BEGINNING EDUCATOR INDUCTION PROGRAM

MEETING

CCSD Professional Development

Mrs. Jackie Miller

Dr. Shannon Carroll

August 6, 2014

WHAT IS THE BEST PROGRAM?

The Beginning Educator Support and Training (BEST) Induction

Program was created to offer new teachers induction through

quality professional development aimed at the needs of the

beginning teacher in Cherokee County Schools. The mentor

teacher may receive professional development along with the

induction phase teacher, which will also improve instruction and

increase school effectiveness.

PROGRAM GOAL:

To induct new teachers into the school system as part of a

District wide integrated plan. The purpose is to help the

Induction Phase Teacher (IPT) to become an effective and

professional educator who will remain employed with the

District and to increase student achievement.

WHERE TO FIND INFORMATION:

• All documents are found on the CCSD Share Point Professional

Development site.

• http://ccsd/profdev/default.aspx

CAMP CHEROKEE 2014

• 125 new teachers participated

• Day 1 was spent with Office of Technology

• Keynote Speaker: Dr. P

• Day 2 was spent with Office of Personal, and all factors of the Office of Educational Programs, Student Support and Professional Development.

• Participants must complete a survey on Camp Cherokee located on PD Share Point site by August 15th

SCHOOL BASED PROGRAM REQUIREMENTS:

1. According to the program guidelines, schools will maintain documentation required as evidence of mentoring units completed by mentors and Induction Phase Teachers through a District induction program.

2. Each school will designate a building level representative to serve as program liaison to the Supervisor of Professional Development for the purpose of program implementation and information.

3. An Induction Phase Teacher Support Team for each Induction Phase teacher will be created at the direction of the school based administrator

4. Each Induction Phase Teacher will participate in a series of purposeful activities to facilitate growth and determine needs.

SUCCESS OF THE MENTORING RELATIONSHIP:

•The mentor should have an assignment that is closely related to that of the IPT’s subject matter

and grade level.

•The mentor and IPT should be physically located near each other.

•The mentor and IPT should have common planning time.

•Flexible time for the pair to meet throughout the mentoring process should be facilitated and

respected.

A MENTOR TEACHER MUST:

•Have completed at least three successful years of teaching experience.

•Have successful experience with the Teacher Keys Evaluation System

•Rank satisfactorily on the District rubric for Mentor Teacher Essential Traits and

Skills Rubric

•Be a peer of the Induction Phase Teacher (IPT) and not an administrator.

•Not be involved in the Induction Phase teacher (IPT) annual performance

evaluation.

•Successfully complete District designated initial and ongoing mentor training

program.

•Mentor Teacher Essential Traits and Skills Rubric

• Keep on record at school site.

THE ROLE OF THE BUILDING REPRESENTATIVE:

Building Representatives are REQUIRED to:

• Assist in the design of the school’s mentoring program.

• Attend Induction Phase Teacher Support Team meetings as needed.

• Facilitate monthly school-based meetings with all IPTs.

• Monitor group’s progress.

• Assist in coordinating Mentor/IPT observations.

• Assist in coordinating Mentor/IPT collaboration.

• Communicate needs of mentors/IPT to Supervisor of Professional Development

• Provide information to mentors/IPTs as appropriate.

• Verify documented time logs.

• Submit required documents to the Office of Professional Development in a timely manner.

• Induction Phase Teacher/Mentor Match Form

•Due 9/12/14

INDIVIDUAL INDUCTION PLAN DUE 9/12/14

THE ROLE OF THE MENTOR

Mentor teachers are REQUIRED to:

• Commit to the mission, vision, and goals of the induction program.

• Provide professional, individual support to the teacher through collaboration and effective communication.

• Coordinate/facilitate interventions and professional learning experiences to guide growth and development

of the induction phase teacher.

• Serve on the Teacher Induction Support Team.

• Successfully complete the initial and ongoing mentor training programs.

• Familiarize IPTs with building culture, routines, schedules and physical layout.

• Meet with the IPT every week during the months of August through October, every month during the

remainder of the school year. Mentor teachers will make every effort to meet as many times as needed or

requested by the IPT. Conference subject matter will reflect potential items from the needs assessments as

well as the content of the monthly focus topics.

THE ROLE OF THE MENTOR

• Observe the IPT once during first semester. A pre/post conference shall be held for each observation with

feedback provided. (Mentor is not the IPT’s evaluator/administrator.)

• Model two lessons for the IPT or arrange for modeling by a respected colleague.

• Utilize collaboration for classroom instruction with IPT.

• Provide support and resources if requested and as appropriate.

• Attend any school level support meetings for new teachers.

• Maintain the confidentiality of all IPT/mentor interactions.

• Ensure that the IPT is participating in the reflection process through professional dialog.

• Address topics included on conference checklists.

• Meet with IPT regularly; weekly/monthly as needed.

• Document time spent on Induction Program Time Log

MENTOR/INDUCTION PHASE TEACHER TIME LOG

SUGGESTED MONTHLY FOCUS TOPICS

• Preplanning: Building Orientation

• August: Classroom Management &

Environment

• September: Special Needs Students

• October: Curriculum & Instruction

• November: Assessment

• December: Technology & Time Management

• January: Communication & Professionalism

• February: Professional Development

• March/April: Successes & Celebrations

• May: The Last Weeks of School

A mentor MUST be assigned to:

• Any first year teacher (For the purpose of this program, a first year

teacher shall be defined as a teacher employed by the District for the

first year of experience in the teaching profession) to be recognized as

an Induction Phase Teacher (IPT).

A buddy MAY be assigned to:

• A second or third year teacher who needs support based on the written

recommendation of the principal. Use Modified Mentor Assignment

form.

• A teacher with identified needs documented by the annual evaluation

system in place or observations by the principal.

• No PLUs or stipends will be awarded.

THE ROLE OF THE INDUCTION PHASE TEACHER (IPT)

IPTs are REQUIRED to:

• Understand an effective induction program relies on the willingness of the induction phase principal to be open and candid

concerning his/her needs for positive growth and development.

• Participate in all facets of the induction program to ensure teacher effectiveness that will have a positive impact on student

achievement.

• Serve on the Teacher Induction Support Team.

• Meet with the mentor teacher every week during the months of August through October, and every month during the

remainder of the school year.

• Be observed by the mentor once during first semester. A pre/post conference shall be held for each observation with written

feedback provided.

• Observe the mentor or other respected colleague once during second semester. Conference subject matter will reflect potential

items from the assessments as well as the content of the monthly focus topics.

• Utilize collaboration for classroom instruction with mentor.

• Attend any school level meetings called by BEST Building Representative or the Induction Phase Teacher Support Team.

• Maintain the confidentiality of all IPT/mentor interactions.

RELEASE TIME SUPPORT FOR OBSERVATIONS AND COLLABORATION

• The Professional Development Department will provide support for the purpose of

observation and collaboration based on the total of the school’s partnerships. Support

should be scheduled on the same day to maximize substitute coverage. A Professional

Development Activity Request Form (PDARF) must be submitted.

• 1-5 Mentor/IPT Partnerships at the school = Maximum of 3 days of release time for

observations and collaboration

• 6 or more Mentor/IPT Partnerships at the school = Maximum of 6 days of release time

for observations and collaboration

• PDARF is located on PD Share Point site under forms.

MENTOR STIPEND AWARD/PROTÉGÉ PLU CREDIT – STIPEND AWARD

PROGRAM EVALUATION

• Documentation of all meetings/conferences between the mentor and

protégé will be turned in to the principal for his/her review.

• The principal may request this documentation at any time in the year

to help assess the success of the mentoring relationship.

• Data collected as part of the program evaluation supports continuous

program revision as well as assesses overall program quality.

END OF YEAR DOCUMENTATION

Memo from Ms. Cline will be sent April 2015 concerning BEST

Program Stipend Request Form

• Review Induction Phase Teacher and mentor information provided

by building representative.

• Add or remove names as necessary.

• Complete mentor and Induction Phase Teacher hours’ column based

on Mentor/IPT time logs.

• Sign for verification of information.

• Stipend Form Due Thursday, May 7, 2015

FORMS DUE DURING 2014-15 SY

By Friday, September 12th

• BEST Program Mentor/IPT

Match Form

• Individual Induction Plan

• 2014-15 Mentor Teacher

Essential Traits and Skills

(Optional)

By Thursday, May 7th

• BEST Program Stipend Request

Form

QUESTIONS