Strengthening the Hampstead School District’s Orientation for New Professional Staff

1. Strengthening the Hampstead School District’s Orientation for New Professional Staff

2. PRIMARY GOAL To intensify the orientation program for new professional staff so they have the knowledge and skills to strengthen their instructional practices and enhance the learning of Hampstead students

3. SECONDARY GOALS 1. To orient new professional staff to: the culture of the Hampstead community the culture and organization the curricula and instructional and assessment practices district’s teacher evaluation and professional development plans 2. To ensure new professional staff are familiar with the key people, resources, and expectations of the district

4. Current Orientation Program Topics addressed in 3.5 hours: Time Clock Plus Phones/Voice Mail Crisis management Volunteer program Taking attendance Open House Student assignment books Calendar of Events Reimbursements/PO’s Teacher evaluation Professional development Substitute calling and folders Copying and laminating machines

5. Research Bieler, D. (2012). What new teachers want from colleagues. Alexandria, VA: Educational Leadership. Lunenburg, F. (2001). Orientation and induction of the beginning teacher. Houston, TX: National Forum of Educational Administration and Supervision Journal. Scherer, M. (2012). The challenges of supporting new teachers. Alexandria, VA: Educational Leadership. Olebe, M., Jackson, A., & Danielson, C. (2012). Investing in beginning teachers—the california model. Alexandria, VA: Educational Leadership.

6. Proposed Three-Day Orientation Day 1 AM Build an understanding of the culture of the town, district and two schools, including: Tour of Hampstead with the town historian to develop an understanding of the town’s history, culture, government structure, etc.

7. Tour of the schools and further discussion with veteran staff regarding culture of the two schools: norms, values, beliefs, rituals, ceremonies, symbols and stories PM Address many of the topics in Slide 4: Time Clock Plus, use of the machines, PO’s, subs, etc.

8. Day 2 Address grade level curricula, instructional and assessment practices

9. Day 3 AM Address the teacher evaluation and professional development plans PM Address: • classroom management • special education process • RTI process

10. Catalysts - Current and past mentors - Current and past mentees - Mentoring Committee Barriers- School Board approval - Two additional contract days for new professional staff: discussion with the union- Stipends for staff involved in the orientation - Funds for a bus tour and food for three days

11. Steps for Instituting an Intensified Orientation Program Gather data from mentor and mentee surveys from the inception of the mentoring program in 2010 until spring 2013. 2. Share proposed intensified orientation program with the Hampstead administrative team and Mentoring Committee for their input and feedback. - Revise program based on feedback

12. Present the revised program, with the associated costs, to the School Board for their consideration and approval. - Additional orientation days will require reopening negotiations with the union or waiting until contract negotiations in three years.

13. Intended Outcomes of an Intensified Orientation Program Tweeners“…find stability within the organization and understand how he or she fits within the cultural and political goals of the organization.” 2. Tweeners “…will achieve longevity in the field and adopt the types of philosophies and practices that INCREASE STUDENT LEARNING.” Muhammad , A. (2009). Transforming school culture . Bloomington, IN: Solution Tree Press.