*Induction Program Handbook 2012-2013

2012-2013

Name:

_______________

Joplin Schools Induction Handbook

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Joplin Schools Induction Program Handbook

Table of Contents

Mission, Vision 3

Goals 4

Who Will be Mentored 4

Mentor Selection 5

What does a Mentor provide? 6

Role of TLC 7

What Can I Expect? 7-9

Phase One Explained 9-15

Responsibilities and Requirement Matrix –Phase One Novice 11-12

Responsibilities and Requirement Matrix –Phase One Experienced 13-14

Phase Two Explained 16

Responsibilities and Requirement Matrix –Phase Two 18

Websites/Resources 19

Forms 20

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Mission To recruit, support, and retain highly qualified and high performing

teachers.

Vision Use a community approach to support new teachers by providing a

structured, systemic, and sustained induction process to develop effective educators and increase student learning.

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Goals • Improve teaching performance • Enhance student achievement • Increase teacher retention • Transmit the culture • Increase collegiality • To support new teachers as they progress along a continuum of

professional development

Objectives 1. Teachers new to the district will understand the policies and

procedures of our school district.

2. Teachers new to the district will understand building procedures.

3. Teachers new to the district will receive the support and encouragement necessary for professional growth.

Who Will Be Mentored

1. All beginning teachers certified after September 1, 1988.

2. All first year teachers certified after September 1, 1988, who have had less than one continuous year of teaching in a public school.

3. Experienced teachers without MO public school teaching experience shall

participate in the mentoring program for a minimum of 2 years. The Joplin Induction training is a 2 year commitment as required by DESE. If lifetime certification can be presented, a 1 year commitment is required by Joplin Schools.

4. Experienced teachers teaching their first year for Joplin Schools will

participate in phase one-experienced teacher track.

5. Teachers making a major change in their subject discipline or teaching assignment have the option to participate in the mentoring program.

6. Teachers returning to Joplin Schools after at least two years of leave have the

option to participate in the mentoring program.

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Mentor Selection Mentor Eligibility:

1. It is recommended that mentors have five years of experience; however, three years of experience in Joplin are required. All mentors are required to attend the mandatory mentoring training each year they are assigned a protégé.

2. In order to build a pool of qualified mentors, training will be offered

throughout the year. Mentor Selection:

1. The building administrator will identify first year teachers in their buildings and assign them a mentor teacher. Mentors may be assigned from the same grade level or content area as the beginning teacher.

2. The assignment will be made as soon as possible after employment but no later than August 1. If the teacher is hired after that date, the assignment will be made immediately.

Mentor Training:

Required training for potential mentors will occur once before the school year and potentially throughout the year as needed.

Qualities of an Effective Mentor: Knowledge of Subject Area • They are considered to have an excellent command of their content area. • They set high standards for themselves in content area mastery. • They enjoy and are enthusiastic about the content they teach. • Continual learner Teaching Methodology • Their work demonstrates superior achievement. • They use a variety of instruction techniques and skills to achieve their goals. • They use multiple forms of student assessment. • They are comfortable with student-centered teaching methods. • They employ standards-based curriculum and instructional practices.

Earned Respect of Colleagues • They listen to and communicate effectively with others. • They are positive about their profession. • They recognize and encourage excellence in others. • They are committed to supporting and interacting with their colleagues. • They are able to role-play and understand/respect the views of others. • They are sensitive to the needs of others, and understand when to intervene or to just support.

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What a Mentor Provides Instructional support

This includes observing the new teacher teach, offering suggestions for improvement, modeling good teaching practices, and assisting in

lesson preparation.

Professional support New teachers need to be informed of school policies and procedures,

counseled on legal and ethical issues related to their work, and advised as to how to handle relations with school and district

administrators, parents, and members of the community.

Personal support Mentors can relieve the stress of teaching by putting the new teacher’s

problems in the proper perspective and by giving praise and encouragement.

Confidential relationship

It is important that the new teacher be able to discuss problems openly with the mentor, so that the problems can be addressed in a timely

and informed manner to ensure a strong start to the year.

Intensive help at the beginning of the school year This may include activities such as helping the new teacher construct adequate lesson plans, making sure the new teacher has all needed

materials, and working together with the new teacher to address classroom management problems effectively.

Serves as a liaison

One function of the mentor is to refer the new teacher to other teachers and educational resources when appropriate, so that the

beginning teacher is exposed to a variety of perspectives on teaching.

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Role of the TLC The district has the distinct privilege of having Teaching and Learning Coaches embedded in the individual school buildings. These coaches were once classroom teachers and have been given the most prestigious professional development and training in becoming instructional coaches for the benefit of teachers. These coaches wear many hats, and can offer a variety of support. This could include modeling, collaborating, and observing in classrooms as well as helping with instructional technology with students or trying a new teaching strategy. The building TLC can offer many resources and forms of support, but any TLC can assist teachers within the district. Specifically with the mentoring program, the inductee and their mentor will meet with the building TLC a minimum of once a quarter to review and reflect on their meetings, the rubric, and touch base on professional development needs. The TLC will also offer a checklist of timely items that the inductee may need to be aware of such as parent teacher conference preparation or end of the year issues. It is the responsibility of the inductee to schedule these meetings with their TLC and mentor. In addition, the TLC will be there to support the partnership in facilitating dialogue on classroom observations in the first quarter. From time to time, the TLC may enter your classroom for a quick walk through, this is not to be evaluative or in anyway reflected on teacher performance evaluation. It is simply a way for the TLC to see first hand the work going on in the classroom to better assist discussions and reflections.

What Can I Expect? Orientation: What Can I Expect? Through Joplin Schools, you can expect to receive orientation at both the district level and the building level. This will include three days before school starts for getting you ready to start your career with Joplin Schools off right, and two days the following summer to follow up and provide you with essential professional development. Your three day agenda will look like this: Day One: Introduction to Joplin Schools Welcome Address from Superintendent and Assistant Superintendent Classroom Management Day Two: Classroom Management Small Group Small Group Discussions with Building Principal, Mentor, and Coach Human Resources Day Three: Technology Leadership Academy **Light breakfast and drinks are served every morning **Lunch will be served daily by various groups and organizations

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Mentoring: What Can I Expect?

The first year of teaching is one of the most challenging periods you will experience in your career, even if you have taught in another district, starting over brings a set of challenges as well. Through the Joplin Schools, you will have the opportunity to work directly with an experienced teacher as a consultant, coach, and colleague. In addition to your mentor, you also have a building Teaching and Learning Coach that offers a wide array of support for you. The mentoring program is designed to last two years as required by DESE. Please see the mentoring section of this handbook for a more detailed look at how your mentoring will work. If you are an experienced teacher, new to the district only, your mentor will help you to acclimate yourself to the Joplin way of doing things as well as set you on a path of continuous learning that will benefit you and your students. Mentoring is an ongoing relationship that extends throughout the first year of a new teacher’s professional practice. A clear and safe exit procedure (for mentors as well as new teachers) is also available to you, for rare cases of non-compatibility. Please let your building administrator know if this need arises. At A Glance: The Mentor’s Role

CONSULTANT: Offering Support and Providing Resources • Establish early contact • Orient the new teacher to the school, and its routines and practices • Ensure that the new teacher understands the students, parents and community served by the school • Model effective teaching practices COLLABORATOR: Creating Challenge and Encouraging Growth • Work with the new teacher to develop an Individual NTIP Strategy • Assist the new teacher in planning the first day, first week, first month • Work collaboratively to identify the new teachers’ needs and adjust the mentoring process throughout the year COACH: Facilitating Professional Vision • Provide support and coaching in effective classroom management, parent communication and other critical

facets of professional practice • Provide emotional support and encouragement • Provide professional feedback

Adapted from: Lipton, L. & Wellman, B.(2003). Mentoring Matters: A Practical Guide to Learning-Focused Relationships, 2nd Ed. Sherman CT. MiraVia, LLC Used with permission. For additional information go to: www.miravia.com

Remember: Mentoring is not Evaluative! While the Joplin Schools has a Performance Based Teacher Evaluation system, the mentoring process you are about to embark on with your teacher-‐mentor is a non-‐evaluative process, and is distinct and separate from the PBTE. The relationship you develop with your mentor and TLC must be based on trust and confidence. it is important that this trust is established early on in the relationship. In order to get the most from your mentoring experience, it is important that you feel comfortable to engage in open and honest dialogue about your successes and challenges in the classroom without concern that it may be connected to your performance evaluation.

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Professional Development: What Can I Expect? Professional Development is one of Joplin School’s key areas of strength. All professional development is aligned with the District’s Strategic Plan and the individual buildings school improvement plan. In addition to your Professional Learning Community collaborative time every Wednesday, there are built in professional development days for teachers in the district’s calendar. Please refer to your calendar provided to you in orientation. In addition, there are six grade level or department collaboration days held through out the year at the district level. These meetings are part of your contracted time and are required, and more information will be given to you as the year progresses. Joplin Teaching and Learning Coaches can assist you with personal professional development needs and goals. They have a wealth of information and knowledge and what they don’t have already, they will actively seek answers until you have reached the level of knowledge you are wishing to gain. The Joplin School District also has a good working relationship with the Southwest Professional Development Center in Webb City, Missouri where there are a variety of professional development workshops available. All professional development has to be signed up for in My Learning Plan and approved by District Administration before attending.

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Phase One Introduction After reviewing many districts induction and mentoring programs, Joplin Schools feels effective professional learning must be manageable, relevant, timely, and appropriate to the daily responsibilities of new teachers. In reflecting on past orientation and mentoring practices, it was decided to focus solely on the aspects of classroom management in the first year of induction.

Phase One Classroom Management Track Defined

• Developing respectful relationships among students and between students and adults • Strategies for building and supporting a safe learning-focused classroom environment where

diversity is seen as a strength • Effective strategies for establishing clear classroom procedures, routines and norms of

collaboration as well as embedding building procedures and expectations • Effective strategies for organizing time to maximize uninterrupted learning time and student

time on task • Strategies for collaborating with students on setting and maintaining classroom norms and rules • Effective strategies for dealing with challenging behaviors Therefore, phase one of this induction program will require each new teacher to focus on their classroom management and work through their challenges and successes by collaborating with their mentor and coach. After phase one is complete at the end of the year or each area of classroom management is embedded and smooth, the inductee will then move on to phase two of the mentoring program which is a more individualized professional development track. With the help of the coach, mentor, and principal, phase two in the second year of employment will be agreed upon and set up before the end of the first year of teaching. A personal professional development plan will be established and turned in to the building administrator and the District Instructional Service Coordinator. The building administrator has the final say as to whether the inductee can move out of classroom in the second year of employment with Joplin Schools. The following matrix is designed to help understand Phase One requirements and responsibilities of all parties involved. Note: If the teacher is new to the district, but has at least one year of teaching in another school district, please read the Phase One-Experienced Teacher section. “If we are going to ask teachers to make a difference in every child’s life—and we must—then we have a responsibility to build a teacher development system that guarantees every teacher has the skills and knowledge to make a difference.” --Harry Wong

Responsibilities and Requirements Matrix Phase One Novice Teacher

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Task Mentor Coach Inductee Principal Materials

Attend Three Day Orientation Workshop before school.

Provide PD and appropriate materials to get Inductee started in the right direction.

Attend all 3 days of training.

Any materials handed out during training.

Familiarize Inductee with Building Policies and Procedures

Attend second day small group session with Inductee.


Ask any questions that pertain to building policies and procedures.


Building Handbook

Within 1st Month: My Learning Plan Infinite Campus Acuity (3-‐8) AIMSweb (K-‐5, Spec Ed) Envision Success Net (K-‐5) Aesop (Sub request/leave)

Side by Side support before school starts and during the school year.

Support if mentor is unable to answer questions.

Ask Questions Take Notes


Tech Guide Laptop Username/Passwords

Knowledge of PBTE

Familiarize Inductee with PBTE and answer any questions.


Ask any questions when presented PBTE, save copies of completed PBTE from Principal.


PBTE

Be observed a 1/2 day with in 1st Quarter of school.

Work with Inductee to schedule and observe for 1/2 day. Fill out observation forms.

Optional: Pre/Post Observation Conversation

Collaborate with Mentor on scheduling a day to have them observe you and participate in pre/post conferencing.

Support by providing sub.

Pre and Post Form

Fill out, Discuss, and Reflect Induction Rubric for Phase One. Due: December and again in May

Discuss and complete rubric once a quarter with Inductee. Sign and give to Inductee to turn in.

Assist Inductee and provide strategies and feedback to meet rubric’s proficiency categories.

Discuss and complete rubric once a quarter. Turn in rubric in December and May to Terri Hart, Admin office. Collaborate with coach on receiving strategies and feedback to meet proficiency

Assist and support new teacher in providing relevant feedback during walkthroughs and observations.

Rubric

**Observe Mentor teacher for 1/2 day in Quarter 1

Schedule a time for Inductee to spend 1/2 day observing you teach.

Optional: Attend Pre/Post Observation Conversation for Quarter 1.

Observe mentor for ½ day and discuss pre/port observation conversations.

Provide one sub for Inductee/Mentor for ½ day each in Quarter 1.

Pre/Post Observation Form. Observation Checklist


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Attend a ½ day follow up meeting during the school day. Date and Location TBA

Assist in signing up in MLP

Provide follow up to TOPS days.

Attend meeting Approve in MLP MLP

Be observed teaching or video self teaching in Quarters 2-‐4 for at least 40 minutes.

Observe Inductee for at least 40 minutes Quarter 2-‐4. Mark growth on Rubric Fill out Observation Checklist/Form

Assist Inductee and provide strategies and feedback to meet rubrics proficiency.

Discuss growth on Rubric and fill out reflection area. Collaborate with coach on receiving strategies and feedback to meet proficiency


Rubric Observation Checklist/Form

**Observe Mentor or Master teacher for 40 minutes in Quarter 2-‐4.

Schedule a time for Inductee to spend 40 min. observing you teach or another teacher in building.

Receive copy of observation checklist for Q 2-‐4.

Observe mentor or master teacher quarters 2-‐4 at least 40 minutes during plan time.


Attend semester induction meetings afterschool. December and May

Attend meetings and assist with helping Inductee sign up on MLP.

Provide follow up trainings for chosen track.

Attend meetings, collect artifacts and turn in rubrics, etc.

Approve MLP MLP Artifacts

Find focus track for Phase 2 for the following year. Fill out and turn in Reflection Form for year.

Help create focus plan for phase 2 with Inductee.

Support implementation of focus plan for phase 2.

Work with mentor to create focus plan for phase 2 and present to Principal. Fill out PDP, sign, make copy and send one copy to Terri Hart, Admin.

Schedule visit with Inductee either during summative or a separate time to collaborate on a track for Phase 2. Sign Rubric.

Rubric Professional Development Plan form for Phase 2.

Attend Beginning Teacher Program Training

Assist with helping Inductee sign up on MLP.

Sign up and attend one of the Beginning Teacher Program Trainings provided in area.

Print Certificate on MLP and turn in to Terri Hart, Admin. You have to complete course with in four years of being hired.

Attend Two Days of Follow Up Orientation in Summer before Second Year of Employment


Provide follow up orientation training. 1 day Poverty .5 day Engagement .5 day chosen track orientation

Attend two day training.

Approve MLP MLP

Suggested Practices Meet Biweekly or Monthly to check in on needs and wants Look through and discuss provided resources to inductee.

Celebrate success of teacher through out the year. Consult the coach when needs are not being met by either party **Secondary teachers can observe their mentor for 2 hours and then move into other classrooms to observe practices in same dept. or other dept. ** “Specials” and Noncore teachers can observe at least 2 hours at other schools to see other teachers in their positions, and meet with their mentor for remaining 1 hour. Please refer to the tools located in the appendix to help you meet requirements for the year.

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Phase One Intro for Experienced Teacher Experienced Teacher for the purpose of the Joplin Schools Induction Program is defined as any teacher who has at least one year completed in a teaching contract in any Missouri School District or who has at least two years teaching experience in a different state and has completed a beginning teaching program for that state.

If an experienced teacher is coming to Joplin Schools for the first time, their Phase One track is slightly different than the novice teacher’s Phase One. The matrix is presented below. The key difference is that in the first quarter, if the mentor and coach agree that the inductee shows proficiency in classroom management as defined by the Induction Rubric, they may proceed to Phase 2 for the remaining quarters. The Phase 2 track will be determined in conjunction with the building administrator. Phase 2 allows the inductee to go deeper in professional learning with a focus track. Classroom observations and reflections will focus around the chosen track. Please note: If after observing and conferencing with the mentor and coach, and collaboratively the decision is made that proficiency is not reached in all areas of the rubric, inductee will remain in Phase 1 Experienced Classroom Mgmt track until proficiency has been reached.

Phase Two Track Planning and Instructional Process Defined

1) Student Engagement and Relationships

a. Teaching time includes room for relationship building such as teambuilding or class-building. b. Classroom culture is driven by relationships formed. c. Places emphasis on getting to know student’s learning styles/ teaching them about their learning style. d. Acknowledges and Utilizes diversity in the classroom.

2) Lesson Development

a. Plans lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration.

b. Develops plans that are appropriate for curriculum goals and are based on effective instruction. c. Adjusts plans to respond to unanticipated sources of input and/or student needs. d. Develops short- and long-range maps. e. Demonstrates an understanding of the central concepts of his or her discipline. f. Uses explanations and representations that link curriculum to prior learning. g. Engages students in interpreting ideas from a variety of perspectives. h. Uses interdisciplinary approaches to teaching and learning. i. Uses methods of inquiry that are central to the discipline.

3) Using Student Data Performance to Drive Instruction

a. Understands and utilizes assessment for learning concepts b. Implements district assessments with fidelity c. Plans for student intervention based on data

4) Instructional Technology

a. Working at least on an adaptive level and striving for transforming according to Grappling’s Scale. b. Uses a variety of media tools to enrich learning opportunities. c. Engages learner in higher order thinking skill and communication d. Seeks out opportunities for students to learn in relevant contexts using technology as means of learning.

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Responsibilities and Requirements Matrix Phase One Experienced Teacher


Attend Three Day Orientation Workshop before school.

Provide PD and appropriate materials to get Inductee started in the right direction.

Attend all 3 days of training.

Any materials handed out during training.

Familiarize Inductee with Building Policies and Procedures



Ask any questions that pertain to building policies and procedures.


Building Handbook

Within 1st Month: My Learning Plan Infinite Campus Acuity (3-8) AIMSweb (K-5, Spec Ed) Envision (K-5) Aesop (sub request/leave)

Side by Side support before school starts and during the school year.


Ask Questions Take Notes


Tech Guide Laptop Username/Passwords

Knowledge of PBTE



Ask any questions when presented PBTE, save copies of completed PBTE from Principal.


PBTE

Be observed a 1/2 day with in 1st Quarter of school.

Work with Inductee to schedule and observe for 1/2 day. Fill out observation forms.

Optional: Pre/Post Observation Conversation

Collaborate with Mentor on scheduling a day to have them observe you and participate in pre/post conferencing.

Support by providing sub.

Pre and Post Form

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Fill out, Discuss, and Reflect Induction Rubric for Phase One. Due: December

Discuss and complete rubric once a quarter with Inductee. Sign and give to Inductee to turn in. If proficiency is met, assist in finding Phase 2 Track for remaining quarters. Fill out PDP with Inductee.

Assist Inductee and provide strategies and feedback to meet rubric’s proficiency categories. Assist Inductee in deciding Phase 2 track if proficiency is met.

Discuss and complete rubric once a quarter. Turn in rubric in December at follow up meeting afterschool. Collaborate with coach on receiving strategies and feedback to meet proficiency Fill out PDP and turn in a copy to Terri Hart if moving to Phase 2.

Assist and support new teacher in providing relevant feedback during walkthroughs and observations. Assist Inductee in deciding Phase 2 track if proficiency is met.

Rubric PDP

**Observe Mentor teacher for 1/2 day in Quarter 1 .

Schedule a time for Inductee to spend 1/2 day observing you teach.

Optional: Attend Pre/Post Observation Conversation for Quarter 1.

Observe mentor for ½ day and discuss pre/port observation conversations.

Provide one sub for Inductee/Mentor for ½ day each in Quarter 1.


Be observed teaching or video self teaching in Quarters 2-4 for at least 40 minutes. Turn in Rubric in May

Observe Inductee for at least 40 minutes Quarter 2-4. Mark growth on Rubric Fill out Observation Checklist/Form

Assist Inductee and provide strategies and feedback to meet rubrics proficiency.

Discuss growth on Rubric and fill out reflection area. Collaborate with coach on receiving strategies and feedback to meet proficiency


Rubric for track chosen. Observation Checklist/Form for track chosen

**Observe Mentor or Master teacher for 40 minutes in Quarter 2-4.

Schedule a time for Inductee to spend 40 min. observing you teach or another teacher in building.

Receive copy of observation checklist for Q 2-4.

Observe mentor or master teacher quarters 2-4 at least 40 minutes during plan time.

Pre/Post Observation Form. Observation Checklist for track chosen.

Mentor and Inductee attend semester induction meetings afterschool. December and May

Attend meetings with Inductee and assist in signing up in May.


Attend meetings, collect artifacts and turn in, etc.


Find focus track for Phase 2 for the following year or continue on same Phase 2 track if proficiency is not met. Fill out and turn in Reflection Form for year.

Help create focus plan for phase 2 with Inductee.

Support implementation of focus plan for phase 2.

Work with mentor to create focus plan for phase 2 and present to Principal. Fill out PDP, sign, make copy and send one copy to Terri Hart, Admin.

Schedule visit with Inductee either during summative or a separate time to collaborate on a track for Phase 2. Sign Rubric.

Rubric Professional Development Plan form for Phase 2.

Attend Beginning Teacher Program Training




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Attend Two Days of Follow Up Orientation in Summer before Second Year of Employment


Provide follow up orientation training. 1 day Poverty .5 day Engagement .5 day chosen track orientation

Attend two day training.

Approve MLP MLP


Celebrate success of teacher through out the year. Consult the coach when needs are not being met by either party **Secondary teachers can observe their mentor for 2 hours and then move into other classrooms to observe practices in same dept. or other dept. ** “Specials” and Noncore teachers can observe at least 2 hours at other schools to see other teachers in their positions, and meet with their mentor for remaining 1 hour.

If teacher has years of experience with another school district and has obtained Missouri Lifetime Certification from DESE, please submit a request to Terri Hart to end enrollment in the Joplin Schools Induction Program after first year is completed.

Please refer to the tools located in the appendix to help you meet requirements for the year.

How a Phase 2 track is chosen: In the fourth quarter of Phase One Novice Teacher and as early as the second quarter of Phase One Experienced Teacher, the mentor and inductee will sit down and visit the completed Induction Rubric as well as the reflection from classroom observations and coaching visits. Collaboratively, the mentor and inductee will choose a track that is the next step for the inductee’s professional growth. After completing the professional development plan (PDP) for the inductee, an appointment should be made with the principal to discuss the decision. The principal and inductee will then come to an agreement on what track the principal sees should be the best track based on his/her classroom observations and PBTE notes. A final copy of the PDP, Induction Rubric, and Reflection forms should be signed by all parties and sent to the Curriculum Coordinator.

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Phase Two: Design and Instruction Phase two of the Joplin Induction program is designed for those teachers that are in their second year with Joplin Schools or for the experienced teacher who has completed the Phase One Experienced requirements for the first quarter of employment. This phase dives deeper into areas that teachers would be evaluated on in their Performance Based Teacher Evaluation. The hope of phase two is to allow teachers to grow with a commitment to excellence. With the help of a mentor, focused professional development, and observations based on the track they choose, teachers are guaranteed exposure to best practices within the track chosen. Please note: A second year of employment with Joplin Schools does not constitute automatically moving into Phase Two of Induction program. If proficiency is not met at Phase 1 level, the Inductee may be asked to remain on Class Mgmt track.

Phase Two Design and Instruction Defined

1) Student Engagement and Relationships a. Teaching time includes room for relationship building such as teambuilding or class-building. b. Classroom culture is driven by relationships formed. c. Places emphasis on getting to know student’s learning styles/ teaching them about their learning style. d. Acknowledges and Utilizes diversity in the classroom.

2) Lesson Development

a. Plans lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration.

b. Develops plans that are appropriate for curriculum goals and are based on effective instruction. c. Adjusts plans to respond to unanticipated sources of input and/or student needs. d. Develops short- and long-range maps. e. Demonstrates an understanding of the central concepts of his or her discipline. f. Uses explanations and representations that link curriculum to prior learning. g. Uses interdisciplinary approaches to teaching and learning. h. Uses methods of inquiry that are central to the discipline.

3) Using Student Data Performance to Drive Instruction

a. Understands and utilizes assessment for learning concepts b. Implements district assessments with fidelity c. Plans for student intervention based on data

4) Instructional Technology

a. Works on at least a basic level with technology in the classroom and strives for intermediate. b. Uses a variety of media tools to enrich learning opportunities. c. Engages learner in higher order thinking skill and communication d. Seeks out opportunities for students to learn in relevant contexts using technology as means of learning.

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Responsibilities and Requirements Matrix Phase Two Design and Instruction

Task Mentor Coach Inductee Principal Materials Mentor/Inductee meet to discuss and review PDP goals within the 1st month of school. Follow up with Inductee at least 20 min each quarter thereafter.

Work with Inductee to review goals from PDP for chosen track. Discuss rubric and specific needs.

Optional: Sit in on meeting to assist Inductee with goals.

Collaborate with Mentor on goals for the year with the chosen track.

Support Inductee in reaching goals.

PDP Rubric of chosen track

Fill out, Discuss, and Reflect Induction Rubric for Phase two track. Due: December and May

Discuss and complete rubric once a quarter with Inductee. Sign and give to Inductee to turn in. Review PDP with Inductee.

Assist Inductee and provide strategies and feedback to meet rubric’s proficiency categories.

Discuss and complete rubric once a quarter. Turn in rubric in December /May Collaborate with coach on receiving strategies and feedback to meet proficiency. Collect artifacts to support your work.


Rubric PDP Artifacts

**Observe or meet with master teacher in Quarter 1-4 for at least 40 minutes on specific track.

Assist in scheduling time for Inductee to meet or observe master teacher in chosen track.

Optional: Attend meeting or observation with Inductee. Model a lesson or meet with Inductee if there is not a master teacher who can assist.

Observe master teacher and/or discuss observation or checklist.

Pre/Post Observation Form. Observation Checklist Rubric

Attend Beginning Teacher Program Training if did not attend during the first year of teaching in Missouri.




Attend semester induction meetings afterschool. December and May



Attend meetings, collect artifacts and turn in, etc.



Celebrate success of teacher through out the year. Consult the coach when needs are not being met by either party

Please refer to the tools located in the appendix to help you meet requirements for the year.

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Accountability in Phase Two Since this phase is differentiated for each inductee, it will be the responsibility of the inductee to gather three artifacts to show growth and completion of Phase Two. On each rubric there is a place for the Inductee to write three ways/artifacts that proves evidence of growth with in the track chosen. A signed rubric will need to be turned in to the Curriculum Coordinator by the end of phase two. It is recommended that the teacher and mentor each retain copies for their records.

Completion of the Joplin Induction Program

Our goal for the Joplin Induction Program is to enhance student achievement by supporting new teachers to the district as they improve their teaching performance. The completion of the Joplin Induction Program doesn’t necessarily stop after two years. Joplin Schools specifically made the program phases so that a teacher can continue until they have mastered their professional development plan. After the second year in the induction program, the teacher will report to the principal on how their Professional Development Plan is progressing. By completing the requirements and responsibilities in the matrices listed in this handbook for Phase One and Phase Two, an Inductee will have met state requirements for participating and completing a new teacher mentor program. A teacher coming into Joplin Schools with more than 2 years experience may apply to opt out of the second year of Induction after their lifetime certificate has been received at Joplin Schools Administration offices and the Phase One-Experienced teacher track has been completed. The Curriculum Coordinator will file all necessary paperwork with DESE. However, it will be the responsibility of the teacher to apply and complete the necessary steps for their lifetime teaching certificate with the state of Missouri’s Department of Elementary and Secondary Education. Please fill out the necessary evaluations found in the appendix and turn in to Curriculum Coordinator with other paperwork.

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Resources

A Porta Portal Link has been set up to add links of interests for beginning teachers.

http://www.portaportal.com Username: TOPS2010 Password: TOPS2010

Please check with your building librarian to obtain various professional

development titles or conduct a district catalog search on joplinschools.org/teacher resources to see what other buildings offer.

Forms

The following forms are located in the appendix of this handbook. Required Forms for Phase One

• Q1-4 Classroom Management Rubric (due in Q2 and Q4) • Q1-4 Class Mgmt Observation Tool (for Inductees to use) • Q1-4 Pre-Post Conference Tool for Mentors • Q 4 Due: Professional Development Plan • Q4 Due: Application to end Induction program after Phase One-Experienced is completed

• Q4 Due: Evaluation of the Program for Inductee and Mentor

Required Forms for Phase Two • Professional Development Plan (Will have filled out in Phase 1 Q4 or Phase 1-Experienced Q1) • Rubric for Focus Track

o Student Engagement and Relationships o Lesson Development o Integrating Technology o Data Driven Decisions

• Inductee Reflection Forms (for observing/conversations with master teachers) o Student Engagement and Relationship Form o Lesson Development Form o Integrating Technology Form o Data Driven Decisions Form

• Evaluation of the Program for Inductee and Mentor

Mentor Tools • Checklists to give to Inductees for all phases to help keep them on track with responsibilities for the program • Mentor Planner-To help cover topics through out the year • Pre/Post Conference Tool for Observing Inductees • PBTE-A copy of the teacher evaluation handbook is provided for your convenience

*Induction Program Handbook 2012-2013

Documents

Transcript of *Induction Program Handbook 2012-2013