Pennsylvania Department of Education

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1 Pennsylvania Department of Education Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Teacher Induction Report Wednesday, February 04, 2009 (Last approved Thursday, September 25, 2008) Entity: Bellwood-Antis SD Address: 400 Martin Street Bellwood, PA

2 Teacher Induction Planning Participants Name Affiliation Membership Category Appointed By Barb Middleton Special Education Special Education Teacher Selected by Brian Toth Superintendent Administrator Brian Toth Carl Crider DelGrosso Park Business Representative Brian Toth Cathy Tompkins Parent Parent Volunteer Chris Claar High School Secondary School Teacher Selected by Christine Gonder Middle School Middle School Teacher Selected by Connie Stewart Middle School Middle School Teacher Selected by Crystal Himes Omega Bank Business Representative Volunteer David Worthing Board President Board Member Brian Toth Deborah Thomas Elementary School Ed Specialist - School Nurse Selected by Dennis Minori Board member Board Member Volunteer Diane Hubona High School Literacy Coach Secondary School Teacher Selected by Diane Williams HS Principal Administrator Brian Toth Don Wagner Middle School Principal Administrator Brian Toth Hazel Bilka Public Library Community Representative Volunteered Heather Prestash High School Special Education Teacher Selected by Jamie Forshey Technology Coach Ed Specialist - Instructional Technology Volunteer Janice Cook Elementary School Elementary School Teacher Selected by Janice Geist Elementary School Elementary School Teacher Selected by Jeff zeigler Antis Township Manager Community Representative Volunteer John Weinsickle Ministerium Community Representative Volunteer Ken Swanson Business Business Representative Volunteer Leanne Maucieri Elementary School Elementary School Teacher Selected by Linda Gray Middle/High School Parent Volunteer Lisa Hartsock Asst. Principal K-12 Administrator Brian Toth Lisa Kovac Parent Community Representative Volunteer Lisa Wolfe High School Parent Volunteer Michael Lingenfelter Technology Coordinator Administrator Brian Toth Mr. and Mrs. Don Community Community Representative Volunteer

3 Mills Nicole Hoy School Psychologist Ed Specialist - School Psychologist Ray Amato Antis Township Supervisor Community Representative Selected by Volunteer Rhonda Hocutt Board Vice President Board Member Brian Toth Rhonda Mills Parent Parent Volunteer Rick Schreier Middle School Middle School Teacher Selected by Rick Schreier Middle School Middle School Teacher Selected by Shannon Eye Director of Special Ed Administrator Brian Toth Stephanie Kuhn Elementary School Elementary School Teacher Selected by Stephanie Kuhn Elementary Schol Elementary School Teacher Selected by Sue Kovensky High School Secondary School Teacher Selected by Susan Estep High School Ed Specialist - School Counselor Susan Franco High School Ed Specialist - Social Restoration Selected by Shannon Eye Susan Zong MS/HS Librarian Regular Education Teacher Selected by Tara Naylor Elementary School Elementary School Teacher Selected by Terra Wertz Parent Parent Volunteer Terri Harpster ES Principal Administrator Brian Toth Thomas Otto Director of Curriculum Administrator Brian Toth Toby Bickle Elementary Parent Volunteer Goals and Competencies PREFACE The Teacher Induction Plan of the Bellwood-Antis School District originally evolved over a two year period from 1986 to Mr. Robert Fisher, Middle School Principal, was named District Coordinator in At that time, the Bellwood-Antis Education Association named representatives from the elementary, middle and high school levels to serve on a committee to assemble the District s plan. The plan is currently reviewed and revised bi-annually by the District s Professional Development Committee. A needs assessment survey of the entire faculty was conducted on August 28, 1995 as part of the District s strategic planning process. The plan was then revised by the Professional Development Committee during the school year. The plan was again revised in 2002 and 2006.

4 As part of the 2008 estrategic Plan, the Teacher Induction Plan was revised to incorporate Pennsylvania Department of Education s High Leverage Practices for K-12 schools, and to create alignment with Bellwood-Antis Teacher Evaluation Framework and district initiatives. Mrs. Terri Harpster, Elementary School Principal, replaces Mr. Fisher as the District Coordinator. PURPOSE The purpose of the Bellwood-Antis School District s Teacher Induction Plan is to provide new teachers with the support and training needed to function effectively and grow professionally during their first two years in the teaching profession. GOALS AND COMPETENCIES The goals of the Bellwood-Antis Teacher Induction Plan include: 1. Increase use of effective instructional strategies to meet the needs of all students. 2. Increase knowledge and application of district s standards-aligned curricula. 3. Increase knowledge and application of district resources, materials and technology. 4. Develop relationships with staff, students, parents and community. 5. Develop continuous learning ethic. 6. Develop focus on evidence-based teaching and learning. The goals are aligned with Pennsylvania Department of Education s High Leverage Practices for K-12 schools. The twelve practices include: Quality Teaching 1.1 A qualified, effective teacher 1.2 Rigorous curriculum, reliable assessments and standards aligned instructional materials 1.3 Evidence-based instruction for all, with targeted assistance struggling students, subgroups and staff Quality Leadership 2.1 Strong and capable instructional leadership team 2.2 Unrelenting focus on evidence-based teaching and learning 2.3 Culture of trust, continuous improvement and accountability for performance Artful Use of Infrastructure 3.1 Authentic relationships with families, community, business and higher education 3.2 Strategic alignment and utilization of staff, facilities, time, fiscal resources, and technology 3.3 Intensive supports for struggling districts, schools and teams Continuous Learning Ethic 4.1 Culture of evidence-based collaborative practices 4.2 Culture of continuous professional learning 4.3 Culture of collective professional accountability Assessment Processes Assessments will be conducted at the end of each workshop to determine if the goals and objectives for each particular activity were met. First year teachers (inductees) will be presented with the Pennsylvania Department of Education s Instructional I to Instructional II evaluation form. Each evaluation category will be reviewed and examples of sources of evidence provided and

5 discussed. Inductees will be expected to apply the knowledge and skills gained from each of the workshops in their classrooms to demonstrate competency within a school setting. Inductees will be expected to collect evidence of their classroom applications and assemble these artifacts in a binder to be shared with their mentor and building principals. Pennsylvania Department of Education Instructional I to II Evaluation Form Category Category I: Planning and Preparation Workshop Title Reading in the Secondary Content Area Motivating Students Differentiated Instruction for Mixed Ability Groups Reading Strategies Across the Curriculum Pennsylvania Literacy Network Strategies Balanced Literacy (K-4) Response to Intervention (K-4) Curriculum Maps; Benchmark Assessments Mastery Learning¹ Classroom Assessment and Data-Informed Decision Making¹ Category II: Classroom Environment Classroom Management Motivating Students Differentiated Instruction for Mixed Ability Groups Mastery Learning¹ Classroom Assessment and Data-Informed Decision Making¹ Category III: Instructional Delivery Reading in the Secondary Content Area Motivating Students Differentiated Instruction for Mixed Ability Groups Reading Strategies Across the Curriculum Pennsylvania Literacy Network Strategies Balanced Literacy (K-4)

6 Response to Intervention (K-4) Technology Training Classroom Assessment and Data-Informed Decision Making¹ Category IV: Professionalism School Grade-Level and Curriculum Teams Orientation to the District, District/School Goals Involving Parents in the Educational Process Technology Training Professional Development Certification and Code of Ethics Classroom Assessment and Data-Informed Decision Making¹ ¹Year two workshop Mentor Selection Instructional II certification Similar assignment (grade level or subject) Outstanding work performance Continuous professional learning and reflection Knowledge of district and school policies, procedures and resources Ability to work with others Willingness to accept additional responsibilities Mentor training² or previous experience Compatible schedule with the inductee ²Intermediate Unit Eight Mentor Workshop for first-time mentors Activities and Topics First-year teachers will participate in the following workshops. The high-leverage practices and provider are indicated.

7 High Leverage Practices Workshop Title Presenter 1.1 Professional Development Certification and Code of IU8 Ethics 1.1 Motivating Students IU8 1.2, 1.3, 2.2 Reading in the Secondary Content Area IU8 1.2, 1.3, 2.2 Reading Strategies Across the Curriculum IU8 1.2, 1.3, 2.2 Balanced Literacy (K-4) B-A 1.2, 1.3, 2.2 Differentiated Instruction for Mixed Ability Groups IU8 1.2, 1.3, 2.2 Curriculum Maps; Benchmark Assessments B-A 1.3, 2.2 Differentiated Instruction for Mixed Ability Groups IU8 1.3, 2.2 Response to Intervention (K-4) B-A 1.3, 2.2 Pennsylvania Literacy Network Strategies B-A 2.1, 3.3 School Grade-Level and Curriculum Teams B-A 2.3 Orientation to the District, District/School Goals B-A 3.1 Involving Parents in the Educational Process B-A 3.2 Technology Training B-A 3.2 Classroom Management IU8 4.1 Collaborative practices embedded throughout B-A 4.2 Continuous Learning embedded throughout B-A, IU8 4.3 Professional Development Certification IU8, B-A 4.3 Professional Code of Ethics IU8, B-A Second-year teachers will participate in the following workshops. The high-leverage practices and provider are indicated. High Leverage Practices Workshop Title Presenter 1.1, 2.2 Mastery Learning H. Wong IU8 1.2, 1.3, 4.2 Classroom Assessment and Data-Informed IU8 Decision Making 1.3 Special Education B-A Evaluation and Monitoring Participants will evaluate the effectiveness of each activity based on the extent to which the intended objectives were achieved. Inductees and mentors will evaluate the effectiveness of the program in its entirety based on the extent to which the intended goals and competencies were achieved. The administrative team will review these evaluations annually in order to make recommendations for program improvement. Program revisions will be based on district initiatives, needs and current research. Successful completion of the induction program will be verified by the Bellwood-Antis Superintendent of Schools on the application for Level II certification. Bellwood-Antis will maintain record of completion. The inductee will be given a copy verifying completion of the program. Participation and Completion Each first-year inductee is expected to: Complete a needs assessment for their mentor.

8 Attend all first-year Intermediate Unit 8 workshops. Attend / complete all first-year Bellwood-Antis workshops and activities. Complete an evaluation for each workshop. Maintain a log of induction activities. Maintain a journal to develop the practice of reflective teaching. Apply knowledge and skills in the school and classroom settings. Create a portfolio to include evidence of competency for each category. Complete a program checklist and program evaluation at the end of the year. Meet regularly with their mentor; communicate needs and concerns with their mentor. Observe the mentor. The mentor will also observe the inductee. Observations will be scheduled by the mentor with the building administrator. Each mentor is expected to: Review and use the needs assessment completed by the inductee. Facilitate a good start to the school year. Meet with the inductee regularly. Model good instructional practices. Observe the inductee. The inductee will also observe the mentor. Observations will be scheduled by the mentor with the building administrator. Offer suggestions for improvement. Provide professional and personal support. Maintain a confidential relationship with the inductee. Serve as a liaison. Attend all workshops as required by the building administrator. Complete a program checklist and program evaluation at the end of the year.

9 Each second-year teacher is expected to: Attend all second-year Intermediate Unit 8 workshops. Attend / complete all second-year Bellwood-Antis workshops and activities. Maintain a log of induction activities. Maintain a journal to continue to develop the practice of reflective teaching. Apply knowledge and skills in the school and classroom settings. Create a portfolio to include evidence of competency for each category. Complete a program checklist and program evaluation at the end of the year. Observe colleagues as scheduled with the building administrator.

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