Teacher Induction

Nurturing Future Leaders of the New Pacific Century at the Hub of East Asia

Program Manual

Nurturing Future Leaders of the New Pacific Century at the Hub of East Asia

Teacher Induction Program Manual

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Table of Contents/Committee Members ………………………… Pg. 3

Mission/Overview/Standards/Goals ……………………………… Pg. 4

Mentor Teacher …………………………………………………… Pg. 5

Mentee/New Teacher ……………………………………………… Pg. 6

Confidentiality ……………………………………………………… Pg. 7

Accountability/Compensation ……………………………………… Pg. 8

Classroom Visitations ……………………………………………… Pg. 9

Beginning Teacher Needs ………………………………………… Pg. 10

Mentoring in Challenging Situations ……………………………… Pg. 11

Important Topics to Discuss with your Mentor …………………… Pg. 12

“A Mentor Is” ……………………………………………………… Pg. 13

Mentor/Mentee Forms …………………………………………… Pgs. 14-23

Referenc …………………………………………………………… Pg. 24

Contents

Members:Committee Chair: Jeannie SungCommittee Lead Teacher: Matthew JohnsonCommittee Contributing Teachers: Sophie Holbrook, Jee Young Kim, Nathan Morphew, Andy Murphy, Judy Park, Ragna Reimers

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Mission Statement:

The mission of Asia Pacific International School is “to educate its students to become globally enlightened citizens.” To achieve this result, the program is committed to helping new teachers make a successful transition into teaching by providing effective support and expertise gained from a professional relationship with veteran teachers. By building an environment of trust, confidentiality, nonjudgmental interactions and mutual respect, we will provide the tools needed for new teachers to experience success in the classroom.

General Overview:

The goal of the Teacher Induction Program is to help a new teacher become more reflective about his/her practice. This program will assist the new teacher in making a successful transition into teaching by relying on the expertise of veterans to provide a clinical, real-world training process. The principal will pair a new teacher with a mentor teacher. The mentor and mentee will follow a set plan to support the mentee in his/her professional development through: monthly observations, shared planning sessions, demo classes, etc. The mentor teacher will conduct a minimum of four observations (including pre and post conferences) throughout the school year and will serve as a resource to help that teacher reach his/her annual individual goals.

Program Standards:1. Adapted from the US National Board for Professional Teacher Standards

2. Teachers are Committed to Students and Learning.

3. Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.

4. Teachers are Responsible for Managing and Monitoring Student Learning.

5. Teachers Think Systematically about Their Practice and Learn from Experience.

6. Teachers are Members of Learning Communities.

Program Goals:1. To retain quality teachers

2. To facilitate a seamless transition into the profession or school

3. To guide professional growth

4. To create a welcoming, nurturing environment for teachers new to the school

5. To improve new teachers’ skills and performance

6. To support teacher morale and communications

7. To create a non-threatening relationship so that the new teacher can discuss areas of concern with-out fear of reprisal

8. To introduce/socialize new teachers to the staff and community

9. To provide a good model of teaching and classroom management

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Role of the Mentor Teacher:1. The mentor teacher will model appropriate professional behavior.

2. The mentor teacher will assist with classroom management strategies.

3. The mentor teacher will aid in the writing and implementing of lesson plans.

4. The mentor teacher will help guide curriculum development.

5. The mentor teacher will offer support with Grade Quick, Report Cards, Rubicon Atlas, etc.

6. The mentor teacher will assist with setting up of the classroom space and environment.

7. The mentor teacher will remain accountable for following the guidelines and standards in the Teacher Induction Manual.

Guidelines for the Mentor Teacher:1. Make yourself available and have an “open-door policy” with the mentee

2. Communicate on a weekly basis with the mentee to discuss strategies, problems, etc.

3. Assist the mentee in a variety of educational contexts (see “Role of the Mentor Teacher”)

4. Discuss and come up with strategies, with the mentee, to fulfill the “Yearly Goals Sheet”

5. Conduct a minimum of four formal observations (including pre and post conferences) throughout the year

6. Perform informal observations throughout the year (especially during the first semester) to check for improvement and confidence of the mentee in the classroom

7. Complete an end-of-the-year assessment for the mentee

Mentor Selection Criteria:1. A history of proficient or outstanding performance appraisals

2. The recommendation of the school principal

3. The completion of mentor training

4. Recognition as an outstanding teacher who maintains positive peer relations

5. Three years of successful teaching experience

6. Understanding of new teacher development

7. Understanding of formative and summative assessment processes

8. Ability to discuss assessment information and share instructional ideas and materials with new teachers

9. Possession of effective interpersonal and collaborative skills

10. Commitment to their own professional growth and learning

Mentor Training:

Mentor teachers require the skills to identify and respond to new teacher needs and to create a community that positively engages program participants. All mentor teachers must complete two training sessions prior to their placement in the program; one session in May of the previous school year and the second session during new teacher orientation. This training will involve a clear understanding of the “Teacher Induction Program” Manual, specifically concerning: confidentiality, accountability, compensation, personal biases, and observations.

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Role of the Mentee:1. The mentee will conduct him/her-self with appropriate professional behavior.

2. The mentee will be open to the recommendations of the mentor teacher.

3. The mentee will seek out the help and support of the mentor teacher.

4. The mentee will search for opportunities for professional growth both inside and outside of the classroom.

5. The mentee will welcome feedback following both formal and informal observations.

6. The mentee will remain accountable for following the guidelines and standards in the Teacher Induc-tion Manual.

Guidelines for the Mentee:1. Seek advice from the mentor teacher on a weekly basis in order to discuss strategies, problems,

successes, etc.

2. Be open to the recommendations of the mentor teacher (see “Role of the Mentee”)

3. Fill out and discuss with the mentor your “Yearly Goals Sheet”

4. Allow for a minimum of four formal observations from the mentor (including pre and post observa-tions) throughout the year

5. Have an “open door policy” to allow for informal observations and walk-throughs as determined by the mentor

6. Observe lessons of the mentor teacher a minimum of three times throughout the year

7. Complete an end-of-the-year assessment for the mentor

8. Maintain up to date records and copies of observations, yearly goals, and end-of-the-year assess-ment in your professional portfolio (to be kept with the mentee)

Mentee Selection Criteria:

All first year teachers to Asia Pacific International School will be assigned a mentor. Based upon experience and performance, it is possible that teachers who show exemplary performance in the classroom, based on observations by both the mentor teacher and the principal, will be integrated into the returning teacher “professional growth plan” program.

Mentee Program Orientation:

During the first week at Asia Pacific International School, all new teachers will be given a “Teacher Induction” orientation to become familiar with program goals and expectations. In order to make a successful transition into teaching at APIS all new teachers should arrive on campus having read and understood the “Teacher Induction Program” manual.

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Confidentiality:

The mentoring program at Asia Pacific International School has been developed to ensure that each teacher new to the school be afforded the support of experienced teachers for orientation and instructional coaching. For mentoring to meet its goal of aiding new teachers in effective instructional practices, the environment must be risk-free and non-threatening; new teachers need to avail themselves of such help and willingly open their classrooms to their mentors. With this understanding as the foundation, the relationship between the mentor and new teacher will remain confidential.

Mentors will refrain from sharing any information regarding mentees with the mentee’s principal, colleagues, or students. A copy of the written comments used in conferences between the mentor and mentee will be placed in the mentee’s file.

Principals will refrain from seeking any information from mentors regarding their mentees or from sharing their own evaluative observations with mentors.

At their discretion, new teachers may wish to share personal or evaluative information with either mentors or principals as a means of seeking help/advice.

Principals will be informed if/when any new faculty avoids or refuses to participate in this mandatory program.

If a mentee requests a letter of recommendation from a mentor, it is a personal decision of the mentor.

It is important to recognize the positive potential in the mentor-mentee relationship. The confidentiality and trust built into the partnership needs to prevail if it is to work to the benefit of the mentee, mentor, students, and the school.

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Accountability:

The Teacher Induction Program is most effective when mentors and mentees work together to maintain a level of mutual respect based on confidentiality, support and accountability. All mentors and mentees must meet on a weekly basis to discuss the classroom environment: strategies, concerns, successes, behavior difficulties, curriculum/lesson plan needs, etc. All weekly meetings will be recorded and a copy of these notes will be placed into the mentee’s file.

• Here are some important reminders concerning mentor/mentee meetings:

• Meet weekly, or more often when necessary (i.e. high stress/work times of year)

• Regularly scheduled meetings are more effective and show good intentions

• Have a focus, goal, and objective for each meeting

• Model professionalism

• Use your communication/listening/questioning skills

• Begin your meetings with a check in of emotions and health

• Use previous meeting notes to review where you have been and where you are going

• Listen to and help problem solve complaints for a short period of time, but don’t encourage “venting” at each meeting

• Try to avoid personal biases

• Share professional readings and professional development information

• Always end meetings with closure, a review of progress, and your next meeting time

• Provide hope, perspective, and encouragement

• Document your meeting; it is as important as any official meeting

Compensation:

All mentor teachers will be given a stipend for their time and effort in helping new teachers through the teacher induction program. Mentor teachers must adhere to all policies within the “Teacher Induction Program” manual and also to those needs and requests of the school principals. If any needs of the program are not met by the mentor, the principal has the right to withhold all or part of the stipend amount. Mentor teacher stipends will be paid in July of the current school year:

• Mentor teachers with one mentee will be compensated 250,000 KRW per quarter.

• Mentor teachers with two mentees will be compensated 400,000 KRW per quarter.

• Mentor teachers with three mentees will be compensated 500,000 KRW per quarter.

Mentor teachers will also be allotted one release day per quarter (as necessary) in order to conduct classroom observations and/or assist the mentee. Release days must be requested to the principal at least three days in advance.

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Classroom Visitations:

These are valuable opportunities for the mentor to gain insight into daily activities and teaching.

•Walk-Throughs (or Drop-Ins)

They are unannounced, unscheduled visits which last for ten to fifteen minutes and can take place during any time of the day.

Walk-throughs provide a “snapshot” of general teaching practices and are not meant to provide individual feedback.

•Informal Observations

Generally, these visits are unannounced and may happen at any time during the school day.

Teachers may suggest specific times when they have a special lesson, activity, or event planned.

The observer will provide feedback in person or in writing. This should take place the same day of the observation if possible.

A copy of the feedback should be placed in the mentee’s portfolio.

•Formal Observations

The formal observation process includes pre and post-observation conferences and is conducted by the mentor.

Before the formal observation:

All participants will agree on the time and date of the formal visit, usually with at least five teaching days advance notice. The duration of the lesson should be between 30 and 45 minutes.

A pre-observation conference will be scheduled 1-2 days before the lesson.

At this conference, the teacher will present a copy of his/her lesson plan to the observer and explain any necessary information about the lesson. Also at this time the post-observation conference will be scheduled, preferably on the same day of the observation, but no later than three school days after the lesson.

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New Teachers Need…

Optimal Working Conditions:

On-site mentor support, preferably located in close proximity to the new teacher and in the same subject area and/or grade level

Time to work with mentors• Opportunity to network and dialogue with other new teachers

• Orientation to the school that includes a curriculum overview, planning, location of resources, and orientation to the community including school goals and expectations

Appropriate and Continuing Support:

New teachers need to be consistently supported through the induction period. This support should be:

1. Practical and relevant to their needs

2. Conducted with consideration of the other demands placed on their time

3. Tailored to cover the content in sufficient detail to help new teachers develop pedagogical skills, content knowledge, and awareness of student needs

4. Designed to offer opportunities to discuss their own needs and concerns

5. Followed by activities that assist new teachers in using the skills and knowledge in their class-rooms

SupportfromtheEntireFaculty:

In addition to mentor support, the entire faculty can be involved in supporting new teachers in the following ways:

Sharing: Volunteering to:

* lesson plans * observe, listen actively, and provide feedback

* instructional materials * discuss your teaching area

* classroom materials * help with routine paperwork

* time management strategies * listen to any other concerns

* classroom management strategies * let him/her observe you

* words of encouragement * teach a lesson together (team teaching)

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Mentoring in Challenging Situations

The ideal ratio is one mentor for each new teacher per year. Further, the recommendation is that the mentor is from the same grade or subject area and that he/she is located in close proximity to the new teacher. However, this is often not possible. Below are some suggestions for working with new teachers in less than ideal circumstances.

Mentoring Out of Subject Area or Grade Level:• Identify colleagues or administrators who are more familiar with the curriculum than you are.

Link the new teacher with this person to address curriculum questions.

• Encourage other new teachers within that subject area or grade level to share ideas, plan lessons together, and observe each other’s teaching.

• Schedule a regular time to meet and honor that commitment.

Mentoring Multiple New Teachers:• Maximize your time by performing some aspects of the mentor role with all your new teachers at

once. For example, confer with each mentee on a weekly basis, and then hold monthly meetings with the entire group.

• Encourage new teachers to form a support group and share ideas among themselves.

• Meet individual needs in more confidential settings. Establish links between the teachers you are mentoring and other experienced teachers who can also assist them.

• Advocate for release time to work with the new teachers.

Mentoring Experienced Teachers New to the School:• Introduce the teacher to the procedural requirements of the school.

• Check with the new teacher frequently to ensure that s/he is comfortable within the new setting and has questions answered.

• Take a less directive approach when it is determined that the teacher is secure.

Mentoring Mismatches: Incompatible Personalities or Philosophies:• Participate in peer mediation.

• Give special attention to communication: active listening, reflection, etc.

• Ask/discuss a change in assignment with the principal (this should be used as a last resort after all other options have been exhausted).

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ImportantTopicstoDiscusswithyourMentor

_____Curriculum: Curriculum Maps, assessments, texts and support materials

_____Software Applications: Edline, Gradequick, Rubicon Atlas, SMART Board

_____Classroom management/climate and related resources

_____School Discipline Code

_____Faculty Absence (sick and personal leave forms), preparation for subs

_____Faculty duties

_____Homework policies/procedures/expectations

_____Non-instructional time supervision: hallway, bathroom, outside, busses, etc.

_____Early release/late arrival, and full day workshops

_____Use of copymachine/laminator/etc.

_____Dates, timelines, deadlines, certification, course approval/payment

_____Resources for teachers

_____Dress code (student & faculty)

_____Faculty Meetings

_____Stress

_____Meals/Cafeteria – students and faculty

_____Recess/AdvisoryTime

_____Student attendance

_____Assemblies

_____Field Trips

Other:

_____

_____

_____

_____

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A MENTOR IS . . .

1. A Role Model Gives examples; provides opportunities for a protégé to observe professional behavior.

2. A Motivator Helps new teachers to explore ways to involve students in learning.

3. A Communicator Listens carefully and uses new teacher responses to improve learning for students.

4. An Advisor Gives clarification and feedback by providing specific and general answers to questions.

5. A Guide Assists new teacher to set up routines and understand the school organization.

6. A Demonstrator Helps new teacher by demonstrating lessons for teaching specific learning objectives.

7. A Resource Provides appropriate materials and directs new teacher to in-school and community resources.

8. An Assessor Monitors progress and impact of learning in the classroom.

9. A Friend Develops a relationship of trust, confidentiality, and support.

10. A Teacher/Coach Provides instruction of specific knowledge and skills necessary for successful job performance.

11. A Counselor Is an empathetic listener who assists the mentee in coming up with his/her own solutions.

12. A Supporter Encourages and praises while being realistic when events don’t go as planned.

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Teacher: _________________________ Mentor: _________________________

Indicate your need for assistance in each of the following areas by circling either YES or NO

Finding and understanding curricula guidelines and materials. YES NO

Obtaining instructional resources and materials. YES NO

Planning for instruction. YES NO

Classroom organization and management. YES NO

Management of student behavior. YES NO

Effective instructional techniques. YES NO

Monitoring and evaluating student performance. YES NO

Motivating students. YES NO

Dealing with individual student needs, interests, abilities, and problems. YES NO

Understanding expectations of the principal and other staff. YES NO

Effective communication with parents. YES NO

Interpreting school policies, rules, and contract. YES NO

Planning and managing my time and work. YES NO

Communicating with other staff (administrators, teachers, secretaries, cus-todians, etc.).

YES NO

Professional growth opportunities. YES NO

Understanding the school system’s teacher evaluation process. YES NO

Mentee Teacher Needs Assessment Form

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Pre-observation Conference Form (Teacher Induction Program)

Teacher Name:

Pre-observation Conference Date:

Post-observation Conference Date:

Observation Date and Period:

Content: Grade Level:

Target Curriculum/Learning Standards:

1. Briefly describe the students in this class, including those with special needs.

2. What are your learning outcomes for this lesson? What do you want the students to understand?

3. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group?

4. How will you differentiate instruction for different individuals or groups of students in the class?

5. Is there anything that you would like me to specifically observe during the lesson?

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Post-observationConference/ReflectionForm(Teacher Induction Program)

Teacher Name:

Post-observation Conference Date:

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

2. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning?

3. Did you depart from your plan? If so, how, and why?

4. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources.) To what extent were they effective?

5. If you had a chance to teach this lesson again to the same group of students, what would you do differently?

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Teacher Name:

Observer Name:

Date: Evaluate the following categories by using the given rubric and also include a written reflection.

_____ The teacher demonstrates good classroom management techniques.

_____ The teacher shows organization and thoughtfulness with lesson planning.

_____ The teacher uses instructional techniques to best meet the needs of the students.

_____ The teacher shows professionalism in and out of the classroom as a contributing member of a professional learning community.

_____ The teacher demonstrates a positive rapport with students.

_____ The teacher uses differentiated instruction to meet the needs of students.

Other observations/comments:

Observation Form (Teacher Induction Program)

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4 3 2 1Classroom Management

Students themselves make a substantive contribution to the smooth functioning of the classroom, with highly positive personal interactions, high ex-pectations and student pride in work, seamless routines, clear stan-dards of conduct, and a physical environment conducive to high-level learning.

Classroom envi-ronment functions smoothly, with little or no loss of instructional time. Expectations for student learning are high, and interactions among individuals are respectful. Standards for student conduct are clear, and the physical environment supports learning.

Classroom environ-ment functions some-what effectively, with modest expectations for student learn-ing and conduct, and classroom routines and use of space that partially support stu-dent learning. Students and the teacher rarely treat one another with disrespect.

Classroom environ-ment is characterized by chaos and conflict, with low expectations for learning, no clear standards of student conduct, poor use of physical space, and negative interactions between individuals.

Lesson Planning

Teacher’s plans, based on extensive content knowledge and under-standing of students, are designed to engage students in significant learning. All aspects of the teacher’s plans – instructional outcomes, learning activities, materials, resources, and assessments – are in complete alignment and are adapted as needed for individual students.

Teacher’s plans reflect solid understanding of the content, the students, and available resources. Instruction-al outcomes represent important learning suitable to most stu-dents. Most elements of the instructional design, including the assessments, are aligned to the goals.

Teacher’s plans reflect moderate understand-ing of the content, the students, and avail-able resources. Some instructional outcomes are suitable to the stu-dents as a group, and the approaches to as-sessment are partially aligned to the goals.

Teacher’s plans reflect little understanding of the content, the students, and available resources. Instruc-tional outcomes are either lacking or inap-propriate; assessment methodologies are inadequate.

Instruction All students are highly engaged in learning and make material contri-butions to the success of the class through their participation in discussions, active involvement in learning activities, and use of assessment informa-tion in their learning. The teacher persists in the search for ap-proaches to meet the needs of every student.

All students are en-gaged in learning as a result of clear commu-nication and successful use of questioning and discussion techniques. Activities and assign-ments are of high qual-ity, and teacher and students make produc-tive use of assessment. The teacher demon-strates flexibility in contributing to the success of the lesson and of each student.

Only some students are engaged in learning because of only partially clear communication, uneven use of discus-sion strategies, and only some suitable instruc-tional activities and materials. The teacher displays some use of assessment in instruc-tion and is moderately flexible in adjusting the instructional plan and in response to students’ interests and their suc-cess in learning.

Instruction is char-acterized by poor communication, low-level questions, little student engagement or participation in discus-sion, little or no use of assessment in learning, and rigid adherence to an instructional plan despite evidence that it should be revised or modified.

Teacher Induction Program RubricMentorObservations

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Professionalism The teacher’s ethical standards and sense of professionalism are highly developed, showing perceptive use of reflection, effec-tive systems for record keeping and commu-nication with families, leadership roles in school projects, and extensive professional development activities.

The teacher dem-onstrates high ethi-cal standards and a genuine sense of professionalism by engaging in accurate reflection on instruc-tion, maintaining accurate records, com-municating frequently with families, actively participating in school events, and engaging in activities for profes-sional development.

The teacher dem-onstrates moderate ethical standards and levels of professional-ism, with rudimen-tary record-keeping systems and skills in refection, modest communication with families or colleagues, and compliance with expectations regarding participation in school projects and activi-ties for professional growth.

The teacher demon-strates low ethical standards and levels of professionalism, with poor record-keeping systems and skills in reflection, little or no communication with families or colleagues, and avoidance of school responsibilities and participation in ac-tivities for professional growth.

Rapport Teacher interactions with students reflect genuine respect and caring for individu-als as well as groups of students. Students appear to trust the teacher with sensitive information.

Teacher-student in-teractions are friendly and demonstrate gen-eral caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

Teacher-student inter-actions are generally appropriate but may reflect occasional inconsistencies, favorit-ism, or disregard for students’ cultures. Students exhibit only minimal respect for the teacher.

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher.

Differentiated Instruction

Learning activities are highly suitable to diverse learners and support the instruc-tional outcomes. They are all designed to en-gage students in high-level cognitive activity and are differentiated, as appropriate, for individual learners.

All of the learning ac-tivities are suitable to students or to the in-structional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

Only some of the learning activities are suitable to students or to the instruc-tional outcomes. Some represent a moderate cognitive challenge, but with no differentiation for different students.

Learning activities are not suitable to students or to instruc-tional outcomes and are not designed to engage students in ac-tive intellectual activity.

Adaptations from Danielson 2007 for internal use at Asia Pacific International School (2009)

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YearlyGoalsSheet(Teacher Induction Program)

Teacher’s Name: School Year:

What are two professional goals you would like to accomplish during the present school year?

1.

2..

What are two personal goals you would like to accomplish during the present school year?

1.

2.

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Month: _______________________ Contact Log/Meeting Notes

Essence of Discussion

Date:

Begin time:

End time:

Date:

Begin time:

End time:

Date:

Begin time:

End time:

Date:

Begin time:

End time:

Date:

Begin time:

End time:

Beginning Teacher Mentor Date

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End-of-the-Year Program Assessment for New Teachers

Please circle the best answer for each question.

1. My mentor was in the same: grade department

2. Approximately how many times per month did you meet with your mentor?

0 1 2 3 4 5 or more

3. How helpful was your mentor regarding the following:

N/A not at all somewhat quite a bit very helpful

School Policies

Office/Admin.Procedures

IdentifyingResources

Teaching Practices

Goal Setting

Computer Software

Classroom Set-up/Space

Content Support

Classroom Management

Classroom Observations

Professional Development

Instructional Planning

How do you feel this program could better meet your needs as a new teacher at APIS?

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End-of-the-Year Program Assessment for Mentor Teachers

Please circle the best answer for each question.

1. My mentee was in the same: grade department

2. Approximately how many times per month did you meet with your mentee?

0 1 2 3 4 5 or more

3. How did the teacher induction program meet the needs for your mentee?

4. How did the teacher induction program help you grow professionally as a teacher?

5. What aspects of the teacher induction program did you find effective?

6. How do you feel this program could better meet your needs as a mentor teacher at APIS?

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References:

“Guidelines for Mentor Teacher Programs for Beginning and Experienced Teachers” - Virginia Department of Education

“Mentor Teacher Handbook” - Columbia County School System

“Mentor Program” - Sheboygan Area School District

www.apis.seoul.kr

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