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HARRINGTON PARK SCHOOL DISTRICT HARRINGTON PARK_ NEW JERSEY AGENDA

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					                            HARRINGTON PARK SCHOOL DISTRICT
                             HARRINGTON PARK, NEW JERSEY



                                               AGENDA
                                    BOARD OF EDUCATION
                                   Thursday, November 20, 2008

                            Work Session and Executive/Closed Session
                                            7:00 p.m.
                             Public Meeting – Regular Public Meeting
                                            8:00 p.m.
                                     MEMBERS OF THE BOARD
                                      Ms. Dianne Smith, President
                                     Ms. Laura Wood, Vice President
                                       Mr. Eric Fishbein, Trustee
                                      Ms. Deborah Miller, Trustee
                                      Mr. John Schettino, Trustee
                                   Dr. Adam D. Fried, Superintendent
                      Ms. Melissa Simmons, Business Administrator/Board Secretary


            Executive Closed Meeting—First and Third Thursday of Each Month at 7:00 p.m.
                       Work Session – First Thursday of Each Month at 8:00 p.m.
                 Regular Public Meeting—Third Thursday of Each Month at 8:00 p.m.
                      Next Work Session Meeting – Thursday, December 04, 2008
                    Board of Education Conference Room – Harrington Park School


CALL TO ORDER:                                                                        Time:

FLAG SALUTE:

ROLL CALL:




                                       PRESENT     ABSENT     Time of arrival/departure
 Ms. Dianne Smith, President
 Ms. Laura Wood, Vice President
 Mr. Eric Fishbein
 Ms. Deborah Miller
 Mr. John Schettino
Also Present:   Dr. Adam D. Fried, Superintendent
                Ms. Melissa Simmons, Business Administrator/Board Secretary
                Student Council: Eric Schulman and Andrew Lee
               Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008                  2



OPEN PUBLIC PORTION MEETING ACT STATEMENT
The New Jersey Open Public Meeting Law was enacted to ensure the rights of the public to have advance notice of
and to attend the meetings of public bodies at which any business affecting their interest is discussed or acted upon.
In accordance with the provisions of this act, the Harrington Park Board of Education has caused notice of this
meeting, which includes the date, time and place thereof posted on the bulletin board of the municipal building, and
the Board of Education bulletin board, published in The Record, and filed with the Clerk of the Borough of
Harrington Park.

MEETING CALENDAR:

Date                                         Time              Place                           Purpose
          December 04, 2008
Work Session and Executive/Closed Session    7:00 p.m.         BOE Conference Room             Discussion
Regular Public Meeting                       8:00 p.m.         Instrumental Music Room


PRESIDENT’S STATEMENT



SUPERINTENDENT’S REPORT




STUDENT COUNCIL REPORT: Student Representatives: Eric Schulman and Andrew Lee




PRESENTATION:             Mr. Brian Gatens & Ms. Patricia McGee:
                          Professional Learning Communities Update




PUBLIC BE HEARD – AGENDA ITEMS ONLY
During each regular meeting, two opportunities are provided for citizens to ask questions and to make comments.
During the first opportunity, early on the agenda, comments are invited regarding subjects on this agenda. The
second opportunity occurs just prior to adjournment, when citizens may address general questions and comments to
the Board.
Persons wishing to speak must, upon being recognized, rise and state their name and address. The Board reserves
the right to establish rules for the conduct of its meetings including such matters as the time at which the public will
be heard if at all, who may speak, and for how long. All such rules shall be monitored by the presiding officer.
All cell phones must be turned off or be in vibrating or silent ring mode. Persons should leave the meeting room
before answering their cell phones.
All comments and questions must be addressed to the Board President or the presiding officer, and shall be limited to
school-related issues. If personal remarks or discourteous statements are made, the presiding officer may require the
speaker to sit down.
              Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008                3


ACTION ITEMS
I.    APPROVAL OF MINUTES
      BE IT RESOLVED that the Board of Education approve the following Minutes:

                         September 03, 2008              Closed Session Meeting
                         September 03, 2008              Regular Public Meeting

                         September 18, 2008              Closed Session Meeting
                         September 18, 2008              Regular Public Meeting

                         October 02, 2008                Closed Session Meeting
                         October 02, 2008                Regular Session Meeting

                         October 23, 2008                Executive Session Meeting
                         October 23, 2008                Closed Session Meeting
                         October 23, 2008                Regular Session Meeting




II.     ADMINISTRATIVE COMMITTEE                                            Deborah Miller, Chairperson
        Pursuant to the recommendation of the Superintendent, the Administrative Committee recommends the
        following resolution(s):

       A-1      APPROVE MENTORING PLAN FOR THE 2008-09 SCHOOL YEAR
                BE IT RESOLVED that the Board of Education approve the Harrington Park School District
                Mentoring Plan for the 2008-09 school year as indicated on Appendix A.


       A-2      APPROVE REVISION OF CO-CURRICULAR WEBMASTER ASSIGNMENT AND STIPEND
                INCREASE FOR THE 2008-09 SCHOOL YEAR
                BE IT RESOLVED that the Board of Education approve the revision for the co-curricular
                webmaster assignment from a 10 month webmaster position of 09/01/08 to 06/30/09 to a 12
                month position of 07/01/08 to 06/30/09 with an stipend increase from $2,215.00 to $2,658.00 for
                the 2008-09 school year.

       A-3      APPROVE EXTENSION OF MATERNITY/CHILD REARING LEAVE
                BE IT RESOLVED that the Board of Education approve the extension of maternity/child rearing
                leave request from Laura Reilley from anticipated return of 01/01/09 to a return of 1/26/09.

       A-4      APPROVE LINDSEY WELLMAN AS LONG TERM MATERNITY LEAVE REPLACEMENT
                TEACHER FOR 2008-09 SCHOOL YEAR.
                BE IT RESOLVED that the Board of Education approve Lindsey Wellman as a long-term
                maternity leave replacement elementary teacher for Laura Reilley-Grade 1effective 01/01/09 to
                01/23/09 at BA (Step 2) $47,365.00 (pro-rated.)
       Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008                4

A-5      APPROVE EXTENSION OF MATERNITY/CHILD REARING LEAVE
         BE IT RESOLVED that the Board of Education approve the extension of maternity/child rearing
         leave request from Jennifer Cangialosi from anticipated return of 01/01/09 to a return of
         01/28/09.
A-6      APPROVE JAMIE RATNER AS LONG TERM MATERNITY LEAVE REPLACEMENT
         TEACHER FOR THE 2008-09 SCHOOL YEAR
         BE IT RESOLVED that the Board of Education approve Jamie Ratner as a long-term maternity
         leave replacement elementary teacher for Jennifer Cangialosi-Grade 1 effective 01/01/09 to
         01/27/09 at BA (Step 2) $47,365.00 (pro-rated.)
A-7      APPROVE SCHOOL NURSING PLAN FOR THE 2008-09 SCHOOL YEAR
         BE IT RESOLVED that the Board of Education approve the School Nursing Plan for the 2008-
         09 school year as on Appendix B.
A-8      APPROVE LOCAL DISTRICT TECHNOLOGY PLAN FOR 2007 THROUGH 2010
         BE IT RESOLVED that the Board of Education approve the Local District Technology Plan
         from July 1, 2007 through June 30, 2010.

A-9      APPROVE CRISIS MANAGEMENT PLAN FOR 2008-09 SCHOOL YEAR
         BE IT RESOLVED that the Board of Education approve the 2008-09 Crisis Management Plan.


A-10     APPROVE THE 2007-08 REPORT OF VIOLENCE AND VANDALISM
         BE IT RESOLVED that the Board of Education approve the 2007-08 Report of Violence and
         Vandalism.


A-11     APPROVE THE INSTRUCTIONAL MATERIALS LIST FOR THE 2008-09 SCHOOL YEAR
         BE IT RESOLVED that the Board of Education approve the Instructional Materials List for the
         2008-09 school year.
A-12     APPROVE APPOINTMENT OF SUBSTITUTE HOUSE & GROUNDS MAINTENANCE
         WORKER FOR THE 2008-09 SCHOOL YEAR
         BE IT RESOLVED that the Board of Education approve Warren Clark as a substitute House &
         Grounds Maintenance worker to be employed for substitute work effective 11/20/08 at a rate of
         $13.00 per hour.

A-13     APPROVE HOME & SCHOOL ASSOCIATION ENRICHMENT PROGRAM FOR 2008-09
         SCHOOL YEAR
         BE IT RESOLVED that the Board of Education approve the Home & School Association
         Enrichment Program for the 2008-09 school year as on file in the Superintendent’ office.

A-14     APPROVE THE APPOINTMENT OF FULL-TIME CERTIFIED INSTRUCTIONAL AIDE FOR
         THE 2008-09 SCHOOL YEAR
         BE IT RESOLVED that the Board of Education approve Elyse Vitale as a certified instructional
         aide (1-1 aide for 2nd grade student I.D.#18220 placed in Ms. Ruzsilla’s classroom) effective
         11/03/08 at a certified rate of $16.00 per hour ($24,000.00 annual salary-pro-rated.)
               Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008               5




SCHOOL BUSINESS ADMINISTRATOR/BOARD SECRETARY REPORT: Melissa Simmons
Pursuant to the recommendation of the Superintendent, the Committee on Finance and Administration
recommends the following resolution (s):

Budget/Accounting and Finance:

The following reports and activities have taken place and have been submitted:
   • School Report Card at June 30, 2008
   • School Register at June 30, 2008
   • ASSA at October 15, 2008
   • DRTRS Transportation report at October 15, 2008
   • Debt Service Report for 2009-2010
   • The Annual Audit at June 30, 2008 has been completed and will be presented at the December 2,
       2008 board meeting with Mr. Steve Wielkotz discussing the audit and the management report.
   • IDEA grant for 2008-09 has been approved.

Budget Development:
   • Budget meetings will commence this week. The first 4 meetings will discuss the following:
         o Instructional Supplies, equipment and textbooks
         o Instructional programs
         o Special Education
         o Technology
   • The full calendar will be available at the December board meeting.




III.   FINANCE AND AUDIT                                                          Laura Wood, Chairperson
       Pursuant to the recommendation of the Superintendent, the Finance and Audit Committee recommends
       the following resolution(s):
       FA-15     APPROVE BILLS LIST
                  BE IT RESOLVED that the Board of Education approve the payment of expenditures in the
                 amount of $253,770.84 as based upon the computer listing dated 11/20/08 and the payroll of
                 10/31/08 in the amount of $274,928.36 and the payroll of 11/14/08 in the amount of
                 $332,300.63 all of which are on file in the office of the Board of Education.
                 In accordance with N.J.A.C. 6A:23-2:11(b), (c) 3, and (c) 4;
                 Approval that all bills as examined, audited and certified by the Business Administrator/Board
                 Secretary and presented to the Board of Education shall, if found to be correct, be ordered paid
                 by the Board of Education. Any exceptions noted tonight, on the record, will be reexamined by
                 the Business Administrator/Board Secretary and the appropriated committee chairperson and if
                 found to be correct, be ordered paid by the Board of Education. Prior to payment, the inquiring
                 board trustee will be duly notified by the Business Administrator/Board Secretary, in reference
                 to satisfaction of the submitted concern.
               Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008              6



       FA-16     APPROVE BOARD SECRETARY REPORT FOR AUGUST 2008
                 BE IT RESOLVED that the Board of Education approve the Board Secretary Report for the
                 month ending August 31, 2008.

       FA-17     APPROVE MONTHLY TRANSFER REPORT FOR AUGUST 2008
                 BE IT RESOLVED that the Board of Education approve the Monthly Transfer Report for the
                 month ending August 31, 2008

       FA-18     APPROVE TREASURER’S REPORT FOR AUGUST 2008
                 BE IT RESOLVED that the Board of Education approve the Treasurer’s Report for the month
                 ending August 31, 2008.

       FA-19     APPROVE BOARD SECRETARY REPORT FOR SEPTEMBER 2008
                 BE IT RESOLVED that the Board of Education approve the Board Secretary Report for the
                 month ending September 30, 2008.

       FA-20     APPROVE MONTHLY TRANSFER REPORT FOR SEPTEMBER 2008
                 BE IT RESOLVED that the Board of Education approve the Transfer Report for the month
                 ending September 30, 2008.


       FA-21     APPROVE TREASURER’S REPORT FOR SEPTEMBER 2008
                 BE IT RESOLVED that the Board of Education approve Treasurer’s Report for the month
                 ending September 30, 2008.




IV.     HOUSE AND GROUNDS COMMITTEE                                            John Schettino, Chairperson
        Pursuant to the recommendation of the Superintendent, the House and Grounds Committee recommends
        the following resolution (s):


      HG-22      APPROVE THE NJDOE SUBMISSION OF PROJECT APPLICATIONS FOR TOILET ROOM
                 UPGRADES, BOILER REPLACEMENT, COMMUNICATION UPGRADES, AND LIGHTING
                 UPGRADES
                 BE IT RESOLVED that the Board of Education approve the NJDOE submission of project
                 applications for toilet room upgrades, boiler replacement, communication upgrades, and lighting
                 upgrades.


      HG-23      APPROVE FACILITIES CHECKLIST REPORT-EVALUATION OF SCHOOL BUILDINGS
                 INDICATOR 7.6 FOR THE 2008-09 SCHOOL YEAR
                 BE IT RESOLVED that the Board of Education approve the Facilities Checklist Report-
                 Evaluation of School Buildings Indicator 7.6 for the 2008-09 school year.
               Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008         7

      HG-24      APPROVE LONG RANGE FACILITIES PLAN FOR THE 2005-10 SCHOOL YEAR
                 BE IT RESOLVED that the Board of Education approve Long Range Facilities Plan for the
                 2005-10 school year.


      HG-25      APPROVE COMPREHENSIVE MAINTENANCE PLAN FOR 2008-09, 2009-10, & 2010-2011
                 BE IT RESOLVED that the Board of Education approve the Comprehensive Maintenance Plan
                 for 2008-09, 2009-10, and 2010-2011.


      HG-26      APPROVE FORM M-1 FOR ANNUAL MAINTENANCE BUDGET FOR 2008-09 AND 2009-10
                 BE IT RESOLVED that the Board of Education approve form M-1 for annual Maintenance
                 Budget for 2008-09 and 2009-10.


HOUSE & GROUNDS REPORT: Melissa Simmons
House and Grounds Update:
One of the goals that we have strived for is to efficiently and effectively utilize all comprehensive
maintenance dollars accordingly to maintain the quality of the school building. As you are aware, we
plan maintenance type of projects during any long weekends and holiday breaks. Accordingly, the
following is a listing of projects that were accomplished during the Teachers’ Convention Break:

 1.   All Floors scrubbed and waxed                   6.   Shelves added to the closet in room 39
 2.   Scrubbed A.P.R & Gym floors                     7.   Windows to door ways were cleaned
 3.   Court yard cleaned up                           8.   Chiller area cleaned up
 4.   Garage cleaned up & changed light bulbs         9.   Block in back of school were glued
 5.   All area rugs shampooed                        10.   Cleaned up tools and boiler room area

      Bigger Projects:
 1.   Back board in A.P.R hung
 2.   Lighting around school




V.      POLICY AND LEGISLATION COMMITTEE                                       Eric Fishbein, Chairperson
        Pursuant to the recommendation of the Superintendent, the Policy and Legislation Committee
        recommends the following resolution (s):

       PL-27     APPROVE SECOND READING OF POLICY 0142.1
                 BE IT RESOLVED that the Board of Education approve the second reading of the following
                 policy: Policy 0142.1 - Nepotism


       PL-28     APPROVE SECOND READING OF POLICY 6362
                 BE IT RESOLVED that the Board of Education approve the second reading of the following
                 policy: Policy 6362 – Pay to Play
            Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008   8




VI.   TRAVEL/CONFERENCES/OTHER:
      Training for Building Based Teams for Intervention & Referral Services
      December 4-5, 2008
      Bergen Community College
      Paramus, NJ
      Staff attending: Patricia Grantuskas, Assistant Principal
                       Patricia McGrath-Zucker, School Nurse
                       Sonali Gurjar, Guidance Counselor




PUBLIC BE HEARD – ALL SCHOOL RELATED ISSUES




ADJOURNMENT
              Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008              9

                                                                                 ADDENDUMS



II.     ADMINISTRATIVE COMMITTEE                                          Deborah Miller, Chairperson
        Pursuant to the recommendation of the Superintendent, the Administrative Committee recommends the
        following resolution(s):

       A-29     APPROVE SUBSTITUTE LUNCH AIDE FOR 2008-09 SCHOOL YEAR.
                BE IT RESOLVED that the Board of Education approve Joan Turner as a substitute lunch aide
                effective 11/20/08 for the remainder of the 2008-09 school year.




IV.     HOUSE AND GROUNDS COMMITTEE                                          John Schettino, Chairperson
        Pursuant to the recommendation of the Superintendent, the House and Grounds Committee recommends
        the following resolution (s):


      HG-30     APPROVE THE USE OF FACILITIES
                BE IT RESOLVED that the Board of Education approve the use of facilities in the All Purpose
                Room by the Harrington Park Home & School Association for the purpose of registering for
                Enrichment Program classes at no charge from 5:30 p.m. – 8:30 p.m. on December 08, 2008.


      HG-31     APPROVE THE USE OF FACILITIES
                . BE IT RESOLVED that the Board of Education approve the use of facilities in the APR,
                library, gym, music room, various classrooms/areas/fields by the Harrington Park Home &
                School Association for the 2008-09 Enrichment Program classes at no charge on Mondays
                through Fridays after school and some evenings, Saturdays 9:00 AM-12:30 PM, and daytime
                hours during the break, from January 10, 2009 and continuing for 10-12 weeks, February 2009
                & April 2009 vacation camp.
Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008   10

                                                                            APPENDIX A

     Northern Valley Professional Development Committee




                                 2008- 2011




                   Harrington Park School District
                          191 Harriot Ave.
                    Harrington Park, New Jersey




     Northern Valley Professional Development Committee
                   162 Knickerbocker Road
                     Demarest, NJ 07627
             Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008   11

            DISTRICT PROFESSIONAL DEVELOPMENT COMMITTEE MEMBERS
                                    2008-2011

DISTRICT NAME:                                       Harrington Park

SUPERINTENDENT OF SCHOOLS:                           Dr. Adam D. Fried

SUPERINTENDENT E-MAIL:                               fried@nvnet.org

DISTRICT TELEPHONE NUMBER:                           201-768-5700

DISTRICT FAX NUMBER:                                 201-768-3767

LPDC CHAIRPERSON:                                    Ms. Elissa Nycz

DISTRICT ADDRESS:                                    191 Harriot Avenue
                                                     Harrington Park, NJ 07640

POSITION:                                            Resource Center

PHONE NUMBER: 201-768-5700                           FAX NUMBER: 201-768-3767

EMAIL ADDRESS:                                       nycz@nvnet.org

NAMES AND POSITIONS OF ADDITIONAL COMMITTEE MEMBERS

ADMINISTRATORS                       SCHOOL ADDRESS:

1. Mr. Brian Gatens                  191 Harriot Avenue
   Principal                         Harrington Park, NJ 07640

2. Ms. Patricia Grantuskas           191 Harriot Avenue
   Vice Principal                    Harrington Park, NJ 07640

TEACHERS                             HOME ADDRESS                           TERM

1. Ms. Elissa Nycz                   90 Eagle Ridge Way                     3 years
                                     Nanuet, NY 10954                       Exp. 6/11

2. Ms. Patricia Grantuskas           550 Myrtle Avenue                      3 years
                                     Garwood, NJ 07027                      Exp. 6/11

3. Ms. Nancy Fredette                74 Deer Trail Road                     3 years
                                     Hillsdale, NJ 07642                    Exp. 6/11

4. Mr. Peter Cunniff                 33 South Avenue                        3 years
                                     Harrington Park, NJ 07642              Exp. 6/11

5. Ms. Allison Leininger             114 Franklin St., #7G1                 3 years
                                     Morristown, NJ 07960                   Exp. 6/11
             Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008   12

6. Ms. Eileen Kastanis               22 Lexington Avenue                    3 years
                                     Westwood, NJ 07675                     Exp. 6/11
                         HARRINGTON PARK SCHOOL DISTRICT
                          PROFESSIONAL DEVELOPMENT PLAN

                                    Section 1: District Profile
                                      District Profile Sheet


Name of District:                            Harrington Park

District Code:                               2050

Address:                                     191 Harriot Avenue
                                             Harrington Park, NJ 07640



Municipalities covered by this district:     Harrington Park

County:                                      Bergen

County Code:                                 03

District Factor Group:                       1



Chief School Administrator:                  Dr. Adam D. Fried

Type of District:                            K-8

Number of Buildings:                         1
                Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008   13




District Mentoring Plan: The District Plan
Development and Approval Process

LPDC Signoff Sheet
Name of District: __Harrington Park______________               Code:___2050 ____

County: __________Bergen_____________________                   Code:____03______

Names of Professional Staff Members Elected to Committee:

Elissa Nycz              ____________________           Teacher _____          08-09 Chair
Name                     Signature                      Position               Term

Patricia Grantuskas      ____________________           Vice Principal__       08-09
Name                     Signature                      Position               Term

Nancy Fredette           ____________________           Teacher______          08-09_
Name                     Signature                      Position               Term

Peter Cunniff            ____________________           Teacher______          08-09
Name                     Signature                      Position               Term

Allison Leininger        ____________________           Teacher______          08-09
Name                     Signature                      Position               Term

Eileen Kastanis          ____________________           Teacher______          08-09
Name                     Signature                      Position               Term

Name of Administrators Appointed to Committee:

Dr. Adam Fried           ____________________           Superintendent         08-09
Name                     Signature                      Position               Term
Brian Gatens             ____________________           Principal_____         08-09
Name                     Signature                      Position               Term
Patricia Grantuskas      ____________________           Vice Principal_        08-09
Name                     Signature                      Position               Term


Contact Person: _Margaret McClean________________________________________

Phone: ________201-768-5700 x2103_______________________________________

Fax: __________201-768-3767____________________________________________
             Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008       14

Email:_________mcclean@nvnet.org________________________________________




Section 1 ~ District Profile

       District profile sheet – attached
       LPDC sign-off sheet – attached
       Board of Education approval form – attached



Section 2 ~ Needs Assessment

   •   Stakeholders who contributed are: mentors, novice teacher, LPDC members, administrators,
       teacher associations.

   •   Process of Assessment: surveys, anecdotal records, teacher retention rates, formal observations
       by administrators.

   •   Feedback collected from teachers, at the conclusion of each of the two days of mentor training,
       indicated a high level of satisfaction with the knowledge they received and for the opportunities
       to apply the content to their individual mentoring experiences. Mentors who participated in
       training signed up for both individual and group on-site coaching visits with the trainer.
       Analysis of qualitative data from the new teacher induction program assessments and
       administrative observations indicates a high correlation between training, coaching and other
       supports to teacher effectiveness, student performance, and teacher retention. Yearly assessment
       questionnaires will be completed by all mentoring teams at our end of the year meeting. As a
       result of their input we will continue to provide building-based mentoring support meetings for
       mentor teams four times throughout the school year. We will also start a new teacher support
       group meeting in the fall, facilitated by an administrator within the PDC.

   •   Mentor training and New Teacher Induction agendas. (Appendixes A& B)
            Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008           15




Section III ~ Vision and Goals
A. Mentoring Program Vision


      The Harrington Park School District believes that novice teachers are defined as
      “any full-time or part-time teacher who has not completed one year of full-time teaching under a
      valid state teaching certificate” will be mentored. (N.J.A.C. 6A:9.2) This provision specifically
      ensures that all novice special education teachers receive one full year of mentoring support.
      Novice teachers will benefit and grow in their profession through a formal induction program.
      The mentoring program, one aspect of the induction program, will focus on the professional
      growth of the novice teacher through the support, guidance, and advice of the mentoring teacher.
      As new teachers enter the profession they have the right to a collaborative and reflective process
      that will enhance their learning and enable the students they teach to achieve at higher levels.

             * All novice teachers (those holding a Certificate of Eligibility, Certificate of Eligibility
             with Advanced Standing, or a Standard Teacher of the Handicapped) are assigned a
             mentor upon beginning the provisional year and participate in a one-year mentoring
             program (30 weeks for traditional route and 34 weeks for alternate route).




B. Mentoring Program Goals and Objectives
      Goal 1: To enhance teacher knowledge of and provide strategies related to the Core
      Curriculum Content Standards in order to facilitate student achievement.
         Indicators:
             • Mentors will review required special accommodations with novice teachers, when
                applicable.
             • Mentors will examine student products with novice teachers to inform and guide
                practice.
             • Novice teachers will observe mentor teachers in their classrooms.
             • Novice teachers will meet weekly with mentors for review of classroom practices.
             • Mentors will actively participate in growth process through providing diverse
                strategies and following up on implementation.
             • Measures and Targets
                    o Feedback from mentoring IC – mid-year.
                    o Mentor journal of documented weekly meetings with novice teacher –
                        throughout the year.
      Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008      16

               o Appendix C




Goal 2: To identify exemplary teaching skills and educational practices necessary to acquire and
maintain excellence in teaching.
   Indicators:
       • Novice teachers and mentors will observe master teachers using best practices and
           discuss application to teaching.
       • Novice teachers will attend instruction skills training and participate in non-
           evaluative, focused coaching observations.
       • Novice teachers and mentors will participate in local and regional professional
           development opportunities.
       • Novice teachers will confer with mentors to identify exemplary teaching and transfer
           skills and strategies to the classroom.
       • Novice teacher and mentors will examine teacher effectiveness based on student
           performance.
       • Measures and Targets
               o Mentor’s journal of documented weekly meetings with novice teachers
                   throughout the year.
               o Staff developers’ record of coaching visits and workshop attendance – in the
                   fall.
               o Teacher participation in building-based Learning Community Initiatives –
                   throughout the year.
               o Appendix C

Goal 3: To assist novice teacher in the performance of their duties and adjustments to the
challenges of teaching.
   Indicators:
       • Mentor and novice teacher will meet weekly to discuss classroom management issues
           and concerns identified by the novice teacher.
       • Mentor will provide feedback on ways to better manage novice teacher’s class based
           on classroom observation.
       • Measures and Targets
               o Mentor journal of documented weekly meetings with novice teacher
                   throughout the year.


Goal 4: To assist novice teachers in adjusting to the culture of the
school, district, and community by providing orientation to district
programs, procedures, and services.
   Indicators:
        • Novice teachers will attend a regional orientation.
        • Novice teacher will attend a half - day technology training orientation.
        • The mentor teacher will meet with novice teacher for support, problem solving, and
            informal feedback on successes and concerns.( As per the Differentiated Supervisory
            Model)
        • Measures and Targets
      Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008     17

               o Mentor journal of documented weekly meetings with novice teacher
                 throughout the year.
               o Staff developers’ record of coaching visits and workshop attendance – in the
                 fall.
               o Teacher participation in building-based Learning Community Initiatives –
                 throughout the year.



Goal 5: To build a foundation for continued professional growth through structured interactions
with mentors, administrators, and veteran teachers.
   Indicators:
       • Mentors will attend formal training in mentoring and show evidence of other
          professional development activities.
       • Mentors will develop collaborative action plans to promote growth and development
          of the novice teachers.
       • Mentors will maintain a documentation record of mentoring activities and meetings.
       • Measures and Targets
               o Mentor journal of documented weekly meetings with novice teacher
                  throughout the year.
               o Staff developers’ record of coaching visits and workshop attendance – in the
                  fall.
               o Teacher participation in building-based Learning Community Initiatives –
                  throughout the year.
               o Attend new teacher meeting with administration staff.


   Goal 6: To integrate the mentor program with professional development efforts in order to
   promote the personal and professional growth of the novice teacher.
   Indicators:
      • The mentor teacher will be required to attend formal training in mentoring and show
          evidence of other professional development activities. (required for mentoring
          provisionally certified and alternate route teachers; recommended for all mentors)
      • The provisionally certified teacher will be required to complete a six day new teacher
          induction program and demonstrate elements of instruction in their teaching. (5 days
          for transfer teachers)
      • Novice teacher and mentor teachers will be invited to attend several instruction and
          support programs, hosted by the LPDC, through out the school year.
      • Measures and Targets
              o Mentor journal of documented weekly meetings with novice teacher
                  throughout the year.
              o Staff developers’ record of coaching visits and workshop attendance – in the
                  fall.
              o Teacher participation in building-based Learning Community Initiatives –
                  throughout the year.
          Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008       18




    Goals               NJ professional         NCLB key elements of high quality
                        standards for           professional development
                        teachers
    1                   1-10                    1-8
    2                   2,5,8,9                 1,2,3,5,7,8
    3                   2,4,8,9,10              1-8
    4                   2,3,6,8,9,10            1-8
    5                   2,8,9,10                1-8
    6                   2,8,9,10                1-8

•   Goals are aligned with the Professional Standards for Teachers and NCLB key elements and in
    accordance with NJ state mentoring regulations. Goals are based on needs assessment, student
    achievement data and teacher learning needs. Goals are aligned to the district goals for ongoing
    professional learning. Goals are aligned with state mentor regulations 6A:9 3.1-3.3 and 6-11-
    14.8.
            Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008       19




Section IV ~ Mentor Selection
  •   Each mentor teacher should be a fully certified, tenured teacher with (5) years experience and 3
      years within the Northern Valley School District.
  •   Wherever possible, the mentor teacher should be certified in the same field as the novice teacher.
  •   Teachers with a desire to mentor will sign a Mentor Intent Form to be submitted to the
      Supervisor. The supervisor, upon recommendation from the principal will assign a mentor from
      the pool of volunteers. The supervisor and principal shall rotate the mentoring positions among
      those teachers who meet the criteria, and predicated by the high schools’ differentiated
      supervision model.


  •   The Mentor Teacher should possess the following characteristics:

                Excellent communication skills
                Enthusiastic, optimistic and open to new ideas
                A track record of excellent teaching
                Ability to maneuver within the system and show influence in the
                system
                Ability to establish rapport and trust
                Ability to provide support, guidance, and challenges
                Ability to follow an action plan that is collaboratively created and
                includes frequent meetings
                Understanding of the development needs of novice and transfer teachers
                Ability to engage in a variety of mentoring activities
                Exercise confidence, patience, and enthusiasm
                View themselves as equals to those they mentor



  •   The building principal and supervisor will assign a mentor teacher to each teacher new to the
      district at the beginning of the contracted teaching assignment. (N.J.C.A. 6A:8-4(b)2).
  •   The use of retired teachers and administrators for the mentoring of novice teachers was removed
      from the licensing code. Retired teachers and administrators may no longer be used to satisfy any
      provision of the mentoring regulations for teachers. (N.J.A.C. 6A:9-8.4)
  •   Administrators will facilitate the successful interaction of the mentor and novice teacher.
            Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008        20




Matching Mentors and Mentees:

  •   The highest priority is given to similar job assignments, close proximity and common plan or
      lunch periods.
  •   Age differences of 5+ years are often sought, but experience differences are crucial.
  •   Matching personality types or educational views is undesirable as it minimizes the learning
      opportunity. Such matching may even be unnecessary if training promotes exploration of
      differences, capitalizing on the diversity of the pair, and planning to avoid problems.
  •   Allow the novice teacher to decide if gender matching (role model) is important (often it is not).
  •   Appendix D
            Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008       21




Section V ~ Roles and Responsibilities for Mentors


Mentors

      •   Build and maintain trust.
      •   Use effective communication skills.
      •   Be a responsive listener and understands the confidential nature of the mentor/novice teacher
          relationship.
      •   Create collaborative action plans.
      •   Provide support, guidance and challenges.
      •   Understand the phases of the relationship and assess needs throughout the year.
      •   Meet at least weekly and employ a variety of mentoring strategies. ie. conferencing,
          planning, observing, modeling, demonstrating, co-teaching, studying, referring, reflective
          practices
      •   Be flexible and open to change.
      •   Demonstrate professionalism and life-long learning.
      •   Understand the provision for the no - fault exit in the mentoring process.
          (Appendix D)
      •   Sign a mentor/novice teacher contract. (Appendix E)
      •   Abide by the contract agreement and ethical code of practice for mentoring. (Appendix F)
      •   Attend formal training in mentoring and show evidence of other Professional Development
          Activities.
      •   Keep a documentation record of mentoring activities. This form will be submitted to
          supervisor/principal at the end of the year for 36 hours of professional development credit.
          (Appendix C)
      •   Be familiar with the Northern Valley framework for effective teaching and the professional
          Standards for Teaching.
      •   Attend building mentoring meetings.
      •   Create, in collaboration with novice teacher, a mentoring action plan. (Appendix G)
             Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008        22




Novice Teacher

     •   Attend district new teacher induction program.
     •   Build and maintain a trusting relationship.
     •   Keep confidences.
     •   Participate in needs assessments.
     •   Collaborate to develop goals and action plan.
     •   Meet with mentor on weekly basis to plan, and reflect on goals.
     •   Observe and be observed.
     •   Be open and embrace diversity.
     •   Understand the provision for the no - fault exit in the mentoring process
     •   Be familiar with the Northern Valley framework for effective teaching and the Professional
         Standards for Teaching. (Appendix H)
     •   Attend building mentoring meetings.
     •   Participate in a variety of mentoring strategies. I.e. conferencing, planning, observing,
         modeling, demonstrating, co-teaching, studying, referring, reflective practices.
     •   Create, in collaboration with mentor, a Mentoring Action Plan for the year. (Appendix G)
     •   Keep a record of observations throughout the first year of teaching. (Appendix I)

  School Leaders
     •   Supervise and evaluate new teachers.
     •   Facilitate faculty and community awareness.
     •   Honor confidentiality of mentoring teams.
     •   Assist in scheduling time for mentoring teams to observe teaching.
     •   Provide a local mentor plan that must include a structure for in-person contact between the
         mentor and novice teachers over a period of 30 weeks (N.J.A.C. 6A:9-8.4(b)3).
     •   Sign mentor/novice teacher contract.
     •   Follow plan guidelines in matching and selecting mentors.
     •   Provide input for program revisions.
     •   The administrator will attempt to facilitate the scheduling of a mentoring period.
         • After the scheduling process is completed, the administrator will attempt to schedule
             common planning time according to the differentiated supervision model.
         • Inform all mentors about their mentoring roles and responsibilities.

     LPDC

         •    Create and administer mentoring plan
         •    Inform all mentors about their mentoring roles and responsibilities




     Board of Education

                          •   Ensure resources for program
Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008      23


             •   Establish policy to make program a priority
             •   The mentor plan must first be approved by the local board of education,
                 with final approval from the county superintendent (N.J.A.C. 6A 9-8.4 (c)
                 4).
         Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008   24




Section VI and VII ~ Professional Learning for Novice and
Mentor Teachers
    Professional learning opportunities including the New Teacher Induction Program, Successful
    Mentoring training and scheduled building meetings are comprehensive and ongoing and are
    aligned with the NJ Professional Standards for Teachers, NJPD Standards, NCLB PD
    requirements. Workshops include coaching visits. (See attached workshop agendas) (Appendix
    I)
    Collaboration is supported and learning is based on data and targeted to meet the needs of
    mentors and novice teacher.
    Training and meetings are aligned to the goals and objectives of the mentoring plan.
                 Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008           25




 Section VIII Action Plan
  Action Plan        Professional Learning        Resource       Assessments        Timeline         Persons
                           Activities             Options                                          Responsible
Mentors             Two day “Successful         District        Workshop          Sept./Oct.     Linda Mayer
                    Mentoring” Training         funded in       feedback
                                                house trainer   (written)         On-going       Building
                    Bi-weekly meetings          during school                     Mid year       Principals
                    between mentor and                          Coaching
                    novice teachers to                          feedback          June           PDC Chair
                    discuss practice, build
                    collegial support, and to                   Innovation
                    observe effective
                    teaching practice. (CPT)                    Configuration

                    Attend opening, mid-year                    Year-end
                    and end of year district                    survey
                    wide mentor/novice
                    teacher meetings
Administrators      Two day “Successful       District          Workshop          On-going       Linda Mayer
                    Mentoring” Training       funded in         feedback
                    (optional)                house trainer     (written),                       Building
                                              during                                             Principals
                                              school,
Novice Teachers     Six day Induction         District          Workshop          Each day of    Staff
                    Program                   funded in         feedback          training       Development
                                              house             (written)                        team
                    Bi-weekly meetings        trainers                            On-going
                    between mentor and        during            Coaching          June           Principals
                    novice teachers to        summer and        feedback                         Supervisors
                    discuss practice, build   school day                                         Superintendent
                    collegial support, and to                   Year-end
                    observe effective                           survey
                    teaching practice. (CPT)

                    Attend opening, mid-year
                    and end of year district
                    wide mentor/novice
                    teacher meetings
Mentors             CPT                      Building –         Monitoring        During         PDC
Novice Teachers                              based lunch        discussions and   meetings       members
Administrators                               time,              comments
                                             common
                                             preps, and
                                             CPT
            Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008    26



Section IX Resource Options Used

     •   Mentors and novice teachers are released during the school day to attend training
     •   Supervisors, teachers provide coverage for classroom visitations.
     •   State mentoring funds are applied toward mentor stipends

Section X    Funding Resources
     The Mentor Teacher shall be paid either from the funds received from the State Department of
     Education or from the provisionally certified teacher. Funding from NCLB grants is utilized for
     substitute coverage for teacher training and collaborative arrangements. The new teacher
     induction program is fully funded by the district.

     Mentor for a Traditional Route Teacher         $550.
     Mentor for an Alternate Route Teacher          $450 + $550. = $1,000.
             Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008       27



Section XI    Program Evaluation

   •   Program Evaluation includes teacher feedback and reflection on learning from both mentors and
       novice teachers. Mentors, staff development trainers, department supervisors, vice principals
       and principals observe new teachers to assess implementation of effective teaching practices.
       Administrators act as advocates for mentoring teams. Mentors and novice teachers
   •    Evaluate effectiveness of the mentoring program through a variety of assessment tools.
   •   All assessment tools are attached. (Appendix J, K, L)
   •   All feedback is reviewed by the LPDC and the staff development trainer to inform program
       improvements.
   •   Northern Valley has a very high rate of teacher retention.
   •   Administrators report increased advocacy for novice teachers from veteran staff. Veteran
       teachers and administrators called for a need to increase awareness for “parents as partners” for
       novice teachers. This has been revised in the new teacher induction program and in the mentor
       training.
             Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008          28




20-Day Requirement for Mentoring Alternate Route Teacher’s
Addendum


The Harrington Park School District has a long history of providing comprehensive support through the
Northern Valley Curriculum Center for Alternate Route teachers. Yet still the loss in the ability of this
district to utilize retired teachers as 20-day mentors has been challenging.

All new hires to our district take part in a 40-hour comprehensive new teacher induction program,
through the Northern Valley Curriculum Center in conjunction with Harrington Park School District, in
the first 20 days. This induction program involves training and coaching in the New Jersey Core
Curriculum Content Standards, classroom management, student assessment, lesson planning, district
policies and procedures, and New Jersey Professional Standards for Teachers.

Our mentors are assigned before school starts and receive comprehensive in-district training. Mentors
receive on going support by PDC coordinator. Our mentoring program includes requirements for weekly
contacts between mentor and protégé, including classroom observation to both the new teachers and
veteran teacher’s classrooms. Building based support meetings for all new teachers and mentors are
planned four times throughout the year. Additionally teachers participate in one or more learning
communities throughout the year provided through the Northern Valley Curriculum Center.

We will add two hours of daily contact, one period of observation and one period of mentor-directed
conferencing for Alternate Route teachers for the first 20 days of work. We will use the same mentor
for the 20-day requirement as well as throughout the entire year.

To fulfill the remaining 10-hour of contact time requirement, the Alternate Route teacher can attend 10
hours of on-going induction training, learning community meetings, and collaborative mentoring
meetings.

Alternate Route teachers can also use a team approach whereby volunteer, trained mentors would be
allowed release time to observe the Alternate Route teacher’s class and offer support and assistance.
The goal is to meet the mandate for the additional 10 hours and to help the Alternate Route teacher to
transition the first 20 days of employment within our district.

Whenever possible, we will apply the modification and substitutions of the 20-day requirement set for
the in the directive from Jay Doolan, Acting Assistant Commissioner, Division of Educational
Programs and Assessment.




Modifications of the 20-Day Requirement:
             Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008        29

There are often instances where an Alternate Route teacher’s experience prior to employment and/or
exposure to the necessary areas of critical professional growth may warrant a modification to the 20-day
requirement. Please note:

•   Modified mentor plans for candidates for teachers with teaching experience – District
    mentor plans may include modifications that reduce the number of contact hours for candidates who
    have extensive nursery to grade 12 teaching experience, eg., teaching in non-public schools or in
    another state, or working under an emergency – conditional certificate.
    Example – A teacher with at least one year of documented, successful teaching may meet with a
    mentor one period a day for 20 days and should include at least three classroom visitations.

•   Modified 20-day mentoring for candidates who complete Phase 1A of regional training
    prior to employment – The department has developed a 20-hour initial phase of formal
    instruction through it’s state-sponsored regional training centers and consortia that may be
    completed before employment or coincide with the initial experience within the classroom. Phase 1
    instruction emphases “the survival skills” necessary for the novice-teachers’ early successes in the
    classroom. District mentor plans may include modifications that reduce the number of contact hours
    for candidates who have completed Phase 1A of regional training prior to being employed
    Example – As a result of an Alternate Route teacher attending Phase 1A prior to the start of
    employment, a district may reduce the time of the 20-day requirement (90 hours) for an Alternate
    Route candidate to 70 hours as a result of this intensive instruction.

•   Modified 20-day mentoring for P-3 candidates with prior teaching experience – District
    mentor plans may include modifications that reduce the number of contact hours for candidates who
    have served for one year as a lead teacher or two years as an assistant teacher in a pre-school.
    Example – A teacher with documented, successful experience as a lead teacher for at least one year
    or as an assistant teacher for at least two years, may meet with a mentor one period per day, before,
    during, or after school, for 20 days and include three classroom observations.




Substitutions for the 20-Day Requirement
Several models are being piloted that can serve as a substitute to the 20-day intensive mentoring
requirement. The following is a list of New Jersey Department of Education approved providers of
formal instruction that include a pre-service clinical experience. When an Alternate Route Teacher
             Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008          30

completes the clinical experience prior to employment, this instruction and clinical experience may be
substituted for the 20-day requirement. At this time, approved providers include:
• Fairleigh Dickinson Masters of Arts in Teaching
• NJCU World Languages Alternate Route
• New Jersey Consortium for Urban Education
• New Pathways to Teaching
• Richard Stockton Summer to Summer Program
• Transition to Teaching




                               NON-TENURED TEACHER
             Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008      31


                            HARRINGTON PARK SCHOOL


NAME: _______________BUILDING: ________________
NOTE: 3 observations are conducted inside the teacher’s department and 2 are conducted outside the
department.




     DATE                           TEACHER                               DEPARTMENT
           Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008   32



MENTORING DOCUMENTATION FORM
           HARRINGTON PARK SCHOOL


NAME: _______________BUILDING: ________________

CODES: Observation (O)                             Modeling                       (M)
       Conference (C)                              Team Teaching                  (TT)

   MONTH                             DATE(S)                       TYPE OF MENTORING


    SEPT.


    OCT.


    NOV.


    DEC.


    JAN.


    FEB.


   MARCH


   APRIL


    MAY


    JUNE
            Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008   33




                                  MENTORING ACTION PLAN

Week of: __________________________


                                          Instructional Goal

Standard Number ___________        Title________________________________________
Objective(s):

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

                                             Action Plan

Mentee’s Responsibilities:

_________________________________________________________________________

_________________________________________________________________________

Mentor’s Responsibilities:

_________________________________________________________________________

_________________________________________________________________________
Projected Outcomes:

_________________________________________________________________________

_________________________________________________________________________

                                              Reflection

Mentee’s Assessment:

_________________________________________________________________________

_________________________________________________________________________

Mentor’s Assessment:

_________________________________________________________________________
_________________________________________________________________________
                Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008                            34




An Ethical Code of Practice for Mentoring:

     The mentor’s role is to respond to the novice teacher’s development needs and agenda; it is not to
     impose his/her own agenda.
     Mentors must work within the current agreement with the novice teacher about confidentiality.
     The mentor will not intrude into areas the novice teacher wishes to keep private until invited to do
     so. However, he/she should help the novice teacher recognized how other issues may relate to these
     areas.
     Mentor and novice teacher should aim to be open and truthful with each other, and themselves,
     about the relationship.
     The mentoring relationship must not be exploitative in any way, nor must it be open to
     misinterpretation by others.
     Mentors need to be aware of the limits of their competence and operate within these limits.
     The mentor has a responsibility to develop his or her own competence in mentoring.
     The novice teacher must accept increasing responsibility for managing the relationship; the mentor
     should empower him/her to do so and must generally promote the novice teacher’s autonomy.
     Mentor and novice teacher should respect each other’s time and each other’s responsibilities,
     ensuring that they do not impose beyond what is reasonable.
     Either party may dissolve the relationship. However, both mentor and novice teacher have a
     responsibility for discussing the matter together, as part of mutual learning.
     The novice teacher should be aware of his/her rights and any complaints procedures.
     Mentors must be aware of any current law and work within the law.

Source: Adapted from Mentoring Towards Excellence (p.114), Learning and Skills Council, October 2001, Coventry: UK National
Office, Reprinted with permission.
               Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008                35


Mentoring Contract
The mentoring contract brings together the mentor, the novice teacher, and the administrator and spells out each
person’s responsibilities. When each person’s responsibilities are faithfully discharged, children’s education will
be substantially enhanced. In addition, the experienced professionals, the mentor and the principal, make it clear
that the novice teacher is a colleague, and that collegial relationship strengthens the education of the novice
teacher’s students.

The mentor and the novice teacher hereby agree:
    To develop a professional and collegial working relationship by discussion of expectations and by arriving at
    a mutual understanding about how to work together effectively.
    Too Keep all shared information and discussions confidential.
    To follow the no-fault exit process to discontinue the mentor-novice teacher relationship if they do not gel or
    if it does not provide a significant degree of satisfaction for either party.

The mentor hereby agrees:
    To review the background of the novice teacher to provide the type and amount of support indicated by this
    background.
    To attend the novice teacher’s classes regularly and provide the novice teacher with feedback, coaching, and
    support.

The novice teacher hereby agrees:
    To observe the mentor’s teaching, as well as the teaching of other experienced professionals.
    To work on following the suggestions which the mentor makes.
    To seek out the mentor for answers to questions that may arise.

The principal and supervisor hereby agree:
    To observe and evaluate the novice teacher.
    To provide support to both the mentor and the novice teacher.
    Not to solicit evaluative comments from the mentor regarding the novice teacher.
    To allow the mentor up to five periods of release time to observe the novice teacher, if needed.

Protocol for a graceful exit:
    Contact Elissa Nycz or other LPDC member to alert them of the difficulties being encountered and request
    dissolution of the mentor-novice teacher partnership.
    LPDC member discusses the need for an exit with the mentor and novice teacher.
    Partnership is dissolved.
    New match is made.

All the signers agree:
      To follow all New Jersey regulations for mentoring aligned with the NJ Professional Standards for Teachers
      as outlined in the district mentoring for quality induction program.


_____________________________________________                             ________________
Mentor                                                                    Date

_____________________________________________                             ________________
Novice Teacher                                                            Date

_____________________________________________                             ________________
Supervisor                                                                Date
              Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008              36

SUBCHAPTER 3.
PROFESSIONAL STANDARDS FOR TEACHERS AND SCHOOL LEADERS
(adopted by N.J. State Board of Education, 12/17/03; amended March 2, 2005)

6A:9-3.1 Purpose
(a) The Professional Standards for Teachers identify the knowledge, skills and dispositions that teachers need to
    practice responsibly.
(b) The Professional Standards for School Leaders identify the knowledge, skills and dispositions that school
    leaders need to practice responsibly.
(c) The Professional Standards for Teachers and the Professional Standards for School Leaders set forth in
    N.J.A.C. 6A:9-3.3 and 3.4 below shall be used in the accreditation of preparation programs, recommendation
    of candidates for certification and the approval of professional development. .
(d) The level of mastery of the professional standards for teachers and school leaders shall be on a continuum
    from pre-service and novice through veteran educator.

6A:9-3.2 Scope
(a) The Professional Standards for Teachers shall apply to all educators who hold an instructional
     certificate. .
(b) The Professional Standards for School Leaders shall apply to all administrators who hold a
     supervisor, principal or school administrator endorsement.

6A:9-3.3 Professional Standards for Teachers
(a) Teacher preparation, district induction,. and professional development programs shall align their learning
    opportunities with the following standards:

1. Standard One: Subject Matter Knowledge. Teachers shall understand the central concepts, tools of inquiry,
    structures of the discipline, especially as they relate to the New Jersey Core Curriculum Content Standards
    (CCCS), and design developmentally appropriate learning experiences making the subject matter accessible
    and meaningful to all students.
         i. Teachers know and understand:
                  (1) In-depth the subject matter they plan to teach and the relationship of that
discipline to other content areas; .
                  (2) The evolving nature of the discipline or subject matter knowledge and the
                      need for keeping abreast of new ideas and understanding of the discipline;
                  (3) That literacy skills and processes are applicable in all content areas and help
                      students to develop the knowledge, skills and dispositions that enable them to
                      construct meaning and make sense of the world through reading, writing,
                      listening, speaking and viewing; and
                  (4) Concepts inherent in numeracy to enable students to represent physical events,
                      work with data, reason, communicate mathematically, and make connections
                      within their respective content areas in order to solve problems.
         ii. Teachers value and are committed to:
                  (1) Appreciating multiple perspectives and conveying to learners how knowledge
                      is developed from the vantage point of the knower;. And
                  (2) Enthusiasm for the discipline(s) they teach and in making connections to every
                      day life.
              Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008           37



       iii. Teachers engage in activities to:
                (1) Promote the development of critical and creative thinking, problem solving
                    and decision making skills by engaging students in formulating and testing
                    hypotheses according to the methods of inquiry and standards of evidence
                    within the discipline;
                (2) Make effective use of multiple representations and explanations of
                    disciplinary concepts that capture key ideas and link them to students' prior
                    understanding; and
                (3) Evaluate teaching resources and curriculum materials for their completeness,
                     accuracy and usefulness for representing particular ideas and concepts.

2. Standard Two: Human Growth and Development. Teachers shall understand how children and adolescents
    develop and learn in a variety of school, family and community contexts and provide opportunities that
    support their intellectual, social, emotional and physical development.
       i. Teachers know and understand:
                (1) How students construct knowledge, acquire skills and develop habits of mind
                      and how to use instructional strategies that promote student learning;
                (2) How student learning is influenced by individual experiences, talents and prior
                      learning, as well as language, culture, family, and community values; and
                (3) How to identify and teach to the developmental abilities of students, which
                      may include learning differences, visual and perceptual differences, cultural
                      and socio-emotional differences, special physical or emotional challenges and
                      gifted and talented exceptionalities.
       ii. Teachers value and are committed to:
                (1) The educability of all children and adolescents;
                (2) The belief that all children and adolescents bring talents and strengths to
                      learning;
                (3) Appreciation for multiple ways of knowing;
                (4) The diverse talents of all students and to helping them develop self-confidence
                      and subject matter competence; and
                (5) The belief that all children and adolescents can learn at high levels and
                      achieve success.
       iii. Teachers apply learning theory to accommodate differences in student intelligence,
            perception, cognitive style and achievement levels.
3. Standard Three: Diverse Learners. Teachers shall understand the practice of culturally responsive teaching.
       i. Teachers know and understand:
                (1) How a person's world view is profoundly shaped by his or her life
                     experiences, as mediated by factors such as social class, gender, race,
                     ethnicity, language, sexual orientation, age and special needs;
                (2) The supports for and barriers to culturally responsive teaching in school
                     environments;
                (3) The process of second language acquisition and strategies to support the
                      learning of students whose first language is not English; and
                (4) The negative impact of bias, prejudice and discrimination on students and
                      society.
              Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008                38



        ii. Teachers value and are committed to:
                 (1) Respect for individual and cultural differences, and appreciation of the basic
                     worth of each individual and cultural group; and
                 (2) The diversity of learning that takes place in the classroom, respect for the
                     talents and perspectives of each student and sensitivity to community and
                     cultural norms.

        iii. Teachers engage in activities to:
                 (1) Create a learning community in which individual differences are respected;
                 (2) Learn about the diverse students they teach, and the students' families and
                      communities;
                 (3) Use strategies to support the learning of students whose first language is not
                      English; and
                 (4) Use knowledge of students and their lives to design and carry out instruction
                      that builds on students' strengths while meeting their needs and taking into
                      account issues of social class, gender, race, ethnicity, language, sexual
                       orientation, age and special needs.
4. Standard Four: Instructional Planning and Strategies. Teachers shall understand instructional planning,
   design long and short term plans based upon knowledge of subject matter, students, community, and
   curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote
   critical thinking, problem solving and the performance skills of all learners.
        i. Teachers know and understand:
                 (1) How to plan instruction based on students' needs, developmental progress and
                     prior knowledge;
                 (2) Available and appropriate resources and materials for instructional planning;
                 (3) Techniques for modifying instructional methods, materials and the
                     environment to help all students learn; and
                 (4) A variety of instructional approaches and the use of various technologies, to
                     promote thinking and understanding.
        ii. Teachers value and are committed to the development of students' critical thinking,
            independent problem solving and performance capabilities. . .
        iii. Teachers engage in activities to:
                 (1) Identify and design instruction appropriate to students' stage of development,
                     learning styles, strengths and needs;
                 (2) Plan instruction based on knowledge of classroom, school' and community
                     culture;
                 (3) Evaluate teaching resources and curriculum materials for their
                     comprehensiveness, accuracy and usefulness for representing particular ideas
                     and concepts;
                 (4) Identify strategies to create learning experiences that make subject matter
                     meaningful for students, address a variety of learning styles, encourage
                     students to pursue their own interests and inquiries and help students connect
                     their learning to personal goals;
                 (5) Plan and develop effective lessons by organizing instructional activities and
                     materials, incorporating a wide range of community and technology
                     resources, to promote achievement of lesson objectives;
              Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008             39



               (6) Use formal and informal methods of assessment, information about students,
                   pedagogical knowledge, and research as sources for active reflection,
                   evaluation and revision of practice; and
               (7) Create interdisciplinary learning experiences that allow students to integrate
                   knowledge, skills and methods of inquiry from several subject areas.

5. Standard Five: Assessment. Teachers shall understand and use multiple assessment strategies and interpret
results to evaluate and promote student learning and to modify instruction in order to foster the continuous
development of students.
         i. Teachers know and understand:
                  (1) The characteristics, uses, advantages, and limitations of different types of
                       assessments (for example, criterion-referenced and norm-referenced
                       instruments, traditional, standardized and performance-based tests,
                       observation systems and assessments of student work) for evaluating how
                       students learn, what they know and are able to do, and what kinds of
                       experiences will support their further growth and development; and
                  (2) Measurement theory and assessment-related issues, such as validity,
                      reliability, bias and sconng concerns.
         ii. Teachers value and are committed to the belief that students' strengths are the basis for
             growth and their errors are opportunities for learning.
         iii. Teachers engage in activities to:
                  (1) Analyze student performance using multiple sources of data, and to modify
                      future plans and instructional techniques that promote desired student learning
                       outcomes;
                  (2) Provide students with constructive feedback on their learning and encourage
                       their use of data and self-assessment strategies to monitor their progress
                       toward personal goals;
                  (3) Accurately document and report assessment data and ongoing student data to
                       parents and professional staff; and
                  (4) Enhance their know ledge of learners and evaluate students' progress and
                       performance using a variety of formal and informal assessment techniques to
                       modify teaching and learning strategies.

6. Standard Six: Learning Environment. Teachers shall understand individual and group motivation and
behavior and shall create a supportive, safe and respectful learning environment that encourages positive social
interaction, active engagement in learning and self-motivation.
         i. Teachers know and understand:
                  (1) The principles and strategies of effective classroom management that promote
                      positive relationships, cooperation and purposeful learning activities in the
                      classroom;
                  (2) How the classroom environment influences learning and promotes positive
                      behavior for ail students; and        .
                  (3) How classroom participation supports student commitment.
         ii. Teachers value and are committed to:
                  (1) The role of students in promoting each other's learning and recognize the
                      importance of peer relationships in creating a climate of learning;
              Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008               40



                 (2) Taking responsibility for establishing a positive climate in the classroom and
                      participation in maintaining such a climate in the school as a whole; and
                 (3) The expression and use of democratic values in the classroom.
       iii. Teachers engage in activities to:
                 (1) Maintain a learning community in which students assume responsibility for
                       themselves and one another, participate in decision making and work
                      collaboratively and independently;
                 (2) Create a safe and secure classroom climate for all students, by practicing
                      effective listening and group facilitation skills;
                 (3) Create a positive classroom climate which is socially, emotionally and
                      physically safe;
                 (4) Establish and maintain appropriate standards of behavior;
                 (5) Use instructional time effectively; and
                 (6) Prepare students for and monitor independent and group work that allows for
                       full and varied participation of all individuals.
7. Standard Seven: Special Needs. Teachers shall adapt and modify instruction to accommodate the special
   learning needs of all students.
       i. Teachers know and understand:
                 (1) How to access information regarding applicable laws, rules, regulations and
                      procedural safeguards regarding planning and implementing the individual
                      education program; and
                 (2) Available resources related to educational strategies to accommodate
                      individual differences and to employ positive behavioral intervention
                      techniques to students with special needs.
       ii. Teachers value and are committed to the belief that children and adolescents with
           special needs can learn at high levels and achieve success.
       iii. Teachers engage in activities to:
                 (1) Apply knowledge of students' abilities/disabilities, experiences, talents and
                      prior learning as well as language, culture, economics, family and community
                      values to positively impact student learning;
                 (2) Employ appropriate diagnostic measures and interpret the results to
                      implement strategies that influence learning;
                 (3) Participate in the design and implementation of the Individualized Education
                      Program (IEP), where appropriate;
                 (4) Meet the needs of all learners by using a wide range of teaching techniques to
                     accommodate and modify strategies, services and resources, including
                     technology; and
                 (5) Make appropriate provisions, in terms of time and circumstances for work,
                      task assigned, communication and response modes, for individual students
                      who have particular learning differences or needs.

8. Standard Eight: Communication. Teachers shall use knowledge of effective verbal, nonverbal and written
   communication techniques and the tools of information literacy to foster the use of inquiry, collaboration and
   supportive interactions.
       i. Teachers know and understand the power of communication in the teaching and
          learning process.
              Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008          41



       ii. Teachers value and are committed to:
                (1) Appreciating the cultural dimension of communication, responding
                    appropriately and seeking to foster culturally sensitive communication by and
                    among all students in the class; and
                (2) Being a thoughtful and responsive listener.
       iii. Teachers engage in activities to:
                (1) Communicate clearly in English, using precise language and appropriate oral
                    and written expressions;
                (2) Assist students individually or as a member of a group to access, evaluate,
                     synthesize and use information effectively to accomplish a specific purpose;
                (3) Use effective verbal and nonverbal techniques which foster individual and
                     collective inquiry;
                (4) Model effective communication strategies and questioning techniques in
                    conveying ideas and stimulating critical thinking; and
                (5) Communicate in a variety of ways that demonstrate a sensitivity to cultural,
                    linguistic, gender and social differences.

9. Standard Nine: Collaboration and Partnerships. Teachers shall build relationships with parents, guardians,
   families and agencies in the larger community to support students' learning and well-being.
       i. Teachers know and understand:
                (1) The importance of meaningful parent/family involvement in education in
                     addressing the unique student needs and the perspectives to be gained from
                     effective school/home interactions that contribute to high quality teaching
                     and learning;
                (2) The role of the school within the community and how to utilize diverse
                      partnerships to contribute to student learning and development; and
                (3) How to collaborate with all stakeholders regarding decision-making and the
                      well-being of students while respecting student/family privacy and
                      confidentiality.
       ii. Teachers value and are committed to:
                (1) Recognizing the role of parents, guardians and other family members as a
                      child's primary teacher;
                (2) Being concerned about all aspects of the student's well-being and working
                     with parents/families to provide diverse opportunities for student success; and
                (3) Being willing to work with parents/families and other professionals to
                     improve the overall learning environment for students.
       iii. Teachers engage in activities to:
                (1) Identify and utilize family and community resources to foster student learning
                    and provide opportunities for parents to share skills and talents that enrich
                    learning experiences;
                (2) Establish respectful and productive relationships and to develop cooperative
                    partnerships with diverse families, educators and others in the community in
                    support of student learning and well-being; and
                (3) Institute parent/family involvement practices that support meaningful
                    communication, parenting skills, enriched student learning, volunteer and
                    decision-making opportunities at school and collaboration to strengthen the
                    teaching and learning environment of the school.
              Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008          42



10. Standard Ten: Professional Development. Teachers shall participate as active, responsible members of the
    professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow
    professionally and establishing collegial relationships to enhance the teaching and learning process.
       i. Teachers know and understand how education research and other methods of inquiry
          can be used as a means for continuous learning, self assessment and development.
       ii. Teachers value and are committed to:
                (1) Refining practices that address the needs of all students and the school
                    community;
                (2) Professional reflection, assessment and learning as an ongoing process; and
                (3) Collaboration with colleagues to give and receive help.
       iii. Teachers engage in activities to:     .
                (1) Use reflective practice and the Professional Development Standards to set goals for
                    their professional development plans;
                (2) Learn through professional education organizations; and
                (3) Make the entire school a productive learning climate through participation in
                     collegial activities
             Harrington Park Board of Education – Regular Meeting – Thursday, November 20, 2008        43

                                                                                    APPENDIX B




                            HARRINGTON PARK SCHOOL DISTRICT
                                  SCHOOL NURSING PLAN
                                  2008-2009 SCHOOL YEAR



The Harrington Park School District serves approximately 725 students in kindergarten through grade
eight in its one school building. The district employs one full-time school nurse and one part-time
school nurse and each is certified as a school nurse by the State of New Jersey. Both school nurses are
responsible for providing all school nursing services afforded by the district in school programs operated
or housed by the district.



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