Lake County Schools Induction Resource Guide Lake County Schools Professional Learning & Leadership. School-Based Edition

Transcription

1 Lake County Schools Induction Resource Guide Lake County Schools Professional Learning & Leadership School-Based Edition Teacher Induction Program

2 1 Overview Lake County Schools Induction and Program Standards 3 2 Teacher Induction Guidelines Mission, Vision, and Essential Question 4 Program Goals, Objectives, and Philosophy 5 Legislation, Governance, and Participant Requirements 6 Required Training 7 Recommended Training 8 3 Teacher Certification Pathways to State Certification and Temporary Certificate to a Professional Certificate 9 Requirements for Renewal 10 Temporary Teaching Certificate and The PEC Portfolio 11 4 Instructional Practices College and Career Readiness and Building Capacity 12 Florida Educator Accomplished Practices 13 5 Marzano Instructional Framework Effective Teaching Practices 16 Marzano Instructional Framework 17 7 Appendix Lake County Schools Common Language of Instruction 20 Lake County Schools Glossary of Abbreviations 28 Lake County Schools Technology Quick Start Guide 31 8 References 9 Index The LCS Teacher Induction Resource Guide is also available online. Additional content may be added or modified to the online guide throughout the school year as needed. 2 Teacher Induction Program

3 Welcome to Lake County Schools! Lake County Schools Induction E ffective teachers are the single most important factor in promoting student achievement (Darling- Hammond & Youngs, 2002). Teachers influence learning, therefore, a professionally supported teacher may influence the success of their students. On the other hand, teacher attrition rates have prompted school districts to identify effective practices aimed at supporting teachers to improve retention rates. According to the National Commission on Teaching and America s Future (NCTAF), 2008, between 40% and 50% of teachers left the teaching profession within their first five years. Additionally, college students are not enrolling in teacher preparation programs in recent years compared to past years. While a definitive cause for the drop is not known, district budget issues, high stakes standardized testing, and other professional challenges may have been driving people away from teaching. The U.S. Department of Education reported that teachers assigned a mentor/ coach during their first year of teaching had between an 85%-92% retention rate within the first five years of teaching (National Center for Education Statistic, 2015). Therefore, Lake County Schools (LCS), in seeking to increase their new teacher retention rate, has developed a differentiated induction process. Induction Program Standards L ake County Schools Induction is part of a larger professional learning department that is staffed with knowledgeable and well-trained District Instructional Coaches who: Support school leaders and new teachers by providing information and resources Work collaboratively with new teachers Personalize support for new teachers In addition, District Instructional Coaches provide: A range of professional learning opportunities to Lake County School s faculty and staff Standards-based, formative assessment to guide new teachers and their practice Research-based instruction to inform new teachers regarding universal access for all students Data to inform program refinement and to personalize access for all new teachers (Induction Program Standards: A Guiding Framework for Teacher Induction Program Leaders, 2011, p. 6) 3 Teacher Induction Program

4 Teacher Induction Guidelines Vision Statement Mission Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Our Essential Question T he Mission of Lake County Schools is to provide every student with the individual opportunities to excel. We Believe: Education is the foundation for everyone s future. Education is a lifelong process. All students can learn. Students should be civic-minded and embrace future roles in the community. L ake County Schools are engaged in an education revolution by changing the way we prepare ourselves and our students for success. Therefore, we ask you: How do we revolutionize the way we teach, lead and learn for 21st Century success? Parents/guardians, community, and schools are partners in a student s education. Providing a safe, resource-filled learning environment is essential. Students will graduate prepared for work and postsecondary education. 4 Teacher Induction Program

5 Teacher Induction Guidelines Program Goals T he goals of Lake County Schools Induction are to build capacity for district and schoolbased new teacher support programs that help assist first-time and veteran educators in meeting the needs of 21 st Century learners. Teacher Induction provides guidance for the development, demonstration, and documentation of the Florida Educator Accomplished Practices (FEAPs). Objectives To increase retention of new teachers To provide individual support to all new teachers To foster self-assessment and reflection To acquaint new teachers with services and resources within the school and district To improve understanding of effective teaching behaviors, accomplished practices, and educational competencies to improve student learning outcomes Philosophy A s teachers begin their careers in Lake County Schools, either as a first-time professional or as an experienced educator from another district or state, it is important they receive effective support. Each school, and the district as a whole, has a culture unique to the community it serves. It is vital that our new personnel receive training and experiences that will ensure their success. Teacher Induction is designed as a framework for supporting teachers professional growth. The guiding principles of the induction process are the Florida Educator Accomplished Practices (FEAPs). The FEAPs are Florida s core standards for effective educators and provide guidance on what educators are expected to know and be able to do. These standards are based on three principles that focus on: High expectations Knowledge of subject matter The standards of the profession These practices promote a common language and expectation for quality instruction and professional responsibility. Teacher induction is based on the premise that the professional learning of new teachers is best achieved through planned, supportive programs provided through district and school-based efforts. 5 Teacher Induction Program

6 Teacher Induction Guidelines Legislation S tate legislation ( (8)(b), F.S.) states each school district must develop and maintain a system by which members of the instructional staff demonstrate mastery of professional preparation education competence as required by law. Each program must be based on classroom application of the Florida Educator Accomplished Practices and instructional performance and must include a performance evaluation plan for documenting the demonstration of required professional education competence. Governance T he Superintendent will have final authority for Teacher Induction. The Superintendent, or a designee, will have the responsibility of verifying successful program completion. The administrative member of the School-Based Support Team verifies teacher competency for the Superintendent by signing and dating the Professional Education Competence Verification form (MIS /17/12 RVS-FR). Lake County Schools Induction will be managed by the Professional Learning & Leadership Department in coordination with the district Human Resource (HR) Department. Evaluation Model T he Marzano Teacher Evaluation Model is based on studies that correlate instructional strategies to student achievement and is grounded on experimental/control studies that establish a direct causal link between elements of the model and student results. Participant Requirements T he teacher induction process begins once the new teacher is hired and the Human Resources (HR) Department sends the New Teacher Information form to the Teacher Induction contact at Professional Learning & Leadership Department. All new teachers are required to: Hold a valid 5-year Florida Professional Certificate OR Hold a valid Florida Temporary Certificate OR Hold a district-issued vocational certificate AND Attend New Beginnings, New Beginnings Mini Conference or a monthly Lake County Schools Induction session closest to the date of hire. (Exceptions granted for those with less than one (1) year break in service) AND Participate in Professional Ethics, a four (4) hour online course, closest to the date of hire (Exceptions granted for those with less than one (1) year break in service). In addition, teachers who are employed on a three (3) year non-renewable Florida Temporary Teaching Certificate may be required to complete a Florida approved Professional Education Competence (PEC) Program required by law, unless otherwise stated on their FLDOE Official Statement of Status of Eligibility. Exemptions to Lake County Schools Induction are teachers on temporary contracts. 6 Teacher Induction Program

7 Teacher Induction Guidelines Required Training: Induction Select one (1) session below closest to hire date: New Beginnings New Beginnings is a two-day event that provides information on curriculum, planning, instructional strategies, classroom management, assessment, certification, and Teacher Induction guidelines. Teachers will receive materials and numerous resources to assist in their professional learning. Stipends will be paid by the Professional Learning & Leadership Department. New Beginnings Mini-Conference The Mini-Conference is a one-day event that provides all of the information covered in New Beginnings in a more condensed format. Teachers receive the same materials and resources in all of our induction sessions. Stipends will also be paid by the Professional Learning & Leadership Department. Monthly Teacher Induction New hires who did not attend the August New Beginnings or the February Mini- Conference are required to attend one of the monthly Lake County Schools Induction sessions held on the date closest to the date of hire. Sessions provide awareness training in planning, classroom management, instructional strategies and assessment in addition to an overview of resources provided by the district. Stipends for these evening sessions will be paid by the Professional Learning & Leadership Department. Monthly Teacher Induction sessions will be held on the second Wednesday of the month from 4:00 pm-7:00 pm at the Learning Resource Center located in Howey-in-the-Hills. Register in True North Logic Required Training: Ethics Online Professional Ethics Training In order to complete Teacher Induction, all teachers new to Lake County Schools (LCS), or those returning from a break in service of one year or more are required to take four (4) hours of online Professional Ethics Training provided by the Professional Learning & Leadership Department. The LCS Online Professional Ethics course begins on the 1st day of the month and closes after the 10th day of the month. In order to receive the course login information, registration is required through True North Logic several days prior to course start date. See Technology Quick Start Guide in Appendix for log in information. SPECIAL NOTES: Professional Ethics course is specific to teachers new to Lake County Schools and cannot be substituted with an ethics course taken at the college level. The Lake County Schools Ethics Course for teacher assistants or substitutes will not be accepted in lieu of this training Required Training: PEC Orientation This session is for teachers who hold a temporary teaching certificate whose Florida Department of Education (FLDOE) Statement of Status of Eligibility requires a Professional Education Competence (PEC) Program. Monthly PEC Orientation sessions will be held on the second Wednesday of the month from 3:00 pm-4:00 pm at the Learning Resource Center located in Howey-in-the-Hills. Register in True North Logic 7 Teacher Induction Program

8 Teacher Induction Guidelines Recommended Training: Classroom Management Marzano Introductions Offered: Classroom Management Series These professional learning opportunities assist teachers in refining their management skills through research-based strategies and establishing and maintaining an effective teaching and learning environment for students. Look for these various courses in True North Logic for dates and times. Re-establishing Rules, Routines, and Procedures (Face-to-face): Offered monthly Introduction to Classroom Management (online): Offered monthly (Prerequisite for Intermediate Classroom Management) Strategies & Practices for Effective Classroom Management (Face-to-face & Interactive Sessions) Recommended Training: Marzano Introductions & Seminars Deliberate Practice Supports Professional learning offers two learning avenues for participants to gain knowledge, identify resources, and deepen their practice of the elements within the Marzano Instructional Framework. Look for the Marzano Introductions and the Marzano Seminar Series courses in True North Logic for offerings. The Marzano Introductions are online independent study courses which help teachers build background knowledge of the Marzano elements, while the Marzano Seminars are designed to help teachers deepen their understanding and implement learning. The Marzano Seminars offer a blended learning environment which includes a face-to-face orientation, and a face-to-face seminar that meets in the evening. Course Element Section Title Course Element Section Title # # Providing Clear Helping Student Record Learning Goals and and Represent Scales Knowledge Tracking Student Reviewing Content Progress Celebrating Success Helping Students Examine Similarities and Differences Identifying Critical Content ,15, & Previewing New Content Helping Students Process New Content Helping Students Elaborate on New Content Marzano Seminars Offered: Check availability in TNL Learning Goals and Feedback (DQ1) TNL Course #12665 Interacting with New Knowledge (DQ2) TNL Course #12666 Practicing and Deepening Knowledge (DQ3) TNL Course #12670 Generating and Testing Hypotheses (DQ4) TNL Course #12672 Engaging Students (DQ5) TNL Course # Helping Students Examine Their Reasoning Organizing Students Helping Students Practice Skills, Strategies and Processes Helping Students Revise Knowledge Engaging Students in Cognitively Complex Tasks Managing Response Rate Promoting High Expectations and Effective Relationships with All Students (DQ8-9) TNL course #12669 In order to receive the course login information, registration is required through True North Logic several days prior to course start date. See Technology Quick Start Guide in Appendix for log in information. 8 Teacher Induction Program

9 Temporary Certificate Professional Certificate Teacher Certification Pathways to State Certification Teacher Education Degree Program and Passing Florida Certification Examinations Valid standard certificate issued by another state (See FLDOE Reciprocity) Valid certificate issued by the National Board for Professional Teaching Standards Two (2) semesters of successful full-time college teaching experience and passing the Florida Subject Area Examination (SAE) Renewable Valid 5 School Years Bachelor s Degree with a major in the content area Bachelor s Degree with required courses and a 2.5 GPA in the content area Bachelor s Degree with a passing score on the Florida Subject Area Examination Bachelor s Degree with a valid certificate issued by the American Board for Certification of Teacher Excellence (ABCTE) Non-Renewable Valid 3 School Years Moving from a Temporary Certificate to a Professional Certificate There are five (5) different ways to transition from Temporary to Professional. They are as follows: Professional Preparation College Courses, Teaching Experience, Demonstration of Professional Education Competence (PEC) in the classroom and Florida Teaching Certification Examinations (FTCE) Professional Development Certification Program (PDCP) and Florida Certification Examinations Education Preparation Institute Program (EPI) and Florida Certification Examinations Valid ABCTE Certificate and demonstration of Professional Education Competence (PEC) in the classroom Approved college professional training option for a content major, Demonstration of Professional Education Competence (PEC) in the classroom, and Florida Certification Examinations 9 Teacher Induction Program

10 Teacher Certification Requirements for Renewal 1. A completed application form CG-10R with appropriate processing fee will be submitted to the employing school district during the last year of the certificate s validity period and prior to the date the certificate expires. 2. Six (6) semester hours of college credit to include at least one (1) semester hour in teaching students with disabilities (SWD) must be earned during each renewal period to renew your certificate. Acceptable forms of credit include: Six (6) semester hours of college credit as verified on official transcripts from an acceptable institution with a grade of at least C. Course work must be appropriate for renewal credit for the subject(s) on the certificate. In-service points earned from a Florida public school district or private school organization that has an approved Master In-service Plan (MIP). 60 in-service points are equivalent to 3 semester hours of college credit. Special Note: 120 MIP Points are needed for recertification. A passing score on a Subject Area Exam for the subject shown on the certificate and taken during the validity period of the certificate is equivalent to 3 semester hours of college credit. National Board Certification that corresponds to at least one subject on the Florida certificate equates to 6 semester hours of renewal credit. The NBPTS must be valid during any part of the validity period. FLDOE Certification Information District Certification Information State Certification Information State Certification Contacts District Certification Info and Contacts Local Certificate Info for Career-Technical Education 10 Teacher Induction Program

11 Teacher Certification Temporary Teaching Certificate T eachers with a Florida Temporary Teaching Certificate may be required to complete one or more of the following as outlined in the Official Statement of Status of Eligibility: Collect artifacts as evidence of Florida Educator Accomplished Practices (FEAPs) for the PEC portfolio. Complete portfolio and sign the Professional Education Competence (PEC) Verification form by May 1st. Earn a passing score on the General Knowledge Test during the first year of employment. Earn a passing score on the appropriate Subject Area Exam. Earn a passing score on the Professional Education Exam. W The PEC Portfolio hat is a Professional Education Competence (PEC) portfolio? A PEC portfolio is a teacher s collection of evidence demonstrating competency of the Florida Educator Accomplished Practices (FEAPs). The PEC Portfolio serves as a means of reflection and gives the teacher an opportunity to critique his/her own work and effectiveness. As an authentic assessment, portfolios document actual teacher performance, showing the quality and process of thinking and planning. The PEC portfolio is the new teacher s proof of demonstration of the Professional Education Competence (PEC) Program required by the State of Florida for a professional teaching certificate. Once the documentation of competencies is completed and reviewed by an administrator at the school site, the PEC portfolio remains the property of the new teacher and should be kept 5 years for audit purposes. Complete college course work as stated in the Official Statement of Status of Eligibility. For further information contact: Human Resources Department at It may be used as a reflection on the first year of teaching and the contents may be used to help the new teacher develop professional growth plans and ideas. For further information contact: District Instructional Coach at (352) Teacher Induction Program

12 Instructional Practices College & Career Readiness Building Capacity H ow do we revolutionize the way we teach, lead and learn for 21 st Century success? This is the question driving all Lake County School teachers, administrators, and personnel as we work together to guide our students and ensure that they have achieved a level of College and Career Readiness necessary for the 21 st Century global world. Why do our students need to be College and Career Ready? The research is alarming: Data shows that only 25% of high school graduates who took the ACT test were ready for college-level work. (ACT, 2012) Many new and underprepared college students must enroll in remedial coursework. Twenty percent of incoming freshmen at four year institutions and 52% of those at two year colleges need to enroll in some type of remedial coursework. (Complete College America, 2012) A s teachers, we must become familiar with the unique world facing students today and the need for strategic postsecondary education and training necessary to employ a workforce who faces greater demands than ever before. Lake County teachers are committed to shifting their efforts to better prepare all K-12 learners for a global community expecting and demanding more of the knowledge, experience, and skill set that our students will eventually contribute to the world around them. Learn more about Lake County s efforts to help all students become C2 Ready at the elementary, middle, and high school levels. Ask your school about how they build capacity on campus for C² Readiness through various professional learning opportunities offered by Lake County Schools. The district and schools deliver capacity building efforts through a variety of professional learning opportunities. 12 Teacher Induction Program

13 Instructional Practices Florida Educator Accomplished Practices T he Florida Educator Accomplished Practices (FEAPs) are Florida s core standards for effective educators and provide valuable guidance to Florida s public school educators and statewide educator preparation programs about what educators are expected to know and be able to do. The Florida Educator Accomplished Practices are based on three (3) foundational principles: High expectations Knowledge of subject matter Standards of the profession Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each practice is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility. The Florida Educator Accomplished Practices include: 1. Instructional Design and Lesson Planning 2. The Learning Environment 3. Instructional Delivery and Facilitation 4. Assessment 5. Continuous Professional Improvement 6. Professional Responsibility and Ethical Conduct FEAP #1: Instructional Design and Lesson Planning A pplying concepts from human development and learning theories, the effective educator consistently: Aligns instruction with state-adopted standards at the appropriate level of rigor Sequences lessons and concepts to ensure coherence and required prior knowledge Designs instruction for students to achieve mastery Selects appropriate formative assessments to monitor learning Uses a variety of data, independently and in collaboration with colleagues, to evaluate learning outcomes, adjust planning, and continuously improve the effectiveness of the lessons Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies FEAP #2: The Learning Environment T o maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently: Organizes, allocates, and manages the resources of time, space, and attention Manages individual and class behaviors through a well-planned management system Conveys high expectations to all students Respects students cultural, linguistic, and family background 13 Teacher Induction Program

14 Instructional Practices FEAP #2: The Learning Environment FEAP #3: Instructional Delivery and Facilitation Continued Models clear, acceptable oral, and written communication skills Maintains a climate of openness, inquiry, fairness, and support Integrates current information and communication technologies Adapts the learning environment to accommodate the differing needs and diversity of students Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals Continued Relate and integrate the subject matter with other disciplines and life experiences Employ higher-order questioning techniques Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction and to teach for student understanding Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students Support, encourage, and provide immediate and specific feedback to students to promote student achievement Utilize student feedback to monitor instructional needs and to adjust instruction FEAP #3: Instructional Delivery and Facilitation T he effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: Deliver engaging and challenging lessons Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter Identify gaps in students subject matter knowledge Modify instruction to respond to preconceptions or misconceptions FEAP #4: Assessment T he effective educator consistently: Analyzes and applies data from multiple assessments and measures to diagnose students learning needs, informs instructions based on those needs, and drives the learning process Designs and aligns formative and summative assessments that match learning objectives and lead to mastery 14 Teacher Induction Program

15 Instructional Practices FEAP #4: Assessment Continued Uses a variety of assessment tools to monitor student progress, achievement, and learning gains Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge Shares the importance and outcomes of student assessment data with the student and the student s parent/caregiver Applies technology to organize and integrate assessment information FEAP #6: Professional and Ethical Conduct Understanding that educators are held to a high moral standard in a community, the effective educator: Adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida and fulfills the expected obligations to students, the public, and the education profession (Cross, Pullease, & Targoff, 2012) FEAP #5: Continuous Professional Development The effective educator consistently: Designs purposeful professional goals to strengthen the effectiveness of instruction based on students needs Examines and uses data-informed research to improve instruction and student achievement Collaborates with the home, school, and larger communities to foster communication and to support student learning and continuous improvement Engages in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues Implements knowledge and skills learned in professional development in the teaching and learning process 15 Teacher Induction Program

16 Marzano Instructional Framework Effective Teaching Practices L ake County Schools uses the Art and Science of Teaching Causal Teacher Evaluation Model by Dr. Robert Marzano as the framework for teaching (Marzano, 2007). The district affirms Marzano s expectation that all teachers can increase their expertise from year to year, producing annual gains in student growth with a powerful cumulative effect. What is it? Why is it important? How we do it Instructional Framework Teacher Practice Collaborative Process Framework for teaching Model for teacher evaluation Alignment to FEAPs Effective instructional practices Improved student achievement Feedback aligned to performance Formal and informal observations Pre- and post-conferences Deliberate practice process This comprehensive framework of instructional design, delivery, assessment, and ongoing professional growth involves a varied approach to meeting the needs of 21st Century students and the manner in which they learn. The Marzano Evaluation Model has been rigorously reviewed for fidelity with the Florida Educator Accomplished Practices (FEAPs). Lake County s Teacher Evaluation and Achievement Model (TEAM) is based on the Marzano Evaluation Model and is used as the teacher evaluation system. Together, these frameworks assist educators as they develop, deliver, and facilitate instruction with students. View the Marzano Learning Map and the FEAPS and Marzano Crosswalk information. for more 16 Teacher Induction Program

17 Marzano Instructional Framework 17 Teacher Induction Program

18 Marzano Instructional Framework 18 Teacher Induction Program

19 Appendix 19 Teacher Induction Program

20 Lake County Schools Common Language of Instruction A "common language" is a format used by master practitioners in any profession to facilitate effective communications about the essential concepts and practices of the profession. Consensus within a group of practitioners on the specific meaning of terms and expressions is used to provide feedback for improving proficiency on important job functions and deepening understanding of the practices, standards, and goals Accommodation The Art and Science of Teaching (Marzano, 2007) Backward Planning Blended Learning Capacity Building Cognitive Complexity Adjustments that can be made to the way students access information and demonstrate performance that do not require changes in the curriculum. Types of accommodations include: presentation, response, scheduling and setting. Accommodations are not the same as instructional interventions for academics or behavior, though they may be included in instructional plans for implementing interventions and the assessments used to monitor progress. Accommodations on an Individual Education Plan (IEP) must be implemented in the settings recommended such as the general education classroom, resource or special class. Dr. Robert Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students. Though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. For classroom lessons to be truly effective, educators must examine every component of the teaching process with equal resolve. Backward planning is a design where the planning of classroom activities are delayed until goals have been clarified and assessments designed. (See Understanding by Design) A blended learning program is an education program in which a student learns in part through online delivery of content and instruction with some element of student control over time, place, path, or pace and in part at a supervised brick-and-mortar location away from home. Blended learning models must include major components such as differentiated instruction, data-driven placement, flexible scheduling, differentiated teaching, and self-paced learning. The ability to support teaching and learning through maximizing expertise in leadership, content, and pedagogy among community stakeholders in order to implement and sustain best practices within a system. Cognitive complexity is a variable that indicates how complex or simple a mental task is. Collaboration Collaboration is a process with recurring interactions over time where colleagues engage in defining problems, clarifying thinking, and developing solutions. Collaboration involves more engagement than just meeting or communicating points of view. Teaching and leadership are complex functions and collaboration plays a meaningful role in being successful in either role. Individual work on self-improvement, while essential, is not sufficient for achieving mastery level proficiency and a deep understanding of the profession. Recurring collaboration experiences are also needed. Collaboration is an essential element in deliberate practice the career long process of developing professional mastery. Updated 5/17/17 20 Teacher Induction Program

21 Common Language Comprehensive English Language Learning Consent Decree Culturally Responsive Curriculum Curriculum Blueprint Curriculum Mapping Daily Objective Deliberate Practice A common language is a tool of master practitioners in any profession used to facilitate effective communications about the essential concepts and practices of the profession. Consensus within a group of practitioners on the specific meaning of terms and expressions is used to provide feedback for improvement of proficiency on important job functions and in deepening understanding of the priority practices, standards, and goal of the profession. Florida uses World-Class Instructional Design and Assessment (WIDA) as a tool to measure English Language Learners proficiency level and progress in learning English. The Consent Decree refers to a court order that serves as the state of Florida's framework for compliance with federal and state laws and jurisprudence regarding the education of English language learner students. [See League of United Latin American Citizens (LULAC) et al. v. State Board of Education Consent Decree, United States.] Culturally Responsive Curriculum is curriculum that bridges the gap between the school and the world of the student, is consistent with the values of the students own culture aimed at assuring academic learning, and encourages teachers to adapt their instruction to meet the learning needs of all students. The Curriculum Blueprints are developed by a team of Lake County School teachers to provide instructors with comprehensive information for each of the Florida Standards. The blueprints provide a variety of instructional strategies, teaching resources and formative assessments as well as examples of essential questions, crosscurricular connections, and learning experiences. Curriculum mapping is exploring the primary elements of curriculum: what is taught, how instruction occurs, and when instruction is delivered. It is a process for identifying the core content, processes, and assessments used for curriculum for each subject area. It is used to ensure essential concepts are present, to identify gaps, and to check for repetition within a scope and sequence. It promotes vertical alignment across the subjects and grades and supports horizontal alignment of assessments, content, and methods between subjects. The daily objective is an outcome statement that captures specifically what knowledge, skills, and attitudes learners should be able to exhibit, following instruction. This is a way of work that supports continuous professional improvement through an entire career. It is a mindset, acquired through pursuit of personal mastery and with collegial support, whereby the educator attends to what they are doing in the classroom on a daily basis to identify what is working and what is not as well as to determine why students are learning. In deliberate practice teachers identify specific instructional strategies to focus their efforts to improve. Deliberate practice requires establishing a baseline for performance in a focus area and engaging in focused practice, feedback, and monitoring of progress within a time-bound goal for improvement. Deliberate practice has been revealed by research as a mindset that distinguishes master teachers who improve steadily throughout their career from others whose improvement plateaus after initial growth. 21 Teacher Induction Program

22 Differentiated Instruction Disaggregated Data Elementary and Secondary Education Act (ESEA) Engagement English Language Learners (ELLs) An approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Lesson design for differentiated instruction provides opportunities for students to do different things during instructional time, those differences being based on tracking student progress on learning goals and adapting instructional strategies to learning needs of students in the class. Differentiation goes beyond a traditional rotating stations approach and provides recurring regrouping of students based on academic needs and issues. In the last decade differentiated instruction was commonly introduced as an alternative instructional approach for under-performing schools. As research on effective teaching becomes better understood, differentiation is recognized as an approach that is beneficial at all schools and for all students. Disaggregating data is looking at data by specific sub-grouping of students. ESEA is a federal law funding and regulating public education. Current statutes established reforms based on four principles: stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work. Engagement is evidenced by reflection (dialogue with self about a topic or problem expressed in notes or in your own words expressions) and dialogue with others (e.g. students, instructors); the stimuli for the talk and writing are observations and experiences that pose problems that need to be resolved. Student engagement can be defined as a level of personal investment in an instructional activity. It can be measured in the areas of behavioral engagement, emotional engagement, and cognitive engagement. Engagement can be increased through the use of practices that increase intrinsic motivation on the part of the student. English language learners are students whose first language is not English and who are in the process of learning English. ESOL Strategies ESOL strategies are teaching techniques designed to support comprehensible instruction for English Language Learners. ESOL strategies generally provide additional context such as the use of visuals and other nonverbal resources and opportunities for interaction as with grouping students and cooperative learning tasks. Essential Question Exceptional Student Education (ESE) Florida Standards Formal Observation Essential questions are questions that have more than one answer and are often times not answerable with finality in a brief sentence. Their aim is to stimulate thought, to provoke inquiry, and to spark more questions including thoughtful student questions. Specially designed instruction and related services that are provided to meet the unique needs of exceptional students who meet eligibility criteria described in Rules 6A through 6A , F.A.C. The Florida Standards for English language arts and mathematics provide a consistent, clear understanding of what students are expected to learn so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. The standards prepare students to compete successfully in the global economy. According to the Marzano Framework, the formal observation is the primary method for collecting evidence that will be used as a source of data for the summative evaluation and provides a source of feedback to teachers regarding their instructional practice and professional growth. 22 Teacher Induction Program

23 Formative Assessment Higher Order Questioning Higher Order Thinking Skills Inclusion Individuals with Disabilities Education Act (IDEA) Informal Observation Interventions ipd Lesson Study LEADS Learning Disabilities Learning Goal Learning Environment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students achievement of intended instructional outcomes. Formative assessments are questions, tools, and processes that are embedded in instruction. They are used by teachers and students to provide timely feedback for purposes of adjusting instruction and/or learning efforts to improve learning. Higher order questions posed by teachers and students are those that engage students in higher order thinking skills. Such questions require much more "brain power" and often a more extensive and elaborate answer than typical recall or description questions. Questions that require analysis, applying information, making value judgments, and predictions are examples of higher order questions. Higher order thinking skills include critical thinking, analysis, and problem solving and are an important aspect of standards-based instruction. Inclusion is the practice that educates students with disabilities in ageappropriate general education classrooms. IDEA is a federal law ensuring effective services for children with disabilities. IDEA governs how states and public agencies provide early intervention, special education, and related services to eligible students with disabilities. An informal observation is part of the teacher evaluation process which will be used to gather evidence about a teacher s classroom instruction. This observation can be announced or unannounced to the teacher. Interventions are curricular, instructional, and/or other adjustments made to address core instructional issues. Interventions may also be provided to students in small groups or individually, in addition to and aligned with core instruction in order to target a specific skill or concept. ipd Lesson Study is a collaborative approach to professional learning in which teachers work as a group to improve and monitor the effectiveness of their instruction and student learning outcomes. It is a four-step cycle that focuses on the creation and implementation of lessons by teachers for students. The four steps are: 1) plan the assignment, 2) teach the assignment, 3) analyze results, and 4) apply lessons learned. LEADS is the Lake County Schools Leadership Empowerment and Development System based on the research of Dr. Doug Reeves. Learning disabilities is a broad term that covers a pool of possible causes, symptoms, treatments, and outcomes of learning. A learning goal is what students should understand and be able to do by the end of a unit of study. The learning goal is for two kinds of knowledge, declarative (understand) and procedural (do). The learning goal may include one or more standards depending on the goal for the unit of study and the grade level of the learners. The environmental variables that either promote or inhibit learning include the physical classroom arrangement, rules, management plans, routines/procedures, expectations, peer/family influence, task demands, etc. 23 Teacher Induction Program

24 Learning Organization Literacy Mental Models Modifications MTSS (Multi-Tiered System of Supports)/RtI (Response to Instruction and Intervention Next Generation Sunshine State Standards (NGSSS) and Florida Standards Personalized Learning A learning organization is one where the people who comprise the organization continually expand their capacity to create the results they truly desire, where new and enlightening patterns of thinking are nurtured, where collective aspiration is developed and focused on shared goals and where people are continually learning to see the whole together. (See Systems Thinking) Literacy is the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential and to participate fully in their community and wider society. Mental models are deeply ingrained assumptions, generalizations or even pictures and images that influence how we understand the world and how we take action. Mental models need to be tested against reality from time to time to monitor whether data supports our assumptions and beliefs. Modifications are changes in curriculum expectations based on student learning limitations and usually involving the use of access points rather than the usual academic standards. A Multi-Tiered System of Supports (MTSS) is an evidence-based model which involves the systemic use of multi-source assessment data to most efficiently allocate resources in order to improve learning for all students through integrated academic and behavioral supports. Through MTSS, schools focus on high-quality core instruction and provide interventions matched to the needs of small groups of students or individual students (whether the need is for remediation or enrichment). To ensure efficient use of resources, schools begin with the identification of trends and patterns using school-wide and grade level data. Students who need instructional intervention(s) beyond what is provided universally for positive behavior or academic content areas are provided with targeted, supplemental interventions delivered individually or in small groups at increasing levels of intensity. Florida s Next Generation Sunshine State Standards and the Florida Standards define content, knowledge and abilities; provide grade-level or course expectations for students; provide clear guidance to teachers for depth of knowledge and instructional goals; provide framework for state-adopted instructional materials and assessments; and serve as a guide to improve student learning. The standards delineate what matters, provide clarity and a fixed point of reference for students and teachers, guide instruction so that it is focused on student learning, provide a common language to have clarity in collaborations, help ensure equal educational opportunities and assist in identifying struggling students. These standards provide the foundation for standards-based instruction in Florida s public schools. Personalized Learning is a classroom that provides an environment where the learners drive their own learning and connect learning with their own interests and aspirations. 24 Teacher Induction Program

25 Positive Behavior Support (PBS) Problem-Solving Approach to MTSS Problem-Solving Process Problem-Solving Team Professional Learning Community (PLC) Protocol (Florida s Professional Development System Evaluation Protocol) Reflective Practices Response to Instruction/Intervention (RtI) PBS is the application of behavior analysis to achieve socially important behavior change. PBS was developed initially as an alternative to aversive interventions that were used with students with severe disabilities who engaged in extreme forms of self-injury and aggression. More recently, the technology has been applied successfully with a wide range of students, in a wide range of contexts and extended from an intervention approach for individual students to an intervention approach for entire schools. Positive behavior support is not a new intervention package, nor a new theory of behavior. Instead, it is an application of a behaviorally-based systems approach to enhance the capacity of schools, families and communities to design effective environments that improve the fit or link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining school environments by making problem behavior less effective, efficient, relevant and desired behavior more functional. The problem-solving approach to MTSS assumes that no given intervention will be effective for all students; an approach used to individually tailor an intervention to students specific needs. It typically has four stages: 1) problem identification, 2) problem analysis, 3) plan implementation, and 4) plan evaluation. The problem-solving process is an interdisciplinary, collaborative team process which is based on a multi-tiered model and includes data-driven decision making, parent/school partnerships, progress monitoring, focused assessment, flexible service delivery and prescriptive, and research-based interventions. The problem-solving team is any team that systematically engages in the process of accurately identifying problems, analyzing relevant data to understand why the problem is occurring, designing and implementing probable solutions, and measuring the effectiveness of the solutions that were implemented. A professional learning community (PLC) is an extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize educators into working groups focused on a targeted improvement issue. There are a variety of national protocols and processes to help PLCs run effectively based on student data. District professional development activities in Florida are guided by Evaluation Standards for Professional Development. The protocol contains standards for planning, delivery, implementation and evaluation of professional development of Florida s educators. Reflective practices are higher order thinking processes. The capacity to reflect on actions taken as part of one s work in a process of continuous learning is a defining characteristic of deliberate practice. Master educators cultivate the capacity to reflect in action (while doing something) and on actions (after you have done it) in order to objectively assess the proficiency and impact of their work and guide improvement efforts. See MTSS (Multi-Tiered System of Supports)/RtI (Response to Instruction and Intervention 25 Teacher Induction Program

26 Rigor (Rigorous) Rubrics Scaffolding Scales School Based Leadership Team (SBLT) Specific, Measurable Outcome Staffing Standards-Based Summative Assessments or Measures Systems Thinking Rigor is a goal rather than a level of difficulty. Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative and personally or emotionally challenging. It is not about severity or hardship. All students need schools to provide both rigorous content and direct instruction in the skills needed to manage that content. There are different ways in which content can become rigorous (e.g. attention to interacting or overlapping ideas, dealing with dilemmas, identifying problems, conducting inquiry, evaluating alternatives, interpreting and identifying patterns). A rubric is a scoring guide used to evaluate the quality of students' constructed responses. Rubrics usually contain evaluative criteria, quality definitions for those criteria at particular levels of achievement, and a scoring strategy. They are often presented in table format and can be used by teachers when grading and by students when planning their work. Scaffolding is an instructional technique in which the teacher breaks a complex task into smaller tasks, models the desired learning strategy or task, provides support as students learn to do the task, and then gradually shifts responsibility to the students. In this manner, a teacher enables students to accomplish as much of a task as possible without adult assistance. Scales describe novice to expert performance (level of skills). Scales are used for student to self-assess their proficiency and for teachers to gauge their instructional effectiveness for a particular skill/objective. SBLT is a school-level team responsible for developing a school implementation plan. The school-based team becomes trainers and coaches for the school staff and will be responsible for school-wide implementation. A specific outcome is a statement of a single, specific desired result from an intervention. To be measurable, the outcome should be expressed in observable and quantifiable terms (i.e. Johnny will demonstrate mastery of grade level basic math calculation skills as measured by a score of 85% or better on the end of the unit test on numerical operations). Staffing is a meeting in which a group of school staff members including the general education teacher(s) and parent/guardians make decisions regarding the appropriate supports and services for a student identified as a student with a disability. In education, the term standards-based refers to systems of instruction, assessment, grading and academic reporting that are based on students demonstrating understanding or mastery of the knowledge and skills they are expected to learn as they progress through their education. Assessments are typically administered near the end of the unit, the end of the academic term and/or the end of the school year to give an overall perspective of the effectiveness of the instructional program. Systems thinking is an awareness of the connections between people and practices in an organization, the impact of their interactions over time and insight into how various aspects of peoples thinking, actions and decisions impact the quality of the organization s work. 26 Teacher Induction Program

27 Text Complexity Understanding by Design (UbD) Value Added Measure (VAM) Walkthroughs Text complexity involves making an informed decision about the difficulty of a text. Complexity is impacted by a variety of factors: Levels of Meaning or Purpose: texts with a single level of meaning or purpose tend to be easier to read than texts with multiple levels of meaning or purposes. Structure: texts of low complexity tend to have simple, wellmarked, and conventional structures, whereas texts of high complexity tend to have complex, implicit, and unconventional structures. Language Conventionality and Clarity: texts that rely on literal, clear, contemporary, and conversational language tend to be easier to read than texts that rely on figurative, ironic, ambiguous, purposefully misleading, archaic or otherwise unfamiliar language or on general academic and domain-specific vocabulary. Knowledge Demands: texts that make few assumptions about the extent of readers life experiences and the depth of their cultural/ literary and content/discipline knowledge are generally less complex than are texts that make many assumptions in one or more of those areas. Advocated by Grant Wiggins and Jay McTigue, Understanding by Design (UbD) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning. UbD works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding and craft effective and engaging learning activities. It is often referred to as backward planning or design where the planning of classroom activities are delayed until goals have been clarified and assessments designed. VAM is a statistical method that estimates the effectiveness of a teacher or school. The difference between a student s actual and predicted results is the estimated value that the teacher or school added during the year with respect to the content tested. There are a variety of different types of value-added models. Florida has selected a covariate adjustment model to measure student learning growth on FSA. This model begins by establishing expected learning growth for each student. The expectation is estimated from historical data each year, and represents the typical learning gains seen among students who have earned similar test scores and share other characteristics. For more information on Florida s model, please see Value Added Model. As in the informal observation, walkthroughs can be announced or unannounced. Walkthroughs generally consist of very brief classroom observations of 3-10 minutes in length in which the observer gathers evidence regarding classroom instructional practices and behaviors on a regular basis. Timely and actionable feedback to teachers is also strongly recommended. Walkthroughs provide opportunities for individual feedback as well as trend and pattern data over time. Walkthroughs also inform professional learning needs for individual and groups of teachers as well as provide a means to gauge the implementation of professional learning against individual professional learning plans and school improvement plans. 27 Teacher Induction Program

28 Lake County Schools Glossary of Abbreviations AC ADD/ADHD AESOP AP AVID Apple Mart BIP CAC CRT DA DCF DQ DOE DPP EBD Education Foundation EIN ELL EOC EPI ESOL FAA FAIR-FS Annual Contract Attention-Deficit Disorder/Attention-Deficit Hyperactivity Disorder Automated Educational Substitute Calling System Advanced Placement or Assistant Principal Advancement Via Individual Determination Free teacher supply stores sponsored by the Education Foundation: Open Wednesdays 3:00 5:30 Leesburg Apple Mart 3101 Schoolview St., Leesburg, FL Mascotte 518 Albrook Street, Mascotte, FL Mt. Dora Apple Mart 2753, W. Old Hwy. 441, Mt. Dora, FL Behavioral Intervention Plan Citizen s Advisory Council Curriculum Resource Teacher Differentiated Accountability Department of Children and Families According to the Marzano framework, the ten design questions teachers should ask themselves when planning a lesson or unit of instruction Department of Education: Florida State Department of Education Deliberate Practice Plan Emotional/Behavioral Disability Non-profit organization that supports Lake County Schools Employee Identification Number English Language Learner End of Course exams Educator Preparation Institute English for Speakers of Other Languages Florida Alternate Assessment for students with significant cognitive disabilities Florida Assessments for Instruction in Reading is a formative assessment tool which provides teachers with screening, diagnostic and progress monitoring data on students ability to read FCAT Florida Comprehensive Assessment Test: The tests used to evaluate the student, school, and the school system in the state of Florida. 28 Teacher Induction Program

29 FDLRS FEAPs FTCE FSA FTE GK IEP InD ipd ISS Jack Rabbit LCEA LDC LRC LRE PBL PBS PD PEC PL PTO RtI SAC SIP SLD Florida Diagnostic & Learning Resource System: Professional Development support system for teachers Florida Educator Accomplished Practices Florida Teacher Certification Examinations Florida Standards Assessment Full Time Equivalent: student enrollment used for funding schools General Knowledge Test: state-mandated test used to prove competency in basic skills Individual Education Plan a written plan that describes the special, individual learning needs of a student with disabilities and the programs and services that will be given to that student Intellectually Disabled An intellectual disability is defined as significantly below average general intellectual and adaptive functioning with significant delays in academic skills Innovative Professional Development In-School Suspension Intra-district mail system Lake County Education Association Literacy Design Collaborative; Learning Resource Center 510 South Palm Avenue, Howey-in-the-Hills, Florida (352) Least Restrictive Environment - Under IDEA Regulations, the Least Restrictive Environment states that the school must educate students with their non-disabled peers to the maximum extent that is appropriate. Project Based Learning/Problem Based Learning Positive Behavior Support system Professional Development Professional Education Competence Personalized Learning Parent Teacher Organization Response to Instruction/Intervention School Advisory Council School Improvement Plan Specific Learning Disability 29 Teacher Induction Program

30 SOPs SPP STEM TEAM Title I TNL TQR VE WICOR Standard Operating Procedures Student Progression Plan Science, Technology, Engineering, Mathematics Teacher Evaluation and Achievement Model Department that oversees federally funded programs for students True North Logic Teacher Quality and Retention Administrator Assistant Principal in charge of professional learning and new teacher support in each school Varying Exceptionalities Writing, Inquiry, Collaboration, Organization, Reading AVID s learning support structure 30 Teacher Induction Program

31 Lake County Schools AESOP Computer 101 AESOP is the automated substitute calling system. Check with your school first for the procedures they use for scheduling substitutes. School Access: Select AESOP from the portal quick links menu at the Lake County Schools homepage. Home Access: Select AESOP from the portal links on the LCS Website page > Staff OR use MyPortal. Computers 101 Saving Passwords using Notes in Outlook. Click the dots next to Tasks (these options may also run vertical on the lower left hand corner of the window). Continued U: The User Drive is a place where you can store your files from any computer in the district and from home. Only you will have access to the U Drive. Everything you save (pictures, documents, etc.) to the C Drive will stay on that computer. If that computer crashes, you will lose all the files. You can access K, X, and U drives anywhere you can access the LCS intranet. Drive Description K: District Drive X: Shared Drive U: User Drive When you are ready to save a file, click on File and Save As. Double click on Computer. If you do not see the drives on the left hand side or in the middle, click on This Computer The drive you need to choose is the one with the U at the end. It will have your last name. Double click on the U Drive. Make sure to name the file and click Save. Click on Notes. Select New Note. Type the name of the website, your username, password credentials. Outlooks saves automatically, click the X in the upper right hand corner of the note to close. 31 Teacher Induction Program

32 Lake County Schools Computers 101 Computers 101 Continued Accessing the U Drive to Get a File On your Desktop, you will see My Computer or This PC. Continued Snipping Tool Cut and paste images to insert into your documents or presentations. Double click on your U Drive. You should see your saved files. Click on the your screen. Flag on the bottom left corner of Over time, you will accumulate a lot of files. You many want to organize them into folders. You can create a folder by right clicking on your mouse, choose New, then Folder. Give the folder a name. Start typing Snipping Tool (there is no place to typejust start typing). When the application appears, click on it. Click on New. Accessing the U Drive from Home Move files into the folder by clicking and dragging the files onto the folder. Go into your internet browser (Internet Explorer or Google Chrome). In the URL, type in Log in the same way you log into the computer at work. If you do not see the green My Files tile, click on the word Desktop at the bottom and click on My Files. Use your mouse to draw a box around what you might want to snip. Right-click to Copy and Paste (Ctrl + C and Ctrl + v on the keyboard) to insert the image into your document or presentation. Custom Guides Custom Guides provides hands-on video tutorials for Microsoft software (Word, PowerPoint, Access, Excel, Outlook, etc.) as well as reference sheets. School Access: Select Custom Guides from the portal quick links menu at the Lake County Schools homepage. OR use MyPortal. Username: Your county address Password: You choose your password when you register for 32 Teacher Induction Program

33 Lake County Schools Decision Ed-Student Information Data Bank -Microsoft Outlook Decision Ed is the data warehouse for the county. It pulls data from all of our systems such as testing, attendance, and behavior data. School Access: Select DecisionEd from the portal quick links menu at the Lake County Schools homepage. Home Access: Use MyPortal Microsoft Outlook is the program used by our county for managing . School Access: When you log onto a computer and open Outlook it will automatically access your s based on your login information. The first time you log onto a specific computer and open outlook you may need to follow the directions it gives you to configure your account. Username: Your county username Password: Your county password Home Access: Use MyPortal. Destiny-Media Center Digital Card Catalog Eduphoria AWARE Destiny enables you to view resources available to Lake County teachers and students, including checking out ebooks, and watching videos that are available on Learn 360. School Access: Select Destiny from the portal quick links menu at the Lake County Schools homepage. AWARE provides you the ability to access, to analyze statewide/county testing data, and create tests aligned to standards. School Access: Select Eduphoria from the portal quick links menu at the Lake County Schools homepage. OR use MyPortal. Username: Your County username Password: EIN If you do not see the green My Files tile, click on the word Desktop at the bottom and click on My Files. Home Access: Use MyPortal. OR use MyPortal. Username: Your county username Password: welcome (first time only) All teachers will have an account Your Media Specialist will set up your account and guide you on how to use the platform. 33 Teacher Induction Program

34 Lake County Schools ExamView MyPortal ExamView software allows teachers to create tests and quizzes for printing hard copies as well as digital assessments (i.e. Schoology) School Access: Go to the K Drive using My Computer, then select the AllUsers folder. Go to the ExamView folder, and select the ExamView application called evpro. MyPortal is the single sign on portal to all LCS electronic resources. School Access: Select MyPortal from the portal quick links menu at the Lake County Schools homepage. Username: Your county username Password: Your county password Home Access: Select MyPortal on the LCS Internet Site under the portal quick links section Lake County Login Credentials Mobile Devices Username: LastNameFirstInitial; this may be different if there is already someone in the county with your same last name and first initial, in that case a number (1, 2, 3, etc.) will be at the end of your username. Password: Initially it will be FL-# # # # # # (first initial, last initial, both capitalized followed by a hyphen and your six digit EIN). You will be required to change your password on the initial login and approximately every 60 days after that time. Passwords must be 8 characters and must contain both a number and a capital letter. All password changes must occur at school on a computer. Please do not attempt to change your password from home. Phones with Apple and Windows OS-Under Settings go to Mail, Contacts, and Calendars. Choose Exchange under accounts. Input existing address and password and auto discovery will handle the rest. ( staff is not required.) Android Phones-Same as above except field that ask for Domain/Username is: lake.k12.fl.us/yourusername@lake.k12.fl.us (no staff required.) Server Name: portal.office.com 34 Teacher Induction Program

35 Lake County Schools Password Manager Password Manager stores account information for different types of LCS technology resources. School Access and Home Access: Go to MyPortal, click on Account, and select Password Manager SAFARI Montage is the online video library for Lake County Schools School Access: Select Safari Montage from the portal quick links menu at the Lake County Schools homepage. SAFARI Montage Video Library Username: Your county username Password: Your choose your password when you register for an account OR use MyPortal. Username: Your county username Password: Your county password Roster Verification Tool Schoology Roster Verification Tool is a required step for teachers to make sure allocations are apportioned appropriately to schools. School Access: Select Roster Verification Tool from the portal quick links menu at the Lake County Schools homepage. Schoology is a Learning Management System for K-12 schools that allows users to create, manage, and share content and resources. School and Home Access: go to lakecounty.schoology.com (this directs you to MyPortal to sign in and then returns to Schoology) Username: Your county username Password: Your county password Username: Your school address OR use MyPortal. Password: Initial password is your school address then you create a new password after login. Home Access: Select Roster Verification Tool on the LCS Internet Site under the portal quick links section 35 Teacher Induction Program

36 Lake County Schools Skyward Business is the LCS system for all of your personnel information, clocking-in and requesting timeoff. Skyward Business: Employee Information School Access and Home Access: Go to MyPortal, click on the Information Technology tile and select Skyward Business. True North Logic: Professional Learning and Evaluations True North Logic is the program for managing professional learning and teacher evaluations. School Access: Select True North Logic from the portal quick links menu at the Lake County Schools homepage. OR use MyPortal Skyward Student: Online Gradebook Skyward Student is the LCS system for recording attendance, managing the gradebook, and storing student information. School Access and Home Access: Go to MyPortal, click on the Information Technology tile and select Skyward Business. 36 Teacher Induction Program