Teacher Induction Program

Proposal

CHANDLER PARK ACADEMY HIGH SCHOOL

2014

Rationale
Last year ten of our forty teaches were new to the

school and seven were in their first year of teaching.

Many of these new teachers struggled with
classroom management, had difficulty fostering
more student-centered learning (i.e. constructivism,
class discussions), and grappled with matching the
rigor of the looming Smarter Balance exam.

Goals
Teachers will develop lesson plans that demonstrate a strong

understanding of multiple pedagogical strategies, including

differentiated instruction. (Domain 1: a)
Teachers will gain an understanding of how to effectively institute
procedures and manage student behavior in order to promote
learning. (Domain 2: c, d)
Teachers will develop skills in facilitating discussions, and engaging
students. (Domain 3: b, c)
Teachers will receive training on maintaining accurate records, and
communicating with families. (Domain 4: b, c)
Teachers will complete the program with an understanding of how
to create bias free exams and utilize subsequent data to influence
instruction. (Domain 5)

Format of the Program

Teachers new to the district are automatically

assigned a mentor (within the same discipline if

possible).
Mentor teachers will observe the new teacher three
times, analyze their lesson plans, and attend
professional developments with the new teacher to
guide his or her development.
Other Chandler Park Academy leaders (Instructional
Specialists, District Administrators, and Building
Administrators) will lead professional developments.

Format of the Program Cont.

Based upon recommendations by Harry Wong,

classroom procedures and behavior are concepts covered

prior to the first day of school.
Maintaining accurate records will also be covered prior
to school, during Teachers Academy from August 19 th to
August 21st.
Once school begins, meetings will vary in format and will
typically be held every other Monday from 3:30 4:30.
The induction professional developments will span over
two months, which will allow teachers time to digest all
of the information being presented.

August 18th
Goal

Introduction into the program

Teacher Knowledge Acquired

Understanding purpose and format of the program

Format

Teachers will be introduced to their mentors.

PD360 log-ins will also be presented and the website will be
navigated briefly.
Teachers will be presented with a brief questionnaire on their
plans for establishing procedures and managing behavior in the
classroom. The expectation will be to have the questionnaire
completed for the afternoon session.

August 19th
Goal

Managing procedures and behavior within the classroom (2c,2d)

Teacher Knowledge Acquired

Creating clear, simple rules

Enforcing rules consistently and eliminating inconsistent expectations
Using engagement to limit undesired behavior
Promoting effective transitions Format

Format

The Dean of Students will review school and district rules with new teachers.
Teachers will then discuss their plans for procedures and behavior expectations with
their mentor teacher.
New teachers will be expected to watch a PD360 video and read an article for
homework.

Resources

Classic Classroom Management by Harry Wong from PD360

Classroom Management: A Dozen Common Mistakes and What to do Instead by
Barbetta

August 20th
Goal

Managing procedures and behavior within the classroom (2c,2d)

Teacher Knowledge Acquired

Creating clear, simple rules

Enforcing rules consistently and eliminating inconsistent expectations
Using engagement to limit undesired behavior
Promoting effective transitions Format

Format

After receiving feedback from their mentor teachers, viewing a PD360 video and reading an
article, teachers will discuss changes to their plans for managing behavior and procedures.
Mentor teachers will provide feedback on how plans have changed and suggestions for
tweaking procedures and adjusting behavior management.

Resources

Classic Classroom Management by Harry Wong from PD360

Classroom Management: A Dozen Common Mistakes and What to do Instead by Barbetta

August 25th
Goal

Maintaining accurate records and communicating with families (4b, 4c)

Teacher Knowledge Acquired

Developing a fully effective approach for maintaining student records and information
Communicating with stakeholders through multiple avenues.

Format

The District Technology Administrator will lead a professional development on Edline and
Gradequick.
The many feature of Gradequick will be presented, such as weighting, and storing student
information.
The features of Edline, which allow for communication with parents, posting of grades, and
creation of a classroom homepage, will be demonstrated.
Teachers will follow along with the presentation on computers and will exit the
professional development with their gradebook and Edline class page organized.
Finally, the District Technology Administrator will introduce Remind101.

Resources

Edline
Remind101

September 3rd
Goal

Managing procedures and behavior within the classroom (2c,

2d)
Teacher Knowledge Aquired

Creating clear, simple rules

Enforcing rules consistently and eliminating inconsistent
expectations
Using engagement to limit undesired behavior
Promoting effective transitions

Format

Mentor teacher will observe first day of class for new teacher.
Mentor will provide feedback on procedures and behavior in the
classroom.

September 15th
Goal

Planning with a knowledge of pedagogy (1a)

Teacher Knowledge Acquired

Constructivism

Format

The Mathematics and English Instructional Specialists will lead a

training session on constructivism in the classroom.
This will be an interactive training session where mentors are
working with new teachers to apply these pedagogical strategies
with various content and in various situations.

Resources

What is Constructivism? by Thirteen Ed. Online

Definition of Constructivism from PD360
What Constructivism is Not from PD360

September 22nd
Goal

Planning with a knowledge of pedagogy (1a)

Teacher Knowledge Acquired

Constructivism

Format

This week the new teacher will be tasked with applying

constructivism to his or her lesson plans.
The mentor teacher will analyze the new teachers lesson
plans for the week provide suggestions for implementation.

September 27th
Goal

Planning with a knowledge of pedagogy (1a)

Teacher Knowledge Aquired

Differentiated Instruction

Format

The Assistant Principals will lead a professional development on differentiated

instruction.
Differentiation with the content, the processes, and the product will all be
highlighted.
Special attention will be paid to the work of Marzano.
Lesson plans will be analyzed so that new teachers understand the process for
planning for diverse learners.

Resources

Differentiated Instruction and Implications for UDL by AIM

The Basics of Differentiation from PD360
Marzano's Nine Instructional Strategies

September 29th
Goal

Planning with a knowledge of pedagogy (1a)

Teacher Knowledge Aquired

Differentiated Instruction

Format

The new teacher will observe the implementation of differentiated

instruction in a class taught by the mentor teacher.

Resources

Differentiated Instruction and Implications for UDL by AIM

The Basics of Differentiation from PD360
Marzano's Nine Instructional Strategies

October 6th
Goal

Creating bias free exams and using data to guide instruction (5)

Teacher Knowledge Aquired

Effectively measuring student growth through assessments

Modifying instruction based upon student data

Format

New teachers will meet in the media center for training on using Data
Director to create assessments.
The training will also reveal how to use Data Director to collect and
analyze data.
The District Technology Administrator will lead this training.
Teachers will create begin the creation of their common assessment during
this training session.

Resources

Data Director

October 13th
Goal

Planning with a knowledge of pedagogy (1a)

Teacher Knowledge Aquired

Differentiated Instruction

Format

Mentor teacher will observe the new teachers application of

differentiated instruction during one class period and provide
feedback.

Resources
Differentiated Instruction and Implications for UDL by AIM
The Basics of Differentiation from PD360
Marzano's Nine Instructional Strategies

October 20th
Goal

Engaging students through group work (3c)

Teacher Knowledge Aquired

Creating instructional groups that fit the aim of the lesson

Setting norms for collaborative group work

Format

The Curriculum Director for the district will lead a professional

development on engaging students through group work.
The appropriate times to implement groups, appropriate norms to set,
and accountability are all topics that will be at the heart of discussion.

Resources

Organize Groups from PD360

October 27th
Goal

Engaging students through group work (3c)

Teacher Knowledge Aquired

Creating instructional groups that fit the aim of the lesson

Setting norms for collaborative group work

Format

Mentor teacher observes new teacher while students are

working in groups and provides strengths and areas of
improvement.

Resources

Organize Groups from PD360

November 3rd
Goal

Using Questioning and Discussion Techniques (3b)

Teacher Knowledge Aquired

Formulating high quality questions for discussions

Facilitating a discussion for students rather than leading the discussion

Format

Instructional Specialists will lead content specific questioning professional

developments for new teachers.
Teachers will be presented with one of their quizzes and asked to rate the depth
of knowledge required to answer the questions.
This will lead into a focus on how to increase rigor and expectations in order to
meet the increasingly challenging Common Core State Standards and Smarter
Balance Assessment.
Resources

Rigorous and Relevant from PD360

Blooms Taxonomy
Depth of Knowledge

Conclusion: Basic Tenants of Program

Observations from mentor to seem less threatening
Touches upon all five domains
Teacher integrated into Chandler Park over the

course of multiple months so that information can be

applied and digested follow up observations
Online resources provided for support for teachers
Strategies for teachers include technology

PD360
Data Director
Edline