InductionandStaff

Development
Program

InalignmentwiththeStandardsforProfessionalLearning

ChrisCarlson,MichelleBarsh
Part 1: Induction Program - Year 1

Month: August
Topic: New Hire Orientation - MVVG
Initial Summer Session (3 days)
Day of systems, tech, etc. (logistics and management)
Community Road Rally
Best hopes/worst fears
Rationale: The initial orientation for new teachers is critical for their understanding of working
expectations and conditions, meeting key figures in the school system and individual buildings,
developing camaraderie with a cohort of individuals in the same situation, and acquiring the
knowledge needed to successfully manage the day to day aspects of the classroom.
Who will present: New hires cohort, administrators of new teachers, Director of Elementary and
Secondary Education, representative from Technology, Director of Human Resources, union
representative, teacher leaders from around the district, department chairs/program leads,
Superintendent
Goals:
1. Allow the cohort of new teachers to develop relationships with each other
2. Introduce cohort to the district and community including history, logistics, overall
function, and mission, vision, values, and goals
3. Explain salary, benefits, retirement options, and union procedures
4. Provide training for teachers on computer systems used for paper/record management
5. Conduct discussion addressing new teachers best hopes/worst fears and offer advice on
how to survive the first year
6. Introduce teachers to building-specific administrators, teacher leaders, mentors, and staff
7. Assign classrooms and provide teachers with time to begin preparing their instructional
spaces
Description: This is a three day orientation program for new hires designed to familiarize them
with the district, the community, individual buildings, expectations of teachers, personal
finances, and paperwork & record management. It will also address new teachers concerns and
provide them with the framework for time management and managing the stresses of the job.

Day One
In the morning session, employees will get to know each other as a cohort through an hour of
introductory activities. They will then be introduced to the school district, its mission, vision,
values, and goals, and the expectations of teachers. This component of the induction will use
Bolman & Deals four frames (structural, human resource, political, and symbolic) to help
familiarize teachers with the district and give them a better understanding of the expectations
held for teachers by the district and community. In the afternoon, new employees will be divided
into teams (cross-subject and grade level) and participate in a road rally throughout the
community. This will give them an opportunity to see the different areas of the community and
become more familiar with where their students come from, as well as introduce them to any
local areas/organizations that would be helpful to know as an employee of the district. This will
also serve as a bonding opportunity for the cohort. The superintendent will lead a debrief at the
end of the day tying the cohorts findings from the road rally to their take-aways from the
morning session on the Four Frames and mission, vision, values, and goals.

Day Two
The morning session of day two will focus on the nuts and bolts of employment in the district. It
will start with representatives from the districts human resources department and the local union
who will meet with new hires to discuss financial matters (salary, benefits, retirement planning,
etc.). The union representative(s) will also review the makeup of the contract, union procedures,
and the master calendar for the upcoming year. Afterwards, representatives from the tech
department will walk teachers through the online systems used for paper and record management
(attendance, grades, IEPs, etc.). Lunch will be provided and will include the cohort and teacher
leaders from around the district. In the afternoon, the team of teacher leaders from the district
will lead a session (without the presence of any district or building administration) designed
solicit conversation about the cohorts best hopes and worst fears for their first year in the
district. From there, the teacher leaders will conduct an open discussion with tips for surviving
the first year of teaching, drawing from personal experience.

Day Three
In the morning session of day three, the cohort will meet at their respective buildings to be
introduced to their administrators. They will spend the morning learning about the school and its
culture, taking a tour of the facilities, and meeting staff members. The new hires, administrators,
and mentors will have lunch together and get to know more about each other. In the afternoon,
the mentors and other teacher leaders from the building will review the schools mission, vision,
values, and goals and review departmental curriculum to help the teachers with their initial
planning. Teachers will then be shown their classrooms and given some time to begin preparing
their space.
Month: September
Topic: Building Relationships with Staff and Students
Rationale: Knowing how to develop positive working relationships and relational trust with
colleagues and students is critical for success in education, perhaps more so than in other work
climates.
Who will present: New hires cohort, building administrators, teacher leaders
Goals:
1. Share and demonstrate strategies for building positive classroom cultures
2. Simulate difficult student situations and provide descriptive feedback on what could be
done to ensure that outcomes promote relational trust between teachers and students
3. Develop a toolkit of activities that can be used for promoting relational trust
4. Showcase the PLC model of professional development and action research as a tool for
collaboration and trust-building
5. Simulate difficult staff situations and provide descriptive feedback on what could be done
to ensure outcomes promote relational trust between staff members
Description: The focus of this day-long session is to develop a toolkit of strategies that can be
used to improve staff and student relationships, classroom cultures, and a collaborative
environment built on relational trust. In the morning session, teacher leaders will present and
lead discussions on building classroom culture using activities, physical & environmental design,
and using carefully crafted language. The focus will then shift to active classroom management
strategies that can help produce relational trust between students and staff. The morning will
conclude with a session on dealing with difficult students and situations so as to increase
relational trust and add to the emotional bank account. In the afternoon, building administrators
will provide an overview of professional learning communities (PLCs) and how they can be used
for collaboration with colleagues. They will also lead simulations on dealing with difficult
coworkers who oppose curricular enhancements, instructional changes, or attempt to negatively
influence the mindset of new hires. Teacher leaders will provide tips on how to navigate touch
social situations in a way that produces relational trust between staff members.
Month: October
Topic: Parent - Student - Teacher Partnerships (Parent-Teacher Conf.)
Rationale: The importance of the parent/teacher relationship and communication
Who will present: New hires cohort, District PTO president, a student from a building that does
student-led conferences
Goals:
1. Share research on the importance of family engagement: how teachers can enlist parents
as partners
2. Before the conference preparation
3. During the conference
4. After the conference follow up
5. Review school and district expectation for conferences
6. Mock conferences as an example: One role play for teacher and parent and one for
student led. Debrief what went well and what can be improved
7. Allocate time to get with job alike groups and plan the structure of their conferences.
8. Share ideas and next steps
Description: The focus of this day will be on the importance of family engagement as a
partnership. The day will begin with significant time and examples dedicated to the importance
of this relationship. We will integrate what the research says as well. We will then move to an
application component where new teachers can learn ideas how to make that initial conference
successful. Next, we will review individual school and district expectations. Teachers will have
the opportunity to see mock conferences that are student-led and traditional. They will be able to
discuss what was research based, best practice, and what needed improvement.
Teachers will be given time to be in their job alike groups to plan the structure of their
conference. Sharing will occur at the end of the session.
Month: November
Topic: Data Analysis ~ Using data to drive instruction
Rationale: Data must be looked at as more than a blind date with a teacher. Helping new
teachers to understand the role and use of data for instruction.
Who will present: New hires cohort, administrators of new teachers, building instructional
coaches, Director of Elementary and Secondary Education, representative from Technology
Goals:
1. Share the research on data
2. Discuss the importance of Formative Assessment with examples
3. Discuss the importance of Summative Assessment and the sharing of district/state
summative assessments
4. Assessment calendar overview as presented by the Department of Learning Services
5. Instructional coaches to give an overview of what happens at a Data Dig (BIT or TIM
meetings)
6. Technology department to model how to enter data into Skyward
7. What do I do with this data?
8. Where to reach out to for help
9. Time to meet with building instructional specialist, and principal to discuss next steps
Description: The focus of this day is an introduction on the research of using data. We will then
move to the types of data: Formative Assessment, Summative Assessment and what is asked at
the building. Teachers will have instructional coaches and technology give overviews on how it
looks at the building level for reporting. There will be a large chunk of time in the afternoon
dedicated to teaching what to do with the data and what the next steps are for instruction.

Month: December (Half Day Meeting and Luncheon)

Topic: Check in point and fostering the Mentor relationship
Rationale: December is filled with report cards, district assessments, and holiday fun. We still
will meet, however, this is a check-in and celebration for a long stretch of the first year almost
accomplished. The mentor/new teacher relationship will be highlighted.
Who will present: New hires cohort
Goals:
1. Review topics from August, September, October, and November. Celebrate successes in
regard to each topic.
2. Whats going well? Whats an area you need more support in?
3. Mentor relationships and the importance of learning, growing, and asking
Description: The focus of this day will be a half day culmination of August-November. We will
debrief and celebrate their journey so far. There will be significant time dedicated to highlighting
the importance of their relationship with their mentor. Mentors will be invited to a luncheon.
Month: January
Topic: Sharpen the Saw! Wellness program
Rationale: January is a month that can be long and draining. Many times new and old teachers
forget to first take care of themselves and to stay healthy. A special wellness instructor from the
district will meet with new hirees to go over the different ways that they can stay healthy in the
long winter months.
Who will present: New hires cohort
Goals:
1. Introduce all of the wellness plans and activities in the district
2. Encourage new teachers to sign up for one wellness plan
3. Have new teachers journal or keep a daily/weekly log of their wellness plan
4. Have new teachers share out at the next meeting what the wellness plan did for them
Description: This will be a two hour session after school where teachers will be introduced to
the different types of wellness plans that are available. Some examples will include walking
competitions, mindfulness sessions, massage therapy, fitness center passes, swimming classes,
spinning classes, etc.

Month: February
Topic: Teacher Evaluations
Rationale: New teachers need to know how they are being evaluated and the criteria that they
are required to follow through with. The more teachers know what is expected of them, the more
that they can prepare and follow through in the classroom.
Who will present: New hires cohort, HR, Admin
Goals:
1. Go over the evaluation process with new teachers.
2. Explain how new teachers will be observed and what to expect.
3. Explain to new teachers the pre and post observation protocol.
4. Give information to new teachers on the different criteria that they will be evaluated on.
Description: New teachers will meet with HR and Administration on this half day to discuss the
process of being evaluated during the school year. HR will explain the process and the criteria
that will be used in order to evaluate new teachers. Administration will then explain the
observation process to the new teachers and will also explain what is expected of them before
and after the observation.
Month: March
Topic: Classroom Culture
Rationale: The culture of the classroom can be the most important thing that drives instruction
in the classroom and motivates students to learn. When new teachers understand that their
culture in the classroom is just as important as their lesson plans great improvements and strides
can be made.
Who will present: New hires cohort, Teacher Leaders
Goals:
1. Description on how to build a safe culture in your classroom
2. Strategies on how to create a thinking culture in your classroom
3. Techniques on how to change a negative culture into a positive one.
Description: Teacher leaders will head this PD half day and will take the new teachers through
a series of strategies and techniques that will help the new teacher improve their culture in their
classroom. New teachers will leave the session with a better sense of how to create a safe warm
culture that is inviting to student thinking and learning.

Month: April
Topic: Formative Assessment Process
Rationale: Formative Assessment is a process made up of five key components: Clearing
Learning Targets, Effective Questioning, Descriptive Actionable Feedback, Students as Self
Assessors, and Students as Peer Assessors. Although this process is the most important piece in
student achievement and teacher feedback, it is often overlooked and comes second to
summative assessment. Students can learn without grades, but they cant learn without
formative assessment. In April, with Summative Assessment slowing down curriculum
instruction and pushing the focus on standardized testing, this is a good time to reflect on our day
to day formative assessment so the teacher can begin to fine tune her craft. If we dive too deep
into this process at the beginning of the year, the teacher would not have the experiences to make
the connections and reflect on.
Who will present: New hires cohort, Administrators, Instructional Coaches, and Teacher
Leaders
Goals:
1. Teachers will be able to provide clear learning targets in kid friendly language.
2. Teachers will be able to use Effective Questioning
3. Teachers will be able to give Descriptive Actionable Feedback
4. Teachers will be able to help Students become Self Assessors
5. Teachers will be able to create a learning environment where Students are Peer Assessors
Description: This day will consist of four breakout sessions facilitated by Instructional coaches
and teacher leaders. Session one, new teachers will discuss their strategic use of I CAN
statements and share student exemplars in addition to rich conversations on learning progressions
and descriptive feedback. Session two, new teachers create planned questions which climb the
higher cognitive growth targets. They will discuss the difference between probing and clarifying
questions as well as identify a proper wait time for questions. Session three, will look into
technology based strategies to provide timely, focused, and descriptive feedback that is
actionable. Teachers will bring with them samples of their rubrics. Session four will focus on
the student assessing and learning, covering reflection, metacognition, problem solving, and
ownership of learning. All sessions will cover the fifth goal, students as peer assessors, by
modeling collaboration, shared understanding, active participation, and shared responsibility.

Month: May
Topic: Pedagogy / Research Based Strategies
Rationale: Throughout the year, the new teachers developed lesson plans, tested and evaluated
instructional strategies, developed management techniques and adjusted teaching behaviors.
This is the time to bring all that together and dig deeper with the specific elements of the lesson
and the specific order of those elements used to create learning for students. While direct
instruction focuses on mastery of knowledge already discovered, students most benefit from a
constructivist lesson when the learning objective extend to the higher levels of cognitive growth
targets. At this point in the year, state testing is pretty much out of the way and kids are
exhausted with direct instruction.The last two months of our teachers first year is the perfect
time to push both their own thinking as well as their students.
Who will present: Instructional coaches and Teacher Leaders
Goals:
1. Teachers will learn when it is most appropriate to use inquiry-based instruction as the
pedagogical choice.
2. Teachers will understand the elements that make an effective inquiry-based lesson.
3. Teachers will learn when it is most appropriate to use the constructivism pedagogical
approach when writing lessons.
4. Teachers will understand the elements that make an effective constructivism lesson.
Description: We will examine two specific types of pedagogy: Constructivist and Inquiry. We
will share our districts definition of each to ensure we are always speaking common language.
We will invest additional time in defining the specific elements within both inquiry and
constructivism pedagogical approaches. This will be an interactive lesson where teachers will be
active participants constructing their own constructivist lesson if they were unable to bring one
of theirs from earlier months. Teachers will compare lesson outlines with table partners, Discuss
challenging moments or elements during construction, and ask questions.
Month: June
Topic: Learning Through Reflection!
Rationale: This session concludes our teachers first year together and is important to take time
for celebrations and bonding. This is a perfect time to reflect on our failures as this is a powerful
opportunity to learn and improve our craft. It is also the perfect time to celebrate our victories
and share success stories as we begin to build a plan of action for the following year.
Who will present: Ast. Superintendent, Administrator
Goals:
1. To circle back to our Mission, Vision, Values, and Goals and reflect to see how close our
actions were in alignment to them.
2. Teachers will practice becoming reflective learners which will help them better
understand how they learn and make them more aware of their students learning profile.
3. Teachers will continue to develop a growth mindset.
4. Teachers will learn from their mistakes and identify their strengths and weaknesses.
Description:
Reflection is a practice that facilitates the exploration, examination and understanding of what
we are feeling, thinking and learning. During this session of joy, laughter, and positive
conversations, Administration will facilitate an overview of the teachers year as they are guided
through a process of self-discovery and self-awareness. This will be an opportunity for teachers
to finalize their annual smart goals and teacher evaluations by recording successful outcomes
from previous months topics. Additional time will be allocated for creating an action plan to
kick off the next school year highlighting areas of improvement and challenges teachers will take
on as well as identifying the support they will need.
Part 2: Next 3 Years

During a teacher's second year, instructional coordinators mentor the new teachers. These
coordinators are master teachers who receive stipends and release time in order to work with the
teachers they are mentoring. Instructional strategies, professional skills, classroom management
techniques, assessment techniques, and policies and procedures from year one, receive continued
emphasis. In the second year there is a laser focus on 20 High-Impact teaching strategies as well
as helping our teachers immerse in our districts culture and to unite them with everyone in the
district to form a cohesive, supportive instructional team. The Big idea is that our new teachers
quickly become a part of the district family.

The following rubric will be used to help teachers examine their effectiveness.

A Ready-to-Learn Low High

Environment Impact Impact

1. Behavior Management Low High

System in Place Lack of clearly defined rules
and expectations for behavior
Inconsistent, vague, or
unknown expectations for
classroom activities and
transitions
Inconsistent feedback from
teacher about behavioral
expectations
Little or no time has been
given to teaching behavioral
expectations
Little or no time has been
given to revisiting or
re-teaching behavioral
expectations throughout the
school year
* Clearly defined rules and
expectations for behavior are
present
Explicit expectations for all
classroom activities and transitions
Consistent feedback regarding
behavior is present
Time has been devoted to teaching
the behavior management system to
students
Time is scheduled to revisit and re
teach behavioral expectations
throughout the school year

2. Pre-Established Routines Low High

and Procedures Lack of clearly-defined Clearly-defined routines and
routines and procedures for procedures for classroom
classroom management management are present, including:
transitions, materials, clerical tasks,

3. Teacher Artifacts, Graphic
Organizers, and Academic
Anchors
4. Student Work Displayed
Classroom Culture:
Directing Student
Behavior
5. Positive Framing The
Strategic Use of Positive
Reinforcement
Low
Teacher artifacts, graphic
organizers, and academic
anchors do not reflect the
current content being taught
Store-bought artifacts cover
wall space, but are not
academically relevant to the
content
Teacher artifacts and
academic anchors are not
timely, are dated, and are not
used strategically during
teaching
A one-size-fits-all approach
is used with graphic
organizers and is often
selected by the teacher
Low
There is a lack of student
work displayed in the
classroom
Student work displayed in
the classroom is outdated,
with little meaning to the
current content being studied
Low
Impact
Low
Loss-framed messages
Using sarcasm and
embarrassment
Motivation through negative
consequences
student needs (restroom breaks,
meals, water, etc.)
High
Teacher artifacts, graphic
organizers, and academic anchors
reflect the current content being
taught
Store-bought artifacts are used
strategically to scaffold and build
learning
Teacher artifacts and academic
anchors are timely, rotate with new
content, and are used strategically
during teaching
Graphic organizers represent a
range of options for organizing
information, and students are given
choice in selecting or creating how
they will organize the content they
are learning
High
The teacher has created a
print-rich learning environment for
students using student-generated
work
High
Impact
High
Teacher establishes a positive
academic environment by praising
students often
All interactions begin with
positive assumptions or messages
Systemic recognition of positive

6. Redirect Inappropriate Low
Behavior/Strategically Stop
Misconduct
Classroom Culture and
Learning Facilitation:
Crafting an Academically
Caring Classroom,
Pacing, and Building
Relationships
7. Growth Mindset: Low
Demonstrating High
Expectations for
Low-Expectancy Students
High
Over-reliance on negative
consequences and punitive
discipline
Applying discipline without
understanding of behavior
Non-systemic delivery of
intervention techniques
Becoming emotional when
addressing undesirable
behavior
Escalating situations through
voice volume and actions
Low
Impact
High
Focusing on what a student
cannot do
Using challenging
circumstances as an excuse
for low expectations
Treating IEPs as a
compliance document
behavior and academic
accomplishments
Evidence of compassion
Systemic progression of
intervention techniques
Remaining calm and resolute
Only when necessary, clear and
consistent application of negative
consequences
High
Impact
Praising effort and hard work
Setting SMART goals with
individual students and groups of
students
Focusing on how a student can be
supported
Having an internal locus of
control to influence student
outcomes
Utilizing IEPs as a continuous and
ongoing plan for student
improvement
8. Circulate and Assist Low
with Instructional Purpose Sitting at desk
Wandering around room
without purpose.
9. Questioning with Low
Sufficient Wait Time Designing questions
on-the-fly
Not enough wait time
Too much wait time
Random calling out
10. Applied Specific Low
Academic Praise General praise like good
job
11. Check for Academic Low
Understanding Generally questions the
class, Does
everyone get it?
Lacks a clear monitoring
and
recordkeeping system
No indication of pre-planned
informal
assessments
Student Engagement Low
Impact
12. Specific Dialogue to Low
Excite Learning Lecture-style teaching
Teacher does most of the
talking and thinking
Focus on a small number of
students
Monotone
Low levels of enthusiasm
for content and lesson
High
Circulate the classroom, check all
students for engagement
Strategic feedback and coaching
High
Designing questions in advance
Strategic use of wait time
Strategic use of probing questions
Eye contact with students
Appropriate use of think time
High
Specific praise connected to
academic content, for example:
Jennifer, I liked the way you
remembered to drop the y before
adding ing
High
Use of individual white boards or
other tools to check for individual
understanding
Systemic data collection and
monitoring system in place
Strategic, pre-planned informal
assessments
Multiple opportunities to check
for understanding with multi-modal
informal assessments
High
Impact
High
Students do most of the talking
and thinking
Engages all students
Varied voice tones
Appropriate levels of enthusiasm
for content and lesson
Appropriate level of interest
 Apparent lack of interest
13. Managing Student Low
Response Rates Calls on a few students
during the
lesson
Lacks methods and
strategies for all
students to respond during the
lesson
Resists technology to
manage student
responses
14. Student-to-Student
Academic Talk Students interact with
academic
content only through the
teacher
Low rates of academic talk
with each other
There is a consistent pattern
of
student-to-teacher-to-student
dialogue
Application of Rigor Low
Through Cognitive Impact
Growth Targets
(Informational Only)
15. Strategic Use of High rates of the following
Analysis, Reasoning, and types
of questions:
Creating Questions and Label_________.
Tasks Identify the____.
Define each term.
List the ________.
Illustrate_______.
When did_____ take place?
What happened first?
Do you recognize______?
High
Engages all students in the lesson
Has several methods and
strategies for all students to respond
during the lesson
Leverages technology to manage
student responses
Facilitates student responses
outside the classroom
Students are given multiple
opportunities to talk about academic
content with their peers
High rates of turn and talk
facilitate student engagement
There is a consistent pattern of
student-to-teacher-to-student
dialogue before the teacher
interjects their own thinking
High
Impact
High rates of the following types of
questions:
Is this the most effective
approach____?
Prioritize the steps to solve this
problem.
Classify ____ according
to______.
What is the pattern______?
What caused _______ to happen?
Propose a solution for_______.
What changes to_____ would you
recommend?

16. Strategic Use of Low
Metacognition and High rates of the following
types
Self-Actualization of questions:
Questions and Tasks Find_______.
List the steps you used
to______.
Estimate the
following_______.
What information is
missing?
What is the main idea?
Which one______.
17. Application of Low
Real-World Relevance and Little or no primary sources
are used during lessons
Primary Sources Student work is
worksheet-based
Student work is primarily
textbook-driven
Tasks and assignments lack
real-world application, and
are seen as compliance
How would you interpret_____?
Can you justify______?
How would you critique______?
Why did you select that______?
What arguments/evidence was
more convincing?
Is this the most effective
approach?
Build_____.
Invent____.
Create____.
High
High rates of the following types of
questions:
Explain your thinking on that.
Can you tell me how you came to
that conclusion?
What strategy or thinking did you
use to solve that?
What are you left
thinking/wondering about?
What do you do when things dont
go well?
When are you most happy?
How do you feel when___?
Why do you believe that?
What motivates you?
How are you part of your
community?
High
Primary sources like newspapers,
historical documents, websites,
blogs, artifacts, etc. are used in
lessons
Student work is authentic
Student work extends well beyond
the textbook
Tasks and assignments often
involve real-world context,

Application and
Instructional Delivery of
Customized Teaching
18. Strategic Use of
Technology to Increase the
Instructional Impact
Appropriate use of
technology to: manage
flexible networks; facilitate
anywhere, anytime learning;
leverage digital content
19. Differentiation to
Facilitate Learning
Based upon 21st century
learners and their learner
profiles
20. Embedded
Application of 21st Century
Skills .
Source: HIT Reflection tools, Teacher as Architect 2012
a. Note: This rubric is a modified version of a the reference tool presented on page 287, Teacher as Architect
1st Edition.
exercises
Low
Impact
Low
Technology is the primary
point of the lesson
High usage of digital media
is used whole class as the
primary teaching strategy
Low
Little to no evidence that the
teacher considers the diversity
of learners within the
classroom
Instruction is often whole
group and targeted to the
middle
Low
Lessons are low level, and
the teacher does most of the
thinking
Students rarely talk to each
other about their work
Little evidence of
information and
digital media literacy present
in lessons
Lessons are all
teacher-directed with little
choice for students
simulations, and have purpose and
meaning for students
High
Impact
High
Technology is leveraged as a tool
to customize and personalize
instruction
Digital media is leveraged to
differentiate the instructional
process and product
Students use the technology to
create content
High
Clear evidence that instruction is
personalized and customized based
upon several factors in each
students learner profile
High
Lessons involve critical thinking
and problem-solving skills
Students communicate and
collaborate about their work
Teachers will be able to see these strategies and practices in action through instructional rounds
within their buildings and any sister schools in the district (similar grade levels). Instructional
rounds will take place 2-3 times per year in the second, third, and fourth years. Teachers will
receive an afternoon of release time on these days to rotate through different classrooms, and will
debrief with teacher leaders/department chairs afterwards to focus on strategies that could be
implemented in their own teaching practice.

In the third and fourth years, teachers receive advanced training in instructional strategies,
cooperative learning, higher-level thinking, and more. Instructional coordinators continue to
observe and support these teachers. An emphasis will also be placed on mindfulness and
prioritizing stressload, which will have increased for teachers as they reach these stages. Mentors
will work with the cohort to ensure that Coveys 7 Habits for Highly Effective People (1990) are
being followed. The focus of these years is teacher retention, which becomes a challenge after
the initial honeymoon phase is over. Ensuring that teachers have appropriate time management
strategies and that they are fully supported in their instructional practices will be a top priority
during these years professional development sessions. Instructional rounds will continue to take
place 2-3 times a year, followed by a debrief with ready to go strategies.

Part 3: Evaluation of Program by Learning Forward Standards

Learning Forward Standards (http://www.learningforward.org).
 Learning Forward shows how to plan, implement, and measure high-quality professional
learning so you and your team can achieve success with your system, school, and students.
They are the only professional association devoted exclusively to those who work in educator
professional development. They help members leverage the power of professional learning to
affect positive and lasting change.

Learning Communities: The induction plan is committed to providing opportunities for

educator effectiveness by providing research based learning topics aligning with the District
School Improvement Plan. New teachers develop relationships within their cohort and the
committee to achieve and support each other toward the shared goals of the school and district. A
cohort style model is in place to support continuous improvement in the years to come.

Leadership: The induction plan includes district professionals that contribute to the new
teachers support system for professional learning. They are carefully selected to help develop
capacity. The key people on the committee, as well as those assisting, help develop capacity for
others to learn while furthering their own professional learning. Support is provided and
leadership is distributed and shared by all leading stakeholders.

Resources: The induction plan provides support for resource knowledge and development. The
resource investment for professional learning comes from our greatest natural resource, our
people. While some funds will be used for guest teacher coverage, we will use job-embedded
best practices to utilize from within. We will use our existing staff to provide effective learning
experiences for our new teachers.

Data: The induction plan includes many opportunities for new teachers to use data effectively.
New teachers will be instructed in a variety of research based best practices, as well as district
expectations. New teachers will be provided opportunities to learn about utilizing data for
instruction.

Learning Designs: The induction plan is based on active engagement from all stakeholders.
New teachers will interact with their cohort and other leaders in face to face interactions and role
plays. They will be involved actively in their learning. Research is an integral part of every
meeting so participants understand the why.

Implementation: The induction plan offers on-going support for professional learning in the
first year and beyond. Effective feedback and continual improvement is integrated into each new
teacher meeting. Continuous improvement and reflection are part of this process.

Outcomes: The induction plan is centered around inspiring teachers to perform at their highest
level. The program links new learning with old learning. A coherent program is provided so the
new teacher sees the induction program as the first step in their professional learning career.
 References

Covey, S. R. (1990). The seven habits of highly effective people: Restoring the character ethic.

New York: Fireside Book.

Smith, S.K., Chavez, A.M, Seaman, G.W. (2012). Teacher as Architect: Instructional design and

delivery for the modern teacher. Modern Teacher Press.

Standards for Professional Learning. (2015). Retrieved March 23, 2016, from

http://learningforward.org/standards-for-professional-learning#.VvLpn1UrLGI