Analysis Document

Course Title: Y2 Flight Plan

Client Name: Primary: Suzanne Jarrard, Principal Chestatee High School,
suzanne.jarrard@hallco.org
Secondary Contact: Christy Cantrell, Assistant Principal of Curriculum, Chestatee High
School, christy.cantrell@hallco.org
Instructional Designers (ID): Wynena Cox, Roxie Griffin, Hiroko Turner, Danielle Ward
(Cleveland)

I: Instructional Analysis:
Process Description:
The administration has identified that the current New Teacher Program (NTP),
though meeting some needs, is not identifying needs of all new hires nor is it
differentiated in a way to address the needs of new hires at various points in their career
and knowledge of the current educational system and their content knowledge. This
year alone the school had significant turnover and hired 17 new teachers some part
time and some full time. This was due to a large turn over last year that could partially
be attributed to a turnover in the football coaching staff but also first year teachers
leaving the school. During the face-to-face interview of the ID team leader and the client,
the following facts were found.

The struggle the administration was having was how to create a

differentiated program to meet the needs of all the teachers within one
program. The new teachers need ALL the information while some veteran
teachers just really need to know how things at the school work and may

also need to be familiarized with TKES depending on how in depth their

former school/district was in implementing the teaching portion.

What they do NOT want is tedious assignments that are busy work versus
actual things they can implement into the classroom.

In addition to listening to the needs identified by the administration, the

team also talked with the administration and gathered information about
where they feel like they have issues within their mentor/mentee program
that is only in its infant stages.

Wanting to be sure that the view of the administrators were the same as those of
the teachers, the ID team conducted interviews and surveys with this years new
teachers as well as last years. Once interviews and surveys were conducted,
volunteers were chosen to show one member of the team how to do certain day-to-day
tasks based on survey information (these tasks included taking attendance, entering
grades, and accessing the TLE web page). It was found that the new teachers thought
the current NTP was acceptable though they did mention wanting to be more informed
of the tasks listed above before day one and also mentioned needing help with
technology, and feeling stressed.

2. Description of Major Tasks (Steps) and Sub-Tasks (sub-steps):

Prior to beginning day one at Chestatee High School (CHS), the new teachers
are brought into the school to be introduced to their mentor teacher for the year, given a
tour of the school, and then attend a lunch meeting hosted by the administration where
they discuss specific things at CHS like what each administrator does, what to do if they
are going to be absent, and many other items. On this day they are also given a copy of
the CHS handbook with rules, discipline information, bell schedules, etc. On a day-today basis teachers are asked to take attendance via Infinite Campus(IC...this program
has just been updated), enter grades into IC once a week and use various types of
technology found in their respective classrooms (Items such as smart boards,
Promethean boards, projectors, TV-Computer projection, etc.).

3. Subordinate skills Description:

In order to effectively perform the above tasks, teachers must learn how to use
IC and any other technology in their rooms. Since IC was updated this year, it was
difficult for mentor teachers to assist with this training as they had to learn how the
updated program worked. In order for teachers to do attendance, they had to sign in,
switch over to the app view, choose the attendance tab, mark attendance, and then
save it. For them to be able to enter grades, they had to first set up their grade books
using the process outlined below then create assignments in the grade book, enter the
grades, and then save those items. Needless to say, the process was one that
everyone in the building was learning together and had multiple steps. (See the
attached Hall County Guide for Teachers.)

II: Learner Analysis:

1. Methods of Learner Analysis:
Three data collections are used such as online survey, interview, and inputs by
administration. (See attached Excel Spreadsheet.)

Survey: The survey collects quantitative information such as age, gender, and
number of teaching experiences, and also qualitative responses such as special
concerns and current needs. The survey is used to generate the ID to best
modify the current NTP to specifically fit for this years CHS teachers

Interview: The interview was conducted via email or face-to-face to those who
did not respond to the above survey by the administrator five school days after
the survey was emailed. The ID team shared a summary of interview with the
CHS administrators.

Inputs from the administration: Finally, the administration added some inputs
to fill up the gap between whats expected from the administration and whats
wanted from teachers about the CHS current status.

Learner Analysis: Based on the data the following analysis is made.

2014-2015 CHS new teachers are complicated and the situations are individually
varied such as new to teaching profession, new to high school, and new to the
content areas.

2014-2015 brand new hires are already overwhelmed.

Teachers current concerns vary; Georgia state standards, Lesson plans, time
management, and copier machine access.

2014-2015 CHS teachers have three categories: Freshmen teachers, Special

Concerns teachers, and veteran teachers (currently with no concerns).

The major concerns and needs expressed on the survey are as follows.
1. Technical Issues: Teacher 11 shows the needs for technical issues such
as emails, Infinite Campus, and new attendance system,
2. Time Management: Teachers 4, 5 and 9 shows needs for time
management issues, and
3. Assessment Clarifications: Teacher 10 expresses the assessment
clarifications.

The new hires are a mix of males and females in every content (including CTAE
and fine arts) except science. Four are brand new teachers, but most are veterans with
a few moving into teaching from their career fields. Based on the fact only one response
(20%) submitted from four new hires (Teachers 10, 16, 18, and 19), it is noticed that the
new hires have been already overwhelmed to hardly find time to respond the survey.
Also, some teachers who are not brand new, have their teaching experiences at the
schools other than high school and the subjects other than what they are currently
assigned at CHS. These teachers (Teachers 5, 17, 20, 21, and 23) are also considered
as target for the program.

As is seen (Teachers 2 and 3) there are a few teachers whose teaching

experiences are over 15 years but they are new to the contents they are assigned at
CHS.

The consolidated concerns and questions are as follows. These are used to
develop the content of the ID program.

Q. What would it have been helpful to know your first week that you did not
know?
When we had oue[sic] media incident would have liked to have known what was
going on.(Teacher 2)
All the paperwork required to be a teacher (teacher 4)
general housekeeping (Teacher 5)
more about how attendance work and how to go back and check it/ technology in
general (Teacher 6)
Very good orientation, not sure (Teacher 7)
More time to tour the school and meet the other teachers.(Teacher 9)
I would have wanted to know about the county assessments that I have to give
each unit and where to find them. (Teacher 10)
Things on Outlook (how to set up folders, set up groups for e-mails), how to work
in Infinite Campus, how to set up teacher page, pacing guides for subject, copier
process and access, how to set up Google (Teacher 11)

Q. What help do you need now?

Patience (Teacher 4)

Same as previous (Teacher 6)

Everyone is very helpful; I am adjusting to different states curriculum.(Teacher 7)

Same as previous (Teacher 9)

how to do a group email (ex: students/parents of a class or classes) from Infinite

Campus (Teacher 11)

Q. Do you have any worries or concerns about this year?

no.. great supportive staff and mentors (Teacher 4)

I am working really hard to develop lesson plans as I am from NC with a different

curriculum; therefore its like starting over again! I am worried about obtaining the

right balance/level of difficulty in presenting information regarding the standards

(Teacher 7)

keeping up with all the paperwork and grading (Teacher 9)

Balancing staying on pace with the EOCT material and the pace my students
actually need (Teacher 10)

Concern: access to copy machine(s) and amount of usage. (teacher 11)

2. General Characteristics:
There are 18 teachers as participants. The average age of all participants is 38.1
years old. There are 12 males and six females. 15 teachers have prior teaching
experiences somewhere while three (Teacher 10, 16, and 18) are completely new to
teaching profession. 10 teachers responded the emailed survey, while eight teachers
were interviewed. The content areas (the number of teachers) varies such as Math (3),
Social Studies (2), ESL (1), CTAE (4), Fine Arts (1), PE (1), ISS (1), World Language
(1), and SPE (3). Based on the responses, the learners are divided into three groups:
1.Freshmen group, 2.Special Concern group, and 3.VeteranTeacher group. The general
characteristics of these groups are as follows.
(1) Freshmen Group: The first group consists of Teachers 2, 3, 4, 9, 10, 16, 18,
and 19. The average age is 34.8 years old. They are considered new for having less
than 5 years of experiences of the current assigned contents. This group has members
who belongs to at least one of these: the district/state, content, or teacher profession.
(See the attached Excel sheet.)
Teacher 2

New to the currently assigned content area

Teacher 3

New to the currently assigned content area

Teacher 4

New to high school

Teacher 6

New to the district

Teacher 9

New to the district

Teacher 10 New to teaching profession

Teacher 16 New to teaching profession

Teacher 17 New to high school

Teacher 18 New to teaching profession
Teacher 19 New to teaching profession in the US

(2) Special Concern Group:

The second group consists of the teachers with specific concerns. The average
age is 37 years old. The specific needs of this group are described below.
*Teacher 4

being patient; being to appreciates great staff and mentors

Teacher 7

Working hard on creating a lesson plan

(* specific needs for teachers new to the district/state)

*Teacher 9

Keeping up all paperwork, and grading

*Teacher 10 Balancing staying on pace with the EOCT material and the
pace my students actually need
Teacher 11

Email, Outlook, copier access and paper limits

(3) Veteran Teacher Group: The third group consists of Teachers 5, 8, and 22.
The average age is over 42.5 years old. Those teachers who currently expressed no or
almost no concerns and who belong to none of the first two groups are considered to be
experienced teachers.

3. Specific Entry Skills:

The following skills are identified as prerequisite.

Basic terms related to teacher profession such as Common Core Standards,

differentiation, assessment, research based instructional strategies, Georgia
Performance Standards, pedagogical, higher order thinking, remediation,

enrichment, diagnostic, summative, formative, collaboration, Professional

Learning Units.

Basic computer skills for this Online course (click, double click, uploading,
downloading, saving, emailing, Web browsing, etc.)

Acknowledgement of confidentiality of password and username

Netiquette compliance among all users in online discussion

Hardware and software requirements (pdf readers, flash player, Media player,
Internet access, web browser [Chrome, Fire Fox, or Internet Explorer], TKES
username and password, district number, my PSC account)

Passion to teach and love toward children

2 hours at their most convenient day for reading through each module and taking
a quiz

4. Special Needs:
The following needs are considered.

Their learning modalities based on learning inventories are considered: textual

materials, audio visual materials, multimedia materials, etc.

The help desk assistance and face-to-face assistance by designated mentors are
digitally available 24/7 to meet the individual needs

Face-to-face assistance by designated mentors is available in the normal school

hours.

The course complies with the Americans with Disabilities Act of Amendment Act
(2008), and Americans with Disabilities Act (1990) for fair access as needs arise.

In addition to the above, the individual needs are expressed by each teacher. (see 2.
General Characteristics.)
III. Context Analysis:

1. Process Description (used to complete context analysis):

During a face-to-face meeting with the administration questions pertaining to
where they thought the current New Teacher Program (NTP) was lacking, what they
wanted the program to look like, what they wanted the program to address, and the
outcomes they hoped to see after implementing the program created by the ID team
were discussed. In surveys administered to new hires the ID team gained information to
help guide the creation of modules suggested by the administration to focus on items
the teachers requested in conjunction with items the administration wanted
addressed.(see the consolidated responses in II. Learner Analysis.) Through interviews
with new hires the ID team was given the opportunity to expand on the issues the new
hires needed to be addressed, things that they appreciated being addressed, and things
they felt like were addressed too many times or had no need to be addressed in the
current NTP. After compiling the data from the meeting, surveys, and interviews, we
were able to create a plan of differentiated instruction options to address the various
experience levels of the new hires, create a timeline of how long the instruction would
take, and address the skills and knowledge the administrators expected the new hires to
retain and be able to use after the modules were completed.

2. Description of Learning or Instructional Context:

Module 1: Introduction
1. Background of this program: Teacher retention movement in Georgia by
Swanson, P. (2011), and research statistics by Petty T., Fitchett, P, and
OConnor, K. (2012).
Petty T., Fitchett, P, and OConnor, K. (2012) stated the top two reasons why teachers
do not stay in their assigned schools are moving to a new school/position (30%)
and retirement (21.7%) (p.78).The third top reason is psychological burnout (15%)
and lack of administrative support (15%) (p.78).The crucial parts for retaining teachers
are administrative support is important in retention (p.82).

Swanson, P (2011) stated many Georgia schools have also created grow-your-own
teacher programs. Programs such as Examining the Teaching Profession (Gwinnett
County Public Schools, 2009) and Future Educators of America (Phi Delta Kappa
International, 2008) appear to have promise for thwarting the teacher shortage (p.119).
Based on the statistics, CHS created a new NTP for the quality teachers to reduce
psychological burnout and increase communication with administrators.

2. CHS system and school status profile: current status of our teacher retention
problems, school needs and faculty needs (based on qualitative and quantitative
survey data as is shown in II. Learner Analysis.)
3. CHS family: introduction of 18 personnel, existing committee, leadership and
mentors
The following topics are covered.

School Mission Statement

School Mascot

School Colors

Which Administrators handle various things?

Who in the school can help you with various items like money collection,
calendars, which administrative assistants to see for various questions, etc.?

Head Coaches/Club Advisers List

Media Specialist and Media Assistant

Department Chairs

School Map

School Calendar Information

Bell Schedules

Possible other topics to be added or removal of items after additional meetings

with administrators.

Module 2: Teacher Keys Effectiveness System (TKES)

Understanding the components of the TKES: The Teacher Keys Effectiveness

System (TKES) consists of three components which contributes to an overall:

Teacher Effectiveness Measure (TEM)

Teacher Assessment on Performance Standards (TAPS)

Surveys of Instructional Practice (student perception surveys) and student

Growth and Academic Achievement.

The TAPS uses a three-tiered approach to define the expectation for teacher
performance consisting of five domains, ten standards, and multiple performance
indicators. This module is developed to meet the teachers needs to clear their
questions and concerns related to the following five domains and ten performance
standards rather than simply explaining what they are. The instructional contents are all
analyzed and synthesized by the ID team based on teachers needs and concerns.
TAPS DOMAINS AND STANDARDS
PLANNING
1. Professional Knowledge
2. Instructional Planning
INSTRUCTIONAL DELIVERY
3. Instructional Strategies
4. Differentiated Instructions
ASSESSMENT OF AND FOR LEARNING
5. Assessment Strategies
6. Assessment Uses
LEARNING ENVIRONMENT
7. Positive Learning Environment
8. Academically Challenging Environment

PROFESSIONALISM AND COMMUNICATION

9. Professionalism
10, Communication
Quiz:
1. What do the GA TKES observation look for?
2. What is the name of the new teacher evaluation system in Georgia?
Module 3: TKES
This module mainly focuses on TKES Standards 3 and 4: Student
Centered/Differentiation Module. In order to create a more relevant environment for
learning to take place, learners will engage in a module that teaches organizational
skills that can be used to increase student centered learning in the classroom. This
module will help increase learners' motivation, and aid in the transfer of new knowledge
to the work setting. Studies show that organization can play a major role increasing
motivational levels stress in the workforce. Student centered classrooms are sure to
meet TKES standards because it incorporates relevant strategies that are mandated by
the program.

Module 4: Stress Management

This module helps learners learn many different ways to release their frustration
and stress. It is expected for new hires to have some bumps and stress even when they
master all TKES requirements. The mental care and all other ideas to release stress
and retain quality teachers are introduced in this module. Selection of ideas to release
tress are based on research and inputs from our veteran (over 20 years of teaching
experiences) teachers. This module also contains a follow-up through individual mentor
to each learner after the completion of the program. This program will be improved by
their post-program inputs and learners reflections. The projected outlines are as follows.
1. Physical exercise (yoga, jogging, laughing, etc.)

2. Nutrition: Food and cooking (spices, fragrance, herbal tea) family & friends
(Understanding each other, children, spouse, shopping, gardening)
3. Chest tee Mentor System: One-on-one Mentor system: Team introduction and
messages from the mentors (picture, short message and email)
4. Other methods (Lets ask veteran teachers how they manage their stress: room light,
music, talking to/ listening to yourself, gum balls, bubble bath, lavender,
packing bubbles, pets, etc.)

Description of Transfer:
The learned skills will be used in their daily teaching, and reflect as evidence as
effective teachers at CHS. These skills are transferred as artifacts for each TKES
standard in each teacher profile. Each teacher is expected to build something from their
daily on-site practice onto the basics of learned skills at their own pace. Touch and Go
observations and Lay over observations are included to see if the teachers are
showing knowledge and use of Modules 2 and 3 particularly. This also includes Flight
Simulations where they meet with the mentor teacher to discuss an activity that shows
knowledge of Modules2 and 3, Flight School where the mentors and mentees meet to
discuss Modules1 and 4 at least twice a month for time totaling at least an hour outside
of the modules. The discussion boards into modules 1 and 4 to help evaluate this
effectiveness would be helpful.
Resources
Arthur-Kelly, I., Carty, B., & Dempsey, I. (2009). Mentoring early career special
education teachers. Australian Journal of Education, 53(3), 294-305. Retrieved
from Academic Search Complete database.
Carroll, Tom. (2009). The next generation of learning teams. Phi Delta Kappa, 91(2), 813. Retrieved from Academic Search Complete database.
Conderman, G., & Johnston-Rodriguez, S. (2009). Beginning teachers' views of their
collaborative roles. Preventing School Failure, 53(4), 235-244. Retrieved from
Academic Search Complete database.

Gilles, C., Davis, B., & McGlamery, S. (2009). Induction programs that work. Phi Delta
Kappa, 91(2), 42-47. Retrieved from Academic Search Complete database.
Hall County Schools (2014). Who we are: Character, competency, rigor for all.
Retrieved from http://www.hallco.org/boe/site/
J., R. (2009). Another teacher bites the dust. Phi Delta Kappa, 91(2), 4. Retrieved from
Academic Search Complete database
Kukla-Acevedo.Sharon. (2009). Leavers, movers, and stayers: The role of workplace
conditions in teacher mobility decisions. The Journal of Educational Research,
102(6), 443-452.Retrieved from Academic Search Complete database.
Moir, E. (2009). Accelerating teacher effectiveness: Lessons learned from two decades
of new teacher induction. Phi Delta Kappa, 91(2), 14-21. Retrieved from
Academic Search Complete database.
Petty, T. M., Fitchett, P., & O'connor, K. (2012). Attracting and keeping teachers in highneed schools. American Secondary Education, 40(2), 67-88.
Roberson, R. & Roberson, S. (2008). The Role and practice of the principal in
developing novice first-year teachers. The Clearing House, 82(3), 113118. Retrieved from Academic Search Complete database.
Schwille, Sharon. (2008). The Professional practice of mentoring. American Journal of
Education, 115 (Nov.),139-167. Retrieved from Academic Search Complete
database.
Swanson, P. B. (2011). Georgia's grow-your-own teacher programs attract the right stuff.
High School Journal, 94(3), 119-133.
U.S. Department of Education (2012). Retrieved from
http://www2.ed.gov/policy/rights/guid/ocr/disability.html