New Teacher Induction Program (NTIP)

Transcription

1 New Teacher Induction Program (NTIP) Come Teach With Us!

2 W Putnam County School District elcome to the Putnam County School District! We are excited that you have made the decision to Come Teach With Us! Based on research from numerous studies, the one factor that has surfaced as the most influential component of an effective school is the individual teachers within that school (Marzano, The Art & Science of Teaching, 2007). Teachers have the power to influence learning; therefore, a professionally supported teacher has the potential to influence the success of their students. Instructional personnel new to teaching in Florida are required to complete a Professional Education Competence Program (PEC) before a Professional Certificate can be awarded. The PCSD provides this to all new teachers through our (NTIP). NTIP is designed as a framework to provide support to new instructional personnel in the area of professional growth. The guiding principles of the NTIP are the Florida Educator Accomplished Practices (FEAP) and the Professional Education Competencies (PEC) for professional certification. 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. FEAP 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. The NTIP is based on the premise that the professional development of new teachers is best achieved through a planned, supportive program through district and school-based efforts. GOAL The goal of the PCSD is to provide for the development, demonstration, and documentation of the Professional Education Competencies (PEC) while providing a technical and psychological support system for new teachers. OBJECTIVES To provide personal support to new teachers; To increase retention of promising 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 thereby improving instructional practice and student achievement. REQUIREMENTS Hold a valid temporary or professional teaching certificate Complete the NTIP Submit proper documentation of the NTIP to Staff Services by April 15, 2018 NTIP / PCSD 2

3 Instructor / Beginning Teacher Name: School Name: Subject: Grade Level: Certification Area: Mentor Name: The following is a list of requirements that must be completed with documentation for successful completion of the NTIP. Demonstration of FEAP Standards Completed Checklist of District & School Information Weekly Mentor-Mentee Meetings Common Planning Time (can be before or after school) Peer Observations (minimum 1 per quarter) Co-Teaching with Mentor / Coach Quarterly Reflection with Mentor Semester Reflection with Mentor and Administrator It is my professional opinion that the above mentioned instructor has / has not successfully completed the Putnam County School District. As Mentor Teacher, I understand my signature indicates I have thoroughly explained each item and have given the new teacher under my supervision an opportunity to ask questions regarding the items listed. Every item has been explained in detail and when necessary, examples have been discussed. My signature also indicates that I have met with my assigned beginning teacher as directed as well as completed all other requirements of the NTIP. Mentor Teacher Signature As a Beginning Probationary Contract Teacher, I understand my signature indicates I have had each item thoroughly explained to me and I have been given the opportunity to ask questions regarding each of them. Every item has been explained in detail and when necessary, I have been given examples. My signature also indicates that I have met with my mentor as directed as well as completed all other requirements of the NTIP. Beginning Teacher Signature Site Administrator Signature NTIP / PCSD 3

4 Florida Educator Accomplished Practices (FEAP) Checklist Section 1: Quality of Instruction. Completed 1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently: a. Aligns instruction with state-adopted standards at the appropriate level of rigor; b. Sequences lessons and concepts to ensure coherence and required prior knowledge; c. Designs instruction for students to achieve mastery; d. Selects appropriate formative assessments to monitor learning; e. Uses diagnostic student data to plan lessons; and f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. 2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently: a. Organizes, allocates, and manages the resources of time, space, and attention; b. Manages individual and class behaviors through a well-planned management system; c. Conveys high expectations to all students; d. Respects students cultural linguistic and family background; e. Models clear, acceptable oral and written communication skills; f. Maintains a climate of openness, inquiry, fairness and support; g. Integrates current information and communication technologies; h. Adapts the learning environment to accommodate the differing needs and diversity of students; and, i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: a. Deliver engaging and challenging lessons; b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter / content area; c. Identify gaps in students subject matter / content area knowledge; d. Modify instruction to respond to preconceptions or misconceptions; e. Relate and integrate the subject matter with other disciplines and life experiences; f. Employ higher-order questioning techniques; g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding; h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students; i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and, j. Utilize student feedback to monitor instructional needs and to adjust instruction. 4. Assessment. The effective educator consistently: a. Analyzes and applies data from multiple assessments and measures to diagnose students learning needs, informs instruction based on those needs, and drives the learning process; NTIP / PCSD 4

5 b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains; d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; e. Shares the importance and outcomes of student assessment data with the student and the student s parent/caregiver(s); and, f. Applies technology to organize and integrate assessment information. Section 2: Continuous Improvement, Responsibility and Ethics. Completed 1. Continuous Professional Improvement. The effective educator consistently: a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students needs; b. Examines and uses data-informed research to improve instruction and student achievement; c. 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; d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement; e. Engages in targeted professional growth opportunities and reflective practices; and, f. Implements knowledge and skills learned in professional development in the teaching and learning process. 2. Professional Responsibility 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, pursuant to Rules 6A and 6A , F.A.C., and fulfills the expected obligations to students, the public and the education profession. NTIP / PCSD 5

6 Checklist of District & School Information The Mentor Teacher will review and explain the following school procedures and guidelines: PLANNING Mentor Initials and Completed ESE Strategies ESOL Strategies Florida Standards Substitute Plans Suggestions for First Day of School GRADES/REPORTING School Requirement (Grades, Letter or Numeric) Develop Grading Procedure Skyward and Access to Workshops Communicate Plan to Students & Parents Progress Report Distribution/s Report Card Distribution/s Review Pupil Progression Plan Student Transfers Late/New Student Enrollment Procedures Individual Education Plans (IEP; 504, RtI) FORMS Application for Leave Who to Call and When Types of Leave Sick, Personal, Temporary Duty Elsewhere iobservation Pre/Post Conference Observation Forms Marzano Practices Daily Attendance Reporting Accidents (Students or Employee) Warehouse Orders Requisitions/Purchase Orders Field Trip Packet Travel Reimbursement (In/Out of county) MONEY Anti-Fraud Policy Check Out Receipt Book & Monies Collected Form Collecting Money from Students Securing Money from Students Deadline for Turning in Money Receipts for Purchases Tax-Exempt Purchasing Procedures SCHEDULES/CALENDARS Bell Schedule Lunch Schedule Duty Schedule (Before, During and After School) NTIP / PCSD 6

7 The Mentor Teacher will review and explain the following school procedures and guidelines: Specials Schedule Planning Meetings/Staff Meetings Class Schedule School Calendar STAFF DEVELOPMENT On-line Schedule & Registration Approval from Principal Review Travel Forms (TDE s) Payment of Registration Fees, Hotel, etc. Necessary Forms for Receiving Points for In-Service Credit Reimbursement of Selected Expenses MISCELLANEOUS Code of Ethics Dress Code (Students and Teachers) ESOL Requirements (Certification & Grading) Faculty Handbook Pupil Progression Plan Standardized Tests Projected Test s Procedure for Dismissal of Students Bus Loading & Unloading ESE Referrals Guidance Referrals Discipline Referrals Emergency Evacuation Drills (Code Red, etc.) Procedures for Students Leaving Classroom (Hall Pass, Another Student, etc.) Classroom Volunteers/Parents Classroom Aides Clinic Procedures Calling for Assistance from Administrators RULES & POLICIES Review Student Handbook Grading Policy Steps to Acquaint Students with Rules & Policies (Discipline, Classroom Procedures, Clinic, etc.) Familiarize PE Field Rules Notification of Change in Class Rules Review Attendance Policy Lunch Numbers Lunch Line/Lunch Room Procedures Dress Code Evacuation Procedures Progress Report Policy Promotion Plan (Course/Grade) Supply List Bus Loading Area/Procedures Dismissal Policies (Regular Day & Early Release) Locks/Locker Assignments NTIP / PCSD 7

8 The Mentor Teacher will review and explain the following school procedures and guidelines: STUDENT ACTIVITIES Assemblies (Who Attends/Where) Procedures for Having Classroom Parties Field Trip Procedures Observance of Holidays Picture Day/Class Photos Open House/Parent Involvement Meetings Reserving Rooms for Activities End of Year Activities DISCIPLINE Dealing with Fights, Drugs, Weapons Identifying Students You Do Not Know Identifying and Reporting Problems in your Duty Area Classroom Management Procedures Requesting Assistance from Administration and/or School Resource Officers Sending Students out of classroom (to office, guidance or dean s office) Proper Procedure for Writing a Student Up NTIP / PCSD 8

9 Additional Requirements: Weekly Mentor-Mentee Meetings Common Planning Time (can be before or after school) Peer Observations (minimum 1 per quarter) Co-Teaching with Mentor / Coach Quarterly Reflection with Mentor Semester Reflection with Mentor and Administrator (s) Completed: Attach Schedule of Meetings Attach Summary of Common Planning Time The following is a list of optional activities that you have the opportunity to participate in: v New Teacher Institute July 2017 v New Teacher PLC v New Teacher Connect with NEFEC v New Teacher Canvas Course v Various District Sponsored PD Please discuss these opportunities with your administrator and mentor teacher. For additional information about the NTIP or certification, please contact Sheri Wilkinson, Certification Specialist or Tonya Whitehurst, Director of Staff Services at NTIP / PCSD 9