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USD 499 Galena

NewTeacher InductionProgram Handbook

2011-12 Committed to Excellence

Written and developed by Tony L. Simmons

Table of Contents

District Leadership Teams ………………………………………..… 3Vision Statements …………………………………………………... 5Mission Statement ………………………………….…………….… 7Introduction to Induction Program

Program Overview ……..……………………...…………….... 8 Program Goals ……………………………………………….. 10 Program Components …………………………….………..... 11

o Acronyms …………………….…….…….……………. 13o Chain of Command ……………………………..……... 16o Principal’s Role ……………………………………….. 17o Mentor Selection Criteria ……………………………... 17o Personal Characteristics of a mentor ………………….. 18o Mentor’s Role ……………………………………..…... 19

Principles of giving feedback ……………………………...... 20 Calendar …………………………………………………...… 21

First Year Teacher Program Introduction ……………..………………………………….... 23 Principles of receiving feedback ………………………..…... 25 Orientation Schedule ………..…………………………..…... 26

o Checklist on Classroom Procedures …………….…….. 27o Checklist on School Policies, Duties, and Culture …..... 29o Checklist on Classroom Management ……………….... 31o Needs Assessment Checklist ………………………...... 32

Monthly Mentoring Schedule ………………..…………...… 33Second Year Teacher Program

Monthly Mentoring Schedule …..………………………....… 35 Third Year Teacher Progra

Monthly Mentoring Schedule …………………..………...… 36Program Evaluation Survey …………………………………...... 37Acknowledgements ……………………………………………..… 39

2

District Leadership Teams

Board of Education

Mr. Mike Gibson – President

Mrs. Denise Titus – Vice President

Mr. Larry Miller

Mr. Don Noe

Mr. David Ryan

Mr. Bill VanCleave

Mr. Troy Wade

District Administration

Dr. Brian Smith – Superintendent

Bryon Hanson – Galena High School Principal

Danny Albright – Middle School Principal

Susan New – Liberty Elementary Principal

Toby VanCleave – Spring Grove Principal

Superintendent’s Council

Brian Smith – Superintendent

Ken Cook

Brad Krouse

Debbie Krouse

Shonda Potter

Curriculum Teams

Toby VanCleave – District Curriculum Director

Penny New – Math

Glenda Reeves – English

Ken Cook – Science

Jodi Russell – Social Studies

Lori Simmons – Physical Education

Jason Grotheer – Business/Technology

North Central Accreditation (NCA)

Susan New – District Director

Lori Simmons – Galena High School

Toby VanCleave – Galena Middle School

Debbie Krouse – Liberty Elementary

Deann Woodard – Spring Grove Elementary

Tony Simmons – Cornerstone Alternative High

School

Professional Development Council

Susan New – Director

Lori Simmons

Ken Cook

Jamie Smith

Robin Cawyer

Tara Bailey

Jason Grotheer

Vocational

Jamie Davis – Director

Athletic Directors

Brad Krouse

Danny Albright

3

Title

Susan New – Title I Coordinator

Deann Woodward – teacher

Ross Bailey – teacher

Amanda Haney – teacher

Tara Bailey – teacher

Beau Sarwinski - teacher

4

Academic Vision

The Galena School District is committed to providing the curriculum and resources necessary

to meet the needs of all students. Advances in technology coupled with our nation’s need to be

competitive in an expanding global economy are the driving forces behind the Board of Education’s

belief that curriculum and its presentation must evolve. This evolution should occur in a manner that

ensures that our graduates are competitive in a global market. The Board is committed to the

expansion of foreign language instruction and the development of vocational programs that are

aligned with the future needs of society. College course offering should also be expanded so that the

transition from high school to college is as seamless as possible. The Board has established the

following target goals as benchmarks to measure the effectiveness of our academic programs:

Extra-Curricular Vision

The Board of Education believes that extra-curricular activities play a vital role in the

development of a well-rounded individual. Therefore, the Galena School District is devoted to

maintaining and improving all of its extra-curricular programs. The Board of Education is

committed to providing the resources necessary to increase the number of students who participate in

all extra-curricular activities over the next five years. It is vital that the district and its stakeholders

provide the necessary training and support to ensure that we continue to be competitive in those

activities in which competition is the gauge used to measure success. Because service to others is a

critical component of good citizenship, the district is also dedicated to expanding opportunities

within our community through classroom activities and service clubs.

5

Facilities Vision

The Galena School District is fortunate to have outstanding facilities. It has always been a

priority of the Board of Education to ensure that students are provided an environment that is

conducive to learning. Although the current facilities are in excellent condition, it is important that

they are adequately maintained to ensure that they continue to serve the needs of our students. The

Board has targeted two areas for improvement. The first is our science classrooms, which are

adequate, but lack the space and equipment necessary for a state of the art science education. Our

physical education facilities are the second area targeted for improvement. The current facilities

need updating to ensure that the fitness needs of our students are appropriately met. The members of

the Board of Education will continue to work toward the remediation of these shortfalls.

School Climate Vision

Although the stakeholders of the Galena School District continually strive to provide a safe

learning environment for their students, it would be naive to believe that we do not have some

students who struggle with bullying. It is a priority of the district to eliminate bullying through

proper education of both the staff and the students. It is also critical that when such incidents occur

that a clear message is sent through appropriate consequences that bullying will not be tolerated.

6

Mission Statement

The mission of the Galena School District is to ensure that every student attains a high level

of academic achievement based on local and state standards. The district will use formative and

summative assessments to measure each student’s ability to transfer their knowledge and skills to

real world experiences. The district is also committed to teaching students the importance of

personal integrity and respect for others as it relates to the development of citizenship. The

stakeholders of this district are committed to providing a comprehensive system of support to ensure

that this occurs for all children.

7

Program Overview

The new teacher induction program began in Galena USD 499 in the beginning of the 2006-

2007 school year in response to the high teacher turnover rate the school district experienced in the 6

years prior to the program. The problem of teacher turnover was especially prevalent at the high

school level. Those schools especially prone to teacher attrition are those with secondary school

structures and those with large numbers of low income and/or minority students (InSites 2001).

Estimates indicate that up to 30 percent of America’s beginning teachers will leave the profession

within two years and nearly 50 percent will leave after four years (Schlechy, P. & Vance, V. 1983).

Also, according to Runyan, K. & Buche, J. (1991), There will be a future shortage of teachers with

the expectation that demand will exceed the supply of teachers. The future teacher shortage issue

and the desire to keep the future bright stars of the education profession from wanting to leave our

district, led us to research and develop a program to attract, train, and retain the new highly

productive teachers coming out of the universities.

Beginning teachers come to the profession with lofty goals and an abundance of enthusiasm.

Many beginning teachers are bearers of unrealistic expectations, which may at times produce

disillusionment, job dissatisfaction, and a yearning to leave the profession (Runyan, K. & Buche, J.

1991). Survival of a first year teacher is not always based on ability or training in academic areas

but rather upon the ability to cope with non-teaching duties, administrative details, human relation

skills, teacher professionalism, and job perception difficulties.

The challenge is to give these new teachers the kind of support needed if they are not only to

remain in the profession, but also to develop into educators able to teach to today’s high expectations

(Stansberry K. & Zimmerman, J. 2002). The best hope for teacher retention rests with

developmental induction programs that help meet the individualized, personal, and professional

needs of beginning teachers. Emotional support is the most beneficial element in an induction

program (Odell, S. 1987). Emotional support was considered so important, it was concluded that

instructional matters were dealt with more effectively once emotional support was established.

Induction is a structured training program that must begin before the first day of school and

continue for two or more years. Mentoring is only one component of an induction program.

Orientation is another. The induction process is ongoing and systematic. It provides information,

assistance, support, feedback, coaching, guidance, modeling, and much more. A large-scale study

found that every dollar spent on raising teacher quality netted greater student achievement gains than

with any other use of school resources (Breaux, A. & Wong, H. 2003). According to Breaux, A. &

8

Wong, H. (2003), you can have an induction program without mentors, but you cannot have

effective mentoring without a formal induction program.

Relational trust must be established between the administration, faculty, and the new

teacher. Relationships are at the core of successful learning communities as well as student

achievement. In general, the effective leader will create relational trust through showing a genuine

regard for the professional role, interest in the concerns of others (respect), awareness of their

personal interests (personal regard), and a willingness to act on those concerns (competence) toward

an ethical outcome (integrity) (Blankstein, A. 2004). Students are high achieving, when they feel

cared about and respected, and when teachers share a vision and sense of purpose, when teachers and

students maintain free and open communication, and when all parties share a deep sense of trust

(Rossi, R. & Stringfield, S. 1997).

There are four components of relational trust:

1. Respect for the importance of person’s role, as well as their viewpoint. Listening carefully

augments a sense of respect and builds trust.

2. Competence to administer your role. This includes one’s ability to act on what was heard

(above). On the building level, it is also associated with having respectful discipline, an

orderly and safe school, and meaningful instruction and assessment.

3. Personal regard for others is highly associated with reducing others; sense of vulnerability

and with general caring. This is especially demonstrated by extending oneself beyond the

requirement of one’s role or normal duties – finding out about a staff member’s personal

challenges, helping teachers develop their careers, etc.

4. Integrity in this context means alignment of words, actions, and ethics. Does this person

keep his or her word, and are the intentions ethical?

Administrators needs to ask themselves if they feel there is “trust” in their building and/or district.

Here is a simple Teacher-Principal Trust Survey (Bryk, A. & Schneider, B. 2002).

1. It’s OK in this school to discuss feelings, worries, and frustrations with the principal.

2. The principal looks out for the personal welfare of the faculty members.

3. I trust the principal at his or her word.

4. The principal at this school is an effective manager who makes the school run smoothly.

5. The principal places the needs of the children ahead of his or her personal and political

interests.

6. The principal has confidence in the expertise of the teachers.

7. The principal takes a personal interest in the professional development of teachers.

8. I really respect my principal as an educator.

9

9. To what extent do you feel respected by your principal?

Induction Program Goals

1. To provide an orderly, personalized transition from preservice preparation to the first year of

teaching. (Orderly Transition)

2. To increase the likelihood that beginning teachers will continue in the teaching profession as

a productive and competent professional teacher. (Retention)

3. To provide an attractive program to prospective teachers interested in professional

development that would entice them to the school district. (Recruitment)

4. To provide additional knowledge, skills and attitudes necessary for successful teaching

performance. (Skill Development)

5. To reduce teaching problems known to be common or troublesome for the beginning teacher.

(Problem Reduction)

6. To help in interpreting and coping with needs and problems that is individually perceived by

the beginning teacher. (Interpreting/ Coping with Needs)

7. To build a foundation for continued positive professional role development through a

structure link of master teachers, administrators, and teacher educators. (Positive Role

Development)

8. To help first year teachers overcome the sometimes-negative school climate and develop

their own self-image, self-confidence, positive attitude, and concern for children. (Positive

Climate)

9. To provide feedback and support, develop positive documentation, and remediate (if

necessary) the teaching knowledge, traits, and skills of beginning teachers to assure an

acceptable level of professional practice. (Feedback to Skill Development)

10

(Mathematica Policy Research, Inc. 2005), (ERIC Clearinghouse on Teacher Education. 1986),

(Waters, T., Marzano, R.J., & McNulty, B. 2003) &  (Runyan, K. & Buche, J. 1991).

11

Program Components

1. Orientation sessions – orientation time for new teachers and mentors

o 4 days prior to the start of the school year (Education World. Wire Side Chats. 2005).

2. Seminar support – time for new teachers to discuss concerns and explore topics

o Multi-district induction program @ Pittsburg State University (Monthly) (Runyan, K.

2005).

o A regional, multi-district induction program is an effective format for supporting new

teachers from rural settings (Harris, M. 2005).

3. Social functions – time to meet colleagues and develop relationships

4. Handbook support – develop a handbook for new teachers to follow including:

o Induction program

o School policies

o Instructional focus

o Support services

5. Peer observation – release time for new teachers to visit, observe, and acquire material from

other teachers (Massachusetts Department of Education. 2005).

6. Administrative support – by reducing class load, serving as an instructional leader, and

providing more frequent informal classroom visits and feedback.

7. Conference provisions – Hold joint principal – mentor – beginning teacher conferences

throughout the school year

8. Professional Development Plan – included would be: (InSites 2001).

o Classroom rules

o Curriculum

o Unique teaching units

o Induction program assessment materials

o Formal evaluations

o Professional development activities

9. Mentor support – Effective mentors:

o Adhere to the activity timeline

o Strive to modify their support around the needs of the beginning teacher

o Provided materials to use

12

o Attend periodic mentor seminars

o Monthly meetings on Wednesday to address needs

10. Support team support

o NCA/AdvancED representative

o Curriculum team leader

o Lead teacher – classroom management expert

11. Evaluation of the program

o Complete end of year survey to assist in assessing, modifying, and refining the

program.

13

AcronymsACT – American College Testing - Nationwide test for entering college students taken a

student’s junior and/or senior year

ASVAB – Armed Services Vocational Aptitude Battery – Military test to determine

entrance requirement

AYP – Adequate Yearly Progress – The measurement that the state uses to determine

school growth

BCBSKS – Blue Cross and Blue Shield of Kansas – Our health insurance provider

BOE – Board of Education

CATE – Career and Technical Education Information Systems – Vocational funding

organization

CBM – Criterion Based Measurement – Local assessment tests

CETE – Center for Educational Testing and Evaluation – Web site to acquire the state

assessment results

CHS – Cornerstone High School – Alternative high school that serves Baxter Springs,

Columbus, Galena, and Riverton

CRC – Conflict Resolution Committee – A committee that serves under NCA

CTSO – Career and Technical Student Organization – Vocational title for funded clubs

DARE – Drug Abuse Resistance Education – local law enforcement program

DIBELS – Dynamic Indicators of Basic Early Literacy Skills – Our elementary diagnostic

reading fluency test

EA – Elm Acres – Youth home for girls located in Columbus

E-mail – computer based mail system

E-Req – Our computer based requisition system

FACS – Family And Consumer Science – Home economics

FBLA – Future Business Leaders of America – High business club

FCA – Fellowship of Christian Athletes – High school student organization

FCCLA – Future Career and Community Leaders of America – FACS club

GAA – Galena Athletic Association – Letterman’s club

GEA – Galena Education Association – Our local NEA teacher association

GED – General Education Degree

GEF – Galena Education Foundation – Fund raising group that gives scholarships to

seniors at Galena

14

GHS – Galena High School

GMS – Galena Middle School

IEP – Individual Education Plan – A plan for special education students

ITBS – Iowa Test of Basic Skills – A test given to students to determine their progress as

compared to national norms.

KASB – Kansas Association of School Boards – Legal advisors at the district level

KLS – Kansas Literacy Standards

KMA – Kansas Math Assessment

KNEA – Kansas National Education Association – The Kansas’ branch of the teacher

organization

KRA – Kansas Reading Assessment

KSDE – Kansas State Department of Education

KSHSAA – Kansas State High School Athletics Association – Governing body of school

activities.

KSSTF – Kids in Safe Schools Task Force

Learning Tracker – Our computer based grade book and curriculum tracking software

MAP – Measures of Academic Progress – An Assessment used to determine a student’s

strengths and weaknesses as well as predict future success on the Kansas State

Assessments.

Medical Disorders

ADD – Attention Deficit Disorder

ADHD – Attention Deficit Hyperactivity Disorder

ODD – Operational Defiant Disorder

OCD – Obsessive Compulsive Disorder

NCA – North Central Accreditation – Our school improvement system.

NEA – National Education Association – National organization of teachers

NHS – National Honor Society

NWEA – Northwest Evaluation Association - The developers of the MAP test

PAC – Performing Arts Center – Auditorium

PCA – Personal Computer Applications – Beginning level high school computer class

PDC – Professional Development Council – District level committee that organizes our

district in-services.

PDP – Professional Development Plan – An individual’s personal documentation of in-

service points.

15

PLC - Professional Learning Communities

QPA – Quality Performance Accreditation – State mandated school improvement

RBSD – Research Based Staff Development – Staff development we will use to address

the NCA interventions

SAT – Student Assistance Team – A group that works together to help identify students

for special education or additional assistance.

SEK – Southeast Kansas – This region of the state

SES – Socio Economic Status – Free and/or reduced priced lunch students

SIP – School Improvement Program – NCA Interventions

SPED – Special Education

Labels

AM – Autism

DD – Developmentally Delayed

ED – Emotionally Disturbed

GI – Gifted

HI – Hearing Impaired

LD – Specific Learning Disability

OHI – Other Handicap Impaired

OI – Orthopedic Impairment

MD – Multiple Disabilities

MR – Mental Retardation

SL – Speech Language

TB – Traumatic Brain Injury

VI – Visual Impairment

SRS – Social Rehabilitation Service – Contact for student abuse

VPL – Virtual Prescriptive Learning – A computer based program used student learning

at our Alternative high school for credit recovery and summer school.

16

Chain of Command

Beginning Teacher

|

MentorEmotional support and quick answers to Curriculum, Instruction, & Assessment

|

Support StaffLead Teacher-Classroom management, NCA Representative-NCA Interventions, PDC

Representative- PDP Book & Curriculum Chairperson-curriculum & Grade book

|

Building PrincipalSupport issues – Concerns related to mentor, the beginning teacher, or support staff

|

Curriculum DirectorProgram expectation issues: district level meetings, checklists, and documentation

|

SuperintendentOverall Induction Program evaluation and support

17

Principal’s Role

Mentor selector

Monitors the first year teacher’s professional growth plan in conjunction with the mentor

Acts as a liaison between the building and central office

Coordinates the activities of the new teacher(s) within their building

Encourages staff to positively support the mentors

Exhibits a high level of trust of the mentor-mentee relationship

Identifies areas in need of support and informs the mentor

Provides encouragement

Provides leadership

Runs interference

Selection criteria for the mentor: One who has a positive attitude and models a professional commitment to education.

A successful teacher who has a strong educational knowledge base but is eclectic in

particular methodologies.

Willingness to commit

One who has compatible beliefs about teaching with the beginning teacher.

Similarity of free time

One who is cooperative, empathetic, change oriented, unselfish, and respected by others.

One who will consent to spend the extra time and emotional effort needed to be a mentor.

One who teaches the same subject of grade level and is in close proximity to the beginning

teacher’s room.

Years of experience

18

Personal characteristics of the mentorMentors must:

Have a positive attitude

See activities in a positive light

Be able to listen

Be trustworthy

Allow for individuality

Have empathy

Be protective – provide a safe environment where the new teacher can make mistakes

without losing self-confidence and act as a buffer between the mentee and staff

Be able to operate in a non-threatening, sensitive, and caring manner

Not be judgmental

Coach - Not evaluate

Give positive support

Be helpers and role models

Be providers of information, and brokers of resources

Function as intermediaries

Not give orders

Not preach or moralize

Not criticize

Not hang onto pet ideas

Not say – I do this, or I do that

Be dependable and consistent

Remember that challenge is healthy when support is present

Remember the individual is his/her own best problem solver

19

Mentor’s Role Supporter, encourager, and promoter of beginning teacher initiatives.

Role model for professional growth.

Information provider

Organizational sponsor

Resource link

Counselor and consultant on personal and professional concerns

Facilitator and challenger of professional growth.

Mentor help needs to be in the areas of school and community adjustment, classroom

preparation and management, legal and ethical concerns, lesson organization, instructional

concerns, student relationships and evaluation, and intuition development. Also areas of a

personal nature need to be addressed early in the teacher’s career, such as, adjusting to the

realities of teaching, becoming familiar with the community, managing time, avoiding isolation,

relieving self-doubts, building new relationships, finding value in teaching, adjusting to a new

role, and balancing home and school demands.

20

Principals of Giving Feedback(North Kansas City Schools 2003-2004). Giving constructive feedback is an

indispensable tool in collaboration, teamwork, and other group efforts. When it is done properly,

feedback is a very specific kind of communication: it focuses on sharing with another person the

impact their behavior has had on you and has as its purpose helping that person improve their

effectiveness. Your feedback will be most useful when it is understandable, acceptable, and

usable. The following guidelines will help you giving feedback.

1. Give it with care. To be useful, feedback requires the giver to want to help, not hurt, the

other person.

2. Let the recipient invite it. Feedback is most effective when the receiver has invited the

comments. Doing so indicates that the receiver is ready to hear the feedback and gives

that person an opportunity to specify his or her areas of interest and concern.

3. Be specific. Good feedback deals clearly with particular incidents and behavior. Making

vague statements is of little value. The most helpful feedback is concrete and covers the

areas of interest specified by the receiver (Lipton, L. ,Wellman, B., & Humbard, C.

2003)

4. Avoid evaluative judgments. The most useful feedback describes behaviors without

value labels such as “irresponsible”, “unprofessional”, or even “good” and “bad”. If the

recipient asks you to make a judgment, be sure to state clearly that this is your subjective

opinion.

5. Speak for yourself. When giving feedback, be sure to discuss only things you have

witnessed. Do not refer to absent or anonymous people (e.g. “ A lot of people didn’t like

it.”).

6. Pick an appropriate time and place. The most useful feedback is given at a time and in

a place that makes it easier for the receiver to hear it. It should also be given sufficiently

close to the particular event being discussed for the event to be fresh in the mind.

7. Make the feedback readily actionable. To be most useful, feedback should concern

behavior that can be changed by the receiver. Feedback concerning matters outside the

control of the receiver is less useful and often causes resentment.

21

22

First Year Teacher Induction ProgramThe stages of a new teacher’s development and needs have to be understood and developed

to have a successful induction program. This program will attempt to help the new teacher transition

from being a student of teaching to becoming a teacher of students (Northwest Regional Educational

Laboratory 2001). Various methods and people will address these issues. The induction program

will start for the new teacher to Galena USD 499 four days prior to the rest of the staff as part of an

orientation program. This four-day orientation will prepare the new teacher with the tools,

confidence, and knowledge of the rules both written and hidden of our district. Next, the induction

program will include monthly sessions of release time with their mentor to discuss a predetermined

list of items that are organized in a chronological method to address the new teacher’s needs as they

arise. Finally, the new teacher and mentor will attend monthly multi-district sessions at PSU to

discuss education topics. Dr. Kent Runyan, a regionally known expert in new teacher induction

programs, administrates this group at PSU.

The three stages of development of beginning teachers are:

1. Concrete thinking, fixed knowledge, singular teaching methodology centered on cognitive

recall and the curriculum guide, low self initiative and direction, high needs for structure,

ambiguity dislike, and reluctance to talk about inadequacies.

2. A growing awareness or partial evidence of abstract thinking, separation of fact and theory,

multiple teaching methodology centered on student difference, partial use of Bloom’s

taxonomy, some sensitivity to students’ emotional needs, limited level of autonomy,

openness to innovation with capacity to make some adaptations, and some self-direction

towards analyzing own teaching.

3. Abstract thinking by understanding knowledge as a process of successive approximations,

innovative teaching methodologies using questioning and all levels of Bloom’s taxonomy,

emotional need response to all students, questioning when given directions, high tolerance

for ambiguity and frustration, and ability to objectively analyze own teaching.

23

Teachers starting their careers need to feel successful at:

Personal:

1. Detaching from their past and developing their own identity.

2. Establishing and developing new social relationships.

3. Assimilating new roles.

4. Balancing the demands of teaching and personal life.

5. Being appreciated by their friends and the community for their teaching.

Professional:

1. Creating student learning and satisfaction.

2. Accomplishing the numerous tasks of managing a classroom.

3. Communicating with students’ parents and community.

4. Relating to their principal, other administrators, and teachers.

5. Evading isolation and doubts about teaching.

6. Perfecting new teaching skills.

7. Understanding the formal and informal rules, procedures, and expectations of their new job,

work site, and community.

Classroom Problems of a New Teacher:

1. Classroom discipline

2. Motivation of students

3. Dealing with individual student differences

4. Assessing student work

5. Relationships with parents

6. Organization of class work

7. Dealing with problems of individual students

24

Principles of Receiving Feedback(North Kansas City Schools 2003-2004).

There may be a time when the person giving you feedback does not know or does not

follow feedback guidelines. In these cases, you can help the person reshape their comments or

criticism into constructive feedback. In all cases when receiving feedback:

1. Breathe. This may seem overly simple, but remembering to do it can make a difference.

Our bodies are conditioned to react to stressful situations as if they were physical

assaults. Taking full breaths will help your body to relax and your brain to focus.

2. Specify the behavior about which you want feedback. The more specific you can be,

the more helpful the feedback will be.

3. Listen carefully. Don’t interrupt or discourage the person giving the feedback. Don’t be

defensive and don’t justify.

4. Clarify your understanding of the feedback. You need to get clear feedback in order

for it to be helpful. Ask for specific examples.

5. Summarize your understanding of the feedback. Paraphrase the message in your own

words to let the person know you have heard and understood what was said.

6. Take time to sort out what you heard. You may need time to think about what was

said and how you feel about it. Check with others before responding to the feedback.

This is a normal response but should not be used as an excuse to avoid the issue.

25

Help introduce them

to their new

classroom

and offer to help set it up Intensive tour of the building they w

ill be w

orking in to include storage room

s, custodian room

s, bathroom

, etc.

Tour of schools in district

8:00 - Meet w

ith S

haron and Stacy to

fill out paper work on

insurance, pay, e-R

eq, etc. Day 1

Teachers New

to the District

Mentor all day

School P

olicies, D

uties, and Culture

Check List

Classroom

P

rocedures Check

List

Continue classroom

set up

Discuss their P

DP

and N

CA

Interventions / M

entor Training

Day 2

Mentor A

M only

Discuss their

curriculum guide and

train them how

to use Learning Tracker

Finish classroom set

up Classroom

M

anagement C

heck List

Day 3

Mentor A

M only

Prepare lesson plans

for the first week of

school

Discuss state

assessments

Needs A

ssessment

Index Check List

Com

plete their PD

P

Day 4

Make them

feel at ease

Include in as much as

possible

Include your mentee

in your conversations

Introduce to other staff m

embers

All D

istrict In-service

Day 5

26

Checklist on Classroom Procedures

Posted Rules Emergency Exit Signs Bulletin Boards Student Desks and Tables Your Instructional Area Teacher’s Desk Teacher’s Edition Text Extra Textbooks Computer Software Storage Areas Teacher Materials Grade Book Electronic Grade book program Planning Book Passwords Keys Grading Pens, pencils, staples, tape, etc. Tardy, Lunch count, and discipline referral slips Library Materials Copy Machines Lamination Videos Other Multi-Media Computer Lab Scheduling Beginning Class Procedures Flag Salute Taking Roll Lunch Count Absentees Admit Slips Tardy Students Other Procedures Recess Dismissal Students Dismissed to Parents Students Attending Special Classes Classroom Helpers Library Scheduling School Nurse Phone System/Calls Playground Duty Morning Supervision Lunchroom Supervision End of Day Procedures Dismissal Procedures Storing Supplies Custodial Preparation

27

Securing Classroom After School Supervision Teacher Dismissal Time

28

Checklist on School Policies, Duties, and Culture

Student Policies Attendance Discipline Makeup Work Medication Fire/Tornado Drills Telephone Cell Phone Policy Homework Policy Textbook Rentals Cafeteria Rules Hall Conduct Hall Passes Use of Profanity Display of Affection Use of Tobacco Dress Code Behavior at Assemblies Activity Period Behavior at Sporting Events School Dances Food, Gum, Candy, Drinks Sales, Solicitation, Fund Raisers Homecoming Activities Hall Signs Suspension Student Handbook

Teacher Policies Parking Personal Leave Sick Days Mail Boxes Intercom Usage In-district Mail E-Mail Teaching Schedules Lunch Schedules Leaving the School on Prep Time Sponsoring Activities Progress Reports Field Trips Substitute Folder Lesson Plans Requisitions/e-req Use of School Vehicles Use of School Facilities

29

Scheduled Evaluations Use of Teachers’ Lounge Drinks in Class Smoking School Keys Extra Duties Extra Duty Pay In-service Dress Code Long Distance Calls/Cell Phone Usage

Cultural (Kansas State Department of Education. 2005). The Community Resources Customs Power Structure Identity Emphasis Values Development Student Characteristics Social-Economic Status Educational Attainment Values Emphasis Problems (Drugs, Alcohol, etc.) Norms and Expectations Community Board of Education Superintendent Principal Dynamics of the School Hierarchy Support Staff Key Individuals Supportive Individuals

30

Checklist on Classroom Management

Have you posted your classroom rules, and do your students understand what you expect from them? Expected Classroom Behavior Talking out of turn Getting out of seats Gum and/or candy in class Passing notes

Have you informed your students what you will do if your classroom rules are broken? Do you know what disciplinary actions are approved by the district administration? Written work Stand student in corner Send student to the office Seat student in the hall Schedule conference with parents Check the handbook for the following: Policy on makeup work Grading scale Detention Student Discipline

Have you formulated management concepts concerning the following? Student behavior during lectures Student behavior during seat time How students will signal for attention Acceptable student behavior during class discussion Policy concerning releasing students to go to the restroom Seating arrangements and supervision during testing Students working together on assignments Discipline during group activities Rules when escorting students to lunch Policy concerning copying or cheating Cell phone usage/Text messaging

31

Checklist on Needs Assessment Index

Please rank the level of importance by rating each item using a 1 2 3 4 5. (A 1 being the least needed and 5 being the most needed.) There can only be four items in each level. i.e. there can only be 4 level 5’s and 4 level 4’s etc.

As a professional Educator I typically:1. Identify my students’ individual needs or problems and try to adjust my teaching when

needed.2. Plan and use various learning materials and activities to meet the learning objectives and

needs of my students.3. Interact with students in a positive manner, trying as much as possible to offer positive

feedback.4. Handle most all discipline problems from a defined set of behavioral rules my students have

been made aware of.5. Share in and understand the general responsibilities of the school such as routine duties,

including records, reports, playground, etc. 6. Use classroom space, furniture, and general layout to foster a maximum learning

environment and classroom climate.7. Establish relevant and clear objectives for each lesson that follows my subject curriculum.8. Plan and use various methods of evaluation in assessing student performances.9. Plan and use various methods to communicate student progress and problems to parents and

students.10. Use a number of extrinsic motivational activities such as setting a pleasant climate, doing

novel things, or providing immediate feedback.11. Use a number of varied and appropriate teaching techniques or models in the classroom.12. Spend time to teach expected behavior and responsibility and give students opportunities to

experience success with their actions.13. Give clear directions to students by saying it, illustrating it, writing it, and checking to be

sure all members of the class understood it.14. Know the common procedures and use effective interpersonal skills such as listening,

attending and responding in parent/teacher conferences.15. Manage classroom time by organizing instruction and activity to keep all students on task

during the entire class period.16. Offer immediate and specific feedback when collecting student homework or class

assignments that are more positive than negative.17. Try to mix literal, interpretive, and applied questions with adequate think time before calling

on a student to answer.18. Am familiar with district and building policies and see that they are followed in my

classroom.19. Establish and maintain a climate that fosters high expectations from my students.20. Have not become isolated, but relate to and work with my peers as much as possible.

32

Special E

d. Meetings

(SA

T Team)

Introduction letter to parents

NC

A Interventions -

Strategies -

Docum

entation

Bulletin B

oards

Organization of and

permission slips for

parties

AS

T - After S

chool Tutoring H

ow to

identify students who

need to attend

August

First Year Teachers M

onthly Mentoring Schedule

NC

A Interventions -

Strategies -

Docum

entation

Field trip requests

Traditions

Teacher/Principle

observations

Open house

Teacher evaluation instrum

ent

Lesson plan design

September

ITBS scheduling and practice (K-8)

Set up an inform

al observation

Docum

entation

Preparing for

student/parent/Teacher conferences

Report cards

Progress reports

Keeping records

October

Reevaluate students who need to be in AST

Re-visit teaching

techniques

Extra activities

Field Trips - How

did they go?

Parent/Teacher

conferences - How

did they go?

Novem

ber

Sem

ester exams

Holiday decoration

issues and parties

Docum

entation

Access H

elp forms

Support team

s

Students w

ith concerns - W

hat do I do? W

ho can help?

Decem

ber

33

Enrichment -

scheduling and how to identify

MA

P, ITB

S, and K

s. A

ssessments

Aligning assessm

ents to the curriculum

Substitute for

observing other teachers in the district

January

First Year Teachers M

onthly Mentoring Schedule

Video tape a lesson

and review

Active participation

Bloom

's Taxonomy

Instruction strategies for all students

February

Letter to parents to schedule m

eetings

Possible retention of

students

Preparing for testing

Testing strategies

Assessm

ents

March

Articles supporting

school initiatives

Research

Professional

responsibility

PD

P plan com

pletion of the docum

entation

Celebrating

April

Hand out - C

omplete -

Review

the checklist on N

eeds Assessm

ent Index and com

pare to the one at the first of the year.

Check out procedures

Wrapping up school

year

Goals

Planning for next year

May

Second Year Teacher Induction Program34

The second year of the induction program builds on the first year accomplishments and

focuses in on the individual needs of the particular teacher. In addition, teachers that are new to our

district but have received tenure in a previous district may be placed as a second year teacher

following the four-day pre-service activities. Conversely, a second year teacher that is deemed by

the administration as needing more assistance may be placed back into the first year teaching cycle.

The second year teachers will meet three times during the school year in release time with

their mentor from the preceding year. The schedule of meetings and suggested topics of discussion

are listed below.

Share Tim

e

Teacher selected topic

PD

P

Assessing curriculum

item

s

Classroom

m

anagement

October

Second Year Teachers M

onthly Mentoring Schedule

Share Tim

e

Teacher selected topic

Observe other

teachers in district

Model Teaching

strategies

Decem

ber

Share Tim

e

Program

Evaluation

Teacher selected topic

State A

ssessments

Certification

March

35

Third Year Teacher Induction Program

The third year teachers are at the point of receiving tenure in our district. They only require

maintenance and a continued gentle push in the right direction. Teachers completing the third year

in the cycle may become mentors themselves in the following years. These third year teachers will

meet with their previous mentors twice a year, once in the first semester and once in the second

semester. At this point, their needs are highly individualized and mostly self-directed. The

following is the list of suggested topics of discussion with their respective mentor.

Share Tim

e

Teacher selected topic

Re-certification

PD

P

Assessing curriculum

item

s

Classroom

m

anagement

October Third Year TeachersM

onthly Mentoring Schedule

Share Tim

e

Re-certification

Program

Evaluation

Teacher selected topic

Assessm

ent S

trategies

March

36

Program Evaluation Survey

Please circle the appropriate response:

1. Mentor mentee

2. K-2, 3-5, 6-8, 9-12

3. I am on the First Year Second Year Third Year cycle.

If you are in the second year cycle, skip to question # 5.

If you are in the third year cycle, skip to question #6.

Please rate the success of the New Teacher Induction Program with the following Scale:

1 – Strongly Agree 2 – Agree 3 – Disagree 4 – Strongly Disagree

4. I found the monthly meetings at PSU to be beneficial.

5. I found the four-day pre-service training to be beneficial.

6. I found the regularly scheduled meetings with my mentor/mentee to be beneficial.

7. I found that the stipend received by the mentor recognizes their work as a mentor.

8. I collaborated with my mentor in my PDP.

9. I worked with the building principal on the PDP.

10. I met with my mentor on the regularly scheduled times.

11. I met with my mentor outside the schedule times.

12. I believe the topics of the regularly scheduled meetings are timely and support the needs

of beginning teachers.

13. I believe I have made connections between staff development topics and my classroom

instruction as a result of the Induction Program.

14. I have felt supported by my building principal.

15. I have felt supported by the other administration.

16. I developed camaraderie with my fellow teachers.

17. I extended my knowledge of the craft of teaching.

18. I found the program to be well organized.

19. I found my mentor to be beneficial.

20. I found the lead teacher to be beneficial.

21. I found the NCA Representative to be beneficial.

22. I found the curriculum department head to be beneficial.

23. I found the PDC representative to be beneficial.

24. As a mentor, I felt I was adequately prepared to be a mentor.

37

25. What are the strengths of the New Teacher Induction Program?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

_______________________________________________________________

26. The New Teacher Induction Program could be improved by:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

_______________________________________________________________

Addition comments or suggestions:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

_______________________________________________________________

38

Acknowledgements

I would like to thank the members of the induction planning committee for their invaluable

help in making this document focus in on the needs in USD 499 Galena. The members are: Autumn

Carson, Shay Dee, Rayanna Ezell, and Diana Moss.

Blankstein, A. (2004). Failure is not an option. Corwin Press. Thousand Oaks, California.

Breaux, A. & Wong, H. (2003). New teacher induction: How to train, support, and retain new teachers. Harry K. Wong Publications. Mountain View, California.

Bryk, A. & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation

Education World. Wire Side Chats. (2005). Induction programs help keep better teachers. Available online: http://www.educationworld.com/a_issues/chat/chat071.shtml

ERIC Clearinghouse on Teacher Education. (1986). Components of good teacher induction programs. ERIC digest 4..Washington, DC. Available online: http://www.ericdigests.org/pre-924/good/htm

Harris, M. (2005). Rural teachers in project launch. Rural Educator. Winter 2005.

InSites “A Support Network for Educational Change”. (2001). Creating a teacher induction program. Frisco, Colorado.

Kansas State Department of Education. (2005). A vision for early career teacher induction in Kansas. Available online: http://www.ksbe.state.ks.us/cert/InductionGuidelines.htm

Lipton, L. ,Wellman, B., & Humbard, C. (2003). Mentoring matters: A Practical Guide to Learning Focused Relationships

Massachusetts Department of Education. (2005). Induction of beginning educators. Available online: http://www.doe.mass.edu/eq/mentor/teachers.html

Mathematica Policy Research, Inc. (2005). Supporting new teachers: evaluating teacher induction models. Available online: http://www.mathematica-mpr.com/education/teachinduc.asp

North Kansas City Schools. (2003-2004). Teacher induction program handbook. Kansas City, Ks.

Northwest Regional Educational Laboratory. (2001). Supporting beginning teachers: How administrators, teachers, and policymakers can help new teachers succeed. Available online: http://www.nwrel.org/request/may01/beginners.html

39

Odell, S. (1987). Induction support of new teachers: A functional approach. Journal of Teacher Education, 37, 26-29.

Rossi, R. & Stringfield, S. (1997). Education reform and students at risk. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education.

Runyan, K. & Buche, J. (1991). Developmental induction programs with the mentorship concept. Sanders Printing Company. Garretson, SD.

Runyan, K. (2005). The Kansas early career professional/mentor academy. Pittsburg State University. Pittsburg, Kansas.

Runyan, K., Sparks, R., & McDougle, K. (1998). Continuous teacher development through partnerships. Pittsburg State University

Schlechy, P. & Vance, V. (1983). Recruitment selection, and retention: The shape of the teaching force. The Elementary School Journal, 83, 469-87

Stansberry, K. & Zimmerman, J. (2002). Journal of Staff Development, Fall 2002. Vol. 23, No. 4.

Waters, T., Marzano, R.J., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement. Aurora, Co: Mid-continent Regional Educational Laboratory.

40