Pennsylvania Department of Education

 






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Commonwealth of Pennsylvania
Department of Education
333 Market Street
Harrisburg, PA 17126-0333







Teacher Induction Report
Wednesday, May 20, 2009
(Last approved Wednesday, March 04, 2009)

Entity: Purchase Line SD
Address: 16559 Route 286 Highway E
PO Box 374
Commodore, PA 15729-0374
Phone: (724) 254-4312 Ext: 4120
Contact Name: Susan Sibert


Teacher Induction Planning Participants

Name

Affiliation

Membership Category

Appointed By

Dr. Richard C. Makin

Purchase Line School District

Administrator

Purchase Line Board of Education

Dr. Sally McCombie

Purchase Line School District/Indiana University of PA

Community Representative

Purchase Line Board of Education

Dr. Susan M. Sibert

Purchase Line School District

Administrator

Administrator Peers and Board of Education

Miss Caitlyn Schultz

Purchase Line School District

Other

Administrators and Board of Education

Mr. Alvin Greene

Purchase Line Junior-Senior High School

Secondary School Teacher

Faculty Peers and Baord of Education

Mr. James Price

Purchase Line Junior-Senior High School

Administrator

Administrator Peers and Board of Education

Mr. Scott Beers

Purchase Line Junior-Senior High School

Secondary School Teacher

Faculty Peers and Board of Education

Mr. William Brady

Purchase Line South Elementary School

Elementary School Teacher

Faculty Peers and Purchase Line Board of Education

Mrs. Diane Fenton

Purchase Line School District

Elementary School Teacher

Faculty Peers and Board of Education

Mrs. Sandra Lenzi

Purchase Line Junior-Senior High School

Special Education Teacher

Purchase Line Board of Education

Ms. Tina Hazelet

Purchase Line School District

Board Member

Purchase Line Board of Education

Goals and Competencies

The Purchase Line School District complies with Pennsylvania Department of Education regulations in developing and maintaining an induction plan for first-year faculty members and others new to the district. PLSD Board of Education Policy Number 433 calls for this compliance in reference to The State Board of Education Title 22 Rules and Regulations governing New Teacher Induction Programs.

District Induction Council

In accordance with PDE Induction Plan Guidelines, the Superintendent of Schools or superintendent's designee will serve as Induction Coordinator and form a District Induction Council, which is responsible for the development and operation of the induction program.

The council must include teacher or educational specialist representations, or both, chosen by teachers and educational specialists and must include administrative representatives chosen by administrative personnel. Teacher preparation programs may also be represented on the council.

The Professional Education Committee can serve as the District Induction Council if it meets the membership requirements. The size of the council is determined locally.

 Building Induction Teams

Also according to PDE Induction Plan Guidelines, the Building Induction Teams should include the principal, mentors, inductees, and other support people as needed.

The principal of each school should: organize building orientation activities, including a thorough introduction to the school and staff, policies and procedures, and students; facilitate the mentor-inductee relationship; ensure reasonable working conditions; and formally evaluate inductees. Other administrators or support people can provide job specific help to teachers and/or specialists.

The goals of the programs are to provide the finest teaching and learning experience possible to every pupil through the support of new teachers and those new to the district.

Inductees take part in a six day training offered to all new faculty members in the Intermediate Unit. The training goals are as follows:

1. Familiarity with teacher certification (427), Act 48 requirements, Code of Professional Conduct & Practices, and Confidentiality; Pennsylvania's Standards Aligned Systems (SIS) and resources available through Bets website and Ed Hub Portal.
2. Familiarity with PA Accountability and Assessment System, including the PSSA, AYP, assessment anchors, and PVAAS.
3. Familiarity with resource tools available through the Northwest Regional Wide Area Network (WAN) and the related LEARN project, such as virtual field trips, Discovery Streaming, video conferencing, Internet 2, and others.
4. Ideas on working with special education students in regular classes; strategies to engage, manage, and to adapt; IDEA, the IEP process, confidentiality, and disability awareness issues with special emphasis on autism.
5. Understanding the teacher's role in recognizing and dealing with at-risk student issues, such as drug/alcohol/tobacco abuse, suicide, bullying, and child abuse.
6. Defining differentiation approaches through content, process, product, and curriculum management, including an introduction to netTrekker DI, a web-based tool for differentiating instruction.

Furthermore, the mentor program at Purchase Line School District aims at:

1. Improvement of teaching skills.
2. Adjustment of new faculty members to their new school and district.
3. Adjustment to student needs.
4. Establishment of a collegial/peer relationship.
5. Professional growth and development through non-evaluative feedback.
6. Familiarization with district policies, procedures, and resources.
7. Awareness of school rules, procedures, and plan documents.
7. Familiarization with state and federal regulations as they pertain to the teaching assignment and larger school community.
8. Familiarization with school and community resources that benefit the teaching and learning process.
9. Establishment of effective parent relationships and exposure to techniques to involve parents in the learning process.
10.Familiarization with effective assessment practices and techniques and the district assessment plan.
11.Implementation of effective classroom management and behavior modification and discipline skills.

The value of a written induction plan allows all school constituents to be aware of procedures and in part to assist with the instructional competence, care, and support of all professional employees.

Assessment Processes

The Induction Council is committed to a standing meeting schedule at least twice annually, including meetings at the start of the school year and at the end of the school year. The council also interacts through other means, like electronic mail and traditional memos or the use of the district's inter-office and intra-building mail system to disseminate or share information.

There is a formal procedure in place to assess the needs of inductees. A needs assessment survey is completed by the inductee at the beginning of the one year mentoring process in order to help facilitate the best inductee/mentor assignment as well as to inform the mentor of the self-assessed needs of the new faculty member. The induction program must be at least one school year of active duty, but can be longer if the inductee is in need of additional support. It is as follows:

INDUCTEE NEEDS ASSESSMENT SURVEY

NAME________________________________________________


POSITION ASSIGNED - GRADE OR SUBJECT AREA

_________________________


COLLEGE DEGREE ____________________   YEAR COMPLETED _____________


ADVANCED DEGREE __________________   YEAR COMPLETED ____________


TEACHING EXPERIENCE AND YEARS_____________________________________

 _____________________________________________________________________

 _____________________________________________________________________

 SUBSTITUTE TEACHING EXPERIENCE AND YEARS ________________________

 _____________________________________________________________________

 _____________________________________________________________________

 In order that Purchase Line School District can better meet your needs in our induction program, we are asking you to complete the following checklist on teaching concerns and skills that may prove helpful to you.

 Please check those items that you would like to target for coaching and discussion.


CLASSROOM MANAGEMENT AND EFFECTIVE TEACHING

( )  Organizing the classroom and materials for effective use of time and space. 

( ) Establishing techniques for handling non-instructional tasks in a short time and 

with the least intrusion upon instruction.

 ( ) Establishing classroom procedures beginning with the first day.

 ( ) Understanding what student engaged time is and evoking, guiding, and

monitoring student engaged time.

( ) Understanding the school climate research and its impact upon student

behavior, attendance, engagement, and achievement and understanding

  techniques for establishing a positive climate.

( ) Affirmative techniques for classroom discipline.

( ) Motivating students.

( ) Monitoring student progress.

( ) Adjusting to different teaching styles/learning styles.

( )   Recognizing and providing for individual differences.

( ) Setting instructional goals and expectations.

( ) Using diagnostic/prescriptive teaching.

( ) Providing meaningful feedback.

( ) Interacting with all students equally.

( ) Gathering an awareness of prior learning.

( ) Using student team learning techniques.

( ) Understanding and promoting a positive self-image.

( ) Understanding the problems of students at risk, students with learning

problems, disabilities, and other special needs.

( ) Identifying and using the strengths of the student, family, neighborhood, and

culture in instructional activities.

( )   Knowing the techniques of how to draw families into the educational scheme  

of their children.

( )   Knowing the techniques of how to get a home curriculum that will increase

    student achievement.

( )   Understanding the role of parental involvement in student achievement.

( )   Understanding evacuation and crisis procedures.

( )   Other - Please Explain  ___________________________________________

  ______________________________________________________________

The needs assessment was revised in September of  2007 by the District Induction Council.

Mentor Selection

Procedure for Selection

Qualifications for Mentors

1. Tenured member of the faculty of the Purchase Line School District.
2. A minimum of three years of successful school experience within the district.
3. Professional certification, preferably in area in which the inductee is working.
3. Knowledge of current curriculum or program.
4. Demonstrated skills working with students, parents, and peers.
5. Demonstration of a positive, enthusiastic attitude toward promoting student achievement and
  school spirit.
6. Demonstrated success of instructional and classroom management techniques.

Specific mentor responsibilities should include:

1. Facilitate a good start to the school year.
2. Meeting with the inductee regularly.
3. Model good instructional practices.
4. Observe the inductee.
5. Offer suggestions for improvement.
6. Maintain a confidential relationship with the inductee.
7. Serve as a liaison.
8. Willingness to attend mentor training.
9. Shares compatible schedules with inductee so meetings can occur regularly.
10. Understanding that being a mentor is an honor and an opportunity for mentor to refine skills and also grow professionally.
11. Understanding that being a mentor is a serious responsibility that is both demanding and rewarding.

Attendance at an Intermediate Unit (IU) 28 offered mentor one-day training session is encouraged. This training is generally offered at the IU in the fall of each year. The training content entails defining the mentor's primary role, strategies for monitoring, and working as a partner with the adult learner. Professionalism and communication are stressed. Part of the workshop also includes an assignment that incorporates monitoring strategies from the workshop into each participant's monitoring role.

A list of approved mentors is retained by the District Induction Council. Each year, faculty members who meet the above qualifications are reminded through principals at the beginning of the year faculty meetings that they may apply to become mentors and have their names added to the list. Mentors are generally approved in September of each year by the District Induction Council.  Appointment of a mentor to an inductee is also approved through the Induction Council.

A process in place in the PLSD is as follows: at the beginning of each new school term or as the need arises if new faculty members are hired throughout the school year, the Induction Council meets to review the names and needs of any faculty members in need of an induction program. The council works together to select the best match from the approved mentor list or seeks to locate a match.

Being a small school district, on occasion, there is a need for a mentor to work with an inductee and no approved mentors are a solid match, or no approved mentors are agreeable to accepting a needed assignment. This may happen at the beginning of the school year or at any point in the year when a new faculty member is hired. In that case, the Induction Council works with district administration to attempt to locate a suitable mentor, preferably one working in the same certification area as the inductee. The Induction Council will also take into account the subject area, grade level, or department need of the new teacher when making mentor assignments. Paramount to this process is student achievement and the needs of an inductee, keeping in mind that an inductee could be someone new to the teaching profession or new to the district, with some teaching experience.

The district uses an application form for faculty members to apply to become mentors: 

STAFF INDUCTION PROGRAM

MENTOR TEACHER APPLICATION

NAME__________________________________   DATE________________

BUILDING ASSIGNMENT (PLEASE CIRCLE)   HIGH SCHOOL   SOUTH   NORTH

NUMBER OF YEARS IN THE DISTRICT _______________________

TEACHING ASSIGNMENT THE LAST THREE YEARS:

YEAR 1 ______________________________________________________________

YEAR 2 ______________________________________________________________

YEAR 3 ______________________________________________________________

ARE YOU FAMILIAR WITH PURCHASE LINE SCHOOL DISTRICT'S INDUCTION PROGRAM? YES ______________ NO ______________

WHEN DID YOU LAST TAKE GRADUATE WORK? YEAR _________________

HIGHEST DEGREE EARNED _____________________________________________

BRIEFLY STATE YOUR REASON(S) FOR WANTING TO BE A MENTOR.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

__________________________

(SIGNATURE)


New Mentor Training

New mentors are also offered training through the Intermediate Unit 28 Induction Program. This training is generally offered at the Intermediate Unit in Indiana, PA, in the fall of each year. It covers the following:
1. The purpose of the Induction program and the role of the mentor.
2. Communication skills.
3. Listening skills.
4. Coaching and conference skills.
5. Effective teaching/specialist skills.
6. Problem-solving.
7. Knowledge of adult learning and development.


Activities and Topics

There are specific activities and topics which mentors and inductees work on during the course of the mentorship as required by the PLSD as follows:

Inductees take part in a six day training offered to all new teachers in the Intermediate Unit and held there on six days throughout the school term. The training goals are as follows:

1. Familiarity with teacher certification (427), Act 48 requirements, Code of Professional Conduct & Practices, and Confidentiality; Pennsylvania Standards Aligned Systems (SAS) and resources available through PDE's website and Ed Hub Portal.
2. Familiarity with PA Accountability and Assessment Systems, including the PSSA, AYP, assessment anchors, and PVAAS.
3. Familiarity with resource tools available through the Northwest Regional Wide Area Network (WAN) and the related LEARN project, such as virtual field trips, Discovery Streaming, video conferencing, Internet 2, and others.
4. Ideas on working with special education students in regular classes; strategies to engage, manage, to adapt; IDEA, the IEP process, confidentiality and disability awareness issues with special emphasis on autism.
5. Understanding the teacher's role in recognizing and dealing with at-risk student issues, such as drug/alcohol/tobacco abuse, suicide, bullying, and child abuse.
6. Defining differentiated approaches through content, process, product, and curriculum management, including an introduction to netTrekker DI, a web-based tool for differentiating instruction.

In addition to the Intermediate Unit support inductees in our school district receive, there are also a number of additional topics and activities that inductees and mentors work on within the district or building. Each participant receives a log which includes topics and a checklist for each as noted below:

INDUCTEE/MENTOR TEACHER LOG

It will be the responsibility of each mentor to meet with the inductee a minimum of once a week and serve as a sounding board and monitor.  The mentor  and the inductee should also keep an informal log of all meetings.  All information as printed in the approved Induction Program will be followed by each participant. 

________________________________ ___________________________________

Mentor Inductee



CHECKLIST AND SIGN OFF

District

 A.  Superintendent (Introduce first year teacher to district level management functions.
(Introduction Process, Orientation, Etc.)  

  _______ ____________________

 Date   Signature

 B.  Business Office _______ ____________________

Date Signature

 C. Curriculum & Federal Programs    ______ ____________________

   Date Signature


 D. Transportation ______ ____________________

  Date Signature

E. Cafeteria   ______ ____________________

  Date Signature

F. Technology   ______ ____________________

  Date Signature

School

 A.  Principal (Acquaint first year teacher with building level management functions, 

Induction Process, Orientation, Etc.)

  _______   ___________________

Date Signature

 B. Specialists/Special Teachers (Familiarize first year teacher with support services)

  1. Guidance _______

Date

2. a. RtI/Child Study (Elementary)  _______

 OR   Date

  b. SAP/ SCT  (Secondary) _______

Date

3. Library _______

Date

4. Health   _______

Date

5. Special Education   _______

  Date

6.   Title I Services  ______

Date 

7.   Assessment Coordination ______

 Date

Mentor

  A.   Instruct first year faculty member in classroom management functions.

  1. Behavior Management   _______

Date

2. Discipline   _______

Date

3. Time Management   _______

Date

4. Appearance/Atmosphere   _______

Date

5. Scheduling _______ ____________________

Date Signature

B. Instructional Process

  1. Mastery Philosophy _______

Date

2. Curriculum (Local)   _______

Date

3. Planning Skills (Daily Lessons, Learning Skills, Assessment Time on Task)

  _______

Date

4.  Instructional Strategies   _______

Date

5. Lesson Presentation (Motivation, Objectives, Input, Etc.) 
  _______

Date

6. Factors Influencing Teaching (Voice, Appearance, Attitude, Mannerisms, Etc.)
_______

Date


7. Use of Technology in the   _______ ____________________

Classroom   Date Signature


 C.  Socializing Process

  1.  Faculty

  a.   Staff Instruction   _______

Date

b.   Building Functions   _______

Date

c.   Social Events _______ ____________________

Date   Signature

2. Community

 a.   Appraise first year faculty member of community facilities

  _______

Date

b.   Provide background on community and organizations
 
  _______

  Date

c.    Discuss moral and ethical values of community

_______ ____________________

Date Signature  


D.   Code of Professional Practice and Conduct for Educators

  _______ ____________________

Date Signature

E.  Special Areas of Instruction

1.  _______________________ _______ ____________________

Date Signature


2.  _______________________ _______ ____________________

Date Signature


3.  _______________________ _______ ____________________

Date Signature


The signatures in the areas listed indicate that the Inductee has completed all the requirements listed in the Induction Program for First Year Faculty Members in the Purchase Line School District.



 

 

Evaluation and Monitoring

Each year, a written evaluation form is used for all induction participants, as well as all administrators and Induction Council members. A form that is used to collect evaluation feedback at the end of each school year is shown below. Administrators and Induction Council members are asked to complete a program evaluation form. The council then meets to discuss any needs or suggested changes to the program based on the data collected.

INDUCTION PROGRAM EVALUATION
COUNCIL MEMBERS AND ADMINISTRATORS


INDUCTION SCHOOL YEAR _________________

NAME ___________________________________

Program evaluations are due by the end of this school year.  Please comment on this year's program and make any suggestions for future program changes.  Use the sheet below and the backside if necessary.


 

-------------------------------------------------------------------------------------------------------------------------------


 

COMMENTS, SUGGESTIONS, AND/OR RECOMMENDATIONS

PL INDUCTION PROGRAM-COUNCIL MEMBERS AND ADMINISTRATORS

 

______________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

______________________________________________________________________

PLEASE RETURN THIS SHEET TO THE OFFICE OF THE SUPERINTENDENT OR THE SUPERINTENDENT'S DESIGNEE BEFORE THE END OF THE SCHOOL YEAR

Verification of Completion of Program

Successful completion of the induction program is verified by the Superintendent of Schools on the application for Level II certification (Professional Personnel Form 4511). The PLSD maintains accurate records of completion of the program and provides a copy of the letter, form, or certificate of completion to the inductee.  

Participation and Completion

Every new faculty member who has not completed a PDE approved Induction Program participates in the PLSD Induction Program and is expected to accurately complete all logs and supporting documentation, as are all assigned mentors. This includes a folder of all artifacts showing program completion, including activity logs with original signatures, approved conference requests to attend IU Induction program with certificate of completion and/or PDE Act 48 Professional Development summaries from PDE website, as well as completion documentation of training during that first year at PLSD.

The supervising principal has responsibility to oversee the progress of the inductee as far as evaluation following the PLSD evaluation process.

The Superintendent of Schools will verify the completion of the PDE-Approved Induction Program on the inductee's application to PDE for  Level II certification (Professional personnel Form 4511). Records of completion of induction program will be maintained in locked and secured filing cabinets in central offices. A copy of a letter of completion and/or certificate from a central office administrator will be given to the inductee upon completion of the program.

Additionally, inductees who complete the IU portion receive a certificate of completion from the IU.