BELLEFONTE AREA SCHOOL DISTRICT
 

Professional Employee Induction Program

2007 - 2010

 

I. MISSION STATEMENT

II. VISION
III. BELIEFS
IV. INDUCTION COORDINATOR
V. INDUCTION PLAN COMMITTEE
VI. PHILOSOPHY
VII. GOALS
VIII. COMPETENCIES TO BE ADDRESSED THROUGH INDUCTION
IX. PROGRAM DESCRIPTION

X.    ASSESSMENT PROCESSES

 XI.       MENTOR SELECTION

XII.    ACTIVITIES AND TOPICS

 XIII. EVALUATION AND MONITORING

XIV. PARTICIPATION AND COMPLETION

APPENDIX A:  COMPONENTS OF PROFESSIONAL PRACTICE

 

 

Bellefonte Area School District

Professional Employee Induction Program

 August 2007

 

 

I.       MISSION STATEMENT

 

Inspiring Today’s Learners for Tomorrow’s Challenges

 

II.    VISION

 

Working collaboratively, we inspire a passion for learning, a commitment to excellence, and a respect for individuals and diversity as we prepare our students to face ever-changing global demands.

 

 

III. BELIEFS

Beliefs, what we believe, what we think is important, what we honor and therefore how we do things.

1.      About Students and Learning, the Bellefonte Area School District believes that:

a.       All students can achieve, given appropriate and supportive environments.

b.      Learners need to feel safe, secure, and included.

c.       Students bring diverse backgrounds requiring differentiated approaches to teaching and learning.

d.      Student growth and achievement takes place not only in the academic arena but also in social, physical, and emotional contexts.

2.      About Teachers and Teaching, the Bellefonte Area School District believes that:

a.       Classroom instruction must be engaging, challenging, purposeful, and relevant.

b.      Effective educators employ best practices and nurture a culture conducive to student learning and continuous professional growth.

c.       Student assessment data should drive instructional decisions.

3.      About Learning Communities, the Bellefonte Area School District believes that:

a.       Everyone has worth and deserves to be treated with dignity and respect.

b.      A positive learning environment is necessary for learning to occur.

 

 

IV.  INDUCTION COORDINATOR

The Director of Curriculum and Instruction coordinates the District’s Induction Program.

 

 

V.    INDUCTION PLAN COMMITTEE

Name

Affiliation

Membership Category

Appointed by

Renee Besecker

Middle School

Teacher

Peer Group

Dr. Cathy Brachbill

Central Office

Administrator

Superintendent

Elaine Cutler

Elementary

Administrator

Peer Group

Jennifer Hoover

Secondary

Teacher

Peer Group

Shaun McMurtrie

High School

Teacher

Peer Group

William Moore

Special Education

Administrator

Peer Group

Dr. Kate Sillman

University

University

Director of C&I

Sharlene Yontosh

Central Office

Administrator

Peer Group

 

 

 

VI.       PHILOSOPHY

The Bellefonte Area School District is committed to high quality education for all students.  A knowledgeable and skillful teaching staff is the most critical component of high quality education for students.  The Induction Program is designed to provide new professional employees with the professional development opportunities and support systems that will enable them to grow professionally throughout their careers.

 

 

VII.    GOALS

The primary mission of the Bellefonte Area School District Professional Employee Induction Program is to facilitate teachers’ professional development during their first full year of employment in the district.  As a result of this process, new teachers will be better equipped to promote high levels of achievement for all students.

 

The goals of the Professional Employee Induction Program are to:

1.      Provide support for professional employees new to the district.

2.      Provide assistance to professional employees new to the district to attain and/or surpass the Components of Professional Practice.

3.      Reduce the stress and anxiety associated with the first year of employment in the school district.

4.      Familiarize professional employees new to the district with the mission, vision, beliefs, and expectations of the Bellefonte Area School District.

5.      Maximize the retention rate of highly qualified professional employees. 

 

 

VIII.  COMPETENCIES TO BE ADDRESSED THROUGH INDUCTION

1.      Domain 1 – Planning and Preparation

A.    Knowledge of programs and services available in the district and in the surrounding communities

B.     Meeting the needs of diverse learners.

2.      Domain 2 – Classroom Environment

A.    Demonstrate effective classroom management skills.

B.     Demonstrate effective and efficient use of classroom space.      

3.      Domain 3 – Instructional Delivery

A.    Demonstrate effective instructional practices/strategies.

4.      Domain 4 – Professionalism

A.    Demonstrate an understanding of the district’s mission, vision, policies, procedures, and goals.

B.     Demonstrate a positive attitude about students, teaching, and learning.

C.     Knowledge of the professional educator’s role in a standards-based system.

D.    Demonstrate organizational skills related to completion of required paperwork (e.g., IEP’s, progress reports, parent conferences, grading, report cards)

E.     Demonstrate reflective teaching practices to improve as a professional.

F.      Development of a portfolio to document proficiency in all areas of the Components of Professional Practice.

G.    Commitment to continuous professional growth.

 

 

 

IX. PROGRAM DESCRIPTION

All new professional employees are required to participate in the Bellefonte Area School District’s Induction Program.  The Induction Program of the Bellefonte Area School District is multi-faceted and differentiated to meet the needs of both teachers and educational specialists. 

 

1.      Non-Tenured Professional Employee Induction Program

A.    Focus

The focus of the BASD Induction Program for Non-tenured Professional Employees:

(1)   Orientation to the Bellefonte Area School District’s mission, goals, philosophies, strategic plan, policies, procedures, curriculum and lesson planning.

(2)   Effective classroom management procedures and routines.

(3)   Components of Professional Practice.

 

B.     Objectives

(1)   To provide new professional employees with the opportunity to become familiar with the district’s employees, resources, procedures, and support services.

(2)   To reduce the anxiety experienced by new employees.

(3)   To provide new employees with an introduction to the curriculum and instructional program for which they are responsible.

(4)   To provide new teachers with an opportunity to build a network and support system.

(5)   To assist in the development and implementation of effective classroom management procedures and routines.

(6)   To provide the opportunities and support needed by new professional employees to develop a Proficiency Portfolio that documents proficiency in the Components of Professional Practice

 

C.    Components

(1)   Three-day orientation workshop prior to the beginning of the school year

(2)   Assignment of a mentor

(3)   Monthly after-school meetings for support and training

(4)   A monthly Induction Newsletter

(5)   Regularly scheduled meeting times with an assigned mentor (once a week)

(6)   Proficiency Portfolio Support Group

(7)   A minimum of 4 formal observation cycles by administration

(8)   Videotaping of a lesson with self and mentor analysis and evaluation

(9)   Focused Assistance Mode of BASD’s Professional Employee Supervision/Evaluation Plan

(10)     At least 4 protégé/mentor observations with a focus on Components of Professional Practice

 

D.    Protégé Responsibilities

(1)   Complete a Getting Ready for School Checklist (Place in Proficiency Portfolio).

(2)   Meet with mentor on a weekly basis.

(3)   Attend monthly Induction Meetings.

(4)   Complete Reflections on My Professional Practice at the conclusion of each monthly Induction meeting.

(5)   Work to collect evidence of proficiency in the Components of Professional Practice by completing items on the Proficiency Attainment Checklist.

(6)   Develop a Proficiency Portfolio and present progress to Director of Curriculum and Instruction by February 2nd for the first semester and periodically throughout the year to Building Administrator and Portfolio Support Group.

(7)   Maintain a reflective dialogue journal with mentor, completing two cycles each month.

(8)   Observe other professionals in action and use knowledge gained to reflect upon own professional practice (the goal is one observation per marking period).

(9)   Videotape a lesson and complete an analysis.  The analysis will become a part of the Proficiency Portfolio and will be a topic for discussion at a scheduled Induction meeting.

(10)     Complete End-of-Year Induction Program Evaluation Questionnaire.

  

E.     Mentor Responsibilities

(1)   Attend mentor training sessions/monthly Induction meetings with protégé.

(2)   Provide an orientation for the protégé.

(3)   Help protégé complete the Getting Ready for School Checklist.

(4)   Collaborate with the protégé to help him/her set goals aligned with the Components of Professional Practice and develop Proficiency Attainment Plan.

(5)   Schedule weekly meeting time with the protégé to discuss growth, pinpoint areas for improvement, and analyze student work and teacher work (lesson plans and journal entries) to track the protégé’s progress

(6)   Initiate and maintain a dialogue journal with protégé throughout the year.  A minimum of 2 entries per month (an entry consists of posing a prompt to the protégé, receiving a reflective response from the protégé, and the mentor’s reflective feedback to the protégé). 

(7)   Facilitate the videotaping of a protégé’s lesson and help the protégé with the analysis of the taped lesson.

(8)   Provide classroom-based support through

(a)    Informal visits

(b)   Observations by the mentor of the protégé at least once a marking period.  The first observation should occur in the month of September.

(c)    Observations by the protégé of the mentor at least once a marking period.

(9)   Maintain a Mentor Log to document meeting dates, duration, and topics.  Submit log on a quarterly basis to Director of Curriculum and Instruction.

(10)     Complete year-end evaluation of Induction and Mentoring programs.

 

F.     Building Administrator Responsibilities

(1)   Welcome new employee to building, provide pertinent building level information (expectations, building goals, building initiatives, faculty handbook, schedules, discipline procedures, etc.).

(2)   Observe new employees early in the school year and often both formally and informally and provide feedback to the employee. (A daily check-in the first two weeks of school is suggested.).

(3)   Conduct at least 4 observation cycles (pre-observation conference, observation, post-observation conference) with a focus on Components of Professional Practice Categories II and IV.

(4)   Involve mentor and department chair, if appropriate, with the protégé’s Proficiency Attainment Plan.

(5)   Monitor the quality of mentoring experienced by the protégé.

(6)   Schedule additional professional development opportunities as needed.

(7)   Notify Central Office Administration of problems/concerns and to suggest modifications or revisions.

 

G.    Central Office Administration Responsibilities

(1)   Plan, implement, and evaluate Orientation Workshop

(2)   Plan, implement, and evaluate monthly Induction meetings

(3)   Plan, implement, and evaluate Mentor Program and training

(4)   Notify Building Administration of problems/concerns

(5)   Induction Program Evaluation

(6)   Maintaining records of program completion by protégés

 

 

2.      Tenured Professional Employee Induction Program

A.    Focus

The focus of the BASD Induction Program for Tenured Professional Employees:

(1)   Orientation to the Bellefonte Area School District’s mission, goals, philosophies, strategic plan, policies, procedures, curriculum and lesson planning.

(2)   Components of Professional Practice

 

B.     Objectives

(1)   To provide new employees with the opportunity to become familiar with the district’s employees, resources, procedures, and support services.

(2)   To reduce the anxiety experienced by new employees.

(3)   To provide new employees with an introduction to the curriculum and instructional program for which they are responsible.

(4)   To provide new employees with an opportunity to build a network and support system.

 

C.    Components

(1)   Three-day orientation workshop prior to the beginning of the school year.

(2)   Assignment of a mentor.

(3)   Monthly after school meetings for support and information (optional).

(4)   A monthly Induction Newsletter.

(5)   Regularly scheduled meeting times with an assigned mentor (once a week).

(6)   Professional Growth Portfolio Support Group.

(7)   A minimum of 4 formal observation cycles by administration.

(8)   Administrative Instructional Monitoring Mode of BASD’s Professional Employee Supervision/Evaluation Plan.

(9)   Observations by mentor with a focus on curriculum and instruction (optional).

 

D.    Protégé Responsibilities

(1)   Complete a Getting Ready for School Checklist.

(2)   Meet with mentor on a weekly basis.

(3)   Attend monthly Induction Meetings as a resource to new professional employees (optional).

(4)   Develop a Professional Growth Portfolio and present progress to Director of Curriculum and Instruction by February 2nd for the first semester and periodically throughout the year to Building Administrator and to Portfolio Support Group.

(5)   Maintain a log of meetings with mentor.  Provide a copy to the Director of Curriculum and Instruction at the end of each marking period.

 

E.   Mentor Responsibilities:

(1)   Attend mentor training sessions/monthly Induction meetings with protégé (if he/she chooses to attend).

(2)   Provide an orientation for the protégé.

(3)   Help protégé complete the Getting Ready for School Checklist.

(4)   Collaborate with the protégé to help him/her set goals aligned with the Components of Professional Practice and develop Professional Growth Plan.

(5)   Schedule weekly meeting time with the protégé to discuss growth, pinpoint areas for improvement, and analyze student work and teacher work to track the protégé’s progress

(6)   Provide classroom-based support through informal visits.

(7)   Observations by the mentor of the protégé (optional).

(8)   Observations by the protégé of the mentor (optional).

(9)   Maintain a Mentor Log to document meeting dates, duration, and topics.  Provide a copy to the Director of Curriculum and Instruction at the end of each marking period.

(10)     Facilitate the videotaping of a protégé’s lesson and help with the analysis of the tape (optional). 

 

F.   Building Administrator Responsibilities

(1)   Welcome new employee to building, provide pertinent building level information (expectations, building goals, building initiatives, faculty handbook, schedules, discipline procedures, etc.)

(2)   Observe new employees early in the school year and often both formally and informally and provide feedback to the employee.

(3)   Conduct at least 4 observation cycles (pre-observation conference, observation, post-observation conference)

(4)   Involve mentor and department chair with the protégé’s Professional Growth Plan.

(5)   Monitor the quality of mentoring experienced by the protégé.

(6)   Schedule additional professional development opportunities as needed.

(7)   Notify Central Office Administration of problems/concerns and to suggest modifications or revisions.

 

G.    Central Office Administration Responsibilities

(1)   Plan, implement, and evaluate Orientation Workshop

(2)   Plan, implement, and evaluate monthly Induction meetings

(3)   Plan, implement, and evaluate Mentor Program and training

(4)   Notify Building Administration of problems/concerns

(5)   Induction Program Evaluation

(6)   Maintaining records of program completion by protégés

 

 

3.      Induction Program for Long Term Professional Substitutes (45 days or more)

A.    Focus

The focus of the BASD Induction Program for Long Term Substitute Employees:

(1)   Orientation to the Bellefonte Area School District’s mission, goals, philosophies, strategic plan, policies, procedures, curriculum and lesson planning.

 

B.     Objectives

(1)   To provide long term substitutes with the opportunity to become familiar with building level procedures.

(2)   To reduce the anxiety experienced by long term substitutes.

(3)   To provide long term substitutes with an introduction to the curriculum and instructional program for which they are responsible.

(4)   To provide long term substitutes with an opportunity to build a network and support system.

 

C.    Components

(1)   Orientation provided by building principal (or designee) prior to the start of the long term placement.

(2)   Assignment of a mentor for the duration of the long term assignment.

(3)   Monthly after school Induction meetings for support and information (optional).

(4)   Regularly scheduled meeting times with an assigned mentor (once a week).

 

D. Mentor Responsibilities:

(1)   Attend mentor training sessions/monthly Induction meetings with protégé (if he/she chooses to attend).

(2)   Provide an orientation for the protégé.

(3)   Help protégé complete the Getting Ready for School Checklist.

(4)   Schedule weekly meeting time with the protégé to discuss growth, pinpoint areas for improvement, and analyze student work and teacher work to track the protégé’s progress

(5)   Provide classroom-based support through informal visits.

(6)   Maintain a log of meetings with protégé.  Provide a copy to the Director of Curriculum and Instruction at the end of each marking period.

 

E.  Building Administrator Responsibilities

(1)   Welcome new employee to building, provide pertinent building level information (expectations, building goals, building initiatives, faculty handbook, schedules, discipline procedures, etc.)

(2)   Observe new employees early in the placement and provide feedback to the employee.

 

 

X.    ASSESSMENT PROCESSES

1.      Protégés will provide feedback at the conclusion of each induction session/workshop.  This information will be used to help plan subsequent meetings.

2.      Protégés will be required to complete a year-end program evaluation questionnaire.  This information will be used by the Induction Committee to plan subsequent years.

3.      Protégés will have input at monthly induction meetings during “discussion time” as to the topics/concerns that they would like to have addressed.

4.      Mentors will be required to complete a year-end program evaluation questionnaire.  This information will be used by the Induction Committee to plan subsequent years.

5.      Mentors will have input at monthly induction/mentoring meetings during “discussion time” as to the topics/concerns that they would like to have addressed.

 

 

 XI.       MENTOR SELECTION

1.      Building administrators (or the protégé’s immediate supervisor) will submit to the Director of Curriculum and Instruction the names of individuals whom they recommend to serve as mentors.  Individuals selected as mentors will be approved by the School Board.

2.      Mentor selection is based on the following criteria:

A.    Tenured professional employee

B.     Highly qualified and an exemplary educator

C.     Good interpersonal skills/Works well as a mentor

D.    Works in a position that is the same or similar to the protégé’s.

3.      Mentors will receive a ½ day “Effective Mentoring” training prior to the start of the school year, one-hour “Effective Mentoring” workshops throughout the year, and a monthly “Mentoring Update” newsletter.

 

 

 XII.    ACTIVITIES AND TOPICS

The topics listed below are tentative and may vary depending upon the needs of the group.  All monthly meetings will include time for sharing, problem solving and personal reflection.

1.      August – Induction Orientation

About BASD – The Strategic Plan, BASD Initiatives, Induction Program Overview, “Becoming an Effective Teacher”, “Getting Ready for the First Day of School”, Classroom Management, Employee Benefits, District Technology, building-level tours and orientations, and time with assigned mentor.

2.      September – Professional Code of Conduct, Classroom Management, BASD Supervision Plan

3.      October – Parent Communications/Preparing for Parent Conferences

4.      November – Classroom Management/Videotape Analysis Discussions

5.      December – Developing a Proficiency/Professional Growth Portfolio

6.      January – Meeting the Needs of IEP students

7.      February – Teaching in a Standards-Aligned System/The PA Academic Standards/PSSA

8.      March – Meeting the Needs of English Language Learners

9.      April – Classroom Management/Videotape Analysis Discussions

10.        May – The Professional Educator (Certifications, Act 48, Professional Code of Conduct)

11.        June – Induction Program and Mentor Program Evaluation


 

 XIII. EVALUATION AND MONITORING

1.      Induction Program Evaluation

A.    Protégés will provide feedback at the conclusion of each induction session/workshop to the Director of Curriculum and Instruction.  This information will be used to help plan subsequent induction meetings.

B.     Protégés will have input at monthly induction meetings during “discussion time” as to the topics/concerns that they would like to have addressed.

C.     Protégés will be required to complete a year-end program evaluation questionnaire.  This information will be used by the Induction Committee to plan subsequent years.

D.    Mentors will be required to complete a year-end program evaluation questionnaire.  This information will be used by the Induction Committee to plan subsequent years for both the induction and mentoring programs.

E.     Mentors will have input at monthly induction/mentoring meetings during “discussion time” as to the topics/concerns that they would like to have addressed.

2.      Mentor Program Evaluation

A.    Building principals are to monitor the effectiveness of mentors.

B.     Protégés will be asked to complete a mentor evaluation at the conclusion of the first marking period so that ineffective mentoring relationships can be re-evaluated.

C.     Both protégés and mentors will submit quarterly meeting logs to the Director of Curriculum and Instruction.  The logs are a check to ensure that weekly meetings are occurring as they should.

 

 

 XIV. PARTICIPATION AND COMPLETION

1.      Protégé attendance at required meetings will be monitored by the Director of Curriculum and Instruction.  Records will be kept in the Curriculum and Instruction Office.

2.      Protégé completion of required elements will be monitored by the Director of Curriculum and Instruction.  Records will be kept in the Curriculum and Instruction Office.

3.      Protégés who complete all requirements of the BASD Induction Program will receive a certificate of completion.  A copy of the certificate will be placed in the employee’s personnel file.

 


 

APPENDIX A

Components of Professional Practice

Category 1:  Planning and Preparation

Category 2:  The Classroom Environment

1a:  Demonstrating Knowledge of Content and Pedagogy

·    Knowledge of content

·    Knowledge of PA Academic Standards

·    Knowledge of prerequisite relationships

·    Knowledge of content-related pedagogy

2a:  Creating an Environment of Respect and Rapport

·    Teacher interaction with students

·    Student-student interaction

·    Student-teacher interaction

·    Equitable learning opportunities for students

1b:  Demonstrating Knowledge of Students

·    Knowledge of characteristics of age group

·    Knowledge of students’ varied approaches to learning

·    Knowledge of students’ skills and knowledge

·    Knowledge of students’ interests, backgrounds and cultural heritage

·    Using knowledge of students to plan for instruction

2b:  Establishing a Culture for Learning

·    Student pride in work

·    High expectations for learning and achievement

·    Clear expectations for learning and achievement

·    Importance of content

 

1c:  Selecting Instructional Goals

·    Reflect PA Academic Standards

·    Value

·    Clarity

·    Suitability for diverse students

·    Balance

·    Permit assessment

2c:  Managing Classroom Procedures

·    Establishment of routines and procedures

·    Management of instructional groups

·    Management of transitions

·    Management of materials and supplies

·    Performance of non-instructional duties

·    Supervision of volunteers and paraprofessionals

1d:  Demonstrating Knowledge of Resources

·    Resources, materials and technology for teaching

·    Resources, materials and technology for students

2d:  Managing Student Behavior

·    Standards and expectations for conduct

·    Managing and monitoring student behavior

·    Response to student behavior and misbehavior

1e:  Designing Coherent Instruction

·    Align with instructional goals

·    Sequential

·    Engage students in meaningful learning activities

·    Instructional materials and resources

·    Instructional groups

·    Lesson and unit structure

·    Adaptations to meet individual student needs

2e:  Organizing Physical Space

·    Safety

·    Arrangement of room and furniture

·    Use of physical resources

·    Learning assessable to all students

1f:  Assessing Student Learning

·    Aligned with instructional goals

·    Clear criteria and standards

·    Used to plan learning experiences

·    Adaptations to meet individual student needs

 

Category 3:  Instruction

Category 4:  Professional Responsibilities

3a:  Communicating Clearly and Accurately

·    Directions and procedures

·    Oral and written language

4a:  Reflecting on Teaching

·    Perceptive

·    Accuracy

·    Use in future teaching

3b:  Using Questioning and Discussion Techniques

·    Quality of questions

·    Discussion techniques

·    Student participation

4b:  Maintaining Accurate Records

·    Student completion of assignments

·    Student progress in learning

·    Non-instructional records

3c:  Engaging Students in Learning

·    Instructive representation of content

·    Activities and assignments

·    Grouping of students

·    Instructional materials and resources

·    Structure and pacing

4c: Communicating with Families

·    Information about the instructional program

·    Information about individual students

·    Engagement of families in the instructional program

·    Student participation

3d:  Providing Feedback to Students

·    High quality:  accurate, substantive, constructive, and specific

·    Timeliness

4d:  Contributing to the School and District

·    Relationships with colleagues

·    Service to the school

·    Participation in school and district projects

3e:  Assessments

·  Aligned to PA Academic Standards

·  Informal

·  Formal

·  Monitoring student learning

·  Use to guide instruction

4e:  Growing and Developing Professionally

·    Enhancement of content knowledge and pedagogical skill

·    Contribution and service to the profession

·    Active participation in professional development activities

3f:  Demonstrating Flexibility and Responsiveness

·    Lesson adjustment

·    Responsive to student interests and need

·    Persistence

4f:  Showing Professionalism

·  Service to students

·  Advocacy

·  Decision making