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					Procedures for Induction Teachers




              2008-2009




                1605 Horry Street
                 PO Box 260005
        Conway, South Carolina 29528-6005


         Dr. Cindy Elsberry, Superintendent
Horry County Schools
Procedures for Induction Teachers                                                         2008-2009

 1.   Orientation
      The school and/or district staff will provide a comprehensive orientation session to all Induction
      contract teachers during staff development at the beginning of the school year. The orientation
      includes procedures, written and oral explanations of the Induction Program requirements, and
      activities that include the following:

                District and school policies and resources
                School and community services
                Teacher Performance Areas/Performance Standards
                Induction Year Calendar
                Issues and expectations in curriculum, instruction, and assessment
                Professionalism

      A New Teacher Academy will be held in August for all Induction teachers who are already under
      contract.

 2.   Assistance Team
      Each teacher scheduled for Induction will be assigned an assistance team. The team will consist
      of a mentor and building administrator. The mentor must have successfully completed the
      MENTOR TRAINING offered by the district. The school will assist each teacher. The building
      administrator and/or his/her designee will be responsible for coordinating and reporting the
      activities of the assistance teams during the year.

      Each teacher scheduled for Induction will meet with the building administrator and/or his/her
      designee and mentor by the end of September 2008, to facilitate the sharing of information that
      may be helpful in completing the Induction process. Some of the key points that may be
      discussed during these contacts are listed below:

                Personal background information
                Daily and weekly schedules
                Special days or events
                Short-Range Interviews
                Information about students
                Classroom management procedures
                Instructional approaches
                Questions about the evaluation process
                Timeline for the Induction process

      Following orientation sessions, the Long-Range Plan (LRP) will be developed during the first
      semester with support from the building level assistance team and the Office of Instruction. The
      LRP should reflect the guidelines detailed in the Induction procedures. The plan must be shared
      with the assigned assistance team.



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Horry County Schools
Procedures for Induction Teachers                                                           2008-2009

      Each member of the Induction Assistance Team will review the Long-Range Plan submitted by
      the teacher. A Long-Range Plan conference will be held during the first semester. When
      appropriate, Long-Range Plan updates for second semester course changes will be completed
      during the early part of the second semester.

      During the Induction year, the building administrator will conduct a Short-Range Interview with
      the teacher. If the Short-Range Interview is successful, then a spring interview will not be
      necessary. However, if the fall interview is unsuccessful, the mentor will schedule a second
      interview in the spring. When preparing for the interview, the teacher should refer to the Short-
      Range Interview planning questions provided in the Induction procedures. The teacher should
      also keep a folder and portfolio to use during the interview session. The mentor and the building
      administrator together will document evidence from the interview, using the Short-Range
      Interview questions. Interviews may be audio-taped by the administrator and/or mentor.

 3.   TRAINING
      Training for Induction teachers and mentors will include the following:

            District and/or School Monthly Seminars for Induction Teachers
                Topics include, but are not limited to, classroom management and organization,
                standards-driven instruction, curriculum planning, instructional strategies, and
                assessment. Each agenda will provide time for sharing and questions.
            District Joint Seminars
                The Induction teachers and mentors will attend workshops throughout the year on
                common issues in curriculum and instruction.
            Mentor Seminars
                The district will provide training for mentors in their roles as coach. In order to
                receive compensation, the mentor must complete a Mentoring Assurance Letter,
                attend the training, and perform mentoring duties to the satisfaction of the building
                principal. The district’s model of mentoring will be aligned with the state’s
                expectations.
            Assistance Team Members
                The district will provide training for building administrators in expectations and
                specific procedures for the evaluation process.
            Training Materials and Resources
                During the training workshops, handouts summarizing the key elements for the
                Induction process and recommended resources will be disseminated. Specific roles
                and responsibilities of the Induction teacher, the mentor, and the building
                administrator will be shared and discussed.

 4.   SUPPORT AND FEEDBACK
      During the first semester, both the mentor and the building administrator will conduct multiple
      classroom observations. During observations, the mentor and building administrator will take
      notes on classroom events. After observations, they will analyze and summarize their notes
      using a format providing written evidence in a conference with the teacher and, if necessary,
      present a written Individualized Assistance Plan (IAP) to the teacher.

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Horry County Schools
Procedures for Induction Teachers                                                              2008-2009

      Each Induction teacher will focus on establishing a collaborative spirit with colleagues, parents,
      and students. Additionally, the teacher will show support for school and district initiatives.

      A Teacher Professional Self-Report (TPA-5/PS-10) is submitted to the building level
      administrator. If TPA-5/PS-10 is competent in the fall, no other submission is required.
      Otherwise, teachers may need to submit an updated self-report in the spring. The due date for
      the updated self-report will be determined during the Preliminary Evaluation Conference.

      In December, the building administrator and mentor must prepare an Induction evaluation form.
      The building administrator will share findings with the teacher, prior to the holiday break. The
      data shared from the data summary form will reflect the teacher’s performance. A judgment of
      Competent, Needs Improvement, or Unsatisfactory will be reached concerning the typical
      performance of the Induction teacher.

      A Preliminary Evaluation Conference will be provided for each teacher by December 5, 2008.
      The conference will be conducted as soon as possible after Preliminary Evaluation Judgments
      have been made and prior to the December holiday break. During the conference, the building
      administrator must provide the teacher with written documentation of the evaluation results for
      the fall semester. These results must include a narrative description of each TPA/PS and may
      include suggestions for enhancing or improving performance (See Form E-3 – Individualized
      Assistance Plan/IAP.) Once the conference has been completed, the building administrator will
      provide a copy of the results to the Coordinator of ADEPT, June Overton, by December 8, 2008.

      Throughout the Induction year, the teacher will visit classrooms of exemplary teachers within
      his/her school and in other schools to observe best practices and instructional strategies.
      Following these visits, the teacher should make efforts to integrate appropriate strategies into the
      classroom setting.

      Based on the performance of the teacher, an overall final evaluation will be prepared using the
      approved Induction forms (E-1 and E-2). Overall Final Evaluation Judgments will identify
      teachers as Competent, Needs Improvement, or Unsatisfactory.

      If a teacher receives a Final Evaluation Judgment of Needs Improvement or Unsatisfactory and
      the school district plans to re-employ the teacher for the following school year, the team must
      also ensure that the teacher receives an Individualized Assistance Plan (E-3) to remediate the
      identified deficiencies.

 5.   CRITERIA FOR DECISION GUIDELINES
         Competent – A teacher will receive an overall judgment of Competent if no TPA is
           judged as Needs Improvement.
         Needs Improvement – A teacher will receive an overall judgment of Needs Improvement
           if one TPA is judged as Needs Improvement.
         Unsatisfactory – A teacher will receive an overall judgment of Unsatisfactory if two or
           more TPAs are judged as Needs Improvement.

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Horry County Schools
Procedures for Induction Teachers                                                           2008-2009

      A Final Evaluation Conference will be provided for each Induction teacher on or before March
      12, 2009, after Final Evaluation Judgments have been made. During the conference, teachers
      will be provided with written documentation of the performance results for the school year.
      Once the conference has been completed, the building administrator will provide a copy of the
      results to the Coordinator of ADEPT, June Overton, by March 12, 2009.

   6. PROGRAM EVALUATION
      At the end of the year, Induction teachers, mentors, and administrators will complete an
      evaluation survey. The results will provide feedback to help determine possible revisions in next
      year’s program.




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Horry County Schools
Procedures for Induction Teachers                                                             2008-2009

                Recommended Teacher Induction Resources

Breaux, Annette L., 101 “Answers” for New Teachers and Their Mentors.

Breaux, Annette and Harry Wong, New Teacher Induction: How to Train, Support, and Retain
New Teachers.

Lipton, Laura, Bruce Wellman, Carlette Humbard, Mentoring Matters: A Practical Guide to
Learning-Focused Relationships.

Marzano, Robert J., et al., A Handbook for Classroom Instruction That Works. Alexandria, VA:
Association for Supervision and Curriculum Development.

Rutherford, Paula, Why Didn’t I Learn This in College?

Wong, Harry, The First Days of School.

Burke, Lisa Maria, The Teacher’s Ultimate Planning Guide.

Wachter, Joanne C., Clare Carhart, Time-Saving Tips for Teachers (second edition).

Glasgow, Neal A., Cathy D. Hicks, What Successful Teachers Do.

Belmonte, Dominic, Teaching From the Deep End.

Wilke, Rebecca Lynn, The First Days of Class.

Vitto, John M., Relationship-Driven Classroom Management.

Kottler, Ellen, Jeffrey A. Kottler, Cary J. Kottler, Secrets for Secondary School Teachers.

Stone, Randi, Best Practices for High School Classrooms.

Wyatt, Robert L.III, J. Elaine White, Making Your First Year A Success.

Arnold, Harriett, Succeeding in the Secondary Classroom.

Daniels, Harvey, Marilyn Bizar, Teaching The Best Practice Way.

Rutherford, Paula, 21st Century Mentor’s Handbook.




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