Pennsylvania Department of Education

 






COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333







Teacher Induction Report
Monday, August 11, 2008

Entity: Hempfield Area SD
Address: 4347 Route 136
Greensburg, PA 15601-9315
Phone: (724) 850-2452
Contact Name: Susan Bosley

 

Teacher Induction Planning Participants

Name

Affiliation

Membership Category

Appointed By

Beisler, Aimee

Hempfield Area SD

Special Education Teacher

Teachers

Bosley, Sue

Hempfield Area SD

Regular Education Teacher

Teachers

Brodie-Hays, Laura

Hempfield Area SD

Secondary School Teacher

Teachers

Delisle, Steve

Hempfield Area SD

Administrator

Administration

Durick, Valerie

Hempfield Area SD

Elementary School Teacher

Teachers

Flinner, Nancy

Hempfield Area SD

Middle School Teacher

Teachers

Helfrich, Melanie

Hempfield Area SD

Special Education Teacher

Teachers

King-Reese, Lynn

Hempfield Area SD

Elementary School Teacher

Teachers

Kozubal, Michelle

Hempfield Area SD

Elementary School Teacher

Teachers

Marshall, Tammi

Hempfield Area SD

Middle School Teacher

Teachers

Mikesic, Deanna

Hempfield Area SD

Administrator

Administration

Mitchell, Jessica

Hempfield Area SD

Elementary School Teacher

Teachers

Rebon, Barb

Hempfield Area SD

Elementary School Teacher

Teachers

Ross, Jason

Hempfield Area SD

Middle School Teacher

Teachers

Shaw, Sarah

Hempfield Area SD

Elementary School Teacher

Teachers

Smith, Jeanne

Hempfield Area SD

Administrator

Administration

Welty, Heather

Hempfield Area SD

Secondary School Teacher

Teachers

Goals and Competencies


First year professionals develop behaviors in classroom organization, planning, and management that become predictors of their future performance.  The first few days/months are crucial in molding the appropriate behaviors and attitudes to function effectively in the position and the profession.

Upon entering a new social system, the new professional staff member must learn the role expectations in that system, the values which define the functioning of the learning system, the rules of the system, and the ways of acting and relating to parents, students, non-professionals, and other professionals.  Beginning staff need to have individuals on whom they can rely for assistance, guidance, diagnosis, confidentiality, and support during their first year.  The mentor serves as that individual.

Clearly, the research supports not only the success of Induction Programs, but also the importance of developing such programs for all new professional staff.

Induction increases retention:

• Thirty-three percent of qualified new teachers leave within the first three years of service.
• Fifty percent of qualified new teachers leave within the first seven years.
• Ninety-five percent of beginning teachers who experience support during their initial years
   remain in the profession after three years.
• Eighty percent of the supported teachers remain in teaching after 5 years.

Gayle Wilkinson (Summer 1994) Support for Individualizing Teacher Induction: Action in Teacher Education.

An Induction Program is a research based, planned experience.  It consists of activities and studies designed to increase the beginning teacher’s knowledge of the district and improve his/her teaching skills.  The program must be based on classroom visitations, clear statements of competencies to be developed, and the means to attain these competencies.

Induction includes all of the programs, activities, and interactions provided to support and train newly hired (or transferred) professional staff to acculturate them to their job related responsibilities, and to the missions and philosophies of their districts and new schools and/or assignments.

Chapter 49 of the Pennsylvania Code, Section 49.14 provides authority for this requirement.  A teacher must satisfactorily complete an Induction Program in order to get an Instructional II Certificate.

The primary purpose for the Hempfield Area School District’s Induction Program is to provide each new staff member with a support system to aid them in accomplishing the District’s mission of ensuring the highest quality of instruction.  Inductees will be given on-going training through grade-level and/or department meetings, in-service programs, and district sponsored staff development workshops that correlate with the Board-approved curriculum, the state and national standards, and the established goals in the Strategic Plan.

This multiple year Teacher Induction Plan is designed to:

• Train staff to enable them to provide the highest quality of instruction possible for students
• Present the expectations of the Hempfield Area School District and help new staff members
   make a successful transition
• Provide each new staff member with a support system that includes the help of experienced 
   teachers, administrators, and other personnel
• Support staff in their professional development in subsequent years

This program applies to the following professionals:

• Beginning professional staff (including administrators) new to the district both at the beginning of
   the school year and after the school year has started
• Long-term substitutes
• Transfers within the district (optional)

The goals and competencies of this program include:

• Increased student achievement
• Foster a common culture throughout the district with a common mission and set of goals that
   meet the Strategic Plan’s initiatives
• Provide a series of planned experiences designed to increase the professional employee’s
   knowledge and enhance instructional skills
• Provide a common entry point
• Train staff in district instructional expectations
• Facilitate professional development in a positive learning climate
• Provide instruction in classroom management and effective teaching skills and strategies
• Familiarize new staff with district policies, procedures, and resources
• Ease the transition into new assignments
• Maximize the retention rate of highly qualified professionals
• Establish a support systems via access to district resources and other staff
• Create a highly effective professional staff
• Encourage and support life-long learning and on-going professional

Assessment Processes

A.  NEEDS ASSESSMENT

     1.  A Needs Assessment Survey was developed specifically for Induction and another for the
          Act 48 Professional Development needs of staff to identify instructional and orientation
          needs of the inductees and both are included in the Induction Plan.

     2.  Surveys were sent to staff via the internet using an on-line survey tool (Survey Monkey).
          The results of these surveys were used to develop the Induction Plan.

B.  ON-GOING PLANNING AND EVALUATION

      1.  There are follow-up observations and conferences by the Instructional Leader of Staff 
           Development and building principals.  At this time the techniques presented in the
           workshop are observed and their implementation supported.

      2.  Evaluation forms are completed by the inductee after each workshop for a continuous
           assessment of growth and needs.

      3.  The Staff Development Leader meets with the inductee, building principal, and mentor on
           a regular basis to assess the relevance of the workshops and make changes when the
           need arises.

      4.  The Staff Development Leader, building principals, and Central Office staff will review all
           end of year data and recommend any changes, additions, deletions to the plan.

Mentor Selection

    A.  The Mentor Advisory Team selects the mentor most suited to the inductee and
          based on the selection criteria from a list of applicants.

    B.  Members
 
        1.  Assistant Superintendent
        2.  Instructional Leader of Staff Development
        3.  Building Principal
        4.  Department or Grade Level Chair

    C.  Selection Criteria of Applicant

        1.  A minimum of three years of successful teaching in the Hempfield Area School District
        2.  Instructional II Certificate
        3.  Whenever possible, has or had a professional assignment similar to, or the same area
             as, the inductee 
        4.  Possesses the following qualities:
             a.  Professionalism
             b.  Positive attitude
             c.  The ability to plan and organize
             d.  A love of children and teaching
             e.  Excellent teaching skills
             f.  Good communication skills
             g.  Good coaching skills
             h.  Good conferencing skills
             i.  Respected by colleagues
             j.  Willingness to serve, share, and lend support

    D.  Selection Procedure

        Using the above criteria, the team will select the mentor from a list of applicants, and the
        Instructional Leader of Staff Development will notify both the inductee and the mentor of the
        appointment. 

    E.  Mentor’s Responsibility

         1.  Meet with the inductee a minimum of 35 times per induction year 
         2.  Maintain confidentiality
         3.  Share knowledge, skills, and information with the inductee
         4.  Observe the inductee
         5.  Provide demonstration lessons
         6.  Familiarize the inductee with both district and building school policies, procedures, and
              culture
         7.  Participate in ongoing mentor-training activities
         8.  Instruct the inductee in implementation of the district curriculum
         9.  Instruct inductee in classroom organization
         10. Instruct inductee on necessary information pertaining to the preparation for the opening
               and closing of school
         11. Instruct inductee on the preparation for teacher/parent conferences
         12. Maintain open communication with the Staff Development Leader

    F.  Orientation - The mentors shall undergo orientation and training by the Instructional
          Leader of Staff Development as close to the beginning of the school year as possible

    G.  Compensation - Upon completion of the yearly prescribed program, a stipend of
          $600.00 is paid to mentors.

    H.   Funding - The School Board approves funds assigned through the budgetary
           process to support the Teacher Induction Plan and the Act 48 Continuing
           Professional Development Plan.

Activities and Topics

    A.  Workshops and conferences will be held with the inductee throughout the year.
          These workshops/conferences will be scheduled as determined by the Instructional
          Leader of Staff Development, building principal, mentor, and the inductee. 

    B. As a result of these activities, topics and workshops, the inductee will gain
         information, knowledge, and skills related to the following:

        1. District Level Topics
            a. Business Office Forms
            b. Benefits Programs
            c. District Philosophy and Goals
            d. Policies and Procedures
            e. Supplemental Contracts
            f.  Participation in Committees
            g. Code of Conduct

        2. District Level Activities - Staff Development Workshops
            a. Classroom Management
            b. Learning Styles
            c. Inclusion Strategies
            d.
Differentiated Instruction
            e. Response to Intervention
            f. Lesson Design
            g. Multiple Intelligences
            h. Cooperative Learning
            i. ESL Awareness Training
            j.
Technology Training

         3. Building and Department/Grade Level Activities
             a. Curriculum Overview
             b. Grading Procedures
             c. Lesson Plans
             d. Attendance Procedures
             e. Discipline Policies
             f. Building Duties
             g. Support Services (Nurse,
Psychologists, Guidance, Reading, etc.)
             h. Facility Use
             i. Building Level Policies and Regulations
             j. Parent-Teacher Conferences
             k. Scheduling Procedures
             l. Standardized Testing
           m. Teacher Observation and Evaluation
           n. Special Education
           o. Requisition Procedures
           p. Faculty Orientation
           q. Community Background
           r. Custodian/Clerical Relations
           s. Professional Association Organization
           t. Budgetary Process

Evaluation and Monitoring

 A. Induction Evaluation Responsibilities

       1. Inductee will complete the Induction Program Log Verification Report 
           quarterly and submit it to the Instructional Leader of Staff Development.  (See Appendix A)

       2. Inductee will complete the Inductee Evaluation Report by the end of the year and submit a copy to the
           Instructional Leader of Staff Development by May 31.  (See Appendix B)

       3. The inductee will complete the following formative and summative evaluations and submit
           copies to the Instructional Leader of Staff Development.

           a.  Formative
               • Workshop evaluation Sheets  (Appendix  C)
               • Orientation Needs Assessment (Appendix D)
               • Guided Practice Evaluation (Appendix  E)   

           b.  Summative
               • Evaluation in Retrospect (Appendix F)

    B.  Mentor Teacher Evaluation Responsibilities

         1. The mentor teacher will complete the Mentor Teacher Meeting Log which will list meeting
             dates with topics, and include signatures of meeting participants.  These are submitted
             quarterly.
 
         2. The mentor teacher will complete the Mentor Teacher Evaluation Report quarterly and
             submit a copy to the Instructional Leader of Staff Development.
 
         3. Both the Log and the Report are then submitted by the Instructional Leader of Staff
             Development to the Human Resources Department for payroll verification and
             authorization.

































 

 

APPENDIX A
TEACHER INDCUTION PROGRAM
INDUCTION PROGRAM ACTIVITIES LOG VERIFICATION REPORT

Inductee_________________________         Building(s)______________________

Assignment(s)_____________________
Please complete the information on each activity listed below as it is completed.

ACTIVITY

PRESENTED BY

DATE

BUSINESS MANAGEMENT

 

 

    Business Office Forms

 

 

    Benefits Program

 

 

ORGANIZATIONAL CULTURE

 

 

    District Philosophy

 

 

    Policies and Procedures

 

 

    Grading Procedures

 

 

    Attendance Procedures

 

 

    Building Duties

 

 

    Facility Use

 

 

    Building Level Policies and Regulations

 

 

    Requisition Procedures

 

 

    Faculty Orientation

 

 

    Community Background

 

 

    Custodian/Clerical Relations

 

 

    Professional Association Organization

 

 

INSTRUCTIONAL INFORMATION

 

 

    Staff Development

 

 

    Curriculum Overview

 

 

    Lesson Plans

 

 

    Teacher Observation and Evaluation

 

 

SYSTEM INFORMATION

 

 

    Support Services (Nurse, Library, Psychologists, Guidance)

 

 

    Scheduling

 

 

    Standardized Testing

 

 

    Special Education

 

 

    Code of Conduct

 

 

    Technology Services

 

 

STUDENT MANAGEMENT

 

 

    Discipline Policies

 

 

    Parent-teacher Conferences

 

 

I certify that this inductee has completed the Hempfield Area School District Induction Program.
______________________________      _________________________________
INDUCTEE'S SIGNATURE,     DATE    MENTOR’S SIGNATURE,      DATE
___________________________________________________
DISTRICT SUPERINTENDENT’S SIGNATURE,     DATE


APPENDIX B
HEMPFIELD AREA SCHOOL DISTRICT
INDUCTION PROGRAM
INDUCTEE EVALUATION REPORT

Please complete the following information by May 31.  Feel free to attach additional pages if necessary.

1.    Did this program provide the support you needed to help you perform more efficiently and effectively as a new employee to the Hempfield Area School District?

 

 

2.    What information would you suggest the District add to the program that would assist new employees?

 

 

3.    What, if anything, would you suggest be deleted or modified in the program?

 

 

4.    To what extent were the following objectives met by the program? (Use a 1-5 continuum with 5 representing the greatest value.)

_____To provide a formal structure through which the inductee becomes familiar with District policies, procedures, and resources.

_____To provide a support system for the inductee through the use of a model support teacher.

_____ To provide training for the inductee in instructional skills and District expectations as they relate to curriculum, instruction, classroom management and organizations.

______________________________                 _____________
INDUCTEE'S SIGNATURE                              DATE


APPENDIX C

WORKSHOP I

CLASSROOM MANAGEMENT EVALUATION

NAME_______________________                          DATES OF WS___________

SUBJECT/GRADE LEVEL______________          BUILDING_______________ 

Assess yourself on a scale of 1 — 5 with “5” indicating high mastery and “1” implying that you fell short of your goal.

Column A   =   Before attending Workshop I

Column B   =   When you were conferenced after Workshop I

Column C   =   Day before attending the Workshop II

                                                                                                                 

A

B

C

Time used effectively.

 

 

 

Materials organized, distributed, and collected efficiently.

 

 

 

Positive learning atmosphere was present.

 

 

 

Fair and consistent response to problems/behaviors that interfere with learning.

 

 

 

Rules taught and posted.

 

 

 

Consequences posted and enforced.

 

 

 

Appropriate rewards earned.

 

 

 

Evidence that students were made to feel connected, capable, and contributing in the class.

 

 

 

Proactive approach to off-task behavior.

 

 

 

Evidence of student accountability for work and behavior.

 

 

 

Contacts with parents (letter, phone, in-person) Recorded in a log.

 

 

 

Awareness of the four goals of misbehavior

 

 

 

Fair homework policy

 

 

 

Identify direct/indirect bullying

 

 

 

Identify passive/provocative victims of bullying

 

 

 

Exhibits sympathetic, empathic and realistic responses to behaviors at appropriate times

 

 

 

Exhibits fairness and tolerance in dealing with students

 

 

 

Demonstrates ability to report objectively, accurately and fairly

 

 

 

Maintains current and accurate student records

 

 

 

Conducts conferences in a professional and courtesy manner

 

 

 

Knowledge of the Professional Code of Conduct

 

 

 

As a result of Workshop I, do you believe you were more consciously aware of your objective(s), actions, and student involvement in the classroom?

GENERAL COMMENTS:




WORKSHOP II

LEARNING STYLES EVALUATION 

NAME_______________________                           DATES OF WS___________ 

SUBJECT/GRADE LEVEL______________           BUILDING_______________ 

Assess yourself on a scale of 1 — 5 with “5” indicating high mastery and “1” implying that you fell short of you goal.

Column A   =   Before attending Workshop II

Column B   =   When you were observed after the workshop

Column C   =   Day before attending Workshop III  

 

A

B

C

Association, example, relationships, order and/or application built into helping students remember learning

 

 

 

Various methods, activities, and materials used to meet Students’ needs/abilities.

 

 

 

Curriculum adapted to meet the needs of all students.

 

 

 

Strategies used that lead to integrated usefulness.

 

 

 

Students demonstrate working knowledge of concepts presented through hands-on learning.

 

 

 

Opportunity for students to practice concepts presented.

 

 

 

Selects materials based upon the ability interest and past experiences of the students

 

 

 

Materials provide opportunities for students to actively participate in class and to demonstrate their knowledge and skills both orally and written

 

 

 

Chooses materials that stimulate the students curiosity, motivates them to do additional study/research, and promotes creativity

 

 

 

Groups effectively to provide for different instructional levels

 

 

 

 As a result of Workshop II, do you believe you were more consciously aware of your objective(s), actions, and student involvement in the classroom?

 GENERAL COMMENTS:

 







WORKSHOP III

INSTRUCTIONAL SKILLS LESSON DESIGN (A)  EVALUATION

Teaching to an Objective
Active Participation

NAME____________________________                          DATE OF WS_____________

SUBJECT/GRADE LEVEL_____________________      BUILDING_______________  
                                        
Assess yourself on a scale of 1 — 5 with “5” indicating high mastery and “1” implying that you fell short of your goal.

Column A   =   Before attending Workshop III

Column B   =   When you were observed after the workshop

Column C   =   Day before attending Workshop IV

 

B

C

Objective is appropriate to the learner and congruent with the lesson.

 

 

 

Necessary information/models is provided (Input).

 

 

 

Students are actively involved during the lesson.

 

 

 

Practice is directly related to the learning.

 

 

 

Cues and feedback to the learner is positive.

 

 

 

Visual aids are used effectively.

 

 

 

Written plans for the lesson are followed.

 

 

 

Lesson plans provide for continuity for instruction and satisfy for the guidelines for the planned course of study

 

 

 

Identifies immediate and long range and instructional goals for students

 

 

 

Respects and utilizes student ideas and experiences

 

 

 

Presentation reveals good organization and thoughtful planning

 

 

 

Learning is sequenced in logical and coherent steps

 

 

 

 As a result of Workshop III, do you believe you were more consciously aware of your objective(s), actions, and student involvement in the classroom?

 

 GENERAL COMMENTS:  

 









WORKSHOP IV

INSTRUCTIONAL SKILLS LESSON DESIGN (B)  EVALUATION

Anticipatory Set
Bloom’s Taxonomy
Selecting Objectives at the Correct Level of Difficulty

NAME_______________________                           DATES OF WS___________

SUBJECT/GRADE LEVEL______________           BUILDING_______________ 

 Assess yourself on a scale of 1 — 5 with “5” indicating high mastery and “1” implying that you fell short of your goal.

Column A   =   Before attending Workshop IV

Column B   =   When you were observed after the workshop

Column C   =   Day before attending Workshop V  

 

A

B

C

Instruction is related to previous learning and/or student experiences.

 

 

 

Objective is clearly stated.

 

 

 

Student involvement is present.

 

 

 

Effective questioning techniques are used.

 

 

 

Wait time is provided when a question is asked.

 

 

 

Wait time II is given when a response is shared.

 

 

 

There is an adequate sampling of all students.

 

 

 

Questions are clear, concise, and focused.

 

 

 

Questions reflect higher level thinking skills.

 

 

 

Students are provided with an opportunity to summarize,  rephrase, and expand on learning.

 

 

 

Test instruction includes selected responses and constructed responses.

 

 

 

Students are given both formative and summative assessments.

 

 

 

Evaluation techniques accurately measure achievement.

 

 

 

 As a result of Workshop IV, do you believe you were more consciously aware of your objective(s), actions, and student involvement in the classroom?

 

 GENERAL COMMENTS:   









WORKSHOP V

INSTRUCTIONAL SKILLS LESSON DESIGN (C)  EVALUATION

Task Analysis
Monitoring and Adjusting
Closure
 

NAME_______________________                           DATES OF WS___________

SUBJECT/GRADE LEVEL______________           BUILDING_______________ 

Assess yourself on a scale of 1 — 5 with “5” indicating high mastery and “1” implying that you fell short of your goal.

Column A   =   Before attending Workshop V

Column B   =   When you were observed after the workshop

Column C   =   Day before attending Workshop VI  

 

B

C

Learning is monitored and adjusted throughout the lesson.

 

 

 

Opportunities are provided for the students to summarize their learning either orally or in writing.

 

 

 

There is evidence of task analysis in planning.

 

 

 

Teacher elicits/checks overt behavior.

 

 

 

Appropriate decisions are made to re-teach, review, continue, or abandon ship once overt behavior has been solicited.

 

 

 

A variety of questioning techniques is used such as sampling, signaling, prompting, probing, and individual responses.

 

 

 

Designs lessons that allows for student transfer of past learning experiences to new learning

 

 

 

Monitors learner progress enroute towards mastery objectives.

 

 

 

Students respond to teachers’ questions and ask questions of their own.

 

 

 

Students show evidence of communication skills (listening, speaking, reading and writing).

 

 

 

As a result of Workshop V, do you believe you were more consciously aware of your objective(s), actions, and student involvement in the classroom?

GENERAL COMMENTS:







WORKSHOP VI

INSTRUCTIONAL SKILLS LESSON DESIGN (D)  EVALUATION

Motivation Theory
Retention Theory
Transfer Theory

NAME_______________________                           DATES OF WS___________

SUBJECT/GRADE LEVEL______________           BUILDING_______________ 

Assess yourself on a scale of 1 — 5 with “5” indicating high mastery and “1” implying that you fell short of your goal.

Column A   =   Before attending Workshop VI

Column B   =   When you were observed after the workshop

Column C   =   Day before attending Workshop VII 

 

A

B

C

I consciously motivate the students through: 

 

 

 

          a.  Feeling Tone

 

 

 

          b.  Interest

 

 

 

          c.  Rewards

 

 

 

          d.  Success

 

 

 

          e.  Tension

 

 

 

          f.  Knowledge of Results

 

 

 

I help my students remember by:

 

 

 

          a.  Presenting meaningful material

 

 

 

          b.  Providing a schedule of practice

 

 

 

          c.  Ensuring a degree of original learning

 

 

 

          d.  Showing similarities between old and new learning

 

 

 

I facilitate transfer of learning by:

 

 

 

          a.  Showing similarity of actions, environments, and feelings

 

 

 

          b.  Associating two learning

 

 

 

          c.  Providing an adequate degree of the original learning

 

 

 

          d.  Labeling and identifying key discriminators

 

 

 

As a result of Workshop VI, do you believe you were more consciously aware of your objective(s), actions, and student involvement in the classroom? 

 

GENERAL COMMENTS:  


 

WORKSHOP VII

COOPERATIVE LEARNING  EVALUATION 

NAME_______________________                           DATES OF WS___________

SUBJECT/GRADE LEVEL______________           BUILDING_______________

 Assess yourself on a scale of 1 — 5 with “5” indicating high mastery and “1” implying that you fell short of your goal.

 Column A   =   Before attending Workshop VII

Column B   =   When you were observed after the workshop

Column C   =   Day before attending Workshop VIII  

 

A

B

C

I establish positive interdependence in my cooperative lessons.

 

 

 

I ensure individual accountability within my cooperative lessons.

 

 

 

I allow time for group processing.

 

 

 

I have clearly defined social skills within my cooperative lessons.

 

 

 

I establish the conditions for face-to-face interaction with my cooperative lessons.

 

 

 

Students learn to evaluate their own work.

 

 

 

Students cooperate with the teacher.

 

 

 

Students work well independently or in groups.

 

 

 

Students respect the rights and opinions and exhibits appropriate conduct.

 

 

 

Students understand the value of assigned tasks.

 

 

 

 As a result of Workshop VII, do you believe you were more consciously aware of your objective(s), actions, and student involvement in the classroom?

  

GENERAL COMMENTS:











 

WORKSHOP VIII

READING IN THE CONTENT AREA  EVALUATION 

NAME_______________________                           DATES OF WS___________

SUBJECT/GRADE LEVEL______________           BUILDING_______________  

Assess yourself on a scale of 1 — 5 with “5” indicating high mastery and “1” implying that you fell short of your goal.

Column A   =   Before attending Workshop VIII

Column B   =   When you were observed after the workshop  

 

A

B

Students routinely use  SQRRR when using their textbooks.

 

 

Students know how to use context clues.

 

 

Students have strategies when reading informational texts.

 

 

Students have strategies when reading narrative texts.

 

 

Students have strategies to summarize information.

 

 

 As a result of Workshop VIII, do you believe you were more consciously aware of your objective(s), actions, and student involvement in the classroom?

   

GENERAL COMMENTS: 























WORKSHOP IX

ESL AWARENESS TRAINING  EVALUATION 

NAME_______________________                           DATES OF WS___________

SUBJECT/GRADE LEVEL______________           BUILDING_______________ 

Assess yourself on a scale of 1 — 5 with “5” indicating high mastery and “1” implying that you fell short of your goal.

Column A   =   Before attending Workshop IX

Column B   =   When you were observed after the workshop  

 

A

B

I understand the stages of acculturation.

 

 

I can recognize students’ BICS and CALPS.

 

 

I use the PDE standards for ELL’s when planning my lessons.

 

 

I can recognize the characteristics of the ELL levels.

 

 

I make appropriate adaptations and accommodations for my ELL students.

 

 

 As a result of Workshop VIII, do you believe you were more consciously aware of your objective(s), actions, and student involvement in the classroom?

  

GENERAL COMMENTS:

 




















 

WORKSHOP X

MULTIPLE INTELLIGENCES EVALUATION 

NAME_______________________                          DATES OF WS___________

SUBJECT/GRADE LEVEL______________          BUILDING_______________ 

Assess yourself on a scale of 1 — 5 with “5” indicating high mastery and “1” implying that you fell short of your goal.

Column A   =   Before attending Workshop X

Column B   =   When you were observed after the workshop 

 

A

B

I recognize/use verbal- linguistic activities for my students in my planning.

 

 

I recognize/use logical-mathematical activities for my students in my planning.

 

 

I recognize/use visual-spatial activities for my students in my planning.

 

 

I recognize/use bodily-kinesthetic activities for my students in my planning.

 

 

I recognize/ use interpersonal activities for my students in my planning.

 

 

I recognize/ use intrapersonal activities for my students in my planning.

 

 

I recognize/ use musical-rhythmic activities for my students in my planning.

 

 

I recognize and use naturalist activities for my students in my planning.

 

 

 As a result of Workshop VIII, do you believe you were more consciously aware of your objective(s), actions, and student involvement in the classroom? 

GENERAL COMMENTS:





















 APPENDIX D
INDUCTION SURVEY

1.      Primary Role

Administrator

Teacher

School Nurse

School Guidance Counselor

Home and School Visitor

School Psychologist

Reading Specialist

Speech Pathologist

IST Teacher

Paraprofessional

Other

 

2.      My grade level assignment is: (Check all that apply.)

K

1

2

3

4

5

6

7

8

9

10

11

12

 

3.      Primary Area(s) of Responsibility. (Check all that apply.)

Art Department

Business Department

Elementary Department

English Department

Family and Consumer Science Department

Health and Physical Education Department

Library Science Department

Mathematics Department

Music Department

Pupil Services Department

Reading Department

Science Department

Social Studies Department

Special Education Department

Technology Education Department

World Language Department

Other

4.      Highest Degree

Bachelors

Bachelors 15 credits

Masters Equivalency

Masters

Doctorate

Other

 

5.      Total amount of time employed teaching or providing services in a public school.

0 - 3 years

4 - 9 years

10 - 19 years

20 - 29 years

30 years

Other

 

6.      School(s) to which you are currently assigned. (Check all that apply.)

Bovard Elementary

Fort Allen Elementary

Maxwell Elementary

Stanwood Elementary

West Hempfield Elementary

West Point Elementary

Harrold Middle School

Wendover Middle School

West Hempfield Middle School

High School

Crossroads

Administration Office

Other

 

7.      CLASSROOM MANGAGEMENT AND DISCIPLINE- Please rate the degree of importance of training for a new teacher in the areas listed below.

Not important, Important or Essential

Time used effectively

Materials organized, distributed, and collected efficiently

Positive learning environment

Fair/consistent response to problems/behaviors that interfere with learning

Proactive approach to off-task behaviors

Establish, teach, and review classroom procedures and routines

Teach, review and reinforce rules, consequences and rewards

Plan for and create activities to minimize time lost in transitions

Assertive Discipline (Lee Cantor)

Discipline with Dignity (Kerwin/Mendler)

Cooperative Discipline Connected, Capable and Contributing(Linda Albert)

Teacher Effectiveness Training (Thomas Gordon)

How to be an Effective Teacher (Harry Wong)

Reality Therapy Training and Classroom Management (William Glasser)

An eclectic approach — combining many methods

Behavior Contracts

Individual Behavior Plans

Contacts with parents (letter, phone, in-person)

Documentation

Comment or Other (please specify)

 

8.      LESSON PLANNING AND DESIGN: Please rate the degree of importance of training for a new teacher in the areas listed below.

Not needed, Needed, Essential

Creating objectives that are appropriate to the learner and congruent with the lesson

Providing necessary information/models (Input)

Actively engaging the students

Relating practice directly to the learning

Providing positive cues and feedback to the learner

Effectively using visual aids

Developing and following lesson plans

Using task analysis in planning

Making connections—Relating instruction to previous learning and/or student experiences

Creating and clearly stating lesson objectives

Asking effective and higher order questions - Blooms Taxonomy; clear, concise, and focused

Using a variety effective techniques (sampling, prompting, probing, etc.)

Providing students with opportunity to summarize, rephrase, and expand on the learning (Closure.)

Developing varied assessments - Constructed responses, selected responses, performance tasks, authentic tasks

Creating and using rubrics

Monitoring and adjusting the learning

Checking overt behavior

Making appropriate decisions regarding: reteaching, reviewing, continuing or abandoning ship once overt behavior has been checked

Comment or Other (please specify)

 

9.      Cooperative Learning Please rate the degree of importance of training for a new teacher in the areas listed below.

Not needed, Needed, Essential

Positive Interdependence

Individual accountability

Group processing

Clearly defined social skills

Conditions for face-to-face interaction

Grading

Comment or Other (please specify)

 

10.  LOCAL POLICIES AND PROCEDURES: The degree to which a new teacher would need training/information in these areas:

Not needed, Needed, Essential

Grading

Student Attendance

Support Services

Local and Educational Terminology

Fire Drills

Calling off for absence

District Testing

Report Cards

Preparing for substitute teacher

Artifact File/Professional Portfolio for Tenure

Student Dress Code

Student Discipline Code/Discipline Policy

Curriculum Guides and Curriculum Cycle

Grade Level and Department Level structure of organization

District Technology Policy

District Technology - e-mail, etc.

Teacher Observation and Evaluation

Professional Organizations and Associations (HAEA, PSEA, NEA, etc.)

Comment or Other

 

11.  This question is intended to help determine what amount of initial and on-going training "MENTOR TRAINERS" need to be provided. Please rate the degree of importance of training for a MENTOR TEACHER in the areas listed below.

Not needed, Needed, Essential

Teaching strategies

Classroom management techniques

Coaching techniques

Stages of teacher development

Need of new teachers

Conferencing skills

Observation techniques

Policies and procedures of the mentoring program

Roles and responsibilities of the mentor teacher

Reflective teaching

Development of professional improvement plans

Communication skills

Comment or Other

 

12.  Please rate the degree of importance of the following in supporting the new teacher:

Not important, Important, Essential

Demonstration Classroom (Classrooms of the district's most successful teachers.)

Observing other teachers' classrooms

Checklist of things that need to be in place before the first day of school.

How to deal with negative coworkers

How to structure the first day of school

Preparing for High Stakes testing

Classroom observations by mentors

Business, insurance information

Professional dress

Reflection-keeping a journal

Homework guidelines

Teacher Evaluation system

Comment or Other

 

13.  Additional comments about what additions/changes I feel would benefit the induction training process for new staff members.

 

14.  Additional comments about what additions/changes I feel would benefit the mentor (support) part of the induction process for new staff members.
















APPENDIX E

GUIDED PRACTICE EVALUATION

1.      What was your initial reaction when you learned that monthly observations/conferences would be a part of the staff development program?

 

2.      After having completed the workshops, how do you assess the value of the guided practice in relationship to the overall program?

 

3.      Would an alternative structure be equally effective?  Why or why not?  EXAMPLE: workshops would be conducted by one individual and another individual would do the guided practice.

 

4.      Assuming your building principal went through the same training as you, how would you react to your building principal conducting the guided practice?





GENERAL COMMENTS:














 

APPENDIX F
AN EVALUATION IN RETROSPECT
STAFF DEVELOPMENT

 PLEASE RETURN TO INSTRUCTIONAL LEADER BY JUNE 1. 

NAME_______________________                           CYCLE # ___________ 

Evaluations are on-going throughout the staff development program.  Those evaluations provide valuable data indicative of short-term effects.  However, the true worth of any program resides in the long-range impact.  Thus, you are asked to please complete the following evaluation. 

I.     Rate the following by placing a check in the appropriate column. 

 

Excellent

Good

Fair

Poor

A. Structure of workshops

 

 

 

 

B. Guided Practice

 

 

 

 

C. Program Structure

 

 

 

 

D. Program as a means of improving the quality of instruction

 

 

 

 


II.   Using a continuum whereby “4” signifies “most of the time” and “1” indicates “seldom,” rate the following by numbering 4, 3, 2, or 1.

In your planning/teaching, how consistently do you apply your understanding of the following?

_____ A. Formulating an Objective
_____ B. Deciding upon actions congruent with your objective (teacher explanations, questions, activities, and responding in terms of the learning.)
_____ C. Bloom’s Taxonomy
_____ D. Task Analysis
_____ E. Selecting Objective at Correct Level of Difficulty
_____ F. Monitoring Learner Progress
_____ G. Active Participation
_____ H. Anticipatory Set
_____ I. Closure
_____ J. Motivation Theory
_____ K. Retention Theory
_____ L.
Differentiated Instruction


Highlight any of the items listed above that play a greater role in you planning/teaching as a result of you participation in staff development.








 

Participation and Completion

      A. Induction Program Coordinator Record Keeping Responsibilities

          1. Submit the names of inductees who have satisfactorily completed the Induction Program
              to the Superintendent.

          2. File the appropriate forms in the inductee’s personnel file.

          3. Meet with the District Level Induction Committee for the purpose of evaluating the
              Induction Program.

      B. Superintendent’s Record Keeping Responsibilities

          1. Establish a record system of those who have completed the Induction Program.

          2. Provide written verification to the inductee of program completion.

          3. Submit reports to the Pennsylvania Department of Education as required.