DIOCESE OF ALLENTOWN Educator Induction Plan In accordance with Chapter 49, Title 22 of the Pennsylvania Code, Section 49.16, the Office of Education for the Diocese of Allentown submits this plan to the Pennsylvania Department of Education. July 1, 2014 – June 30, 2020
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DIOCESE OF ALLENTOWN
Educator Induction Plan
In accordance with Chapter 49, Title 22 of the Pennsylvania Code, Section 49.16, the Office of Education for the Diocese
of Allentown submits this plan to the Pennsylvania Department of Education.
July 1, 2014 – June 30, 2020
1
PREFACE
The Educator Induction Plan is intended to extend the professional growth and development of
the first-year educators, not just those pursuing certification, by assisting them to apply the knowledge
they already possess, or could obtain for themselves, to the daily tasks or problems which confront
them.
This document presents simply and briefly the elements of an educator’s induction plan that are
key within a Diocese of Allentown Catholic school setting which spans five (5) counties: Berks, Carbon,
Lehigh, Northampton, and Schuylkill. It is the result of information compiled while experimenting with
a pilot study, meeting with the Diocesan Induction Committee, analyzing the Annual Evaluation of the
Induction Program, followed by the implementation of the previously approved Induction Plan and
consultation with various categories of participating stakeholders.
Special acknowledgement is given to the members of the Diocesan Induction Committee for
their valuable contributions and time in the review and revisions of the Diocesan Educator Induction
Plan.
INDUCTION PLAN COMMITTEE
Anthony Balistrere, Secondary Principal, Berks Catholic High School, Reading
Dr. Brooke Cortese, Deputy Superintendent, Secondary Schools and Special Education Programs
Sister Margaret Anne Dougherty, R.S.M., Associate Professor, Education Department, Alvernia
University.
Sister Regina Elinich, I.H.M., Elementary Principal, Our Lady of the Angels Academy, Lansford
Dr. Philip Fromuth, Secretary for Education
Sister Anita Patrick Gallagher, I.H.M., Assistant Superintendent for Curriculum
Michael Grasso, Secondary Educator /Dean of Students, Bethlehem Catholic High School, Bethlehem
Stephen Kulich, Elementary Educator, Saint Ambrose School, Schuylkill Haven
Marybeth Okula, Elementary Educator, Saint Theresa School, Hellertown
Sister Roberta Peters, I.H.M., Assistant Superintendent for Personnel
Dr. Judith Rance-Roney, Education Department Chair, DeSales University
Veronica Scarpati, Secondary Educator, Marian High School, Tamaqua
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DIOCESE OF ALLENTOWN
CODE OF ETHICS FOR CATHOLIC SCHOOL EDUCATORS
“The nobility of the task to which teachers are called demands that, in imitation of Christ, the only Teacher, they
reveal the Christian message not only by word but also by every gesture of their behavior.”1
Therefore, Catholic
school educators strive to sustain the highest degree of ethical conduct in the fourfold commitment to: the student,
the family, the community, and the ministry of teaching.
COMMITMENT TO THE STUDENT
“Students should be able to recognize authentic human qualities in their teachers. They are teachers of the faith;
however, like Christ, they must also be teachers of what it means to be human. This includes culture, but it also
includes such things as affection, tact, understanding, serenity of spirit, a balanced judgment, patience in listening to
others and prudence in the way they respond and finally, availability for personal meetings and conversations with
students. A teacher who has a clear vision of the Christian milieu and lives in accord with it will be able to help
young people develop a similar vision, and will give them the inspiration they need to put it into practice.”2
The Catholic school educator makes the well-being of students the foundation of all decisions and
actions. Therefore, the Catholic school educator:
Encourages Christian principles and values to be lived and celebrated through message,
example, worship, prayer, community, and service.
Provides a nurturing atmosphere which supports discipline with dignity, freedom to create
dreams and the opportunity to practice Christian virtue.
Promotes an educational environment that provides a sound moral and intellectual
foundation, recognizes and responds to individual differences, and encourages each child to
develop his/her God-given gifts.
Preserves the student’s right to privacy by judiciously protecting information that is
confidential
Protects the student when his/her well-being is threatened by unsafe, incompetent, unethical,
or illegal actions of any person, student or adult.
COMMITMENT TO THE FAMILY
The first and primary educators of children are their parents. Partnership between a Catholic school and the
families of the student must continue and be strengthened: not simply to be able to deal with academic problems that
may arise, but rather so that the educational goals of the school can be achieved. Close cooperation with the family
is imperative in order to build a partnership based on faith.3
The Catholic school educator is called to assist families in fulfilling their obligation for the
Christian formation and education of their child. Therefore, the Catholic school educator:
Recognizes and appreciates the uniqueness of each family unit and their environment.
Provides opportunities for family involvement in school/parish faith-community.
Ensures collaboration with parents, active listening to parents’ concerns, and open
communication and dialogue with respect to parents’ fundamental human right to know, to
understand, and to share in decisions that affect the education/formation of their child.
Provides clear expectations and understanding of curriculum goals.
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COMMITMENT TO THE COMMUNITY
“Community is at the heart of Christian education not simply as a concept to be taught but as a reality to be
lived.”4 “The vocation of every Catholic educator includes the work of ongoing social development: to form men
and women who will be ready to take their place in society, preparing them in such a way that they will make the
kind of social commitment which will enable them to work for the improvement of social structures, making
these structures more conformed to the principles of the Gospel. Thus they will form human beings who will
make human society more peaceful, fraternal and communitarian.”5
The Catholic school educator believes the Catholic school community is both an agent of
appropriate change and a preserver of basic tradition. Therefore, the Catholic school educator:
Regards the school community as an integral part of the parish and a vital force to preparing
future Church and civic leaders.
Develops within one’s self, and cultivates within students, a keen social awareness of issues
that impact moral life and a profound sense of interdependence in civic responsibility.
Challenges students to respond to the needs of the time and live out their Christian virtues,
helping students to understand cultural, economic differences and similarities.
Designs and engages in service learning opportunities as an integral part of the curriculum.
Develops peacemaking skills and strategies that reflect Christian problem-solving
techniques.
COMMITMENT TO THE MINISTRY OF TEACHING
“For a Catholic educator, the church should not be looked upon merely as an employer. The church is the body of
Christ, carrying on the mission of the Redeemer, through history.”6
The vocation of the Catholic educator, then, is
not only a summons to professionalism, it is also a summons to personalism, challenging Catholic teachers and
administrators to proclaim the Church’s heritage through the example of their lives and to engage in a unique
participation in the prophetic mission of Christ, reflecting Christian joy in the teaching ministry.”7
The Catholic school educator performs teaching responsibilities with diligence and integrity.
Therefore, the Catholic school educator:
Commits oneself to spiritual formation by developing a greater understanding of the faith
and the means to share it.
Enhances self-competence by continuing education to increase knowledge and skills.
Fosters a philosophy of education which encourages continuous learning.
Promotes professionalism by respecting and preserving the privacy and dignity of colleagues
and by conscientiously fulfilling the terms of professional employment.
Upholds the authority of the school when communicating with parents, students, and the
school community.
Adheres to all professional standards, practices, and expectations
4
This code has been adapted from the 1982 and 1997 Code of Ethics for Catholic
School Educators – National Catholic Educational Association (NCEA)
1. The Documents of Vatican II, Declaration on Christian Education – 1965.
2. The Religious Dimension of Education in a Catholic School (RDECS) #96 – 1988.
3. Adapted from: The Religious Dimension of Education in a Catholic School #42/3, 1988
4. To Teach as Jesus Did #23 – 1972
5. The Religious dimension of Education in a Catholic School #96 – 1988
6. Address to Teachers – John Paul II – 1987
7. Adapted from: The Vocation of the Catholic Educator – Jacobs, R.M. – 1966
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Commonwealth of Pennsylvania
Professional Standards and Practices Commission
333 Market Street, Harrisburg, PA 17126-0333 Phone: (717)787-6576
Annex A
Title 22. Education
Part XIV. Professional Standards and Practices Commission
Chapter 235. Code of Professional Practice and Conduct for
Education
Section
235.1 Mission
235.2 Introduction
235.3 Purpose 235.4 Practices
235.5 Conduct
235.6 Legal Obligations 235.7 Certification
235.8 Civil Rights
235.9 Improper personal or financial gain 235.10 Relationships with students
235.11 Professional Relationships
235.1 Mission
The Professional Standards and Practices Commission is committed to providing leadership for
improving the quality of education in this Commonwealth by establishing high standards for
preparation, certification, practice and ethical conduct in the teaching profession.
235.2 Introduction
(a) Professional conduct defines interactions between the individual educator and students, the
employing agencies and other professionals. Generally, the responsibility for professional
conduct rests with the individual professional educator. However, in this Commonwealth, a
Code of Professional Practice and Conduct (Code) for certificated educators is required by
statute and violation of specified sections of the Code may constitute a basis for public or
private reprimand. Violations of the Code may also be used as supporting evidence, though may
not constitute an independent basis, for the suspension or revocation of a certificate. The
Professional Standards and Practices Commission (PSPC) was charged by the act of December
12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251 - 12-1268), known as the Teacher
Certification Law, with adopting a Code by July 1, 1991. See 24 P. S. § 12-1255(a)(10).
(b) This chapter makes explicit the values of the education profession. When individuals
become educators in this Commonwealth, they make a moral commitment to uphold these
values.
235.3 Purpose
(a) Professional educators in this Commonwealth believe that the quality of their services
directly influences the Nation and its citizens. Professional educators recognize their obligation
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to provide services and to conduct themselves in a manner which places the highest esteem on
human rights and dignity. Professional educators seek to ensure that every student receives the
highest quality of service and that every professional maintains a high level of competence from
entry through ongoing professional development. Professional educators are responsible for the
development of sound educational policy and obligated to implement that policy and its
programs to the public.
(b) Professional educators recognize their primary responsibility to the student and the
development of the student's potential. Central to that development is the professional educator's
valuing the worth and dignity of every person, student and colleague alike; the pursuit of truth;
devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the
educator engages in continuing professional development and keeps current with research and
technology. Educators encourage and support the use of resources that best serve the interests
and needs of students. Within the context of professional excellence, the educator and student
together explore the challenge and the dignity of the human experience.
235.4 Practices
(a) Professional practices are behaviors and attitudes that are based on a set of values that the
professional education community believes and accepts. These values are evidenced by the
professional educator's conduct toward students and colleagues, and the educator's employer and
community. When teacher candidates become professional educators in this Commonwealth,
they are expected to abide by this section.
(b) Professional educators are expected to abide by the following:
(1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. § § 1-
101 - 27-2702), other school laws of the Commonwealth, sections 1201(a)(1), (2) and
(4) and (b)(1), (2) and (4) of the Public Employee Relations Act (43 P. S. § §
1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter.
(2) Professional educators shall be prepared, and legally certified, in their areas of
assignment. Educators may not be assigned or willingly accept assignments they are not
certified to fulfill. Educators may be assigned to or accept assignments outside their
certification area on a temporary, short-term, emergency basis. Examples: a teacher
certified in English filling in a class period for a physical education teacher who has that
day become ill; a substitute teacher certified in elementary education employed as a
librarian for several days until the district can locate and employ a permanent substitute
teacher certified in library science.
(3) Professional educators shall maintain high levels of competence throughout their
careers.
(4) Professional educators shall exhibit consistent and equitable treatment of students,
fellow educators and parents. They shall respect the civil rights of all and not
discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual
orientation, marital status, age, political beliefs, socioeconomic status, disabling
condition or vocational interest. This list of bases or discrimination is not all-inclusive.
(5) Professional educators shall accept the value of diversity in educational practice.
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Diversity requires educators to have a range of methodologies and to request the
necessary tools for effective teaching and learning.
(6) Professional educators shall impart to their students principles of good citizenship
and societal responsibility.
(7) Professional educators shall exhibit acceptable and professional language and
communication skills. Their verbal and written communications with parents, students
and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and
respect.
(8) Professional educators shall be open-minded, knowledgeable and use appropriate
judgment and communication skills when responding to an issue within the educational
environment.
(9) Professional educators shall keep in confidence information obtained in confidence
in the course of professional service unless required to be disclosed by law or by clear
and compelling professional necessity as determined by the professional educator.
(10) Professional educators shall exert reasonable effort to protect the student from
conditions which interfere with learning or are harmful to the student's health and safety.
235.5 Conduct
Individual professional conduct reflects upon the practices, values, integrity and reputation of
the profession. Violation of § § 235.6-235.11 may constitute an independent basis for private or
public reprimand, and may be used as supporting evidence in cases of certification suspension
and revocation.
235.6 Legal obligations
(a)The professional educator may not engage in conduct prohibited by the act of December 12,
1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251-12-1268), known as the Teacher Certification
Law.
(b)The professional educator may not engage in conduct prohibited by:
(1) The Public School Code of 1949 (24 P. S. § § 1-101-27-2702) and other laws relating
to the schools or the education of children.
(2) The applicable laws of the Commonwealth establishing ethics of public officials and
public employees, including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. § §
401-413), known as the Public Official and Employee Ethics Law.
(c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction
to be considered an independent basis for discipline.
235.7 Certification
The professional educator may not:
(1) Accept employment, when not properly certificated, in a position for which certification is
required.
(2) Assist entry into or continuance in the education profession of an unqualified person.
(3) Employ, or recommend for employment, a person who is not certificated appropriately for
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the position.
235.8 Civil Rights
The professional educator may not:
(1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual
orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or
vocational interest against a student or fellow professional. This list of bases of discrimination is
not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction
to be considered an independent basis for discipline.
(2) Interfere with a student's or colleague's exercise of political and civil rights and
responsibilities.
235.9 Improper personal or financial gain
(1) Accept gratuities, gifts or favors that might impair or appear to impair professional
judgment.
(2) Exploit a professional relationship for personal gain or advantage.
235.10 Relationships with students
The professional educator may not:
(1) Knowingly and intentionally distort or misrepresent evaluations of students.
(2) Knowingly and intentionally misrepresent subject matter or curriculum.
(3) Sexually harass or engage in sexual relationships with students.
(4) Knowingly and intentionally withhold evidence from the proper authorities about violations
of the legal obligations as defined within this section.
235.11 Professional relationships
The professional educator may not:
(1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a
professional right or privilege in being an educator.
(2) Knowingly and intentionally distort evaluations of colleagues.
(3) Sexually harass a fellow employee.
(4) Use coercive means or promise special treatment to influence professional decisions of
colleagues.
(5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to
a governing agency actual or suspected violations of law, agency regulations or standards.
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I. STATEMENT OF PURPOSE
Catholic education in the Diocese of Allentown is an expression of the mission entrusted by Jesus to the
Church He founded. Through education the Church seeks to prepare its members to proclaim the Gospel
and provide all students with a quality education. Certified educators and continuous professional
development of these educators help bring these goals to fruition.
Statue 62, First Synod of Allentown says that “all teaching personnel shall conform to the
certification requirements of the Commonwealth of Pennsylvania.” Therefore, the Diocesan Office
of Education requires all full and part time certified employed educators, in their initial school
experiences, to participate in the Diocesan Induction Plan. The purpose of the Diocesan Induction Plan
is to enhance students’ learning by providing support and guidance to the inductee as well as providing a
vehicle for him/her to complete Instructional II certification in accordance with Chapter 49 Regulations
of the Pennsylvania State Board of Education, Section 49.83. Also, research shows that a supportive
program for new educators helps with their retention in the educational profession.
In keeping with the mission of the Diocese of Allentown, portions of the Diocesan Induction Plan are
religious in nature and not subject to the approval of the Pennsylvania Department of Education
II. PHILOSOPHY
The Diocese recruits educators who are competent and qualified. These educators are offered the
opportunity to continue to grow spiritually and professionally, particularly as these relate to the
responsibilities of Catholic education which include proclaiming the message of Christ, building
community, modeling in worship and prayer, and motivating themselves and students to serve others.
III. GOAL
The goal of the Educator Induction Plan is to provide supervised support services for the inductees that
are integrated with Diocesan professional development programs in order to assist them in their
continuing spiritual and professional development.
IV. OBJECTIVES
The objectives of the Induction Plan are to assist first year educators:
A. To establish a professional development plan that ensures an orderly and successful first year
experience.
B. To develop a professional relationship with experienced school personnel which fosters
positive collegial learning.
C. To foster classroom/work space organizational and management techniques that encourage
good interpersonal relationships and improve student achievement.
D. To become familiar with Diocesan and local school policies, procedures, and methods of
operation and the State’s Code of Professional Practice and Conduct for Educators.
E. To become knowledgeable of Diocesan curriculum guidelines and accomplish the goals of
the guidelines.
F. To take advantage of in-service opportunities in an effort to improve both teaching and
learning.
G. To experience professional development in a constructive, collaborative, and non- evaluative
manner.
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V. ASSUMPTIONS
The Induction Plan is based on the following assumptions:
A. The Induction Plan is not intended as the formal evaluation of the inductee. The principal or
designee has the responsibility for the informal and formal evaluation of the inductee
according to existing Diocesan policies apart from this program.
B. Continued professional growth is the responsibility of all Diocesan education personnel.
C. The inductee has the responsibility for demonstrating competence in their area of
certification.
D. The inductee’s peers, principal, and the Diocesan Office of Education have the responsibility
for providing assistance to the educator.
E. The plan is mandatory for all first-year educators, not just those pursuing certification.
Completion of the Induction Plan will be important to all first-year educators since
Instructional II Certification is contingent upon successful completion of an approved
Induction Plan.
F. The plan should begin early in the first semester - even before school begins, since research
has shown the importance of the first six months on future careers.
VI. ORGANIZATIONAL STRUCTURE
The organizational structure established to implement the Induction Plan in the Diocese of Allentown is
as follows:
Secretary for Education
Diocesan Induction Coordinator
Diocesan Induction Committee
Induction Team in Local Schools
The Secretary for Education of the Diocese appoints an Induction Coordinator, the Assistant
Superintendent for Personnel, and an advisory Induction Committee who work closely together to
develop, review, update, and administer the Induction Plan. Due to the geographical expanse of the
Diocese (5 counties), number of teaching personnel and very few specialists, school representatives are
selected after consultation with the various educational groups who contribute to the educational
ministry. Part of the plan calls for a local Induction Team to be appointed by the local principal of each
school in the Diocese to carry out the Induction Plan at the local level.
VII. MEMBERSHIP OF ORGANIZATIONAL STRUCTURE
The following individuals will serve in the organizational structure for the Induction Plan for a period of
three years commencing May 6, 2013. Terms are renewable subject to the appointment by the Secretary
for Education.
A. Secretary for Education
B. Induction Coordinator is an Assistant Superintendent for Personnel
C. Induction Committee
The advisory committee is composed of:
1. Staff of the Office of Education (4) (Secretary for Education, 1 Deputy
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Superintendent, and 2 Assistant Superintendents)
2. Representatives (2) from the two Catholic Colleges in the Diocese, De Sales
University and Alvernia University
3. Principals (2)
4. Secondary Educators (2)
5. Elementary Educators (2)
D. Local Induction Team
The members of the local Induction Team are selected by the principal and serve an
indefinite term as agreed upon with the principal. The team generally consists of:
1. The Principal
2. The Mentor
a. Positive attitude toward the Catholic teaching program; gives Christian
witness
b. Instructional II Certification
c. Minimum of 3 years of successful teaching with at least one year in the
Diocese of Allentown
d. Similar certification and assignment
e. Models continuous learning and reflection
f. Knowledge of Diocesan/school policies, procedures and resources
g. Willingness to accept additional responsibility
h. Compatible schedules so the mentor and inductee can meet regularly
i. Qualified for the role either by previous experience or by receiving
appropriate training
j. Support educator and inductee should be compatible
k. Understands the Levels of Blooms Taxonomy and Webb’s Depth of
knowledge
l. Understands the concept of further inquiry by asking open-ended
questions and utilizing open-ended tasks
m. Differentiates learning that supports higher order thinking skills and
the development of metacognitive skills
n. Develops good assessments that are based on standards and eligible
content
3. The Inductee
4. Additional Members (Optional). Depending on the size of the local school the
following individuals may also be invited to serve on the local Induction Team:
a. Secondary Department Head
b. Elementary Curriculum Coordinator
VIII. ROLE AND RESPONSIBILITIES OF EACH COMPONENT OF THE ORGANIZATIONAL
STRUCTURE
The following section delineates the responsibilities of each individual involved in the Induction
Plan. Each contributes to the success of the other through the conscientious implementation of his or
her designated task.
A. Secretary for Education
1. To appoint a Diocesan Coordinator
2. To review progress of the Induction Plan
3. To discuss evaluations of the Induction Plan with the Coordinator
4. Sign and issue completion certificates
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B. Diocesan Coordinator
1. Chair the Induction Committee
2. Coordinate the implementation of all Diocesan-wide plan objectives.
3. Review the plan evaluations, make appropriate revisions, and oversee their
implementation.
4. Orient inductees to State and Diocesan policies, practices, regulations and
facilities.
5. Assist the local Induction Team by providing training sessions for Principal, Mentor
and Inductee.
6. Maintain adequate record keeping of educator induction program activities and
Participating educators
7. Coordinate and oversee selection of mentors and assignment of inductees
8. Identity and provide for appropriate resources to support educator induction
activities.
8. Submit reports to the Pennsylvania Department of Education as required.
9. Submit inductee names for certificates when all criteria is completed
C. Diocesan Induction Committee
1. Ensure proper representation on the Committee
2. Develop goals/objectives for the Induction Plan.
3. Plan, oversee, review, update, do needs assessments and carry out an Induction
Plan for all Diocesan inductees.
3. Evaluate the Induction Plan annually and make recommendations for revisions as
needed.
D. Local Induction Team
1. Principal
a. Insure the overall administration of the induction process in the
building.
b. Identify and select highly qualified mentors.
c. Orient faculty and staff to the induction process.
d. Orient inductees to State and Diocesan policies, practices, regulations
and facilities.
e. Orient inductees to local school functions and support services.
f. Coordinate planning time of the inductee and the mentor.
g. Provide time for classroom/work area observation of the inductee by the
mentor.
h. Provide time for classroom/work area observation of other educators by
the inductee.
i. Insure that every mentor has a trained alternate if the mentor cannot
fulfill his/her duties.
j. Make provisions for conflict intervention if needed.
k. Meet monthly with mentors and the inductees for the purpose of
monitoring the induction process and give input or support as required.
l. Visit the inductee's classroom/work area for both formal and informal
supervision throughout the year. The informal visits should be for a
good portion of the class/meeting time and done a minimum of twice a
month.
m. Maintain Induction Plan documentation and forward the required
appendices and forms to the Induction Coordinator.
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n. Make arrangements for the Inductee to spend a day visiting a classroom
of the same grade level/subject, or similar work environment, in another
Catholic school.
2. Mentor
a. Assist the inductee in understanding and implementing Diocesan and
school curriculum/standards.
b. Assist the inductee in classroom management and record keeping --
mark book, roll slips, report cards etc.
c. Assist the inductee in preparing for the opening day.
d. Assist the inductee in preparing lesson plans, tests, developing various
styles of instructional or work related skills, and determining their
effectiveness.
e. Seek the aid of the principal should serious conflicts arise with the
inductee.
f. Assist the inductee in the use of multi-media and technological materials
available at the school.
g. Be available to the inductee in order to provide assistance, direction, and
feedback and instruction for diverse learners in inclusive settings.
h. Meet with the inductee at least once a week during the first semester,
and as needed for the remainder of the year, to discuss both strengths,
concerns, and upcoming weekly responsibilities
i. Visit the inductee's classroom or work space throughout the school year,
but most often during the first semester. Use the Mentor Observation
Form and discuss observations with the inductee.
j. Promote the socialization of the inductee into the school setting and the
school community at large.
k. Discuss local community setting and resources.
l. Provide professional and personal support.
m. Act as a sounding board for the inductee.
n. Keep a log detailing experiences during the induction process and
share when appropriate with the induction team.
o. Participate in mentor training sessions.
p. Maintain a confidential relationship with the inductee.
q. Model the Code of Ethics for Catholic School Educators and the
Code of Professional Practice and Conduct for Educators.
3. Inductee
a. Participate in all the Diocesan and local in-service programs
related to the Induction Plan.
b. Work cooperatively with the Induction Team and maintain a
confidential relationship with the assigned mentor.
c. Fulfill all the requirements for the Induction Plan.
d. Seek the aid of the Principal should serious conflicts arise with the
mentor.
e. Initiate concerns and plans to be discussed with the mentor.
f. Become aware of professional strengths and weaknesses.
g. Become aware of the role expectations of an educator in a specific
school.
h. Assume the various roles needed to become an effective educator.
i. Develop skills of self-evaluation and effective evaluation of students.
j. Spend the day visiting an educator in another Catholic school, who
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teaches the same grade level/subjects, or who has similar work
responsibilities (These arrangements are made by the Principal.)
k. Use the Peer to Peer Observation Form when visiting other
educators, including the full day school visit.
l. Maintain and submit accurate records of induction activities.
m. Seek out help from colleagues.
IX. PHASES OF AN EDUCATOR’S DEVELOPMENT
Educators new to the profession are individuals with various needs and differences. They bring to the
school a diversity of talents and experiences, which must be recognized and utilized effectively in order
to enhance their professional development. The first-year educator has different perceptions of what is
useful to them; therefore, these perceptions must be responded to on an individual basis. Key to the
educator's development is the Principal who creates an atmosphere conducive to professional growth.
The Diocesan Induction Plan recognizes these stages of development and addresses them as follows:
A. Coping to Understand and Manage
Novice educators face a series of challenges as they approach their first year assignment:
learning school philosophy, policies, procedures, standards, classroom management,
work related skills, and an instructional program. They must also understand the social
"climate" of the school, what the principal is like, who the faculty/staff leaders are, and
what the school community expects of educators.
To respond to these needs, the Induction Plan provides for:
1. Workshop(s) prior to the beginning of school to initiate the inductee into
a. orientation to Catholic School philosophy and professional
practice and conduct required by the Pennsylvania Department of
Education.
b. use of various curriculum guidelines, standards, and technology
c. general instructions regarding class or work space management
Personnel from the Office of Education conduct the workshop(s) while the
principal and mentor spend one day, on-site, with the inductee.
2. Throughout the entire year, meetings are held regularly at the inductee’s school:
a. principal-inductee sessions
b. mentor-inductee sessions
c. general faculty meetings
Through these sessions/meetings, the inductee gains confidence in both
interpersonal relation skills and professional performance in the general sense.
B. Generalized Pedagogy
The theme for this phase of the educator’s development is improvement. While the first-
year educator usually requires at least one year to identify his/her teaching or working
style, some naturally talented inductees are ready for refining the skills they do possess.
Moreover, this phase addresses the needs of experienced educators as well as the
novices. Thus, the Induction Plan provides various workshops and seminars in an effort
to meet the educator’s needs. The Diocesan Office of Education may, on occasion,
devise a special program to meet the needs of more experienced educators (those who
have taught for at least two years), if the need arises.
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X. PLAN FOR ASSISTANCE FOR THE INDUCTEE
The school's specific induction activities will focus on the instructional and working needs of the
inductee. Once a specific need is identified, the mentor and inductee will develop a strategy to assist the
inductee in the accomplishment of this specific goal. The inductee will put the suggested techniques
into practice and in a week or two request the mentor to observe, focusing attention on the one particular
aspect of teaching or working decided upon at the initial meeting. The mentor observes, analyzes the
observational data, gives feedback about the observation, and submits a sample progress report
(Appendices C and I) once each semester to the principal to be kept in the educator's personnel file.
A. Time
1. Because such classroom or work space visits take time, it is necessary before school
begins to determine:
a. When will the mentor and inductee be free to decide on appropriate
strategies?
b. When will the mentor be free to observe the inductee?
c. When will the inductee be free to observe other educators?
d. What arrangements will be made to cover the educator’s responsibilities
who is observing?
e. What arrangements will the principal make for the inductee to visit another
school?
These questions will be discussed by the principal and mentor of the Induction Team
prior to the opening of school. See Appendix A.
B. Plan
1. September - mentor and inductee meet daily on an informal basis to discuss
School happenings
a. classroom/work space management
b. classroom/work space discipline
c. curriculum/work related needs/choices
d. teaching/work related techniques
e. student involvement
2. September - May
a. visit each other's classroom or work space at least three times a semester
b. prepare for each visit by a preconference
c. arrange for a feedback session
d. complete Cooperative Progress Report (Appendices G and I) twice
each semester.
e. visit another Catholic school.
f. Principal will supervise the inductee's classroom or work space, formally
and informally (a minimum of twice a month and observing a good portion
of each time slot) and will submit the Induction Evaluation Form to the
Diocesan Office of Education (Appendix G), and the Diocesan End-of-
the-Year Performance Report on the required dates.
XI. ACTIVITIES FOR INDUCTEES
The following list of activities should be utilized by the inductee in determining goals. These
activities are based on current research which directs much of the educator’s experience and the
Danielson Framework for Teaching. These suggestions are not exhaustive, but do represent the
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major findings in the field. They have a significant impact on effective outcomes.
A. Diocesan Orientation
Become familiar with Diocese of Allentown procedures and regulations
outlined in the Board of Education Handbook (4f)
Become familiar with the State’s code of conduct/professional expectations (4f)
Become knowledgeable of Diocesan Teacher Handbook (4e,f)
Become familiar with Diocesan Guidelines, Common Core Standards,
schedules, and student records (4b,e,f)
B. Local School Orientation
Become knowledgeable of school philosophy, policies and procedures (cf.
School Handbook) (4b,c,d,e,f)
Review Educator’s evaluation process (Domains 1-4)
Become aware of support services, instructional resources, and IST
(Instructional Support Team) process and Mandatory Reporting (2e;4b)
Become knowledgeable of local implementation plan of The Student Assistance
Crisis Manual (2e)
Review process for formative, summative, and standardized assessment,
grading, and retention (1f;3d;4b)
Review implementation of the school Technology Plan (2c;4f)
Become aware of extracurricular duties and activities (2c,e;4d)
Attend seminars dealing with classroom or work space management ((2e;4e)
Research findings on effective management
a. educator expectations (4a)
b. classroom or work space climate (2d)
c. establishing rules and procedures (2d)
d. time on task (3c)
e. effective professional behaviors (2c,d)
f. discipline (2c,d)
g. align curriculum guidelines with tests (4b)
C. Effective Classroom or Work Space Management
Attend seminars dealing with management and the learning process (1b,d,f;2a,c;4a,e,f)
Observe mentor/colleagues to:
a. identify management needs (1b,c,d;4a,e,f)
b. evaluate own management and instructional outcomes (3e;4a,e,f)
Meet with mentor regularly to discuss planning/preparation (1a,d;4a,b,d)
Meet with the principal regarding school policy (2c;4e,f)
Devise accountability system for assigning, monitoring and assessing student
work (1c,e,f;2b,d;3b,d;4b)
Establish a positive classroom/work space environment that reflects Catholicity (2a,b,d;3a,c)
Establish appropriate classroom/work space faith centered rules (2a,b,d,e;3a)
Coordinate discipline with school policy (2a,b,c,d)
Align curriculum with textbooks (1b,d,e,f)
D. Delivery Techniques
Use websites designed for educators (see Appendix O) (1d,e;4a)
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Use DVD’s and videos modeling appropriate professional skills (others, self) (1d,e;4a)
Attend seminars on appropriate directed activities, instruction, pedagogy (1a,d;4a,f)
Observe mentor/colleagues (1d;2e;3c,d;4d,e)
Visit another school to observe a unique education model in action (1d;2e;3a,c,d)
Motivate and continually encourage positive student progress ((1b,e;2a,b,d;3a,b,c,d,e)
Recognize individual differences and interact with students in a Christian
manner (1b;2a;3b,c,e)
Design effective instruction and assessments for active teaching (1e,f;3a,c,e)
Place an emphasis on academic and learning progress skills (1c,e,f;2b;3a,c,d)
Use variety of questioning techniques (1c,e,f;2a;3b,e)
Provide for individual differences in an inclusive setting (1c,f;3b,e)
Use/understand diagnostic and standardized testing (1c,f;3d,e;4b)
Integrate faith based instruction with academic content
Concentrate on lesson at hand with appropriate activities (1e;2a,e;3b,c,e)
Establish clear instructional goals/performance plan (1a,f;3a)
Allow time for drill and practice (1e;2a;3a,b,c,e)
Use student input frequently (1c,e;2a;3c,d,e)
Actively assess student progress (1b,f;2a,b;3d,e)
Provide presentations, illustrations, show "how to" (1d,e;2a,e;3e)
E. School Community Relations
Attend seminars - suggested topics:
a. Parent/Educator Relations (4c)
b. Understand Cultural Differences (4f)
c. Single Parent Homes (4f)
d. Working Parents (4f)
Become familiar with cultural differences (4c,f)
Become familiar with special family situations (4c,f)
Attend Home/School meetings (4c,f)
Use the community as a learning resource (4c,f)
Treat students fairly (1b;2a,d;4b,f)
Integrate parental involvement in student needs, problems, learning, and
achievement (4c)
Participate in liturgical and paraliturgical school events
F. Professional Education (4e,f)
1. Attend seminars offered by Diocese of Allentown, school districts, intermediate units,
colleges
2. Earn credits beyond degree
G. Professional Communications (4e,f)
1. Use the expertise and successful experiences of other professional colleagues
2. Model good communication and interpersonal skills
3. Give feedback in a supportive and sensitive manner
4. Concentrate on building a "community of faith" among the professional staff
( ) after the activity indicates the component(s) in the Danielson Framework for Teaching.
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XII. RECORD MAINTENANCE AND EVALUATION PROGRAM
A. Principals will annually submit names of all educators required to participate in the
Induction Plan, along with other interested participants, to the Diocesan Induction
Coordinator.
B. Principal and mentor will plan inductee's program prior to the school year. Principal will
submit Appendix A to the Office of Education by September 29th.
C. The "Needs Assessment Checklist" (Appendix B) should be completed for the first time by
the inductee during the first week of October. It is again completed in the first weeks of
January (Appendix H) and May (Appendix M). This is used by the inductee to determine
goals for the first and second semester, and for the following school year. Copies of these
should be retained by both the principal and mentor. Copies should also be retained in the
inductee's personnel file.
D. Inductee will identify a goal, objectives, and strategies for Progress report. Mentor will
complete Progress Report (Appendices C and I) twice each semester after observing the
inductee twice during the semester to determine if the goal has been met. Mentor submits
completed report to the Principal to be retained in the inductee's personnel file.
E. Mentor will complete Observation Form (Appendices D and J) and submit to the principal
to be retained in the inductee’s personnel file.
F. Inductee will submit School Visit Form (Appendix F) no later than December 15th to the
Office of Education.
G. After classroom observations the Inductee will complete the Peer to Peer Observation Form
(Appendices E and K) which will be retained in the inductee’s personnel file.
H. Principal, after several formal and informal (minimum of twice a month and observing a
good portion of the selected period) classroom and work space supervisions, will complete
the Inductee Evaluation Form (Appendix G) and send it to the Diocesan Office of
Education no later than January 15th. This can be done simultaneously with the required