Teacher Induction Report - Mifflin County School District Strategic Plan

Pennsylvania Department of Education

Pennsylvania State Coat of Arms
COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333

Teacher Induction Report
Friday, September 28, 2007

Entity: Mifflin County SD
Address: 201 Eighth St - Highland Park
Lewistown, PA 17044-1197
Phone: (717) 248-0148
Contact Name: Edward Curry

Table of Contents

III. TEACHER INDUCTION REPORT

Teacher Induction Planning Participants

Name	Affiliation	Membership Category	Appointed By
Barbara A. Frankhouser	Mifflin County School District	Board Member	Board of School Directors
Cathy Lechien	Mifflin County School District	Other	Administrators
David S. Runk	Mifflin County School District	Administrator	School Board
Dena M. Stauffer	Resident	Parent	Board of School Directors
Dr. John J. Czerniakowski	Mifflin County School District	Administrator	Superintendent
Dr. Shirley A. Woika	Mifflin County School District	Special Education Representative	Superintendent
Dr.Tracy P. Hinish	Tuscarora Intermediate Unit No. 11	Community Representative	Director of Secondary Education
E. Terry Styers	Mifflin County School District	Administrator	Principals
Edward R. Curry	Mifflin County School District	Administrator	Superintendent
Erik M. Liebegott	Mifflin County School District	Elementary School Teacher	Teachers
Gary L. Oden	Business	Business Representative	Board of School Directors
Harry L. Aultz	Mifflin County School District	Middle School Teacher	Teachers
James E. Tunall	Resident	Business Representative	Director of Student Support Services
Jennifer S. Macknair	Mifflin County School District	Secondary School Teacher	Teachers
Katelin I. Swigart	Community	Community Representative	Board of School Directors
Lori M. Mowery	Mifflin County School District	Middle School Teacher	Teachers
Lynn E. Molek	Resident	Parent	Board of School Directors
Mackenzie J. Kauffman	Mifflin County School District	Other	Secondary School Principal
Mark K. Hidlay	Mifflin County School District	Administrator	Superintendent
Mary Lou M. Sigler	Mifflin County School District	Administrator	Superintendent
Michael H. LaMarca	Mifflin County School District	Administrator	Principals
Michelle A. Schaaf	Mifflin County School District	Other	Administrators
Randy M. Fluke	Mifflin County School District	Secondary School Teacher	Teachers
Samantha L. Wheeler	Mifflin County School District	Other	Secondary School Principal
Scott M. Gantz	Mifflin County School District	Elementary School Teacher	Teachers
Thomas E. Walker	Business	Business Representative	Board of School Directors
Vance S. Varner	Mifflin County School District	Administrator	Principals

Goals and Competencies
		The goal of the Teacher Induction Program of the Mifflin County School District is to engage our first-year and new teachers in a collaborative program that will support their professional growth. By aligning Mentor Teachers with Inductees, new teachers are provided with expert guidance in the prime area of instruction as well as appropriate exposure to other aspects of the teaching profession. This will produce confident and knowledgeable new teachers who will ultimately benefit our students. Objectives To build a professional and collegial relationship and create an atmosphere of trust between the Inductee and the Mentor teachers. To familiarize Inductees with Pennsylvania, Mifflin County School District and building policies, procedures, expectations and standards. To assist the Inductees in professional growth and learning, and provide ready access to resources for self-improvement. To provide peer support and a role model of a successful and experienced professional for the Inductee. To provide information, training and ongoing technical assistance to teacher Inductees.
Assessment Processes
		Within the first two weeks of the Induction Program, the teacher Inductee will complete the Teacher Inductee Needs Assessment and will review it with the Mentor teacher. The Mentor will use these results to guide the Inductees program and determine topics for discussion. Following successful completion of Induction, the Assessment will be completed again and results compared by the Mentor.
Mentor Selection
	Mentors for new teacher Inductees will be selected by the administrator responsible for supervising the Inductee. In most cases this will be the building principal. The following criteria will be used to guide the selection of Mentors: Tenured teacher with at least three years experience in the Mifflin County School district. Assigned to the same or similar grade level/subject area. Willingness to serve as a mentor. Recommended to the Act 48 Committee by the appropriate administrators and approved by the Board of School Directors. The responsibilities of mentor teachers are as follows: Attend Induction Program Workshops as planned. Provide support for necessary instruction to inductee according to the Induction Plan. Coordinate activities for teacher inductee according to the Plan. Meet biweekly at minimum with the Inductee and discuss topics from the Inductee Checklist. Assist in the completion of Induction Program paperwork. Assist in the completion of the Needs Assessment at the beginning and end of the year. Report problems and questions involving the induction program to the appropriate administrator or the induction coordinator. Request reimbursement as per contract.
Activities and Topics
	Topics for the Induction Program consist of those that are general and relevant to all professional positions and those that are more specific to assignment. The mentor is charged with reviewing the completed Needs Assessment and identifying the specific areas to address with the inductee over the course of the program. Those topics of a general nature are expected to be covered in formal and informal settings. This list is not inclusive and should serve as suggestion. Professionalism, goals and expectations Code of Professional Practice and Conduct Teacher evaluation Pupil support services Parent-teacher relationships and expectations School governance Instructional methodologies and techniques Classroom organization and control District Policies and Strategic Plan Curriculum goals and objectives School District philosophy Salary, fringe benefits Pupil grading Professional development, permanent certification, tenure Professional organizations Lesson plans Special Education Character Education Community profile Those topics specific to assignment are to be discussed and recorded as part of the bi-weekly meetings and tracked on the Inductee Checklist. They include the following teaching areas and assignments: Elementary, Middle School, High School and Special Education. As above, these lists are not inclusive and should serve as suggestion. Elementary Child study teams Handbook Grade level planned courses Technology Testing programs Specialized programs Guidance, school nurse, library Parent school associations Special Education Course of study K-12 Physical plan of building Middle Level Teaching teams Student Assistance Program Needs of middle level youth Support services Technology Course of study K-12 Planned courses Parent school associations Special Education Physical plan of building Testing program High School Extracurricular activities Physical plan of building Support services Technology Course of study K-12 Planned courses Advisorships Parent school associations Student Assistance Program Special Education Testing program Special Education CST/SAP Parent/Teacher handbook Departmental Planned courses Standards and regulations Forms and formats Testing and assessment issues Special supplies and materials Parent conferencing Behavior management Inclusion Exceptionalities and services Technology Augmentative devices The district will also make available training sessions for the group of Inductees each year. The program begins with Orientation and the New Teacher Workshop offered by the Tuscarora Intermediate Unit. These are followed by monthly meetings of all Inductees as part of the Enhanced Induction Program. These sessions include, but are not limited to the following topics: Induction Program Orientation and Overview
			Induction Program Requirements
	New Teacher Workshop (TIU)
			Curriculum Resources and Information State Initiatives Act 48 Special Education Progress Monitoring Overview of TIU Services Technology
	Enhanced Induction Program
			The Effective Teacher and the First Days of School Classroom Management: Discipline, Procedures and Routines Communications Differentiated Instruction Special Education Cooperative Learning and Classroom Culture, Lesson Mastery The Professional Educator and Positive Expectations NCLB, PSSA, PVAAS and AYP
Evaluation and Monitoring
	Inductees will complete the Needs Assessment form as a type of self-evaluation as required by the Induction Plan. They will reflect on their responses from the beginning to the end of the year. Mentor teachers and Inductees will maintain proper paperwork and provide it to the appropriate administrators and Induction Coordinator. The mentor-inductee relationship and progress will be monitored by the appropriate administrator, who is directly responsible to the Induction Coordinator. The Act 48 Committee will meet and discuss the program results, analyze assessment forms, and recommend improvements to the program on a yearly basis. Finally, the Act 48 Committee will meet with all Inductees near the end of their induction year for the purpose of gaining feedback on the program.
Participation and Completion
	The following outlines the criteria for selection for the Induction Program: Required for all teachers and educational specialists who receive their initial Pennsylvania teaching certificate on or after June 1, 1987. Offered to all new professional employees of the School District, people who have changed certification areas, or at the discretion of the Act 48 Committee based on recommendation by the appropriate administrators. The responsibilities of the inductee are as follows: Participate in all District/building induction activities, including the Induction Orientation. Attend the New Teacher Workshop provided by the Tuscarora Intermediate Unit. Attend all monthly sessions offered in the Enhanced Induction Program. Meet with mentor teacher biweekly at minimum. Complete and maintain all required Induction Program paperwork, including the Inductee Checklist. Communicate concerns, questions and problems to the mentor teacher. Complete beginning and end of the year Needs Assessment and reflect on the comparison. Complete successfully the equivalent of one full year (two semesters) of the Induction Program. The inductee will not be paid to complete the plan since it is a condition of employment. The Mentor/Inductee relationship will be monitored by the supervising administrator, for example the building principal. All paperwork will be submitted to this administrator, who will forward it to the Induction Coordinator. Determination of successful completion of the program will be based upon attendance at required activities, participation in biweekly meetings with mentors, completion of necessary paperwork, including Inductee Checklists and a recommendation letter from the Mentor and supervising administrator to the Induction Coordinator. The Coordinator will maintain all documents pertaining to the program and share information with the Act 48 Committee.

MCSD Strategic Plan