"Horry County Schools"
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. 2 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. 3 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. 4 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. 5 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. 6