Film Painting

10 a.m. to 11 a.m. Staff introductions

Overview, program requirements, university credit
Learning Commons (library) tour
Break

11 a.m. to noon Orientation to NSF research/consent forms

Science activity—Soap Films
TI online resources: snacks (activities);
Pinhole and Newbies (listservs)

noon to 1:15 p.m. Support group lunch

• Set date for mentor meetings
• Sign up for Saturday workshops

1:15 p.m. to 2:15 p.m. Introduction to the “Coached Lesson Series”

• What you’ll do and how you will be supported
• January orientation
• Pick your lesson topic

2:15 p.m. to 3:30 p.m. Science supply giveaway and teaching scenarios
About communications
Questions and answers

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Sample New Teacher Workshop Topics

Classroom Management Assessment

“Taming the Paper Tiger”—Paper Management Grading and Assessments
Getting Ready for Hands-on Activities Assessment and Rubrics
The Unmotivated Student Grading, Rubrics, and Study Skills
Dealing with Nonacademic Problems in the
Classroom
Cooperative Learning Planning
Unit Planning and Long-Term Planning
Planning Your Year
Labs Getting Ready for Another Year
Lab Safety End-of-Year Activities
Managing Materials and Time from One Lab Planning for a Sub
to the Next
How to Use the Equipment in Your Lab
Miscellaneous
Parent Communications
Science Methodology Using Technology
Rethinking the Scientific Method Shopping for Science
Exciting Lesson Starters Perks for Teachers

Cross-Disciplinary Connections
Reading, Writing, and Teaching Strategies for
All Students
Literacy Strategies in the Science Classroom
Math/Science Connections
Sex Education in the Middle School

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Citations for Selected Handouts
Note that the handouts change somewhat from year to year, depending on the
interests of the particular group.

“12 Small Steps toward Change.” In ENC (Eisenhower National Clearinghouse)

Focus 7 no. 1, 2000, 38.

Elstgeest, Jos. “The Right Question at the Right Time.” In Primary Science:
Taking the Plunge, 2nd ed., by Wynne Harlen, 25–35. Portsmouth, NH:
Heinemann, 2001.

Feiman-Nemser, Sharon, Cynthia Carver, Sharon Schwille, and Brian Yusko.

“Beyond Support: Taking New Teachers Seriously as Learners.” In A Better
Beginning: Supporting and Mentoring New Teachers by Marge Scherer, 3–12.
Alexandria, VA: Association for Supervision and Curriculum Development, 1999.

Galus, Pamela J. “A Testable Prediction.” The Science Teacher, May 2003, 10.

Lee, Enid. “Anti-Racist Education: Pulling Together to Close the Gaps.”

In Beyond Heroes and Holidays: A Practical Guide to K–12 Anti-Racist
Multicultural Education and Staff Development, 2nd ed., Enid Lee, Deborah
Menkart, and Margo Okazawa-Rey, editors, 26–34. Washington, DC: Teaching
for Change, 1998.

“Misconceptions and Conceptual Change: An Introduction.” In Targeting

Students’ Science Misconceptions: Physical Science Concepts Using the
Conceptual Change Model by Joseph Stepans, 1–23. Tampa, FL: Showboard,
2003.

“Misconceptions as Barriers to Understanding Science.” Chapter 4 in Science

Teaching Reconsidered: A Handbook by National Research Council. Washington,
DC: National Academy Press, 1997. Also available online at [Link]
readingroom/books/str/[Link].

“The Pleasure of Finding Things Out.” In The Pleasure of Finding Things

Out: The Best Short Works of Richard P. Feynman by Richard P. Feynman.
Cambridge, MA: Helix Books, 2005.

Oppenheimer, Frank. “Living a Fruitful Life.” The Exploratorium, March 1985,

27–28. Also available online at [Link]/frank/living_a_fruitful_
life/living_a_fruitful_life.pdf

Pine, Jerry. “To Hypothesize or Not to Hypothesize.” In Chapter 7 of Inquiry:

Thoughts, Views, and Strategies for the K–5 Classroom. Foundations, vol. 2.
Arlington, VA: National Science Foundation, 1999. Also available online at
[Link]

Science Content Standards for California Public Schools, Kindergarten Through

Grade Twelve. Sacramento: California Department of Education, 2000.

Things to Remember about Mentoring. From Mentor Teacher. A Leader’s Guide

to Mentor Training, Judith Warren Little and Linda Nelson, editors. San
Francisco: Far West Laboratory for Educational Research and Development,
1990. The book is out of print, but full text is available through ERIC.

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Exploratorium, San Francisco, CA 94123

www. [Link]
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All rights reserved.

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This publication was made possible in part by a grant from Carnegie Corporation of New York.
Additional funding was provided by the Walter and Elise Haas Fund. The statements made and
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You can download additional copies of this publication at [Link]/ti/induction.

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