Teacher Induction Program

AT A GLANCE

Topics to Cover Time Frame
August

Sarah/Brooke
Technology Bootcamp
(Report cards, progress reports, attendance)
Assessments (how to write)
Curriculum and Planning
Expectations of the school year
Prioritizing/Balancing (open house/conferences)
Assign a mentor
IEP/504
2.5 days
September

Sarah/Brooke
Parent relationships/ communication
Classroom management
[efz] Mentor meeting
After school
2 hours
October

Sarah/Brooke
Classroom observations #1
Parent-teacher conferences
Instructional strategies Marzano
Professional growth plan
Observe School
Day

After School 2
hours
November

Danielle

Instructional intervention strategies (MTSS)
Analyzing student work
[efz] mentor meeting / reflection
After School 2
hours
December

Danielle
Classroom observations #2
Mindfulnessawareness of stress related to the
job
Observe School
Day

After School 2
hours
January

Denny

Curriculum planning
Professional rights
[efz] Mentor meeting

February

Denny
Classroom observation #3
Classroom management #2
Observe School
Day
After School 2
hours
March

Denny

Conflict-resolution communication
[efz] Mentor meeting
After School 2
hours
April Classroom observation #4 Observe School

Kristi
Analyzing student work Day

After School 2
hours
May

Kristi

Authentic Assessments
Staff Induction Program Survey
End of year procedures
After School 2
hours
June Final mentor check-in


Month: August
Timeline: Day Inservice
Topic: Technology Bootcamp
Rationale: Teachers need to be aware of and be able to use the technology software programs
for student data warehouses, attendance, report cards, and parent communication.
Who Will Present: Technology Director, Director of Pupil Accounting
Goals:
Teachers will learn the software for taking student attendance (Powerschool,
MiConnect)
Data Director Assessment Warehouse
o Creating an exam (assessment)
o Sharing exams
o Linking benchmarks and standards to questions
o Printing student answer documents
o Scanning answer documents
o Downloading student results
Teachers will learn how to set up gradebook on software.
o Coding and Weighting Assignments
o Semester Exams
o Progress Reports, Quarter and Semester Grades
o Comments for Report Cards and Progress Report
Description: The Technology Director and Director of Pupil Accounting will distribute handouts
explaining the steps in taking daily attendance, setting up a gradebook, putting comments in for
report cards, and calculating semester grades. Teachers will then go to the computer labs to log
into the software and practice these set-up steps. The directors will then distribute handouts
explaining log-in information, exam creation, sharing assessments, downloading student
answer documents, scanning answer documents, and downloading student results in Data
Director. Teachers will then utilize the computer labs to log in to Data Director and practice
creating assessments, linking standards, sharing assessments, printing answer documents,
scanning and downloading results.
Month: August
Timeline: Day Inservice
Topic: Assessment, Curriculum, and Planning
Rationale: Teachers need to be provided with state and district curriculum documents and
pacing guides. Teachers also need to be aware of the relationship between district curriculum
and the Common Core State Standards. Teachers also need to informed of both standardized
and locally developed assessments utilized in the district.
Who Will Present: Director of Elementary Curriculum, Director of Secondary Curriculum,
Director of Student Assessment (Test Coordinator), and Department Chairs
Goals:
Teachers will receive curriculum documents and become knowledgeable of state
benchmarks and district curriculum requirements for content area.
Teachers will be knowledgeable of the Common Core Standards and their relationship
to the district curriculum.
Teachers will have the testing dates for all standardized assessments given during the
year.
o Teachers will understand the procedure and process for administering
standardized assessments.
Teachers will work with content area Department Chairs on creating valid formative and
summative assessments.
Description: Curriculum Directors will distribute copies of the district curriculum and pacing
guides to teachers in their content areas. Teachers will also receive copies of the Common Core
Standards for their subject area, and all teachers will receive the CCS for Reading/ELA and
Writing. A calendar listing all standardized assessments and local benchmark assessments will
also be distributed to teachers. Explanation and discussion of the standardized assessments
given during the year and the required local assessments will take place to ensure all teachers
are aware of the expectations and timeline for assessments. Teachers will work with content
area Department Chairs on lesson planning and pacing of curriculum. Discussion on valid
assessments, both summative and formative will occur. Department Chairs will provide copies
of already developed common district assessments.
Month: August
Timeline: 2 hour Inservice Meeting
Topic: Expectations/Contract Review
Rationale: Teachers need to become familiar with the union contract, and the professional
responsibilities associated with the contract. Teachers need to learn the daily routines and
expectations of their assigned school.
Who Will Present: President of the teachers union and building administrators
Goals:
Teachers will become familiar with the union contract and the professional
responsibilities stated in the document.
Teachers will learn the expectations and the daily routines of their specific building.
Description: The president of the teachers union will pass out a copy of the contract. Each
section of the contract will briefly be discussed with teachers. The section that relates to
professional responsibilities will be looked at more closely. Teachers will then break out into
groups according to the building they have been assigned to. The building administrator will
then pass out a handout with the schools daily schedule. Teachers will have the chance to ask
questions and to feel more comfortable and prepared for their first day of school.
Month: August
Timeline: 2 hour Inservice Meeting
Topic: Prioritizing and Balancing
Rationale: Teachers need to get a better sense of how to balance their time, stress, and the
responsibilities associated with being a new teacher.
Who Will Present: School Counselors
Goals:
Teachers will become familiar with stress management techniques, such as mindfulness
and meditation
Teachers will learn how to prioritize their daily activities
Description: School counselors will hand out a list of different techniques that can be used for
stress management. Mindfulness and meditation will be explained in more specific detail. As a
group, short exercises of mindfulness and meditation will be practiced. Teachers will
understand how these techniques can help them manage their stress level as a first year
teacher.
Month: August
Timeline: 2 Hour Inservice Meeting
Topic: Mentoring
Rationale: New teachers need to have a positive role model to serve as a mentor during their
first years of teaching. These mentors provide a safe, nurturing, supportive person whom a new
teacher can confide in during the year. Mentors also assist new teachers in planning and pacing
of curriculum, in addition to advising on situations as they arise.
Who Will Present: Human Resource Director
Goals:
New teachers will be assigned an appropriately matched mentor teacher.
Both new teacher and mentor teacher will be aware of the mentor experience
requirements.
Time will be provided at least bi-monthly for mentor and mentee to meet.
Description: The Human Resource Director will work with building administrators to find and
assign appropriate mentors for new teachers. Mentors should be assigned based on
compatibility and content area when possible. Administrators should also try to ensure that a
common planning time is available for the mentor and new teacher whenever possible. The
Human Resource Director will assign each new teacher a mentor for the school year. Handouts
and discussion about the expectations of mentors and mentees will ensure that both parties
understand the requirements of the experience. Time will be provided during the induction
program for mentors and mentees to meet and begin planning, etc.
Month: August
Timeline: Day Inservice
Topic: IEPs/504 (Special Education teachers will have a more elaborate training on this topic)
Who Will Present: Director of Student Services
Rationale: Teachers need to become aware of IEP at a Glance forms and 504 plans and how
they are implemented within the general education/special education classrooms
Goals:
Teachers will become aware of IEP at a Glance forms and how to correctly write them
for general education teachers to implement.
Teachers will become familiar with 504 plans for students and understand how to
implement the stated accommodations within their classrooms.
Description: The Director of Student Services will pass out a paper version of the IEP at a Glance
Form, and also show teachers how to access the electronic version. A discussion will be held on
the different components of the form and how to correctly write each of the sections. A
discussion will be held on 504 plans. As a group, teachers will discuss some appropriate
accommodations that students might need for test taking, proximity to the teacher, etc.

Month: September
Timeline: hour after-school meeting
Topic: Parent Relationships and Communication, Parent-Teacher Conferences
Rationale: Teachers need to develop appropriate relationships and communications with
parents to communicate student learning and educational goals, and to effectively
communicate when a student is not meeting these goals.
Who Will Present: Building Administration, School Counselor, Mentor Teachers or Veteran
Teachers who are known for their communication skills with parents.
Goals:
Teachers will learn communication skills and listening skills to effectively diffuse
potentially difficult situations with parents.
Teachers will learn strategies for communicating behavioral concerns
Teachers will learn strategies for communicating educational achievement; both those
who are achieving and those who are not.
Teachers will be made aware of process used for Parent-Teacher Conferences.
Description: Presenters will discuss what to do and say to parents, and what not to say to
parents in daily/weekly communications, and at Parent-Teacher Conferences. Handouts will be
given explaining the importance of effective communication with parents, and the keys to
successful Parent-Teacher Conferences. Sample parent communication logs and comments will
be provided. Building administration will explain their expectations in returning communication
with parents (within 24 hours), and expectations for Parent-Teacher Conferences. Veteran
teachers will explain effective methods they use to communicate with parents. Counselors will
explain effective ways to discuss students who are struggling academically in a non-threatening
way with parents.
Month: September
Timeline: hour after-school meeting
Topic: Classroom Management
Rationale: Teachers need to be prepared for the variety of classroom behaviors that are going
to be present within their classrooms, and how to correctly implement the referral process.
Who Will Present: Social worker, veteran teachers, school counselors
Goals:
Teachers will become familiar with the referral process. Teachers will learn when and
how to appropriately write referrals.
Teachers will become more familiar with a variety of classroom management techniques
such as classroom setup, appropriate classroom rules, and reward systems.
Teachers will become familiar with BIPs (Behavior Intervention Plans) and how to
individualize them to a students specific behavior.
Description: Social workers will hand out a paper copy of the referral form. Teachers will then
be shown how to access the electronic version. Each section of the form will fully be explained
to teachers. Examples of correctly written referral forms will be given to each teacher for
reference. A list of quick and easy classroom management techniques compiled by the social
worker will be given to each teacher. As a group, teachers will brainstorm and add their own
ideas to the list. Components and an example of a well written BIP will be explained and given
to teachers.


Month: September
Timeline: 1 hour after school meeting
Topic: Bi-Monthly Mentor/Mentee Meeting (efz)
Rationale: New teachers need to have a positive role model to serve as a mentor during their
first years of teaching. These mentors provide a safe, nurturing, supportive person whom a new
teacher can confide in during the year. Mentors also assist new teachers in planning and pacing
of curriculum, in addition to advising on situations as they arise.
Who Will Present: Director of Human Resource will oversee meeting times and
requirements. Mentor Teachers will facilitate meetings with mentee
Goals:
Mentor and Mentee will discuss any issues that may have arisen during the first weeks
of school.
Mentor will answer any questions mentee may have about upcoming events, or
curriculum and assessment concerns
Description: Mentor teachers will assist/advise mentee with any problems or concerns they
may have after the initial weeks of school. The meetings will be driven based on the individual
needs of the mentees. Mentors will also inform mentee of upcoming events, or issues that may
arise in the upcoming months, i.e. Parent-Teacher Conferences, Standardized Assessments,
Progress Reports, and/or Report Cards. The mentee and mentor will take notes of topics
discussed and document meetings for the district required mentor/mentee paperwork.

Month: October
Timeline: School Day
Topic: Classroom Observations- Observation #1
Rationale: Research and feedback from new teachers states that the most beneficial
information comes from first hand observations in veteran teachers classrooms. Providing new
teachers with the time to observe in effective classrooms will provide valuable information and
skills they can implement into their own practices.
Who Will Present: Classroom or Mentor Teachers
Goals:
New teachers will see effective classroom management procedures, and best practice
teaching strategies at work.
New teachers will obtain classroom management techniques to utilize in their
classroom.
New teachers will observe best practice teaching strategies, and will seek out ways to
implement them in their own classrooms.
New teacher and the teacher being observed will discuss observation.
Description: New teachers will be provided the opportunity to observe veteran or mentor
teachers in their classrooms. While observing, new teachers will see first hand how effective
classroom management and best practice teaching strategies look in a classroom. After the
observation, both teachers will be provided time to meet and discuss what was observed in the
classroom.
Month: October
Timeline: 1 Hour After-school Meeting(future district wide PD will go more in-depth on this
topic, including a book study)
Topic: Best Practice Instructional Strategies- Marzanos Classroom Instruction that Works
(CITW)
Rationale: Effective teachers use research based approaches to instruction. New teachers need
to be aware of these approaches and begin implementing them into their classroom
instruction. Marzanos Classroom Instruction That Works strategies provide teachers strategies
that meet the needs of all learners.
Who Will Present: Director of Elementary Curriculum, Director of Secondary Curriculum,
Veteran Teachers
Goals:
Teachers will become aware of Marzanos Classroom Instruction that Works (CITW)
strategies.
Teachers will leave with best practice strategies and practical, possible ways to
implement these strategies into their classrooms.
Teachers will outline a future unit using CITW strategies.
Description: Curriculum Directors and veteran teachers will provide handouts and present an
overview of the best practice strategies included in Marzanos Classroom Instruction That
Works. Teachers will provide CITW lesson and activity samples they have successfully used in
their classrooms. New teachers and either veteran, mentor, or department chairs will then
collaboratively outline/plan a future unit using CITW strategies. New teachers will leave with a
future unit plan completed using best practice strategies for implementation in their classroom.
Month: October
Timeline: 1 hour After School Meeting
Topic: Professional Growth Plan (Goals) and Evaluation process
Rationale: Teachers need to become familiar with the evaluation process and how to
appropriately write professional goals.
Who Will Present: Building administrators, mentor teachers, union reps
Goals:
Teachers will become familiar with the evaluation process and the requirements to
become a highly effective teacher.
Teachers will learn how to set reasonable goals for their individual needs and how to
gather the necessary documentation needed to accompany each goal.
Description:
Teachers will be provided with a copy of the evaluation form that will be used by school
administrators throughout the school year. Each section will be explained in full detail with
expectations for each domain. As a group, teachers will then write goals for the school
year. Goals will then be reviewed by the other teachers to see if any new ideas spark
interest. Goals will then be looked over by the presenters to see if they are manageable and
achievable.

Month: November
Timeline: 1 hour after school
Topic: Bi-Monthly Mentor/Mentee Meeting (efz)
Rationale: New teachers need to have a positive role model to serve as a mentor during their first
years of teaching. These mentors provide a safe, nurturing, supportive person whom a new teacher
can confide in during the year. Mentors also assist new teachers in planning and pacing of
curriculum, in addition to advising on situations as they arise.
Who Will Present: Director of Human Resources will oversee meeting times and
requirements. Mentor Teachers will facilitate meetings with mentee
Goals:
Mentor and Mentee will discuss any issues that may have arisen since the last meeting in
September and also any areas of concern since the beginning of school.
Mentor will answer any questions mentee may have about upcoming events, or curriculum
and assessment concerns.
Description: Mentor teachers will assist/advise mentee with any problems or concerns they may
have after the initial weeks of school. The meetings will be driven based on the individual needs of
the mentees. Mentors will also inform mentee of upcoming events, or issues that may arise in the
upcoming months, i.e. Parent-Teacher Conferences, Standardized Assessments, Progress Reports,
and/or Report Cards. The mentee and mentor will take notes of topics discussed and document
meetings for the district required mentor/mentee paperwork.


Month: November
Timeline: 1 hour after school
Topic: Analyzing student work and Instructional Intervention Strategies (MTSS)
Rationale: New teachers need to be given intervention strategies that will be helpful to their
climate of students. Classes may have been taken during their undergraduate work however having
a toolbox of strategies that will work for the specific school and level is extremely helpful.
Who Will Present: Director of Elementary Curriculum or Secondary Curriculum, Department Chairs
Goals:
Teachers will learn how to analyze student work to determine areas which need to be re-
taught or area in which the student population is struggling.
Teachers will receive three MTSS strategies to use in their classrooms to ensure student
success.
Teachers will learn how to properly implement the three MTSS strategies.
Description: Elementary or Secondary Curriculum Directors, with the help of department heads,
will collaborate together to determine the most useful MTSS strategies for the student
population. Once the strategies are determined they will present these strategies to the mentees in
an interactive manner which provides them with an example of properly implementing the strategy
in their own classroom.
Curriculum Directors will present the PowerPoint entitled Analyzing Student Work by Jolynn
Torwater. The directors will provide a copy of the PowerPoint for mentees to jot down notes and
write down points of discussion.
Additionally mentees will read over the article entitled Analyzing Student Work, Improving Teacher
Practice by Kathy Checkly (ASCD Classroom Leadership, vol 3, no 5, February 2000). Mentees will
jigsaw the article and then debrief with the department heads regarding their thoughts and how it
could apply to their classrooms.
Month: December
Timeline: School Day
Topic: Classroom Observations- Observation #2
Rationale: Research and feedback from new teachers states that the most beneficial
information comes from first hand observations in veteran teachers classrooms. Providing new
teachers with the time to observe in effective classrooms will provide valuable information and
skills they can implement into their own practices.
Who Will Present: Teacher from a different subject area than the mentee
Goals:
New teachers will see effective classroom management procedures, and best practice
teaching strategies at work.
New teachers will obtain classroom management techniques to utilize in their
classroom.
New teachers will observe best practice teaching strategies, and will seek out ways to
implement them in their own classrooms.
New teacher and the teacher being observed will discuss observation.
Description: New teachers will be provided the opportunity to observe veteran or mentor
teachers in their classrooms. While observing, new teachers will see first hand how effective
classroom management and best practice teaching strategies look in a classroom. After the
observation, both teachers will be provided time to meet and discuss what was observed in the
classroom.

Month: December
Timeline: 1-2 hours after school
Topic: Mindfulness
Rationale: Research shows that excessive stress can lead to lifelong issues with overall health
as well as lifelong issues with learning and behavior. Most adult shave developed ways to deal
with stress however they find coping with it a little more difficult. Finding healthy ways to
manage stress can help adults work through challenging times.
Who Will Present:
Goals:
Reduce the amount of stress that comes with being a new teacher
Paying attention to the purpose of everything you do
Helping new teachers learn how to not form mental attachments to situations that may
happen in the classroom or with a specific student
Description: New teachers will be introduced to the idea of mindfulness and the benefits of
practicing it. In order to do this the session will begin with an explanation of the idea, proceed
into a mini-meditation, and then close with a handout explaining an acronym that will help
teachers to practice mindfulness. The acronym can also be carried over into the classroom and
teachers can present it to their students and even do a bulletin board to remind their students
of being mindful.
P.E.A.C.E.
Pause
Exhale
Acknowledge, allow, accept
Choose - Clarity, Compassion, Courage
Engage

Month: January
TImeline: One hour after school
Topic: Professional Rights
Rationale: Teachers will need to be aware of the teacher evaluation system and how it can
impact their ability to obtain tenure. New teacher must understand the rubric on the teacher
evaluation system including the percentage of student growth.
Who will present: The President of the Teachers Union and Building Union Reps.
Goals:
Teachers will understand the impact of the evaluation on a tenure and job security
Teachers will be familiar with the process and timeline of the evaluation system
Teachers will understand the role of the IDP in the evaluation system.
Description: The Union President will present information on the teacher evaluation system.
New teachers will be given a blank copy of the rubric. Discussion will take place on the role of
an IDP and the timeline requirements for the teacher evaluation. Student growth will be
discussed. The union president will explain acceptable data which can be used to demonstrate
student growth.

Month: January
Timeline: 1 hour after school meeting
Topic: Bi-Monthly Mentor/Mentee Meeting (efz)
Rationale: New teachers need to have a positive role model to serve as a mentor during their
first years of teaching. These mentors provide a safe, nurturing, supportive person whom a new
teacher can confide in during the year. Mentors also assist new teachers in planning and pacing
of curriculum, in addition to advising on situations as they arise.
Who Will Present: Director of Human Resource will oversee meeting times and
requirements. Mentor Teachers will facilitate meetings with mentee
Goals:
Mentor and Mentee will discuss any issues that may have arisen during the first weeks
of school.
Mentor will answer any questions mentee may have about upcoming events, or
curriculum and assessment concerns
Description: Mentor teachers will assist/advise mentee with any problems or concerns they
may have after the initial weeks of school. The meetings will be driven based on the individual
needs of the mentees. Mentors will also inform mentee of upcoming events, or issues that may
arise in the upcoming months, i.e. Parent-Teacher Conferences, Standardized Assessments,
Progress Reports, and/or Report Cards. The mentee and mentor will take notes of topics
discussed and document meetings for the district required mentor/mentee paperwork.


Month: February
TImeline: school day
Topic: Classroom Observations - Observations #3
Rationale: Research and feedback from new teachers states that the most beneficial
information comes from first hand observations in veteran teachers classrooms. Providing new
teachers with the time to observe in effective classrooms will provide valuable information and
skills they can implement into their own practices.
Who Will Present: Classroom or Mentor Teachers
Goals:
New teachers will see effective classroom management procedures, and best practice
teaching strategies at work.
New teachers will obtain classroom management techniques to utilize in their
classroom.
New teachers will observe best practice teaching strategies, and will seek out ways to
implement them in their own classrooms.
New teacher and the teacher being observed will discuss observation.
Description: New teachers will be provided the opportunity to observe veteran or mentor
teachers in their classrooms. While observing, new teachers will see first hand how effective
classroom management and best
Month: February
Timeline: Two hours after school
Topic: Classroom management #2
Rationale: New teachers will need a variety of techniques to effectively manage classroom
behavior and discipline in order to facilitate a positive learning environment which is conducive
to student learning.
Who will present: School Counselors, Veteran Teachers, and Administration
Goals:
New teachers will become familiar with Restorative Justice and be able to implement
Restorative practices into their classrooms.
Restorative justice strategies provide opportunities for wrongdoers to be accountable to
those they have harmed, and enable them to repair the harm they caused to the extent
possible.
Restorative justice recognizes the need to keep the community safe through strategies
that build relationships and empower the community to take responsibility for the well-
being of its members.
Restorative justice seeks to increase the pro-social skills of those who have harmed
others, address the underlying factors that lead students to engage in inappropriate
behavior, and build on strengths in each young person.
Description: New teachers will be supplied with literature which explains the research behind
Restorative Justice. Handouts and cheat sheets of Restorative Practices will be disseminated to
new teachers. New teachers will take part in role playing activities to practice utilizing these
Restorative techniques.

Month: March
Timeline: One hour after school
Topic: Conflict Resolution Communication
Rationale: Teachers need effective ways to manage and deal with conflict to appropriately
handle teacher/student communication and classroom management.
Who Will Present: Teacher leaders, counselors, assistant principals
Goals:
Gain the capacity to recognize and respond to important matters
Have a readiness to forgive and forget
The ability to seek compromise and avoid punishing
Maintain a belief that resolution can support the interests and needs of both parties
Description: Presenters will focus on the four main concepts to effectively respond to conflict
resolution communication:
Make the relationship your priority. Maintaining and strengthening the relationship, rather
than winning the argument, should always be your first priority with a focus on being
respectful of the other person and his or her viewpoint.
Pick your battles. Conflicts can be draining. Presenters will instruct teachers on understanding
the importance of considering whether the issue is really worthy of ones time and energy.
Be willing to forgive. Resolving conflict is impossible when individuals are unable to forgive.
Resolution lies in releasing the urge to punish.
Know when to let something go. If one cant come to an agreement, agree to disagree. It takes
two people to keep an argument going. If a conflict is going nowhere, one can choose to
disengage and move on.

Month: March
Timeline: 1 hour after school meeting
Topic: Bi-Monthly Mentor/Mentee Meeting (efz)
Rationale: New teachers need to have a positive role model to serve as a mentor during their
first years of teaching. These mentors provide a safe, nurturing, supportive person whom a new
teacher can confide in during the year. Mentors also assist new teachers in planning and pacing
of curriculum, in addition to advising on situations as they arise.
Who Will Present: Director of Human Resource will oversee meeting times and
requirements. Mentor Teachers will facilitate meetings with mentee
Goals:
Mentor and Mentee will discuss any issues that may have arisen during the first weeks
of school.
Mentor will answer any questions mentee may have about upcoming events, or
curriculum and assessment concerns
Description: Mentor teachers will assist/advise mentee with any problems or concerns they
may have after the initial weeks of school. The meetings will be driven based on the individual
needs of the mentees. Mentors will also inform mentee of upcoming events, or issues that may
arise in the upcoming months, i.e. Parent-Teacher Conferences, Standardized Assessments,
Progress Reports, and/or Report Cards. The mentee and mentor will take notes of topics
discussed and document meetings for the district required mentor/mentee paperwork.

Month: April
Timeline: School Day
Topic: Classroom Observations- Observation #4
Rationale: Research and feedback from new teachers states that the most beneficial
information comes from first hand observations in veteran teachers classrooms. Providing new
teachers with the time to observe in effective classrooms will provide valuable information and
skills they can implement into their own practices.
Who Will Present: Classroom or Mentor Teachers
Goals:
New teachers will see effective classroom management procedures, and best practice
teaching strategies at work.
New teachers will obtain classroom management techniques to utilize in their
classroom.
New teachers will observe best practice teaching strategies, and will seek out ways to
implement them in their own classrooms.
New teacher and the teacher being observed will discuss observation.
Description: New teachers will be provided the opportunity to observe veteran or mentor
teachers in their classrooms. While observing, new teachers will see first hand how effective
classroom management and best practice teaching strategies look in a classroom. After the
observation, both teachers will be provided time to meet and discuss what was observed in the
classroom.

Month: May
Timeline: 1 hour after school
Topic: Authentic Assessments
Rationale: Teachers need to be aware that along with traditional assessment methods, authentic
assessments can be used in the classroom to provide the teacher with additional ways of
monitoring student learning.
Who Will Present: Classroom or Mentor Teachers
Goals:
Teachers will utilize both traditional and authentic assessments in their classrooms.
Teachers will see how authentic assessments can facilitate differentiated instruction.
Teachers will see how authentic assessments can provide students with more control over
the mastery of content.
Teachers will become familiar with authentic assessment grading procedures by reviewing
holistic and analytical rubrics.
Teachers will determine how they can use portfolios as authentic assessments in their
classrooms.
Description: With inclusion being a standard in public schools, teachers will need to take advantage
of the various means of assessing student learning. Authentic assessments, also known as
Performance Assessments, allow teachers to also use an alternative to traditional paper/pencil,
multiple choice question and answer tasks. Authentic assessments can facilitate differentiated
instruction in many classrooms because grading can be determined using content specific teacher
created rubrics.
Month: May
Timeline: 1/2 hour after school
Topic: Staff Induction Program Survey (See Part II for complete survey)
Rationale: New teachers need to be able to voice their concerns and provide input toward their
new teacher induction program.
Who Will Present: Mentor Teachers and Administrator
Goals:
New teachers will voice their concerns and provide input toward their new teacher
induction program.
Description: The Staff Induction Survey will be taken near the end of the school year and be
reviewed by mentor teachers and administration. The feedback from the new teachers will help
determine any changes in the induction program for the next school year.
Month: May
Timeline: 1/2 hour after school
Topic: End of year procedures
Rationale: WIth so much going on at the end of the school year, it will benefit new teachers to
have the extra time with their mentor to be sure the end of year expectations are met accordingly.
Who Will Present: Mentor Teachers
Goals:
New teachers will have a clear understanding of the end of year procedures.
New teachers will successfully complete end of year procedures.
Description: The end of year procedures vary from building to building as well as among
departments. End of year procedures are taken seriously and typically require administrator sign-off
to be complete. WIth teaching assignments possibly changing over summer vacation, it is important
that new teachers are prepared accordingly so there are minimal, if any, changes at the return of
the following school year.

Part II:
Year 2:
Goal: Enhance classroom instruction through the use of the Marzano non-negotiable strategies.
Strategy: Classroom Instruction That Works book study. Each mentor/mentee team will
present one chapter to the group, with one chapter being covered each month. Group
discussion will include examples of how the Marzano strategies are being used in classrooms.
Meetings will take place after school one day per month.
Goal: Continue to scaffold new teachers through ongoing mentor meetings.
Strategy: Continue bi-monthly meetings as described in Year 1.
Goal: Continue to provide new teachers with the opportunity to observe master teachers in the
classroom.
Strategy: Offer release time twice per year for mentees to spend day observing a master
teacher in the classroom. Provide release time during second of the day for master teacher to
meet with mentee and discuss the observation.
Goal: Plan professional development for next year based upon the needs of the group.
Strategy: Give the following Staff Induction Survey at the end of induction year:
Staff Induction Program
1. Which of the following best describes the grade level at which you teach?
(K - 2)
Upper Elementary (3 - 5)
Middle School (6 - 8)
High School (9 - 12)
2. How many years of Staff Induction have you completed?
1
2
3
4
3. In which core subject areas would you like additional professional development?
Reading
Writing
Mathematics
Science
Social Studies
Other (please specify)


4. I can benefit from additional professional development in the following areas:
Classroom Management
Differentiated Instruction
Special Education in the General Education Classroom
Intervention Strategies for Struggling Students
Promoting Family Involvement in Education
Technology for the Classroom
Promoting Community Involvement in Education
Data Driven Instruction
Assessment
Other (please specify)

5. The materials and resources provided in the Staff Induction Program this year have been
appropriate.
Agree
Slightly Agree
Slightly Disagree
Disagree
Not applicable / Unable to respond

6. The training I have received through the Staff Induction Program this year has been
relevant to my teaching assignment.
Agree
Slightly Agree
Slightly Disagree
Disagree
Not applicable / Unable to respond

7. The training I received in the Staff Induction program this year has enhanced my teaching.
Agree
Slightly Agree
Slightly Disagree
Disagree
Not applicable / Unable to respond




8. I am able to apply this training in my classroom.
Agree
Slightly Agree
Slightly Disagree
Disagree
Not applicable / Unable to respond
9. Which topic of professional development was most helpful to you this year? Why?

10. Which topic of professional development was least helpful to you this year? Why?

11. In the future, which format(s) of professional development would you prefer?
Lecture
Discussion Group
Online / Webinar
Conference
Coaching / Mentoring

12. How can we improve our Staff Induction Program?
Year 3:
Goal: Enhance classroom instructional strategies.
Strategy: Book Study The Art and Science of Teaching. Continue to read one chapter per
month. Mentees will present individually or in pairs. Meetings will take place after school one
day per month.
Goal: Continue to scaffold new teachers through ongoing mentor meetings.
Strategy: Continue bi-monthly meetings as described in Year 1.
Goal: Continue to provide new teachers with the opportunity to observe master teachers in the
classroom.
Strategy: Offer release time twice per year for mentees to spend day observing a master
teacher in the classroom. Provide release time during second of the day for master teacher to
meet with mentee and discuss the observation.

Goal: Continue to provide professional development to new teachers based upon the needs of
the group.
Strategy: Use survey results to plan professional development. Address common topics with
the group, but utilize conferences and webinars to address individual needs. Re-administer the
professional development survey at the end of the year. Encourage teachers to list a book they
would like to use in next years book study in their comments.
Year 4:
Goal: Continue to enhance classroom instruction and topics of interest within the educational
field through a monthly book study.
Strategy: Continue the monthly book study. Use the results of last years professional
development survey to choose book based upon the needs of the group. The group may choose
to present each chapter, as in the past, or to read independently and meet each month to
discuss as a group.
Goal: Empower and encourage new teachers to become teacher leaders.
Strategy: Hold a fall and spring Ed Camp, with all district teachers invited to attend. This will
give new teachers the opportunity to develop professional relationships with new colleagues. It
will also empower them as educational leaders as they present / discuss educational topics.
Goal: Continue to provide professional development as needed by teachers within the district.
Strategy: Re-administer the professional development survey. Use the results in district-wide
PD planning. Evaluate Staff Induction Program based upon survey results.
Part III:
The Staff Induction Plan outlined above provides professional development (PD) for new
teachers that is both authentic and relevant. The first years PD offerings are based upon
knowledge of areas in which new teachers typically struggle. There are also job-embedded
activities built in to address the individual needs of the mentees, such as classroom
observations and bi-monthly meetings with their mentor. Years 2 4 are based in large part
upon a PD survey which the mentees complete at the end of each year. This will provide data
for the district to use as they hone in on the basic needs of the group as well as the specific
needs of the individual.
Teachers are taking part in learning communities throughout the four-year program.
Within these communities the Learning Forward Standards are addressed through the training
provided. Data is collected throughout the entire process through the survey, mentor/mentee
meetings, and group meetings. Resources are provided based upon the needs of the learners as
the data is analyzed. Material is presented in a variety of different ways to meet the needs of all
adult learners. The common thread pulling all of this together is the goal of increased educator
success and student learning as a result of this PD.
New teachers are encouraged to grow in their own leadership capacity through the
scaffolding built into the Staff Induction Plan. They begin the program with the first year being
highly structured and planned out for them. As they continue, they are given the opportunity to
guide the direction that their PD takes. By the end of the program, they are presenting
information to other teachers and hopefully asserting themselves as knowledgeable teacher
leaders.