Beginning Teacher Induction

Year-Round SchoolsDay 1 - July 12, 2012

HR Representatives:◦ Mark Doane - Exec. Director of HR◦ Dawn Madren – Dir. of Teacher Recruitment and Induction

◦ Tammy Atkins – Staffing & Licensure Coorinator◦ Patsy Page – Benefits Specialist◦ Marie Chavis – HR Specialist◦ Cathy Griffin – HR Specialist◦ Jean Todd – HR Support◦ Denise Velez – HR Support

Welcome & Introductions

South Graham Elementary: 6 North Graham Elementary: 2 Eastlawn: 2 Haw River: 2 Graham Middle School: 1

Which schools are represented?

9:00-9:45 – BT Support Presentation 9:45-10:00 – Break 10:00-11:00 – Technology Dept. Presentation 11:00-12:00 – ESL Dept. Presentation 12:00-1:00 – Lunch (provided) 1:00-2:00 - EC Dept. Presentation 2:00-2:15 – ACE & Classroom Closet

Presentation 2:15-2:30 – Break 2:30-3:30 – BT Support Presentation (cont.)

Today’s Agenda

BT Induction Day 2: ◦ August 7 (8:30 AM – 3:30 PM) – St. Mark’s Church

BT1 Meetings:◦ September 19 (3:30-5:00 PM) – St. Mark’s Church◦ November 7 (3:30-5:00 PM) – St. Mark’s Church◦ February 6 (3:30-5:00 PM) – St. Mark’s Church◦ April 10 (3:30-5:00 PM) – St. Mark’s Church

Additional BT1 Sessions 12-13

Induction requirement Assignment/experience requirements Beginning Teacher professional development

plan Optimum working conditions for BTs Orientation Mentor assignment/guidelines for selection Mentor training Observations/evaluation Beginning Teacher support program timetable Conversion process

NC Policies for the Beginning Teacher Support Program (TCP-A-004)

Initial (Standard Professional I) license issued to teachers with fewer than 3 years teaching experience

Offer ongoing support to teachers within their first three years of teaching – provided by district, school, and mentor.

Induction Requirements

It is expected that beginning teachers will be assigned in their area of licensure.

Three years of teaching experience, of at least six months each, are required in the Beginning Teacher Support Program

Assignment/Experience requirement

Each BT is required to develop a PDP in collaboration with his/her principal (or designee) and mentor teacher.

The plan is to be based on the NC Professional Teaching Standards and must include goals, strategies, and assessment of the BT’s progress in improving professional skills.

Meetings are held throughout the year to reflect on the BT’s progress in meeting goals.

BT Professional Development Plan

To ensure that BTs have the opportunity to develop into capable teachers, the following are strongly recommended:◦ Assignment in the area of licensure◦ Mentor assigned early, in the licensure area, and in

close proximity◦ Orientation that includes state, district, and school

expectations◦ Limited preparations◦ Limited non-instructional duties◦ Limited number of EC or difficult students◦ No extra-curricular assignments unless requested in

writing by the BT

Optimum Working Conditions

Each BT should be provided an orientation that is conducted prior to the arrival of students.

If the teacher is hired during the school year, the orientation should be conducted within the first 10-days of employment.

Orientation

Orientation should include: ◦ overview of the school/district’s goals, policies, and

procedures◦ description of available services and training opportunities◦ the BTSP and process for achieving SPII (continuing)

license◦ NC Teacher Evaluation Process◦ NC Standard Course of Study (ie – Common Core)◦ Local curriculum guides◦ Safe and appropriate use of seclusion and restraint of

students◦ State accountability program◦ State Board of Education’s mission and goals

Orientation (continued)

Local school systems are responsible for providing training and support for mentor teachers.

Mentor Assignments/Training

Each BT shall be observed at least three times annually by a school administrator/designee and at least one time annually by a teacher.

Each BT shall be evaluated at least once annually by a school administrator.

Each observation must last for at least one period of instructional time (45 minutes) and followed by a post-conference.

All observers must be trained. The observations should be spaced throughout

the school year.

Observations/Evaluations

Assigned a mentor Provided an orientation Develops a professional development plan Completes any professional development

required/prescribed by the LEA Is observed at least four times culminating

with the summative evaluation

BT Support – Year One

Continues to have a mentor teacher Updates the professional development plan Completes any professional development

required by the LEA Observed at least four times culminating

with a summative evaluation

BT Support – Year Two

Continues to have a mentor teacher Updates professional development plan Completes any professional development

required by LEA Is observed at least four times culminating

with a summative evaluation

BT Support – Year Three

After three years of teaching, the district is responsible for converting the BT’s initial license (Standard Professional I) to a continuing license (Standard Professional II).

A principal must rate a probationary teacher as “proficient” on all five NC Professional Teaching Standards on the most recent Summary Rating Form in order to recommend the teacher for a Standard Professional II license.

Conversion Process

Rigorous instruction Engagement in 21st century learning

opportunities Achievement in support of

college/career readiness Community involvement to infuse

school culture High quality teachers and

administrators

What is Our Focus in ABSS?

Using the REACH goal assigned, discuss qualities/ideas that come to mind when you think of the goal.

Record your group’s ideas on the chart paper provided.

Select a speaker for the group to share aloud.

Activity – Table Talk

New webpage design and navigation tools Year-round staff and student calendar Beginning & ending times by school School information pages District map – zones & school sites Technology integration & tutorials Back-to-School Celebration (YR schools)

Helpful Information – available on ABSS webpage

BREAK

NC Professional Teaching Standards NC Educator Evaluation System (NCEES) McRel – online tool used for NCEES ABSS Board Policies – Duties of Teachers

BT Support - Continued

NC Professional Standards for Teachers

Standard 1: Teachers demonstrate leadership

Standard 2: Teachers establish a respectful environment for a diverse population of students

Standard 3: Teachers know the content they teach

Standard 4: Teachers facilitate learning for their students

Standard 5: Teachers reflect on their practice

Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.

Component 5: Observations A. Formal observation: 45 min. or entire class period B. Probationary Teachers: 3 formal by principal and 1 formal by peer C. Career Status Teachers: Evaluated annually. During the renewal year: 3 total- 1 must be formal Observations shall be noted using the Rubric.

Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on theevaluation process.

Component 2: OrientationWithin two weeks of teacher’s first day, the principal will provide:A. The Rubric for Evaluating North Carolina Teachers;B. Teacher Evaluation Policy ID Number: TCP-C-004 ; andC. A schedule for completing evaluation process.

Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description

of the lesson(s) to be observed. Goal:

To prepare principal for the observation.

STEP 1:Training and Orientation

STEP 3:Observation

Cycle(Administrati

ve and Peer)

STEP 2:

Self-Assessment, Goal Setting

and Pre-Conference

Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form- Prior to end of schoolPrincipal conducts summary evaluation conference with teacher to discuss components of the evaluation. At the conclusion: A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each StandardD. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.

Component 8: PD PlansIndividual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or“Developing” rating for 2 sequential yrs.

STEP 4: Summary Evaluation and Goal Setting

Component 6: Post-Observation ConferenceThe principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric.

Teacher Evaluation Process

For more information regarding the evaluation process, go to http://ncees.ncdpi.wikispaces.net/

http://ncees.ncdpi.wikispaces.net/teachers

Features to review:◦ NC Teacher Booklet◦ Evaluation Comparison Chart◦ Teacher User Manual***◦ Teaching Standards Document◦ TCP-C-004

NCEES Wiki – Teacher Resources

Orientation Self-evaluation Pre-conference prior to observation #1 Four formal observations (3 administrator/1

teacher) Summary rating form Professional development plan (developed

in collaboration with mentor and principal/designee) – initial, mid-year, final

Record of teacher activities form

Components of the NCEES (BTs)

Performance Rating Scale

Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance

Proficient – Demonstrated basic competence on standard(s) for performance

Accomplished – Exceeded basic competence on standard(s) of performance most of the time

Performance Rating Scale (cont.)

Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance

Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance [NOTE: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used.]

Not Looked For - No harm, no foul; wasn’t observed at this time.

McRel - https://mxweb3.media-x.com/home/ncval/

UID and password provided by principal when school-year starts

Review features and login process Review documents available

McRel Online Program

Review policies – available on ABSS website:◦ Rules of Student of Conduct◦ Code of Ethics and Standards of Conduct◦ Responsibilities and Duties◦ Faculty/Employee Dress◦ Prohibited Relationships with Students◦ Job Description – Teacher◦ Lesson Plans◦ Instructional Planning◦ Teacher Workday

ABSS Board Policies

“The very first day of school is the most important day of the school year… What EFFECTIVE TEACHERS do on the very first day will determine the success of the class.”

Harry Wong, (2009), The First Days of School.

The Effective Teacher

The EFFECTIVE TEACHER

1. Is A Good Classroom Manager

2. Designs Lessons To Reach Mastery

3. Has Positive Expectations That Students Will Be Successful

Reference: Good, Thomas L. and Jere Brophy. Looking in Classrooms. Harper-Collins, 1994, pp. 376-377.

Creating A Climate For Learning

“Effective teachers believe that all students can learn and be successful. Effective teachers consciously create a climate in which all students feel included. Effective teachers believe that there is potential in each learner and commit to finding the key that will unlock the potential.”

Gregory & Chapman. (2007). Differentiated Instructional Strategies: One Size Doesn’t Fit All.

The Seven Things Students Want to Know on the First Day of School

1. Am I in the right room?2. Where am I supposed to sit?3. What are the rules in this classroom?4. What will I be doing this year?5. How will I be graded?6. Who is the teacher as a person?7. Will you treat me as a human being?

(Wong, Harry.(2009).The First Days of School.

The Seven Things Teachers Want to Know on the First Day of New Teacher Orientation

1. Am I in the right room?2. Where am I supposed to sit?3. What are the rules in this classroom?4. What will I be doing this year?5. How will I be graded?6. Who is the teacher as a person?7. Will you treat me as a human being?

Parking Lot

What additional thoughts/questions do you have about the Beginning Teacher Support/Induction Program?

That Noble TitleTeacher

As you begin this school year, may you remember the fine nuances and the distinguishing essence of that proud word Teacher. Let you be reminded of the tools you have at your command, because of your talents, your traits, and your training…and because you chose to become a Teacher.

Teacher – you are a poet, as you weave with your colorful magic language a passion for your subject. You create a vast and grand mosaic of curiosities to imagine, secrets to unfold, connections only to begin the cycle of learning.Teacher – you are a physicist, as you bring magic, logic, reason, and wonder to the properties, changes and interactions of our universe.Teacher – you are a maestro, a master of composing as you conduct and orchestrate individuals’ thoughts and actions from discordant cacophony into harmonic resonance.Teacher – you are an architect, as you provide each student a solid foundation, but always with a vision of the magnificent structure that is about to change.Teacher – you are a gymnast, as you encourage the contortions and gyrations of thoughts and the flexing and strengthening of ideas.Teacher – you are a diplomat and the ambassador of tact and sensitivity, as you facilitate productive, positive interactions among the multiplicity of personalities and cultures, beliefs, and ideals.Teacher – you are a philosopher, as your actions and ethics convey meaning and hope to young people who look to you for guidance and example.

-Trish MarcuzzoOmaha Public

Schools

Reflections/Comments

What I am taking away today,… What I still hope to get,….