Staff Induction

Program

Janet Temnyk
Liz Barrow
Jennifer Stanton
Mallori Fogler

March 23, 2016

Introduction:

Learning to teach is a developmental process that takes several years.

- Harry Wong

New teachers should never be put into the position of sink or swim. According to
research, What the teacher knows and can do in the classroom is the most important factor
resulting in student achievement, (Wong, 2004). The purpose of this induction plan is to
provide a comprehensive, coherent professional development program for all new teachers
which includes professional learning and opportunities to collaborate with others.

As stated by McCann, Johannessen, and Ricca (2005), New teachers commonly feel
overwhelmed by the daily grind of planning, grading, supervising, and meeting. Therefore,
Mentors can bring expectations into alignment with the actual experience of teaching,
(McCann, Johannessen, and Ricca, 2005). However, the purpose of assigning new teachers a
mentor is to provide not only survival but educative mentoring which provides, Multiple and
varied opportunities for novices to try out the intellectual and interactive tasks of teaching under
the thoughtful and caring guidance of a more knowledgeable mentor. (Schwille, 2008) and
includes opportunities for deep and rich reflection on practice with the participation of a mentor
who helps to shape and instill this intellectual habit. In order to create reflective teachers new
teachers will be given a journal on the first day to use in recording thoughts and questions that
mentors can use to gain insight into their thinking and understandings and be used to guide
further discussions.

Research supports that, Having a mentor from the same field, having common planning
time with other teacher in the same subject or collaboration with other teachers on instruction,
and being part of an external network of teachers, (Smith and Ingersoll, 2004). Therefore,
mentors will be assigned as much as possible to teachers in the same grade level or subject
area. Mentors will be chosen based on the following: knowledge of learning theories, child
development, student evaluation and their ability to communicate and work well with others.

Mentors will receive training ahead of time; including training in communication and peer
coaching techniques and be provided with 30 State Continuing Educational Credit Hours
(SCECHs) each year they are involved in the induction program. Time will be given for mentors
and mentees to meet during the school day to coplan lessons and discuss instructional
strategies, evaluate materials, and coplan lessons as novices need opportunities to learn ways
of thinking and decision making associated with planning, (Schwille, 2008). Mentors will not be
involved in the teacher evaluation process.

Although Mentors are an important component, perhaps the most important component
of an induction program, but they must be part of an induction process aligned to the districts
vision, mission, and structure, (Wong, 2004). New teachers need ongoing and Systematic
help and support which cannot be adequately done by another teacher with a full-time load,
(Wong, 2004). This is why mentoring is not the sole activity contained in this induction plan.

The induction plan addresses support for new teachers in the following ways:

Articulates selection criteria and a support process for mentor teachers;

Focuses on assistance and support of the new teacher;

Articulates a program that is a multi-year effort and part of a continuum of learning;

Builds on a vision and philosophy of teacher growth and development that addresses
unique teacher needs and learning styles;

Focuses on the teaching and learning standards as reflected in Michigans documents;

Demonstrates a connection to the best teaching and learning practice and research on
effective teacher induction, including a developmental approach to the coaching and
support of teachers;

Provides an Individual Professional Development Plan through a coordinated record-

keeping and accountability system;

Describes a plan for continuous learning, reflection, and dialogue that occurs throughout
the learning community;

Provides study groups in which new teachers can network and build support,
commitment, and leadership in a learning community;

Provides opportunities for inductees to visit demonstration classrooms through

instructional rounds, teacher labs, etc.
Overall Plan:

Month Activities Whos Involved

August Orientation: New Teachers

Day 1 Principal (for tour)
Team building with mentors Mentors
(True Colors, NSEW, ) Office staff
Tour of school (map with
headshot and what is taught--
Im great with a laminator)
District policies/procedures
Give them swag! Decal for
car!
Day 2
Setting up/using technology
(grade book, attendance,
voicemail, copiers)
PD/new teacher legislation,
Compliance with IEP/504
Accessing curriculum and
resources
Referrals--when do you send
to office? Soc worker?
Counselor? You are a
mandated reporter!

September Teacher Evaluation Process New Teachers

Goal setting Instructional coach
Awareness of rubrics
Awareness of school goals

October District Culture/Initiatives New Teachers

School improvement School Improvement Team
PBIS/Classroom Management PBIS staff (Culture and
7 Habits (pm)) Climate)

November Grading/Report Cards (am) New Teachers

Parent Teacher Conferences (pm) Mentors
Mock conferences

December Wellness: day New Teachers

Practice mindfulness PBIS Staff

January Formative Assessment/Standards New Teachers

 Based Grading Mentors
Curriculum/Assessment
Coordinator

February Student Engagement/Motivation New Teachers

Evaluation follow-up (5 D emphasis Mentors (classroom
on student engagement part of rubric) strategies)
Instructional Coaches

March Standards State Testing/SAT/MSTEP New Teachers

What it is? What are they Curriculum/Assessment
testing? Coordinator
How to prep the students?
Testing culture in building

April IEP/504 process New Teachers

SST/MTSS process School Improvement Team
Data drilling Special Education Staff

May/June A year in review - highs and lows New Teachers

Driven by needs of the new Mentors
teachers Instructional Coach

Ongoing support and collaboration New Teachers

opportunities Mentors
Book Study Instructional Coach
Instructional Coaching
Instructional Rounds
Teacher Lab
Mentor time
Part 1:
Month: August (2 Days)

Topic: Orientation

Rationale: It is imperative that staff feel welcomed and engaged these first days. It sets a tone
as a kick off to the year. Focusing on relationships and maintaining healthy, professional
relationships allows new staff to start the year feeling supported and welcomed instead of
feeling alone and overwhelmed. Our mentor staff will have been previously trained on the
process and how to be effective mentors. Giving some school apparel to the new teachers will
help them to feel a part of the culture of the school as well.

Who will present: The presenters will vary by topic but include principals, mentors, and office
staff.

Goals for this program: The goals of this orientation are introducing the new staff to their
mentors. Doing team building with mentors as well to help foster trusting working relationships.
And also camaraderie among new staff. And a general overview on important things to know,
and procedures. So when new staff does have questions, they at least know who to go to.
Most important is Relationships: True Colors/NSEW
Tour and Map with Staff Photos
District Procedures/Guidelines
Compliance
Curriculum
Technology Usage

Description: This will be a 2 day event full of positive energy, and excitement. Starting out with
building camaraderie and relationships (day 1), then day 2; getting into the nuts and bolts. For
example, how to sign onto the computers and MiStar. Also going through their IEP/504 binders
with their mentor teachers. Assessing curriculum and resources available. Along with refereeing
process for students needing to go to the office, counseling, discipline referrals, etc. Below are
forms that will be covered and things that staff will need to fill out. Simply the gift of time to talk
and ask questions as well, things theyve been wondering that they have been afraid to ask-this
is the time and place!

Personnel Information
Pub Drive-Personnel Information and Forms:
Accident Forms
Bus Request Form
Conference Request Form
Employee Handbook
Facts about Teacher Certification
Field Trip Forms
Fingerprinting information
Mileage Report Form
Permits
Request for Check Form
Volunteer Information
*Financial, Medical and Payroll information is also found in this folder.

Personnel Related Contacts:

For substitute and bus information contact
For insurance questions contact
For payroll questions contact
For Mistar questions contact
For other personnel related questions contact
Month: September

Topic: Teacher Evaluation Process

Rationale: Just as students must understand expected learning objectives and outcomes, so
must teachers understand their professional objectives and expected outcomes. Teacher
preparation programs generally do not give much attention to teacher evaluations, so this topic
most likely is uncharted territory for new teachers. Given that the effectiveness of a teacher is
central to his/her continuing employment, it is imperative that new teachers gain a general
understanding of the evaluation process, as well as an understanding of what is expected of
them and how they will participate in it. New teachers need to learn about this process at the
beginning of their first year, so the timing of this is perfect. After a general orientation in August,
a day in September immersed in learning about the teacher evaluation process will help them to
establish their objectives and goals, ask questions as needed, focus their efforts, and develop a
sense of efficacy as they begin their career, all the while building enough confidence to sustain
them through their first year and the critical few years that follow.

Who will present: New teachers and Instructional Coaches will be in attendance at this
months meeting.

Goals for this program: The goals for this months session include understanding the districts
teacher evaluation process, with a focus on the evaluation process requirements for new
teachers. Additionally, the goals include understanding the evaluation tool/document used, the
criteria/rubrics for evaluations, as well an understanding of the schools goals and how they
impact individual teacher goals.

Description: This session will begin with some team-building exercises to nurture the
development of relationships among new teachers and Instructional Coaches, being as the new
teachers are at the beginning of their first year, and relationships are critical to their success.
Those in attendance today will learn all about the evaluation process, which includes:
An overview of state legislation related to teacher effectiveness and evaluations
The evaluation tool used by the district and the rationale for its use
School/building goals
Timeline for goal setting, and related paperwork that must be completed and submitted
Criteria that will be used to evaluate them
Classroom observations that will be conducted by their supervisor
End-of-year reporting and planning for the following year
During the day, Instructional Coaches will explain the rationale for the evaluation process,
including the legislation behind it, and provide examples of staff evaluations (forms/reports, and
possibly videos of classroom observations). Adequate time will be provided for new teachers to
familiarize themselves with their building goals, and to begin developing a set of individual goals
for themselves. An emphasis will be placed on the fact that they have the ability to determine
their own goals; they will feel informed and empowered to shape their destiny as an educator.
Month: October
Topic: District Culture/Initiatives

Rationale: With about a month of experience and the beginning-of-the-year glow fading, now is
the time for new teachers to focus on the districts culture and its impact on their day-to-day
practices, which in turn impacts their effectiveness. Learning about this layer of their work
environment will allow them to acquire a deeper level of knowledge of school initiatives,
initiatives to be used as tools to improve their teaching and students learning. This knowledge
will undoubtedly have an impact on the development of individual goals that are part of the
evaluation process.

Who will present: New teachers, School Improvement Team members, and PBIS staff will
attend this months meeting.

Goals for this program: The goals for this months session include becoming more immersed
in the districts culture, which will help the new teachers feel more like a part of a community,
versus feeling like lone new teachers with no supportive network. Additionally, new teachers will
learn about specific cultural initiatives, including those related to school improvement and PBIS
(Positive Behavior Intervention System), as well as training in The 7 Habits of Highly Effective
People.

Description: The excitement of being new to the district and the novelty of a new school year
have faded, and new teachers may feel somewhat overwhelmed at this point in time. The day
will begin with some team-building exercises to build camaraderie and minimize any sense of
isolation or lack of connectivity amongst the new teachers, the School Improvement Team
members, and PBIS staff. Also, the new teachers have had a chance to gauge the effectiveness
of their classroom procedures and lesson plans, and at this point it may help for them to
become more familiar with the cultural initiatives that they can use as they strive to improve their
practice. Therefore, the first topic covered after team-building exercises will be school
improvement initiatives, including the School Improvement Team and how its members assist
with the development and implementation of building goals. In that presentation, new teachers
will learn about accreditation bodies (i.e. AdvancED) and their role in shaping school goals, the
goals themselves and how they came into fruition, and the impact of those goals on individual
teachers and their practice. The next topic covered will be PBIS; some new teachers may have
acquired a general sense of PBIS during their teacher preparation programs, but this is the time
to become familiar with the districts PBIS and learn about its impact on teaching and learning,
and thus its impact on teacher effectiveness. This makes it congruent with the teacher
evaluation system, which was the focus of the previous month. New teachers will learn from
PBIS staff about the systems/procedures in place that use positive reinforcement and various
interventions to address positive and negative behaviors, behaviors that affect students
engagement, and hence teachers effectiveness. During the afternoon, new teachers will learn
about The 7 Habits of Highly Effective People, complete with reading and discussion, with
attention to the sharing of personal experiences to emphasize the points made.
Month: November

Topic: Grading/Report Cards and Parent Teacher conferences.

Rationale: How to grade is a subject matter that often times in not covered in teacher
preparation program in undergraduate studies. In order to present to students and parents a
unified culture of grading, the new teacher must understand the school philosophies and the
research behind it. Also if new teachers are asked to express a student's progress during
conference, then there must be rationale for each grade and the score the student has earned.
This session will also provide practice for the aforementioned discussion with parents. As new
standards and grading philosophies are adapted, such as standards based grading and the idea
of redo or retakes, parents and student must be kept in the loop in order for all stakeholders to
advance the knowledge of the student.

Who will present: Mentors will attend this months meeting.

Goals for this program: By the end of this session, teachers will gain strategies to use during
parent teacher conference to leave a positive affect. Teachers will have a chance to practice
these strategies with some of the most common types of conferences. Teachers will also gain
knowledge about best practices in grading and assessing.
Teachers will demonstrate best practices during mock conferences.
Teachers will develop rationale for classroom based informal, formal, and summative
assessments.
Teachers will examine the building culture on grading and relate it to their content.

Description: This is a full day session with their teaching mentor. During the morning, teachers
will be provided with the current structure of grading in the building they are in. They will
examine the highs and lows of the system. Teachers will also be exposed to connections
between their curriculum and how to set up their gradebook to best represent the growth of
each student. Mentors will explain how stakeholders, most importantly students and parents,
use and understand the gradebook/report cards. In the afternoon, teachers will be participating
in mock parent-teacher conferences. Teachers will sit circle and mentors will rotate, each
playing a common role, such as a happy parent, a parent with a misunderstanding, or an upset
parent. To embrace the full effect of this exercise, teachers and mentors will debrief at the end
of the day to share the best discussion strategies to use in each situation.
Month: December

Topic: Wellness

Rationale: At this point teachers are nearly through their first semester. With burnout rates
being so high for first year teachers, this is a good point to check up and check in. Let them
know they are part way through, and how well they are doing. Also taking time for oneself is
key, you have to fill yourself up to be able to have anything to share with others. Self care,
mindfulness, and token of appreciation are all ways in which to do this.

Who will present: PBIS Staff (including social worker(s) and counselor(s)) will attend this
months meeting.

Goals for this program: Rallying all the new teachers together, and focusing on self care is the
goal of December.
Email daily mindfulness activities
Strategies for self-care
Staff feels appreciated
Able to relax over break and come back rejuvenated

Description: This half day session will go over mindfulness and self-care strategies. A good
check in point on how the year is going, and a reminder their year is half over. Staff will share
highs and lows so far this year, and go over any changes they want to make for next semester.
Emailing staff a short mindfulness meditation every few days to help to remind them to take time
for themselves. PBIS staff will present this along with other auxiliary staff. Also staff will receive
coffee mugs with school logo and K-Cups as a token of appreciation.
Month: January

Topic: Formative Assessment/Standards Based Grading

Rationale: This day will focus on the notions surrounding different types of formative
assessment. Understanding many types of formative assessment is a best practice that will help
to reach all students. If students feel that they can show their understanding of the curriculum
through an assessment that best fits them, then growth can be made. The idea of standards
based grading will also be introduced with the purpose of showing the mathematical approaches
towards the one-hundred point scale, the four point scale, and standards based grading.

Who will present: Mentors and the Curriculum/Assessment Coordinator will attend this months
meeting.

Goals for this program: The goal for this session is to introduce the opportunity to differentiate
assessment in the classroom of a new teacher. They will be encouraged to branch out of
traditional assessment of quizzes, test, projects, and papers; instead to introduce standard
based learning, project based learning, idea of redos and retakes, and the possibility of
students selecting their own forms of assessment.
Teachers will gain the knowledge to explain the difference between informal, formal, and
summative assessments.
Teachers will relate by comparing and contrasting standards based grading to other
systems like the four point zero scale and the one hundred point scale.
Teacher will investigate and apply the new strategies to instructional strategies in their
own classroom.
Teachers will engage with online learning and assessment tools such as Kahoot or
Google Classroom, amongst others.

Description: During this one day session, teachers will be informed of idea of informal, formal
and summative assessment based on Rick Wormelis research. They will be greeted in the
morning by his youtube clip then have their thinking challenged through the morning with a
series of activities on what is the most important part of an assessment: the grade or the deeper
understanding. During the knowledge based component of this session, they will also be
exposed to the mathematical differences in a four point zero scale and the one hundred point
scale compared to the reflection of what a student knows or is able to do. In the afternoon,
teachers will work to implement new assessment strategies within their content and specific
lessons. The mentors and curriculum/assessment coordinator will provide a guide and expertise
on subject matters to develop engage lessons with regards to assessment and grading.
Month: February

Topic: Student Engagement

Rationale: At this point in the year, students get antsy. It is important to keep them engaged,
motivated, and learning. Keeping things engaging on a daily basis is not an easy task. We will
brainstorm and see what people have been working on that is working. Also review new
strategies.

Who will present: Teacher leaders in the building, along with mentor staff will attend this
months meeting.

Goals for this program: The goals for this month are for teachers to work on ways to keep
students engaged and motivated. Also focusing in on the 5D+1 evaluation piece of Student
Engagement; How staff is doing, what support they may need. Seeing where others are at in
process as well.

Description: We will address keeping students engaged and motivated, how is it going, and
what is/is not working. Then break into groups and have staff go over Student Engagement:
Resource Roundup from Edtopia. They will then present the Best of the Best of what they find
to the whole group, and how they will use it in their classrooms. Someone will take notes to
send out to group and whole staff after meeting as well.
Then, we will go over Student Engagement in regards to 5D+1 evaluation model. Checking in
on how staff is doing and what support they may need. Teacher leader can address how this
support will be offered depending on the need of each individual new teacher. At the end of the
meeting, the group can share the 5D+1 Framework out to support collective learning and
collaboration.
Month: March

Topic: State Standards Testing/MSTEP/SAT

Rationale: State Standards (MSTEP/SAT) testing is a significant event during the school year,
impacting multiple aspects of the teaching and learning environment--curriculum, pedagogy,
and funding, to name a few. New staff need to feel prepared to work in a testing environment,
especially in March as the spring testing season is about to begin. Testing is an involved
process that can cause much angst, so it is necessary to include it in the induction program,
being as most teacher preparation programs include very little on the topic. New teachers need
to be familiar with all aspects of the process so that they will feel prepared; they need to know
what to expect during test time, and they also need to know what they, as new education
professionals, can do in the short and long-term to prepare students for the tests, as well as
understand the testing culture in the building.

Who will present: New Teachers and Curriculum/Assessment Coordinators will be attending
this months session.

Goals for this program: Goals for todays session include:

Becoming familiar with State Standards tests being administered in the building
throughout the school year, including grade levels being tested, and time frames of the
testing
Gaining an understanding of how the testing impacts their teaching--in relation to their
content and pedagogy, as well as the scheduling of tests and their lesson planning
Becoming familiar with student performance on tests taken earlier in the school year, as
well as previous years
Understanding the building goals for student performance on tests
Understanding how they can positively impact the testing environment and students
attitudes, both as an individual teacher, and as a team member of the staff

Description: Mandated testing is a topic that can generate many negative feelings and be a
source of angst for teachers. The tone for today should be positive and supportive, with some
fun elements to keep it upbeat. Teachers will start the day with the same breakfast that
students are given on test day, and be welcomed with a goody bag of fun highlighters, pens,
pencils, and notepads. They will take some sample tests to see what students experience, to
become familiar with the tests, as well as what content is covered. Curriculum/Assessment
Coordinators will present material, including state requirements, types of tests and content, and
rationale for the tests. Additionally, a timeline of events for testing days is provided. Finally, an
overview of the culture of the building will be given, leading up to and including test days; new
teachers will learn about how staff make the testing experience positive for students, including
building-wide events to generate some excitement and motivation for students. New teachers
will also be provided with suggestions for calming students nerves during testing time, including
behavioral strategies such as mindfulness/meditation practices.
Month: April

Topic: Using Data to Inform Teaching and Support Students

Rationale: Teachers are inundated with student data but often do not have the tools to interpret
it or know how to use it to benefit students. The purpose of this day is twofold; to inform new
teachers about the process used to support students and to be able to use existing data to
inform instruction.

Who will present: School Improvement Team, Instructional Specialist, School Psychologist,
Special Education Staff will attend this months meeting.

Goals for this program: By the end of the day, teachers should have a better understanding
of the processes used in the district to collect, analyze, and utilize data. Teachers will learn
about the following processes, what to expect during the meetings, and what their involvement
should be during the meetings. Teachers will also be given opportunities to delve into the
districts data system and learn how to sort through and use the data that is available to them.
The processes include:
Multi-Tiered System of Support (MTSS)
Student Support Teams (SST)
Individualized Educational Plans (IEPs) and 504 Plans
Data drilling into district data systems

Description: This will be a full day event. During the morning the Instructional Specialist,
School Psychologist, and Special Education Staff will talk about the processes by which
students are identified as needing additional support (MTSS, SST, IEP/504). They will explain
what happens during each of the meetings and go over types of documentation that teachers
are expected to collect prior to each meeting as well as the types of discussion and dialogue
that occur in the meetings. In the afternoon representatives from the School Improvement
Team will conduct a hands-on session that looks deeper into data systems used in the school.
Participants will learn how to log in and look at classroom data as well as dig deeper into
individual student data and how to identify trends and/or abnormalities and possible next steps
those students.
Month: May/June

Topic: A year in review for new teachers

Rationale: The purpose of this session is to offer support and celebration of the new teachers.
It is important to applaud the successes as well as discuss the failures of any situation. With
that understanding in mind, this day will provide new teachers a chance to share their highs and
lows of the school year, how it affected their classroom, and the affects it had on their own life
and classroom instruction.

Who will present: New Teachers, Mentors, and Instructional Coach will attend this months
meeting.

Goals for this program: The goals for this session are to provide a place of unending support
for new teachers. It will give them a chance to teach and encourage others in the room, while
also actively listening to the success and difficulties of their peers.
Teachers will critique their own practice.
Teachers will construct an understanding of their highs and lows and verbally share.
Teachers will formulate a plan for the future of their instruction.

Description: This one day session is all about the new teacher. The spotlight is on the group of
new teachers to celebrate what they experienced throughout the year. The morning will revisit
each of the session prior to this, examining the take away learning and what they plan on doing
with the information in the future. The afternoon will be driven by the needs and expressions of
the new teachers. They will each verbally express their highs and lows from the year, have a
chance to debrief with the group and their mentor, then exchange strategies with fellow new
teachers. Before exiting, they will scribe their hopes and dreams for future understanding with
the purpose to have their voice in the next years of the induction program.
Part 2:
New teachers can benefit from a broad network of contacts with their peers and with
external resource people to serve the many needs that novices inevitably have, (McCann,
Johannessen, and Rica, 2005). With that in mind, years two and three focus around the idea
that new teachers need ongoing, continued support from each other, instructional coaches, and
their mentors. While year one provided information about the school and district operation as a
whole, years two and three are focused on growth in ones own classroom through collaborative
activities.
Time will be provided in both year two and three for teachers to have a scheduled
mentor day each month in which to focus on areas pertinent to each teachers individual growth
plan. Instructional coaches can help with the development of the days agenda, if needed.
Mentors and mentees will also be given time for activities such as collaborative/co-teaching,
demonstrative teaching, and continued coplanning. New teachers will also be given
opportunities to work with other teachers from the same grade level or subject area.
New teachers will also meet as a group once a month to conduct a book study and
participate in instructional rounds or teacher lab with each other. This will give them
opportunities to network with each other, discuss problems of practice, and utilize a growth
mindset to problem solve issues as they encounter them throughout the year. The instructional
coach will lead these programs.

Part 3:
Learning Communities
Professional learning that increases educator effectiveness and results for all students
occurs within learning communities committed to continuous improvement, collective
responsibility, and goal alignment.
Ongoing collaboration with mentors, grade-level or department teams, instructional
rounds with instructional coaches. Workshops that focus on district and school level initiatives
such as PBIS, School Improvement, and 7 Habits. Team building activities with staff and
classroom management skills. Overall this plan allows for ample time to create professional
learning communities to seek support, and information from; both growing and learning together
as a whole throughout the year. Having such a strong base the first year will allow for
relationships and learning communities to carry on as an embedded piece of staffs work life.
Always knowing where and from whom to seek answers, brainstorm ideas, and grow as a
teacher.

Leadership
Professional learning that increases educator effectiveness and results for all students
requires skillful leaders who develop capacity, advocate, and create support systems for
professional learning.
Teachers will be given many opportunities to build rapport and trust with all
stakeholders: parents, mentors, students. Also staff will be given time to lead within the
meetings and present out to the group: where they need support, what is working in their room,
etc. Allowing them to take charge of their own induction program and growth. Also the IEP/504
training will assist staff in leading these meetings and suggestions on how to be an effective
communicator during those crucial conversations. Teachers will be able to employ the 7 habits
as well in the daily work and as a group in the induction program process.

Resources
Professional learning that increases educator effectiveness and results for all students
requires prioritizing, monitoring, and coordinating resources for educator learning.
In the time that the new teachers spend with us, we will provide them with resources that
enhance their understanding of the content in which they teach, best practices, and greater
knowledge on how to educate the whole child, including educating the teacher. We would like
to provide a book study in the latter parts of their plan that would connect to the needs of the
student population. Some ideas that we suggested are regarding growth mindset,
understanding poverty, or possibly cultures of thinking. In order to enhance the instruction of
the teacher, we would introduce the instructional rounds, which are much like teacher labs,
along with use of our instructional coach, and all under the guidance of the greatest resource -
their mentor teacher. The ultimate goal is that all resource support and enhance the educational
process for all, therefore collaboration at all level is key.

Data
Professional learning that increases educator effectiveness and results for all students uses
a variety of sources and types of student, educator, and system data to plan, assess, and
evaluate professional learning.
During the time new teachers spend in this Induction Program, data will be
gathered from their credentials (i.e. resumes and transcripts) to ascertain their
exposure to various topics prior to topics being presented at the monthly meetings,
so as to determine the amount of material to cover. Building data (i.e. student
performance) will also be used to determine areas of professional learning needing
to be emphasized. School data will be presented to the teachers as well, such as
data regarding State Standards testing (i.e. content; past performance, etc.),
parent-teacher conferences (i.e. number of parents attending; parent support
correlated to student performance), and school culture/building initiatives (i.e. PBIS
impact on student behavior; behavioral incidences; etc.).

Learning Designs
Professional learning that increases educator effectiveness and results for all students
integrates theories, research, and models of human learning to achieve its intended
outcomes.
This plan provides an extensive amount of time for new teachers to collaborate with their
mentors, the instructional coach, and other teacher or teacher leaders to discuss and grow upon
the best instructional practices for the classroom. During the first year teachers are exposed to
the knowledge of student engagement and motivation, while also learning about standards
based grading and formative or summative assessments. Teachers are able to gain rationale for
the work they are doing in the classroom to increase their instructional effectiveness and in the
end have student growth be on the rise.

Implementation
Professional learning that increases educator effectiveness and results for all students
applies research on change and sustains support for implementation of professional
learning for long term change.
Professional learning is at the forefront of the induction program. Teacher will be
provided the chance for job embedded professional learning, such as instructional rounds, a
book study, or professional learning communities. On site, on the job learning is the goal, so
that teachers can immediately and directly use their new skills and knowledge in the classroom.
Teachers will also have a chance to be reflective with their mentor teachers or instructional
coach to aid in sustaining the concepts from their professional learning.

Outcomes
Professional learning that increases educator effectiveness and results for all students
aligns its outcomes with educator performance and student curriculum standards.
Familiarization and support with the teacher evaluation process heavily impacts outcomes, both
for teachers and students. New teachers will learn throughout this induction process that
professional learning is very important, and that it is directly correlated to student outcomes and
performance. They will learn to understand that if they embrace the mindset of being a lifelong
learner, they will be successful and maintain an optimistic attitude about their responsibilities
and their profession.
 References

McCann, T. M., Johannessen, L. R., & Ricca, B. (2005). Responding to New Teachers'
Concerns. Educational Leadership, 62(8), 30-34.

Schwille, S. A. (2008). The professional practice of mentoring. American Journal of

Education, 115(1), 139-167.

Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring
on beginning teacher turnover? American Educational Research Journal, 41(3),
681-714.

Student Engagement: Resource Roundup. (2015, September 14). Retrieved March 22,
2016, from http://www.edutopia.org/student-engagement-resources.

Wong, H. K. (2004). Induction programs that keep new teachers teaching and
improving. NASSP bulletin, 88(638), 41-58.