Beginning Teacher Induction Traditional Schools

Beginning Teacher Induction Traditional Schools Day 1 – August 6, 2012

Welcome & Introductions • HR Representatives: • Mark Doane - Exec. Director of HR • Dawn Madren – Dir. of Teacher Recruitment and Induction • Tammy Atkins – Staffing & Licensure Coordinator • Patsy Page – Benefits Specialist • Marie Chavis – HR Specialist • Cathy Griffin – HR Specialist • Jean Todd – HR Support • Denise Velez – HR Support

Which elementary schools are represented today? • Andrews: 2 • Alexander Wilson: 2 • EM Holt: 1 • Elon: 1 • Grove Park: 1 • Highland: 5 • South Mebane: 1 • Sylvan/Pleasant Grove: 1

Which middle schools are represented today? • Broadview Middle: 2 • Hawfields Middle: 3 • Southern Middle: 4 • Turrentine Middle: 4 • Western Middle: 1 • Woodlawn Middle: 1

Which high schools are represented today? • Career & Technical Ed. Center: 1 • Cummings High: 2 • Eastern High: 2 • Graham High: 2 • Ray Street Academy: 3 • Southern High: 4 • Williams High: 3

Today’s Agenda • 9:00-9:45 – BT Support Presentation • 9:45-10:00 – Break • 10:00-11:00 – EC Dept. Presentation • 11:00-12:00 – Technology Dept. Presentation • 12:00-1:00 – Lunch (provided) • 1:00-2:00 - ESL Dept. Presentation • 2:00-2:15 – ACE &Classroom Closet Presentation • 2:15-2:30 – Break • 2:30-3:30 – BT Support Presentation (cont.)

Additional BT1 Sessions 12-13 • BT Induction Days 2 & 3: • August 7 (8:30 AM – 3:30 PM) – St. Mark’s Church • August 8 (8:30 AM – 3:30 PM) – St. Mark’s Church** • BT1 Meetings: • September 19 (3:30-5:00 PM) – St. Mark’s Church • November 7 (3:30-5:00 PM) – St. Mark’s Church • February 6 (3:30-5:00 PM) – St. Mark’s Church • April 10 (3:30-5:00 PM) – St. Mark’s Church

NC Policies for the Beginning Teacher Support Program (TCP-A-004) • Induction requirement • Assignment/experience requirements • Beginning Teacher professional development plan • Optimum working conditions for BTs • Orientation • Mentor assignment/guidelines for selection • Mentor training • Observations/evaluation • Beginning Teacher support program timetable • Conversion process

Induction Requirements • Initial (Standard Professional I) license issued to teachers with fewer than 3 years teaching experience • Offer ongoing support to teachers within their first three years of teaching – provided by district, school, and mentor.

Assignment/Experience requirement • It is expected that beginning teachers will be assigned in their area of licensure. • Three years of teaching experience, of at least six months each, are required in the Beginning Teacher Support Program

BT Professional Development Plan • Each BT is required to develop a PDP in collaboration with his/her principal (or designee) and mentor teacher. • The plan is to be based on the NC Professional Teaching Standards and must include goals, strategies, and assessment of the BT’s progress in improving professional skills. • Meetings are held throughout the year to reflect on the BT’s progress in meeting goals.

Optimum Working Conditions • To ensure that BTs have the opportunity to develop into capable teachers, the following are strongly recommended: • Assignment in the area of licensure • Mentor assigned early, in the licensure area, and in close proximity • Orientation that includes state, district, and school expectations • Limited preparations • Limited non-instructional duties • Limited number of EC or difficult students • No extra-curricular assignments unless requested in writing by the BT

Orientation • Each BT should be provided an orientation that is conducted prior to the arrival of students. • If the teacher is hired during the school year, the orientation should be conducted within the first 10-days of employment.

Orientation (continued) • Orientation should include: • overview of the school/district’s goals, policies, and procedures • description of available services and training opportunities • the BTSP and process for achieving SPII (continuing) license • NC Teacher Evaluation Process • NC Standard Course of Study (ie – Common Core) • Local curriculum guides • Safe and appropriate use of seclusion and restraint of students • State accountability program • State Board of Education’s mission and goals

Mentor Assignments/Training • Local school systems are responsible for providing training and support for mentor teachers.

Observations/Evaluations • Each BT shall be observed at least three times annually by a school administrator/designee and at least one time annually by a teacher. • Each BT shall be evaluated at least once annually by a school administrator. • Each observation must last for at least one period of instructional time (45 minutes) and followed by a post-conference. • All observers must be trained. • The observations should be spaced throughout the school year.

BT Support – Year One • Assigned a mentor • Provided an orientation • Develops a professional development plan • Completes any professional development required/prescribed by the LEA • Is observed at least four times culminating with the summative evaluation

BT Support – Year Two • Continues to have a mentor teacher • Updates the professional development plan • Completes any professional development required by the LEA • Observed at least four times culminating with a summative evaluation

BT Support – Year Three • Continues to have a mentor teacher • Updates professional development plan • Completes any professional development required by LEA • Is observed at least four times culminating with a summative evaluation

Conversion Process • After three years of teaching, the district is responsible for converting the BT’s initial license (Standard Professional I) to a continuing license (Standard Professional II). • A principal must rate a probationary teacher as “proficient” on all five NC Professional Teaching Standards on the most recent Summary Rating Form in order to recommend the teacher for a Standard Professional II license.

Whatis Our Focus in ABSS? • Rigorous instruction • Engagement in 21st century learning opportunities • Achievement in support of college/career readiness • Community involvement to infuse school culture • High quality teachers and administrators

Activity – Table Talk • Using the REACH goal assigned, discuss qualities/ideas that come to mind when you think of the goal. • Record your group’s ideas on the chart paper provided. • Select a speaker for the group to share aloud.

Helpful Information – available on ABSS webpage • New webpage design and navigation tools • Staff and student calendar • Beginning & ending times by school • School information pages • District map – zones & school sites • Technology integration & tutorials • Back-to-School Celebration (Aug. 22)

BREAK

BT Support - Continued • NC Professional Teaching Standards • NC Educator Evaluation System (NCEES) • McRel – online tool used for NCEES • ABSS Board Policies – Duties of Teachers

NC Professional Standards for Teachers • Standard 1: Teachers demonstrate leadership • Standard 2: Teachers establish a respectful environment for a diverse population of students • Standard 3: Teachers know the content they teach • Standard 4: Teachers facilitate learning for their students • Standard 5: Teachers reflect on their practice

Teacher Evaluation Process STEP 1: Training and Orientation For more information regarding the evaluation process, go to http://ncees.ncdpi.wikispaces.net/ STEP 2: Self-Assessment, Goal Setting and Pre-Conference Component 2: Orientation Within two weeks of teacher’s first day, the principal will provide: A. The Rubric for Evaluating North Carolina Teachers; B.Teacher Evaluation Policy ID Number: TCP-C-004 ; and C. A schedule for completing evaluation process. Component 3: Teacher Self-Assessment Using the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year. Component 4: Pre-Observation ConferenceBefore the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation. STEP 4: Summary Evaluation and Goal Setting STEP 3: Observation Cycle (Administrative and Peer) Component 1: Training Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process. Component 8: PD Plans Individual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or “Developing” rating for 2 sequential yrs. Component 5: Observations A. Formal observation: 45 min. or entire class period B. Probationary Teachers: 3 formal by principal and 1 formal by peer C. Career Status Teachers: Evaluated annually. During the renewal year: 3 total- 1 must be formal Observations shall be noted using the Rubric. Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form- Prior to end of school Principal conducts summary evaluation conference with teacher to discuss components of the evaluation. At the conclusion: A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form. Component 6: Post-Observation Conference The principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric.

NCEES Wiki – Teacher Resources • http://ncees.ncdpi.wikispaces.net/teachers • Features to review: • NC Teacher Booklet • Evaluation Comparison Chart • Teacher User Manual*** • Teaching Standards Document • TCP-C-004

Components of the NCEES (BTs) • Orientation • Self-evaluation • Pre-conference prior to observation #1 • Four formal observations (3 administrator/1 teacher) • Summary rating form • Professional development plan (developed in collaboration with mentor and principal/designee) – initial, mid-year, final • Record of teacher activities form

Performance Rating Scale • Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance • Proficient – Demonstrated basic competence on standard(s) for performance • Accomplished – Exceeded basic competence on standard(s) of performance most of the time

Performance Rating Scale (cont.) • Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance • Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance [NOTE: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used.] • Not Looked For - No harm, no foul; wasn’t observed at this time.

McRel - https://mxweb3.media-x.com/home/ncval/ UID and password provided by principal when school-year starts

McRel Online Program • Review features and login process • Review documents available

ABSS Board Policies • Review policies – available on ABSS website: • Rules of Student of Conduct • Code of Ethics and Standards of Conduct • Responsibilities and Duties • Faculty/Employee Dress • Prohibited Relationships with Students • Job Description – Teacher • Lesson Plans • Instructional Planning • Teacher Workday

“The very first day of school is the most important day of the school year… What EFFECTIVE TEACHERS do on the very first day will determine the success of the class.” Harry Wong, (2009), The First Days of School.

The Effective Teacher The EFFECTIVE TEACHER 1. Is A Good Classroom Manager 2. Designs Lessons To Reach Mastery 3. Has Positive Expectations That Students Will Be Successful Reference: Good, Thomas L. and Jere Brophy. Looking in Classrooms. Harper-Collins, 1994, pp. 376-377.

Creating A ClimateFor Learning “Effective teachers believe that all students can learn and be successful. Effective teachers consciously create a climate in which all students feel included. Effective teachers believe that there is potential in each learner and commit to finding the key that will unlock the potential.” Gregory & Chapman. (2007). Differentiated Instructional Strategies: One Size Doesn’t Fit All.

The Seven Things Students Want to Know on the First Day of School • Am I in the right room? • Where am I supposed to sit? • What are the rules in this classroom? • What will I be doing this year? • How will I be graded? • Who is the teacher as a person? • Will you treat me as a human being? (Wong, Harry.(2009).The First Days of School.

The Seven Things Teachers Want to Know on the First Day of New Teacher Orientation • Am I in the right room? • Where am I supposed to sit? • What are the rules in this classroom? • What will I be doing this year? • How will I be graded? • Who is the teacher as a person? • Will you treat me as a human being?

Parking Lot What additional thoughts/questions do you have about the Beginning Teacher Support/Induction Program?

That Noble Title Teacher As you begin this school year, may you remember the fine nuances and the distinguishing essence of that proud word Teacher. Let you be reminded of the tools you have at your command, because of your talents, your traits, and your training…and because you chose to become a Teacher. Teacher – you are a poet, as you weave with your colorful magic language a passion for your subject. You create a vast and grand mosaic of curiosities to imagine, secrets to unfold, connections only to begin the cycle of learning. Teacher– you are a physicist, as you bring magic, logic, reason, and wonder to the properties, changes and interactions of our universe. Teacher – you are a maestro, a master of composing as you conduct and orchestrate individuals’ thoughts and actions from discordant cacophony into harmonic resonance. Teacher – you are an architect, as you provide each student a solid foundation, but always with a vision of the magnificent structure that is about to change. Teacher – you are a gymnast, as you encourage the contortions and gyrations of thoughts and the flexing and strengthening of ideas. Teacher – you are a diplomat and the ambassador of tact and sensitivity, as you facilitate productive, positive interactions among the multiplicity of personalities and cultures, beliefs, and ideals. Teacher – you are a philosopher, as your actions and ethics convey meaning and hope to young people who look to you for guidance and example. -Trish Marcuzzo Omaha Public Schools

Reflections/Comments What I am taking away today,… What I still hope to get,….

August 7 Session • Location: St. Mark’s Church (1230 St. Marks Church Rd., Burlington) • Time: 8:30 AM – 3:30 PM • Catered breakfast from 8:30-9:00 AM • Year-round teachers will join us Tuesday • Pizza provided for lunch • EC teachers will travel to CTEC after lunch • Please bring your nametag tomorrow

Beginning Teacher Induction Traditional Schools