Sample Annual Budget Plans - PowerPoint

							TEAM Coordinating
       Committee
         Training
            (TCC)
   Introductions
   Mission of the TEAM Program
   Design of the TEAM Program
   Overview of the Module Process
   TEAM Coordinating Committee (TCC)
   District Support Plan Template
   Sample Support Plans
   TCC Support Plan (Draft Work)



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   The mission of the Teacher Education and
    Mentoring (TEAM) Program is:

    ◦ to promote excellence, equity and high
     achievement for Connecticut students by
     engaging teachers in purposeful
     exploration of professional practice
     through guided support and personal
     reflection.


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   Beginning teachers holding an initial, interim
    initial or 90 day certificate
   Trained mentors
   District administrators
   Coordinating committees
   Review committees
   Higher Education
   Professional Organizations
   Regional Education Service Centers (RESCs)
   CT Department of Education (CSDE)


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A professional growth model aligned with five
domains of the Common Core of Teaching

   Classroom Environment
   Planning
   Instruction
   Assessment
   Professional Responsibility



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   CCT Performance Profile (self-analysis)
   Professional Growth Action Plan (PGAP)
    ◦   Module Goal
    ◦   Anticipated Impact on Student Performance
    ◦   Learning Activities/Classroom Applications
    ◦   Timeline for Module Completion
    ◦   BT and Mentor Meeting Log
   Journal for Beginning Teacher
   Journal for Mentor


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 Sample Modules
 Sample Reflection Papers
 Recommended Resources
 TEAM Coordinating Committee
  Guidelines
 Sample District Support Plans
 Review Committee Guidelines and
  Criteria
 Tutorials


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   A district committee that oversees,
    plans, implements and monitors the
    district’s Teacher Education and
    Mentoring (TEAM) Program.




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Developing…
   a three year district support plan.

   an annual budget to support the activities of
    the three year plan.




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Recruiting…

   new mentors for TEAM training, anticipating
    the need to match content, grade level and
    school whenever possible.

   previously trained mentors for update
    training.




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Ensuring…
   alignment of the TEAM Program with the district’s
    teacher evaluation and professional development
    program.

   ongoing mentor/mentee conversations and interactions.

   review and approval of the beginning teachers’ two year
    support plans/timelines.

   organization of mentoring opportunities.

   registration of beginning teachers in the TEAM program.


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Accountability for…
   overseeing the receipt of state money for mentor
    stipends using the online data system.

   coordinating the process for reviewing reflection
    papers.

   verifying successful completion of required
    modules for confirmation by the Superintendent.

   submission of an annual activity report to the
    Superintendent.


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I. Include your district’s three year objectives
  and supporting activities related to the
  mission of the TEAM Program.

Consider:
 ◦ Alignment to school/district initiatives
 ◦ Teacher retention
 ◦ Professional development




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II. Describe the criteria and process for
    identifying TCC members, establishing term
    length and timeline for the TCC to meet and
    communicate with the Superintendent and
    central office.

Consider:

 ◦ Roles and responsibilities of the TCC



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III. Describe the criteria and process used to
     select mentors, ensure that they have
     received appropriate state training and are
     assigned to beginning teachers based on
     subject areas, levels and need.

Consider:

 ◦ Opportunities for professional development for
  mentors to address further development of best
  practices and essential content knowledge


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IV. Based on district selection (regional or
    district) for review of reflection papers,
    describe the criteria and process used to
    identify who will participate on the review
    committee.

Consider:
 ◦   Ability to provide release time for reviewers to
     attend state trainings and review papers



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V. Describe the procedure for dissolving
   mentor placements, if not working, and for
   the removal, for good cause, of teachers
   from the eligible pool of mentors and/or
   cooperating teachers, if necessary.




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VI.Describe the process used to collect
   beginning teachers’ two year support plans
   and ensure that mentors and beginning
   teachers are working together to complete
   the beginning teachers’ Professional Growth
   Action Plan (PGAP).




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VII. Describe the process that the district will
     use to resolve internal disputes or
     appeals.

Consider:
 ◦ Disputes concerning the mentoring module
   process, the PGAP, mentor/mentee relationships
   and/or reflection paper outcomes
 ◦ Requests for special accommodations based on
   disabilities



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VIII. Describe the resources needed and the
     budget required to carry out the activities
     described in the plan to support beginning
     teacher and mentor activities as outlined here
     and in the Professional Growth Action Plans.

Consider:
 ◦ Time for beginning teachers and mentors to meet
 ◦ Time for individuals to serve on the TCC and/or Review
   Committee
 ◦ Substitute coverage



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IX. Complete the Annual Activity Report:
     Evaluation of the implementation of the
     three-year plan annually to inform
     changes as necessary for the following
     year.

Consider:
 ◦ Documentation of support provided to beginning
   teachers
 ◦ Feedback from program participants


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   In your packet, you will find sample plans
    representing districts of varied sizes and
    demographics.

1) Review sample plans with your district team.
2) Use information gained through the sample
   review to begin to outline a 3 year support
   plan for your district.




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