Pennsylvania Department of Education - · PDF filePennsylvania Department of Education ... (formative assessment), teacher-made tests, quizzes, ... 1. Did the New Teacher Induction

Pennsylvania Department of Education

Commonwealth of Pennsylvania Department of Education

333 Market Street Harrisburg, PA 17126-0333

Teacher Induction Report (Last Approved: Tuesday, September 30, 2008)

Entity: Susquehanna Township SD Address: 3550 Elmerton Ave

Harrisburg, PA 17109-1131 Phone: (717) 657-5100 Ext: 0142

Contact Name: Susan Kegerise

Teacher Induction Planning Participants

Name Affiliation Membership Category

Appointed By

Joan Tracy

Susquehanna Twp. S.D. Transition Facilitator

Other Director of Student Services/Special Education

Goals and Competencies

Induction Goals and Competencies: For new teachers hired during the summer prior to their first year in the Susquehanna Township School District, the induction program starts with the Summer Induction Orientation Program. A series of workshops is offered with the first occurring just prior to the beginning of the school year and others throughout the year. These workshops will serve to: A. Provide a successful transition for new teachers into the field of education B. Provide continued assistance to reduce the problems known to be common to all beginning teachers C. Introduce new teachers to the culture of the school and school district D. Help teachers develop their professional portfolios E. Orient teachers to the operational policies and procedures of the school district, building, grade level, team, and/or department F. Support development of the knowledge and skills needed by beginning teachers to be successful in their teaching positions G. Provide opportunities for beginning teachers to analyze and reflect on their teaching with coaching from veteran support teachers H. Provide support through a mentor teacher I. Provide opportunities for continued professional growth J. Build an awareness of essential resources available through building, district, intermediate unit, state, and federal levels K. Develop a knowledge base of the procedures and policies of state and federal code L. Provide for effective implementation of the curriculum M. Orient teachers to the state standards N. Help teachers develop effective communication skills with administrators, parents, and community members

Assessment Processes

Assessment Processes The interview process provides information on the needs of the inductee that will allow the administration to provide those trainings and collaboration times with in-house specialists. Additionally, inductees will be surveyed, and the year's activities will be adapted to meet their needs. The adaptations will be based on the needs of the teacher(s) levels relative to grade, team, specialty, or department. Evaluations and feedback from the previous year's induction program are considered when designing activities for the current year. Individual meetings with the mentors and the principal also provide useful feedback as th the needs of the individual inductees. Finally, inductees will receive training on district and building level programs of initiatives as determined by the administrative team and the Induction Committee.

Mentor Selection

Mentor teachers will be selected at the grade levels/subject areas appropriate for each inductee by the superintendent and building principal, based upon the following criteria: 1. A minimum of three years of successful teaching experience in the District 2. Instructional II Certificate 3. Demonstrated competence in instruction, planning, and classroom management as evidenced by classroom observation reports 4. Positive attitude toward the teaching profession 5. Evidence of working well with children and adults 6. Subject area and/or grade level appropriate to inductee. The responsibilities of the mentor will be as follows: 1. Assist inductee in implementation of district curriculum and instructional practices. 2. Assist inductee in implementing district and school policies and procedures. 3. Assist inductee in organizing classroom. 4. Advise inductee concerning preparation for the opening of school. 5. Assist inductee in preparing for open house and/or back to school night. 6. Advise inductee in preparing for teacher/parent conferences. 7. Meet with the inductee at least once a week during the first semester and at least biweekly during the second semester to provide assistance and direction as needed. The frequency of meetings may be altered at the discretion of the building principal. 8. Provide opportunities for the inductee to observe his or her classroom thorough invitation or at the request of the building administrator. 9. Visit the inductee's classroom at least once each quarter at a mutually agreed upon time and provide constructive feedback. 10. Other responsibilities, as assigned by the principal.

Mentor teachers will receive a stipend for each inductee. In addition, any release time may be provided as needed to observe and assist inductee.

Activities and Topics

Induction Activities and Timeline:

The inductee activities indicated in the section above are those identified by the Induction Committee for specific teachers new to the district or building. However, these staff members will also be involved in various initiatives that require high quality staff development identified in the current district strategic plan. The matrix that follows identifies those strategic plan topics that include some staff development programming. Some of these may count toward the induction requirements listed above.

Morning Module:

1. District and school philosophies (to include mission statement and goals as developed as part of the strategic plan)

2. Code of Professional Practices and Conduct for Educators (Appendix A)

3. District policies, rules, and procedures

4. Discipline code — expectations, procedures, consequences

5. Professional obligations (length of school day, district/building calendar, substitute procedures, handbook information, absences, etc.)

6. Teacher evaluation policies

7. Student attendance policy

8. Pupil support services

9. School district forms (college reimbursement, leave request, substitute report)

10. Contractual policies concerning salary, benefits, and conditions

11. Introduction to professional union (STEA)

Afternoon Module with Building Principals:

1. PDE 426 Forms/Portfolio requirements

2. Mentor responsibilities — checklist items

3. AYP status (School Improvement Plan)

4. Building goals

5. Volunteer Program

6. Schedule, cycle days, teacher schedule.

7. Employee Absence Reporting/forms.

8. HELP/SAP Team (referral process).

9. Home/School Communications.

10. Report cards (marking period dates, progress reports, grading scales).

11. Building Security

12. Communication Log

During the school year, five in-service programs will be presented to inductees by members of the district administrative team to enhance the beginning teacher’s knowledge base and teaching skills. These programs will include the following activities and will occur in September, October, November, February, and March. Induction topics will include:

September: A curriculum and building specific professional development session conducted in a group environment to encourage differentiated levels of inductees’ experiences.

October: A professional development session on all current technology programs, strategies, and equipment used to impact student achievement.

November: An overview of classroom management techniques, data collection for behavioral plans, discipline referral processes, HELP team overview, district behavioral policy review, and building specific behavioral programs.

February: A professional development session on the use of formative and sumative assessment, backwards design, differentiated instruction, and assessment as well as a review of the utilization of data to enhance instruction.

March: A session to review inductee portfolios as well as the on-going mission of the Susquehanna Township School District as developed by the Superintendent with input from teachers, administrators and community members as reflected in the Strategic Plan concomitant with district goals.

Teacher Portfolio-Suggested Items to be Collected (as Required by Pennsylvania Department of Education for first year Susquehanna Township Teachers)

Lesson/Unit Plans — Inductees should provide at least four consecutive samples of lesson or unit plans. Evidence of the use of Best Practices and reference to statewide standards should be shown. Evidence to demonstrate use and knowledge of the statewide standards is required by PDE.

Resources, Materials, Technology — Inductees should list technology, materials, and resources that they have used to support their instruction. List instructional materials used in instruction. Teachers who possess a broad knowledge base of multiple instructional supports are better able to provide for the individual learning needs of their students. Research supports students’ needs for multi-sensory modes of instruction.

Assessment Materials — Assessment materials should include samples of curriculum-based assessments, academic probes (formative assessment), teacher-made tests, quizzes, copies of rubrics, etc. Three samples of such assessments are adequate.

Information about Students — Inductees will provide team or department meeting minutes as well as student staffing minutes that support the teacher’s knowledge of a student. Other documentation includes student Progress Reports and communication logs that document knowledge of students.

Teacher Conferences/Interviews — Evidence of interactions with the principal/evaluator, post-observation conferences, etc. are acceptable for this area.

Classroom Observations — Inductees will attach any observations from the principal/assistant principal and district level administrators.

Teacher Resource Documents — Evidence of in-service training received, including college credits, formal/informal training, Act 48 credit in-services that satisfy the requirement for this evidence. Lesson plans that document the use of the internet resources by the teacher, in collaboration with the library media specialist or computer technicians are also helpful.

Other — Other supporting documents/samples might include documentation of memberships in professional organizations, committee memberships, in-service facilitators, etc.

* Building Administrators will review the portfolio process with all inductees during the afternoon orientation session.

The Building Induction Committee will meet three times throughout the school year. After discussing criteria for peer classroom observations, three informal classroom observations of fellow teachers will be required of the inductees.

1. Two observations must be in the Inductee’s department/area of specialization with the third taking place at a different level or program area.

2. Specific observation assignments will be suggested and coordinated by the building principal.

3. A Peer Observation Report (Form #1) will be completed after each observation.

An appropriate external (out-of-district) training experience will be provided for each inductee during the induction year. This will be directly related to the inductee’s needs and current teaching assignment determined by a conference with the building principal and mentor-teacher.

Evaluation and Monitoring

SUSQUEHANNA TOWNSHIP SCHOOL DISTRICT

Harrisburg, Pennsylvania 17109

PEER OBSERVATION REPORT

Form #1

1. Name of teacher observed ___________________________________________

2. Date/Time of peer observation _______________________________________

3. Grade level______________________________________________________

4. Subject_________________________________________________________

5. Lesson objective(s)________________________________________________

6. Describe the classroom management and behavioral techniques you observed being utilized during the class period.

____________________________________________________________________________

7. Describe two instructional strategies you observed being utilized as part of the lesson.

_____________________________________________________________________________

8. Describe two strategies you will try to implement in your classroom.

_____________________________________________________________________________ ___________________________ Signature of Teacher Observer

Susquehanna Township School District

Communication Log

DATE STUDENT NAME

REASON FOR COMMUNICATION

TYPE OF COMMUNICATION:

______Phone/Number

______U.S. Mail

______E-Mail

______Student

OUTCOME


ACCOUNTABILITY DOCUMENT

I. Principals/Special Education Supervisors

Acquaint first year teacher with building level management functions.

Date _______________ Name ____________________________________________

II. Mentor Teachers

Acquaint first year teachers with the 4 Domains to a Framework for Teachers

DOMAIN 1:

PLANNING AND PREPARATION

DOMAIN 2:

THE CLASSROOM ENVIRONMENT

a:_____Demonstrating Knowledge of Content and Pedagogy

1b:_____Demonstrating Knowledge of Students

2a:_____Creating an Environment of Respect and Rapport

2b:_____Establishing a Culture for Learning

2c:_____Managing Classroom Procedures

1c:_____Selecting Instructional Goals

1d:_____Demonstrating Knowledge of Resources

1e:_____Designing Coherent Instruction

1f:_____Assessing Student Learning

2d:_____Managing Student Behavior

2e:_____Organizing Physical Space

DOMAIN 4:

PROFESSIONAL RESPONSIBILITIES

DOMAIN 5:

INSTRUCTION 4a:_____Reflecting on Teaching

4b:_____Maintaining Accurate Records

4c:_____Communicating with Families

4d:_____Contributing to the School and District

4e:_____ Growing and Developing Professionally

4f:_____Showing Professionalism

3a:_____Commnicating Clearly and Accurately

3b:_____Using Questioning and Discussion

Techniques

3c:_____Engaging Students in Learning

3d:_____Providing Feedback to Students

3e:_____Demonstrating Flexibility and

Responsiveness

III. Visitations _______________________________ Date _________________________

_________________________________ __________________________________

Inductee (Signature) Mentor (Signature)

_________________________________ ____________________________________

Building Assignment(s) Assignment


MENTOR VISITATION LOG

Teacher ___________________________________________

Grade ___________ Subject _____________________ Date of Observation: ____________

2a: Respect and Rapport

3a: Clarity of Communications

2b: Culture for Learning

3b: Questioning and Discussion

2c: Classroom Procedures

3c: Student Engagement

2d: Student Behavior

3d: Feedback to Students

2e: Physical Environment

3e: Flexibility and Responsiveness



FORM #2

PROGRAM ASSESSMENT FORM — MENTOR-TEACHER

DIRECTIONS: Each administrator and support teacher who actively participated in this year’s Teacher Induction Program is to complete this form during the last week in May and submit it to the Assistant Superintendent.

1. Did the New Teacher Induction Program allow you to provide adequate support to the inductee(s)? Explain

2. What additions or changes would you make in the program in future years to further assist new teachers?

3. What do you feel was the most beneficial aspect of this year’s program?

FORM #2 (continued)

1. To what extent were the following program objectives met:

High Moderate Low

a. New teachers were successfully oriented to school and school district curriculum, policies, ______ ______ ______ regulations, procedures and resources.

b. A support base was provided for new teachers ______ _______ ______

c. Periodic in-service experiences were provided to new teachers, so as to improve their

teaching techniques and classroom management skills. ______ _______ ______

d. The professional development of new teachers was periodically assessed in

a positive and supportive way. ______ ______ ______

_____________________________

Support Teacher/Principal Signature

___________________________

Date



FORM #2

PROGRAM ASSESSMENT FORM —ADMINISTRATOR

DIRECTIONS: Each administrator and support teacher who actively participated in this year’s Teacher Induction Program is to complete this form during the last week in May and submit it to the Assistant Superintendent.

5. Did the New Teacher Induction Program allow you to provide adequate support to the inductee(s)? Explain

6. What additions or changes would you make in the program in future years to further assist new teachers?

7. What do you feel was the most beneficial aspect of this year’s program?

FORM #2 (continued)

8. To what extent were the following program objectives met:

High Moderate Low

a. New teachers were successfully oriented

to school and school district curriculum,

policies, regulations, procedures and

resources. ____ ____ ____

b. A support base was provided for new

teachers ____ ____ ____

c. Periodic in-service experiences were

provided to new teachers, so as to

improve their teaching techniques

and classroom management skills. ____ ____ ____

d. The professional development of new

teachers was periodically assessed in

a positive and supportive way. ____ ____ ____

______________________________________

Support Teacher/Principal Signature

_______________________________________

Date



FORM #3

PROGRAM ASSESSMENT FORM — INDUCTEE

DIRECTIONS: Each inductee who actively participated in New Teacher Induction Program this year is to complete this questionnaire during the last week in May and submit it to the Assistant Superintendent.

1. Did the teacher Induction Program provide the support base that you need positive professional experience in your first year of teaching in the Susquehanna Township School District? Explain.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2. Comment below on the strengths and weaknesses of the program in attempting to reach the objective stated in question #1.

Strengths __________________________________________________________________________________________

_________________________________________________________________________________________________

Weaknesses________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

3. Based on your experience, comment as to how well you feel the induction program met its four key objectives.

__________________________________________________________________________________________________ __________________________________________________________________________________________________

FORM #3 (continued)

a. To orient new teachers to school and school district curriculum, policies, regulations, procedures and resources.

Inductee Comments: _____________________________________________________________________________________________________

____________________________________________________________________________________________________

b. To establish a support base for new teachers.


_____________________________________________________________________________________________________

c. To provide periodic in-service experiences for new teachers, so as to improve their teaching techniques and classroom management skills.


_____________________________________________________________________________________________________

d. To regularly assess the new teacher’s professional development in a positive and supportive way.

Inductee Comments: ________________________________________ __________________________________________________________

__________________________________________________________________________________________________

5. What suggestions do you have for improving the induction process in future years?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

FORM #3 (continued)

6. To what extent do you feel the following program components were successful in helping you to have a positive first year teaching experience in the Susquehanna Township School District?

High Moderate Low

a. Summer Orientation Workshop ____ ____ ____

b. In-service workshops conducted by

administration ____ ____ ____

c. Classroom observations ____ ____ ____

d. In-service experience (conference) ____ ____ ____

e. Help provided by mentor teacher ____ ____ ____

f. Support services provided by general

teaching staff ____ ____ ____

__________________________________________ Inductee’s Signature

___________________________________________ Date



FORM #4

NEW TEACHER INDUCTION LOG

Inductee ___________________________ Mentor-Teacher _____________________

Building ___________________________ Principal ____________________________

DIRECTIONS: Each inductee is required to keep a record of all Teacher Induction Program activities, which he or she participates in during the school year. This log must be submitted to the Assistant Superintendent in order for the Superintendent of Schools to certify that the inductee has successfully completed a state approved induction program.

ACTIVITIES

Summer Orientation Workshop

Morning Session _________________________

Date Completed

Afternoon Session _________________________

Date Completed

District Vision Documents __________________________

Code of Professional Practice and Conduct Administrator’s Signature

Selected District Policies

Discipline Code

-------------------------------------------------------------------------------------------------------------------

First District In-service __________________________

Date Completed

Activities and topics covered: ___________________________

Administrator’s Signature

Curriculum/Instructional Strategies

-------------------------------------------------------------------------------------------------------------------

Second District In-service __________________________

Date Completed

Activities and topics covered: __________________________


Technology

---------------------------------------------------------------------------------------------------------------------

Third District In-service __________________________

Date Completed



Classroom Management

---------------------------------------------------------------------------------------------------------------------

Fourth District In-service __________________________

Date Completed



Assessment

---------------------------------------------------------------------------------------------------------------------

Fifth District In-service __________________________

Date Completed



Components of the on-going mission

of the School District

Needs Assessment

-------------------------------------------------------------------------------------------------------------------

First Building Induction Committee Workshop __________________________

Date Completed

___________________________


-------------------------------------------------------------------------------------------------------------------

Second Building Induction Committee Workshop __________________________

Date Completed

___________________________


-------------------------------------------------------------------------------------------------------------------

Third Building Induction Committee Workshop __________________________

Date Completed

___________________________


--------------------------------------------------------------------------------------------------------------------

First Peer Observation

_________________________

Course and Instructor Observed: Date Completed

__________________________

Principal’s Signature

--------------------------------------------------------------------------------------------------------------------

Second Peer Observation

_________________________


__________________________


-------------------------------------------------------------------------------------------------------------------

Third Peer Observation

_________________________


__________________________


--------------------------------------------------------------------------------------------------------------------

Out of District In-service Program

_________________________

General Description: Date Completed

__________________________


Following successful completion of the Induction Program, this log will be placed in the teacher’s personnel file.

Signatures:

__________________________________ _______________

Inductee Date

__________________________________ _______________ Mentor Date

___________________________________ _____________

Principal Date

__________________________________ ______________

Assistant Superintendent Date

___________________________________ _______________

Superintendent Date

Participation and Completion

Criteria for Successful Completion of the Induction Program

A. Each inductee must successfully complete all activities as stipulated in the Induction Plan (substitute activities may be provided by the building or district administrator if the inductee is unable to participate in an activity).

B. The inductee must complete and submit an Induction Log and Induction Assessment Form to the assistant superintendent.

C. The assistant superintendent and superintendent of schools must approve the Inductee’s Log and certify completion of the induction process by signing the log.

D. The inductee’s name will be submitted to the Pennsylvania Department of Education as having successfully completed the Induction Process.