Beruflich Dokumente
Kultur Dokumente
Overall Goal:
To develop a relevant monthly program that provides 1st year - 4th year probationary teachers
information and a platform for dialogue in a professional development format applicable to
current classroom practices, policies and procedures. The induction program will educate new
teachers in a manner where they find success with their teaching experience. It is the intention
that this program serves as a healthy guide towards success and independence with teaching.
Rationale:
The purpose of this group is to create a program that addresses the needs of all new teachers to
the building/district on a consistent timely basis.
Format/Timeline Information:
Small and large groups setting utilizing the experiences of first through fourth year
teachers
BYOD: Bring Your Own Device - Technology component throughout all training
Book Study Each Year - Year 1 will be Mindset by Carol Dweck
Research-based, roundtable discussions, team-building exercises
Guest speaker and teacher leadership cycle
Team Building Activities
Case study, scenario analysis (theoretical and practical classroom and educational policy
issues)
Summer Day Session for 1st Year Teachers Only
Meet once a month
2 hours per meeting
day workshops (depending on topic)
Each meeting will provide hours towards contract obligations and SBCEUs.
Minutes will be on going and posted in a Google Doc that can be contributed to by any
group member
Foundational Topics:
District RtI Model
Data Literacy (How do we use with the data we have collected?) for teachers
o Technology for the classroom: i.e. Edmodo, Twitter, Blogging, Evernote, Prezi,
Google
21st Century Learning
Building a Professional Learning Community (PLC)
Classroom Management
PowerSchool, Moodle, Pearson Inform, NWEA and Data Director
Summative vs. Formative Assessments
Inclusion/co-teaching strategies
Differentiation strategies/ Research-based instructional strategies
o Crisis situations, management and implementing the crisis team (Teacher
Handbook)
o Support Services (Special Education Law)
o Teacher Evaluation Process
o Marzano, iObservation, Learning Targets, Rubrics, Data Points
o Teaching Certification (Avenues to keep current)
Using Intermediate School District Services; i.e Oakland schools/MISD
State Legislations - How does it apply to our district?
o School Funding, FTE
o 403b/529 contributions
o Focus School Initiatives
o District Report Cards - What do the colors really mean?
o School Improvement / Strategic Plan - both district and state
Work Day/Lunch/Supplies
Maintenance/Room Repairs
Medical Emergencies
Employee Assistance
Harassment
Health Insurance
Curriculum/Instruction/Assessment
Grade Appeals
School of Choice
District Network
Online Etiquette
Student Services, Director of Student Services
RtI
Instructional Expectations
Homeless
ELL
Homebound/Hospitalized
Title I
Professional Development
Mentors
Tenure
MEA/NEA/Local Union Info, District Union President
collaborative culture
Description: Opening session team builder: What does school culture mean to you? Time for
self-reflection and small group process and also complete the Team Player Survey, adapted by
the South Carolina State Department of Education (n.d.)
Administrators will provide an overview of the mission, vision, and values related each school
system (high school, middle school, elementary school). They will present on the various PLC
systems/models that are active in each school and the goals and structure of each PLC.
Administrators will also provide information about how following 3 strategies that include identify
key questions, team protocols, establishing goals, provide evidence that progress is being made,
and fostering continuous improvements will create a collaborative culture. The concept of
moving group to a team will also be reinforced in a powerful article by Richardson (2013) that
explains that process. Teachers will then have the opportunity to apply the information presented
and create their own Key Working Agreements for the new teacher induction program in smaller
breakout groups that will then move through 3 different PLC team presentations.
Homework: Plan how you will implement Key Working Agreements within your
classroom(s) and post on running Google Doc Meeting Minutes
Current PLC teacher leaders will outline step-by-step the creation, implementation, sustainability,
and evaluation of the PLC they are a part of. So many times information is presented as the final
outcome, the polished product and many are left wondering, What is the first step? These
breakout sessions will be able to answer that question.
After the three rotating PLC breakouts, current teacher leaders will facilitate a case study from
Failure is not an Option by A. Blankstein. Small new teacher groups will collaborate as a new PLC,
to share their knowledge and to develop a plan of success for the presented challenge.
Tech Tip:
Wonderful resource for building an online PLC team using Wikispaces, and other platforms such
as Ning, a foundation for building an electronic professional learning community:
http://www.learnnc.org/lp/pages/7012
MINDSET Book Study Focus:
To kick of the first official month of the new teacher induction program, participants will be
required to read the 1st chapter of Mindset before the meeting. Group reflection and discussion
will take place. After group discussion, members will journal about their first month at their new
school and connect their journal entry to the characteristics of both a fixed and growth mindset.
It will be important to conscientiously be aware of the attitudes and beliefs members have so
members can move through their first year with more success.
Month: October, day-session in the morning. The director of student services will provide a
continental breakfast for the meeting.
Topic: Youre Not the Only One in Your Classroom
District RtI Model, Support Services, Special Education
Rationale: Many times, teachers feel like they are an island in their classroom and they fear to
ask for help because it may be a reflection that they cant handle their students? That is not
true! The district has an RtI model in place to help support students and teachers alike. The
purpose for October is to educate the new teachers on the numerous interventions and
procedures that take place around the district and the role Support Services play within the
district. Understanding the procedures on how to have a student receive intervention during the
school day is essential to the students learning. Teachers will be trained to know what each of
the levels of intervention of the RtI model mean and how best to meet the students needs
throughout the tiers. Additionally, they will be trained on how to work with a student of concern
and how to help referral a student to the various programs that are found in the tiers to better
meet the students needs. Through this session, each person or team in the various support
services will present their intervention, when their services are used and how the teachers can
access this intervention for their students. The presenters will be Title 1, ELL, Reading Support,
Student Learning Labs at the middle school and high school, counselors, and administrators to
discuss the RtI model in the various schools.
Who will present?: Assistant Superintendent of Academic Services, Director of Student
Services, Title I / Title III Coordinator, Math & Literacy Interventionist , counselor, social worker
What are the goals for this program?
Support staff and administration will define their roles and interventions
Teachers will learn how to access the interventions
Teaches will continue to grow their list of collegiality contacts in connection to interventions
Teachers will walk away with a sense of what services to best utilize for their students of concern
Teachers will be familiar with the process of referral for a student of concern
Teachers will learn the documentation that is required to use for referring a student for services
Teachers will learn how a student qualifies for Tier II and Tier III support
Description: Each person that presents plays a role with the Student Support Services. Each
presenter will describe their role and intervention and how time is determined to service the
students. At the end of the PD event, teachers will be handed a few materials to serve as a
reference for them.
A list of names and numbers of the individuals in the student support services team
A copy of the RtI model for the district
A flow chart that details the RtI process for students
A quick reference guide that helps students know where, when and how to have students receive
support
The presenters will be as follows:
Assistant Superintendent of Academic Services: This administrator will introduce the panel. He
will welcome the new teachers and discuss the goals for this session. He will share the resources
that will be given to the new teachers and will wrap up the meeting at the end to better assist
any clarification that is needed during this session. He will introduce the district model and how
it aligns with the district Social Justice goal for the district.
Director of Student Services: This administrator will hi-light Tier III level of intervention. She will
discuss how intervention is determined for the students, how an IEP is determined, and the forms
that are required for general education teachers to complete associated with these students.
She will discuss mainstreaming and the variety of programs throughout the district that is
deemed necessary based on a students needs. She will refer to Oakland Schools support and
the district website to help further clarify and arm the new teachers with the necessary resources
available to them to help understand the RtI model and levels of intervention.
Title I / Title III Coordinator: She will discuss the programs that fall under her title. She will share
how a school becomes a Title I school and why some schools are or are not Title 1. She will
discuss the funding aspect of Title I and Title III support and which of the programs within the RtI
model fall under Title 1 and Title III support. She will discuss how a student qualifies to receive
support for these programs.
Math & Literacy Interventionist : They will describe their Tier II classrooms that offer 6-weeks of
support for students in math and literacy. They will describe how students become part of the 6-
week program and how it is a fluid program for intervention. They will discuss strategies that are
used in this setting and how students become eligible for this level of support.
Counselor: They will describe their role as supporters of students who are being bullied,
individuals who need help to build their schedules and problems with their current teachers or
schedules. As well, they are there to support the students who are having difficulty managing
their emotions. They will discuss the appropriate time for them to see students. They will also
share how they can provide support to the new teachers.
Social Worker: Describe the students that are serviced both general education and those with an
IEP. She will discuss the behaviors that she is faced with, accommodations and strategies in the
classroom that have proven to be successful. She will also share how she can offer to the new
teachers for support.
Tech Tip:
Resources for children with special needs that can be done in a mainstream classroom:
http://www.sheknows.com/parenting/articles/979435/online-resources-for-childrenwith-special-needs
State of Michigan Department of Education - Department of Special Needs:
http://www.michigan.gov/mde/0,4615,7-140-6530_6598---,00.html
MINDSET Book Study Focus:
Discuss the difference between learners and non-learners and how fostering a growth mindset
should be with all students, and is especially key with students who face learning challenges. A
highlight to Chapter 3 will be shared to remind the teachers of the following, Yes, Edison was a
genius. But he was not always one. His biographer, Paul Israel, sifting through all the available
information, thinks he was more or less a regular boy of his time and place. ...What eventually
set him apart was his mindset and drive... There are many myths about ability and achievement,
especially about the lone, brilliant person suddenly producing amazing things.
That is the key to a growth mindset with these students. We want to foster this mindset so that
our learners know that they have the drive to overcome their challenges and become eager
learners.
Month: November - 2 hour meeting after school. Light dinner and snacks will be provided by
the Director of Student Growth and Accountability
Topic: Diving Into Data
Data Literacy / Powerschool / Moodle / Summative vs. Formative Assessments / NWEA /
Pearson Inform
Rationale: The new teacher evaluation process requires teachers to know and understand data.
Being able to use data to drive instruction and having students take ownership of their data are
all ways that will enhance and improve data. Teachers are required to be able to talk about their
classroom data and show that they are making a difference with their students with their
administration. Arming new teachers with the knowledge, familiarity, and ease with data and
assessment will help to bring comfort and decrease their stress when walking through the
teacher evaluation process.
Who will present? Director of Student Growth and Accountability, Director of Technology,
math and literacy coaches, student data manager
What are the goals for this program?
10
11
http://www.pinterest.com/amharris34/the-4cs-in-a-21st-century-education/
MINDSET Book Study Focus:
Robert Steinberg, the present-day guru of intelligence, writes in Mindset that the major factor in
whether people achieve expertise "is not some fixed prior ability, but purposeful engagement."
New teachers now have a full semester in their new teaching environment. The discussion will
focus on what was learned during the first semester, and how the second semester will truly
focus on purposeful engagement.
Month: February, day session in the afternoon, during school hours
Topic: Evaluation Process 101
Teacher Evaluation Process
Teacher Certification / Marzano / iObservation / Learning Targets / Rubrics / Data Points
Rationale: Quality teaching begins with a teachers formal education, but it grows through a
process of continuous improvement gained through experience, targeted professional
development and the insights and direction provided through thoughtful, objective feedback
about the teachers effectiveness.
Who will present? Teacher Coaches
What are the goals for this program? This session will look at in detail at student
engagement within the evaluation process. It will also:
Allow the teacher to become familiar with the feedback and support system that will
encourage teachers to improve their knowledge and instructional skills in order to improve
student learning.
Encourage highly effective teachers to undertake challenging assignments
Support teachers roles in improving students educational achievements
The goals of this session will be developed by studying and practicing strategies from the
book, Total Participation Techniques
Description: Teachers will look at chapter 2 in Total Participation Techniques
Chapter 2: A Model for Total Participation and Higher-Order Thinking. Read the text and respond
to the following :
Introduction: What is the main idea of this section?
Ensuring Higher-Order Thinking: Explain and explore the connection between participation
and higher-order thinking.
When Students Shine and What Happens When You Ensure Higher-Order Thinking: List
some benefits of using Total Participation Techniques and Higher-Order Thinking?
How TPTs Were Used to Teach Abstract Thinking: How do we ensure higher-order
thinking?
After answering these questions, new teachers will rate the effectiveness of student engagement
within the evaluation tool.
Tech Tip:
Google Drive helpful hints: http://www.techradar.com/us/news/internet/cloud-services/googledrive-and-docs-tips-20-expert-tips-and-tricks-1206885/2#articleContent
MINDSET Book Study Focus:
Growth-Mindset Questions for Families to Ask Students:
Teaching a growth mindset creates motivation and productivity in the worlds of business,
12
are questions that families can ask their students to stimulate growth-mindset discussion:
What did you learn today?
What mistakes did you make that taught you something?
What did you try hard at today?
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tools-for-implementing-formative-assessment-post-one/
MINDSET Book Study Focus:
Try a thing you havent done three times. Once, to get over the fear of doing itTwice, to learn
how to do it and a third time, to figure out whether you like it or not. - Virgil Garnett Thomson
What does Mindset mean for.? List what a growth mindset looks like, and what a fixed mindset
looks like in the four categories below:
Struggling
Learners
Honors/Gifted
Learners
Colleagues
You
How can you respond to the fixed mindset in these categories to help move them to the growth
mindset?
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Leadership Skills
Find a vision
Establish team values
Set norms
Identify expectations
Nurture collaboration
Build trust
Conduct effective
meetings
Coach others
Train for competency
Give productive
feedback
Manage change
Assess performance
Teacher will next develop an individual professional growth plan. Below is an example that can be
used by the teachers.
Leadership
Skills to
Improve
Growth
Objective(s)
for each
Skill
Activities
People who
can support
Indicators
of success
timeline
To conduct
team
meetings
where more
people
participate
1. Ask
selected
team
members
for honest
feedback.
2. Have the
Teacher
Leader
critique a
meeting
H.R. Director,
Principal,
Teacher
Coach,
Others
15
15%
increase of
team
members
speaking at
meetings by
the end of
the quarter.
1. Obtain
feedback
after the
first three
meetings.
2. Try at
least one
new
strategy
every two
meetings.
1.
2.
Once the chart is complete, teachers should share areas that they desire improvement in.
Activities and support can and should be influenced by others. This list should be check in on at
the next meeting to see how progress is coming.
Tech Tip:
50 Ways to Use Twitter In The Classroom: http://www.teachhub.com/50-ways-use-twitterclassroom
MINDSET Book Study Focus:
Kid Gives Speech After Learning To Ride A Bike: http://www.youtube.com/watch?
v=9PzoxTgfRO0
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Instructional Strategies
Approach: Members of the Induction Group will pair up. Each week 1 or 2 pairings will present a
recent successful instructional strategy from a professional development, workshop, peer
conversation, peer observation, or research and how it was applied within the presenters
classroom(s)
Book Study Year 2- Classroom Instruction that Works By: C.B. Dean, E.R. Hubbell, H. Pitler, and
B.Stone
Approach: Each member will be assigned a chapter(s) to present to the group throughout the
year. Each member will also need to provide highlights, reflection, and how the chapter can be
job-embedded
Book Study Year 3 - Influencer: The New Science of Leading Change By: J. Grenny, K. Patterson,
D. Maxfield, R. McMillan
Approach: Each member will be assigned a chapter(s) to present to the group throughout the
year. Each member will also need to provide highlights, reflection, and how the chapter can be
job-embedded
Book Study Year 4 - Drive By: D. Pink
Approach: Each member will be assigned a chapter(s) to present to the group throughout the
year. Each member will also need to provide highlights, reflection, and how the chapter can be
job-embedded
Part III: Evaluation of program by Learning Forward standards
The Learning Forward standards are broken up into seven categories. Each category will include
a description and highlight the components of this staff induction plan that align with the
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standards. It is apparent that this staff induction plan is in compliance with the Learning Forward
platform. In regards to the standards list developed by Learning Forward (2013), listed below are
the seven standards and the topics of our staff induction plan that correlate with each standard.
Learning Communities: Professional learning that increases educator effectiveness and results
for all students occurs within learning communities committed to continuous improvement,
collective responsibility, and goal alignment.
Aligned Components: Building a Professional Learning Community, Peer-to-Peer
Observations, Learning Labs, Group vs. Team, Transparent Classrooms, Mentoring,
Mindfulness, Mindset, Stress Relief, and building a network of collegial contacts
Leadership: Professional learning that increases educator effectiveness and results for all
students requires skillful leaders who develops capacities, advocates, and create support
systems for professional learning.
Aligned Components: Teacher Leadership, Designs for Powerful Learning Survey,
Mentoring, Promoting your product and gathering others ideas, instructional strategies,
school improvement, and book studies.
Resources: Professional learning that increases educator effectiveness and results for all
students requires prioritizing, monitoring, and coordinating resources for educator learning.
Aligned Components: Technology for the classroom, 21st Century Learning, classroom
management, differentiation strategies/research-based instructional strategies, using the
ISD, learning labs, and instructional strategies.
Data: Professional learning that increases educator effectiveness and results for all students
uses a variety of sources and types of student, educator, and system data to plan, assess, and
evaluate professional learning.
Aligned Components: data literacy, PowerSchool, Moodle, Pearson Inform, NWEA, Data
Director, summative vs. formative assessments, and using data to drive instruction.
Learning Designs: Professional learning that increases educator effectiveness and results for
all students integrates theories, research, and models of human learning to achieve its intended
outcomes.
Aligned Components: Technology in the classroom, 21st Century Learning, Inclusion/coteaching strategies, differentiation, research-based instructional strategies, support
services, implementation of the ISD, book studies, and learning labs
Implementation: Professional learning that increases educator effectiveness and results for all
students applies research on change and sustains support for implementation of professional
learning for long term change.
Aligned Components: peer-to-peer observation, learning lab opportunities, book
studies, RtI model, PLCs, and instructional strategies discussion.
Outcomes: Professional learning that increases educator effectiveness and results for all
students aligns its outcomes with educator performance and student curriculum standards.
Aligned Components: teacher evaluation process, data literacy, summative and
18
References
Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict
achievement across an adolescent
transition: A longitudinal study and an intervention. Child Development, 78(1), 246 263.
Blankstein, A. M. (2013). Failure is not an option: Six principles that advance student achievement in
highly effective schools
(3rd Edition). Thousand Oaks, California: Corwin Press.
Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Random House.
Gilbert, L. (2005, May). What helps beginning teachers. Supporting New Educators. 62(8) pages 3639.
Himmele, P., & Himmele, W. (2011). Total participation techniques making every student an active
19
learner. Alexandria,
Virginia: ASCD.
Killion, J. & Harrison, C. (n.d.). Team development wheel from NSCD Academy, Facilitation Skills, 39.
Learning Forward (2013). Standards for professional learning. Retrieved from
http://learningforward.org/
standards#.UzHuS_ldWSo
Margolis, Jason(2008) 'When teachers face teachers: listening to the resource right down the hall',
Teaching Education, 19:
4, 293 310
Mueller, C., & Dweck, C. (1998). Praise for intelligence can undermine children's motivation and
performance. Journal of
Personality & Social Psychology, 75 (1), 33-52.
National Staff Development Council (2007, October). Designs for powerful learning. The
Learning Principal, 4-5.
Oakland ISD (2013). What we do. Retrieved from Oakland ISD: http://www.oakland.k12.mi.us/AboutUs/
WhatWeDo/tabid/
138/Default.aspx
Organization for Economic Cooperation and Development (2013). Teaching and learning survey.
Retrieved from
http://nces.ed.gov/surveys/talis/pdf/TALIS2013_TeacherQuestionnaire.pdf
Richardson, J. (2005, November/December). Transform your group into a team. National Development
Council: Tools for
Schools. (9)2, 1-8. Retrieved from
http://www.oregoned.org/images/pages/2.3_Transform_your_group_to _Team.pdf
Siebold, T. (2013). Leadership activities. Retrieved from
http://www.workshopexercises.com/Leadership_
continued.htm#L12
Team Player Survey (n.d.) adapted from the South Carolina State Department of Education
20
Appendix A
Staff Survey
This survey will be used to help direct professional development and staff induction practices at
our school. Please complete the following questions as honestly as possible to ensure that
results can be used most effectively
Background Information
These questions are about you, your education and the time you have spent in teaching. In
responding to the questions, please mark the appropriate choice(s) or provide figures where
necessary.
What is your gender?
1 Male
2 Female
How many years of experience do you have as a teacher?
Years working as a teacher in total
Years working as a teacher in this district
Teacher Professional Development
Professional development is defined as purposeful time teachers have spent developing their
skills and knowledge, towards their craft.
In your first year as a teacher in this district did you take part in a staff induction
program?
Induction would be defined as a structured professional development program that meets
throughout the year
1 Yes
2 No
Are you currently involved in a mentoring program?
a) I currently have an assigned mentor to support me
b) I am currently an assigned mentor to one or more teachers
Yes
1
1
No
2
2
During the last 12 months did you participate in the following professional
development activities?
Yes
Courses/Workshop
Education Conferences/Seminars
Observation Visits to other classrooms
Observation Visits to other districts
In-service Training Courses
Degree program
Participating in a network of teachers
Individual or collaborate with others
Mentoring or peer coaching as a formal process
1
1
No
1
1
1
1
2
1
2
2
2
2
2
2
In regards to the professional development area below, please indicate your personal
level of need:
21
No need
Moderate
High level
present
of need
level of need
a) Classroom Instructional Strategies
b) Knowledge of Curriculum
c) Student Evaluation and Assessment
4
d) Technology Skills for Teaching
e) Student Behavior and Classroom Management
f) School Management and Administration
g) Teaching Special Needs Students
h) Implementation of National/State Curriculum
4
Standards or Common Core Standards
i) Approaches to developing Cross Occupational
Competencies for future work or studies
Low level
at
Level of need
1
2
1
2
1
1
1
1
1
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
School Climate
Climate is defined as the personality of the school. It encompasses the quality and character
of school life.
What is your level of agreement with the following statements in connection to our
school?
Strongly
Strongly
Disagree
Disagree
Agree
Agree
a) This school provides the opportunity to
actively participate in school decisions
b) This school has a culture for shared
responsibility for school issues
c) There is a collaborative school culture
which is characterized by mutual support
d) I am willing to collaborate with other staff
e) My social/emotional needs are met at school
f) I am passionate about the work that I do
1
1
1
2
2
2
3
3
3
4
4
4