new teacher induction program - west virginia...

Brooke County Schools

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.

The great teacher inspires.” ― William Arthur Ward

New Teacher Induction Program

http://www.goodreads.com/author/show/416931.William_Arthur_Ward

West Virginia State Board of EducationComprehensive System of Support for Improving Professional Practice

Implementation Guidelines

During the 2012 legislative session, House Bill (HB) 4236 was introduced at the request of Governor Earl Ray Tomblin and enacted by the Legislature. This Act includes the new W.Va. Code provisions (§18A-3C-1 et. seq.) entitled Improving Teaching and Learning. These provisions codify the framework for continuing the phased state-wide implementation of the important work initiated by the West Virginia State Board of Education’s Educator Evaluation Task Force.

W.Va. Code §18A-3C-1 “To create a comprehensive infrastructure that routinely supports a continuous process for improving teaching and learning. Its focus is on developing strong teaching and school leadership, without which effective learning does not occur. The general components of this infrastructure include the following:

High-quality teacher preparation, induction and evaluation;

Universal support for emerging teachers including comprehensive new teacher induction and support for student teachers, teachers teaching in assignments for which they have less than a full professional credential and teacher candidates pursuing certification through an alternative route;

Evaluation of the performance of teachers and leaders in demonstrating high quality professional practice, leadership and collaboration and the resulting growth in student learning;

Focused improvement in teaching and learning through the use of evaluation data to inform the delivery of professional development and additional supports to improve teaching based on the evaluation results and to inform the need for improvements in teacher preparation programs;

The creation of a leadership culture that seeks and builds powerful alliances among all stakeholders focused on continuous growth in student learning.”

http://wvde.state.wv.us/schoolimprovement/WVSIPP.html


http://wvde.state.wv.us/schoolimprovement/WVSIPP.html

Brooke County Schools Vision of Teacher Induction

Highly skilled teachers are one of the single most important influences on student success. In addition, teacher-based influences impact students’ performances throughout a significant span of their school careers. Therefore, it is imperative that we invest in a comprehensive and ongoing teacher induction program to help our beginning teachers become highly skilled and effective. We believe that teacher training is of paramount importance in strengthening our educational foundation, and increasing teacher retention.

While past efforts to provide orientations for new teachers and mentoring by experienced teachers has helped new teachers acclimate to their positions, it is now time to increase those efforts by developing an induction program. Induction involves ongoing, systematic training and support for new teachers beginning before the first day of school and continuing throughout the first two or three years of teaching. In other words, orientation and mentoring are now part of a process that takes place during an overall systematic two- or three-year training process known as induction.

OUR VISION:

Our vision of teacher induction is that all beginning teachers participate in our comprehensive three-year induction program that includes the following components:

Orientation at the district and school levelsOngoing, systematic training/ professional development over a minimum three year period for all beginning teachers

o Teachers with experience who moved into Brooke County may not be mandated to participate in some Year 2 & 3 activities; determination/needs will be based on principal review/evaluations

Strong administrative participation and support at county and school levelsA mentoring componentStudy groups for new teachers Sharing of and modeling of best practicesPeer to peer classroom observations and feedback

We believe that a structured induction program is a key component to a stable educational system. The responsibility for its success is shared by all stakeholders, and as with any program’s success, a balanced system of implementation, monitoring and evaluation must also be supported.


BROOKE COUNTY SCHOOLS – TEACHER INDUCTION PROGRAM

The Brooke County New Teacher Induction Program (NTIP) is a three year induction program for beginning teachers that includes mentorship and professional development. Beginning teachers participating in the program are assigned a trained mentor to guide them through developing individualized growth plans, uniquely based on their own needs as educators. The unifying framework for the program is aligned to the West Virginia Professional Teaching Standards:

Standard 1: Curriculum and PlanningStandard 2: The Learner and the Learning EnvironmentStandard 3: TeachingStandard 4: Professional Responsibilities for Self-RenewalStandard 5: Professional Responsibilities for School and Community

The induction program will include the following elements:

A three-year comprehensive induction program for every new teacher, including one year of intensive mentoring {New principals will be provided a mentor for a minimum of one year} A system pairing each beginning teacher with a trained instructional mentor A strictly observed maximum ratio of beginning teacher to full-released mentor of 1:1A defined process and criteria for mentor selection Ongoing research-based mentor training specifically designed for mentors of beginning teachers Ongoing mentor support via mentor forums, peer coaching, and professional learning communities Ongoing new teacher professional development and professional learning communities designed to meet the unique needs of the beginning teacher A beginning teacher professional growth plan that addresses specific skill and content gaps Induction program completion requirements for all beginning teachers Data collection to assess implementation and impact for continuous program improvementA comprehensive needs assessment for county, school, and individual personnel based on data obtained from the WV Educator Performance Evaluation system

The New Teacher Induction Program (NTIP) supports the growth and professional development of new teachers. It is a step in a continuum of professional learning for teachers to support effective teaching, learning, and assessment practices. It provides a comprehensive approach that new teachers can continue to develop the requisite skills and knowledge that will support increased success as teachers in Brooke County Schools.


By helping new teachers achieve their full potential, the NTIP supports our vision of achieving high levels of student performance.

NTIP Supports:

The NTIP consists of the following induction elements:

orientation for all new teachers to the district and assigned school or program mentoring for new teachers by experienced teachers professional development and training in areas such as:

o Literacy and Numeracy strategies, Student Success, Safe Schools, and implementation of the new common core standards (in appropriate content area(s))

o Classroom management, effective parent communication skills, and instructional strategies that address the diverse learning needs of all learners

Definition of “New” Teachers:

For the purposes of the NTIP, new teachers are defined as all new teachers (including teachers moving into the county) certified by the West Virginia Department of Education who have been hired into permanent positions by the Brooke County Board of Education. “New” teacher will be defined as teachers in their first year, and “beginning” teacher will be defined as teachers in their second and third years.

Completion of NTIP:

To successfully complete the NTIP, new teachers must:

Complete all mandatory NTIP activities and assignments Demonstrate ability to set achievable goals based on defined needs (through reflection)

and student performance data Achieve two years of satisfactory professional evaluations.

New teachers who successfully complete two years of the NTIP, and who have obtained satisfactory evaluations, will receive a Certification of Successful Completion of the NTIP issued by the Brooke County Board of Education.

Principals will follow current code on recommending new teachers for continued employment and determine their “status” [see pg. 13 of this manual].


I. Comprehensive Induction Practices

Teacher Orientation Mentoring Professional Development

A. Teacher Orientation

A comprehensive induction program enables new teachers to become familiar with the classroom, the school, and the district.

TIMING: Orientation for new teachers is most effective when provided prior to or very early in the initial employment period. Since a majority of “new hires” start at the beginning of the new school year, the county holds a one-day orientation workshop. An additional “orientation” at the school level also occurs prior to the first day of school.

However, because some new teachers enter our district throughout the year, we will make available an orientation session at least three more times during the year, if/as needed.

METHOD OF DELIVERY: The primary formats for district and school-level orientations are face-to-face sessions, with support from additional online resources, websites, or tele/video conferences (if available).

DISTRICT-LEVEL ORIENTATION PROGRAM SHALL INCLUDE:

Board mission, vision, values, goals, expectations; Introduction of administrators (central office), their roles, and key personnel

(coaches/TIS) Orientation to the current curriculum; Information about teacher unions; Relevant board information such as student population, school locations, safe school

policies and procedures; Identification of available ongoing supports and resources, county website; Access to beginning of year strategies to help get new teachers started (H. Wong, etc) Checklist for new teachers Clear explanation of the components/expectations of the NTIP program; Clear information regarding salary, benefits, pay days, sick days, and other pertinent

administrative policies and programs; Other information or activities as determined by board.

SCHOOL-LEVEL ORIENTATION PROGRAM SHALL INCLUDE:

School mission, vision, values, goals, expectations; Reflection of a collaborative school culture; Supportive transition to effective classroom organization, planning, program delivery; Explanation about the WVDE Professional Teaching Standards;


Explanation about the Teacher Evaluation System; Expectations about meetings / activities / portfolio for NTIP; Checklist for new teachers (created by school leadership team); Assignment / introduction of mentor and explanation of requirements; Other information or activities as determined by school principal.

B. Mentoring

Mentoring should be an ongoing relationship throughout the first year of teaching.

TIMING: It is encouraged that mentors be assigned to teachers within their school building, if possible, and that the teaching assignments are within the same grade level span and/or content area. Mentors should be available a minimum of one hour per week during year one.

METHOD OF DELIVERY: In order to provide support for the various needs of new teachers, mentoring may occur during scheduled visits/meetings, classroom observations, common planning time, online conferencing, in-service sessions, and shared professional development for new teachers and mentors.

Principals will provide release time for the new teachers and their mentors to:• develop their plans for mentoring;• observe in one another’s classroom (e.g., a lesson, an afternoon, or a class to observe strategies used in classroom management, or teaching students with diverse learning needs) and debrief the experience;• provide opportunities for the new teachers and mentors to engage in professional learning (e.g., attend presentations and/or training together and time to apply their learning, collaborative planning).

Supportive: The goal of the program is to foster a collegial and collaborative mentoring culture that builds professional capacity. Mentoring should provide support, challenge, and growth in a non-evaluative manner. Among other options, principals may use release time as necessary to allow mentors and new teachers time to visit and observe classrooms.

Principals and district personnel should use the following criteria when recruiting and selecting suitable mentors from volunteer teachers. Mentors must:

• have met criteria for mentor certification • be experienced teaching professionals, skilled in working with both adults and students;• be knowledgeable and skilled in current curriculum and teaching/learning strategies;• have demonstrated skills in problem solving;• be excellent role models of a teaching professional;• be open to the views and feedback of others, and be continual life-long learners;• be effective listeners and communicators;• have effective interpersonal skills.


Differentiated: Mentoring opportunities should be tailored to meet the needs of individual new teachers certified by the WVDE who are new to the profession; trained in WV but new to Brooke County Schools; and trained outside of WV and new to WV and Brooke County Schools. Mentoring opportunities should also be differentiated on the basis of teacher assignment and experience (e.g., elementary/secondary classrooms, special education).

The mentoring program component should be implemented in accordance with the following principles:

• It should be an organized, systematic process that includes input from the newteacher to help ensure the most effective professional matches.• The matching process should be adapted to the needs of the new teachers, andshould take the following into consideration:

– timing to provide support upon or shortly after hire– one-on-one mentoring models– large- or small-group mentoring models– team mentoring models– the nature of the school and the unique requirements of the board– matching teachers with similar assignments– matching teachers at the same school– other staff demographics

• It must involve a mentor training component using a curriculum that shouldinclude:

– training in consulting, collaborating, and coaching;– developing a mentoring plan;– listening and building rapport;– sharing information and sources;– using appropriate language;– conferencing skills and providing meaningful feedback;– integration of mentoring activities with ongoing personal and professional development;– building capacity for high achievement;– assurance that confidentiality between mentors and new teachers is respected;– a clear and safe exit procedure for both mentor and new teacher in caseof non-compatibility;– dealing with a teacher in crisis.

C. Professional Development and Training


A comprehensive professional development (PD) framework is based on a foundation of high standards through a coherent system that ensures appropriate and effective professional development for teachers at all levels of experience.

The professional development for new teachers will focus on the following:

TIMING: Effective practices in PD demonstrates that activities must be appropriate to the daily responsibilities of new teachers, must be manageable, relevant, and timely for the new teacher, and must be designed to improve professional practices of all teachers. In addition, PD opportunities should be made available to new teachers throughout the year.

METHOD OF DELIVERY: All PD opportunities for new teachers should be differentiated, ongoing, and appropriate. Delivery models include: WVDE/CPD/RESA-based PD activities that include face-to-face sessions, online delivery, webinars; County-based PD activities include those instructed by administrators, certified “trainers” (i.e. common core), master teachers and/or coaches/TISs; School-based PD includes ongoing book studies, PLCs, staff development sessions (ISE days), peer-to-peer.

Specific areas identified for PD include: Literacy and Numeracy strategies (generally provided through job-embedded approach

with reading and math coaches); Early Literacy Components and Developmentally Appropriate Practices (PK-2) Implementation of the WV NxG CSOs (Common Core Standards) Content and/or grade level specific PD Support for Personalized Learning (SPL) framework and Response to Intervention (RtI) Differentiated Instruction and determining students learning styles Inclusive Education Safe and Supportive Schools Educator Performance Evaluation System Assessments (Formative and Summative); Grading Policies/Procedures; Smarter

Balanced Assessment Classroom Management Best Practices Parent Communication Best Practices


Brooke County SchoolsNew Teacher Induction Program Overview

II. Brooke County Schools Induction Program Standards

A. Systemic Support for a High Quality Induction Program


Year 1STATE LEVEL SUPPORT

CertificationBeginning Teacher AcademyBeginning Principal's AcademyWVDE / WVCPD Professional Development OpportunitiesRESA VI

COUNTY LEVEL SUPPORT

Mentoring by a highly qualified teacher (1:1) (1 hr. weekly)Orientation WorkshopMonthly meetings for all new county teachers (district)Academic coaches and TISCE

SCHOOL LEVEL SUPPORT Professional Support TeamEvaluation system / goal settingPLCs / peer supportAdministrative support and feedbackData analysis based on screenings, benchmarks, progress monitoring


WVDE Resources / WVCPDRESA VI


Mentoring (grouped)Academic coaches and TIS9 week intervals / PD with content specialists or by grade levels - increased focus on best practicesCE

SCHOOL LEVEL SUPPORT

Evaluation system / goal settingPLCs / peer supportAdministrative support / feedbackData analysis based on screenings, benchmarks, progress monitoring


WVDE Resources / WVCPDRESA VI


Review of individual goals, plans, reflectionAcademic/Technical SupportContent-specific PD opportunitiesCE

SCHOOL LEVEL SUPPORT

Evaluation system / goal-settingPLCs / peer supportAdministrative support/feedbackTrend data analysis of student performance

This standard is designed to promote the commitment of all stakeholders in seeing that our induction program succeeds.

Features:o County vision of induction is clearly articulatedo Plan includes a three-year comprehensive orientation, mentoring, and professional

development frameworko Plan is approved by the West Virginia Department of Education and approved and

supported by the Brooke County Board of Educationo Plan clearly outlines responsibilities for all role groups and is communicated with

all stakeholderso Commitment to promote a high quality induction program and ensure that the new

teacher to mentor is 1:1 for year 1, and no more than 5:1 for subsequent yearso Program Leadership engages in initial and ongoing professional development to

understand, design and implement a high-quality induction programo Stakeholders support data collection, program improvement and program

accountabilityPrincipal Engagement:

o Provide positive working conditions for new/beginning teacherso Support the development of the mentor’s role and respect the confidential

relationship of the mentor and new/beginning teachero Communicate the program plan to all staff memberso Communicate regularly with the mentors and new teacherso Follow guidelines of professional evaluation process

B. Mentor Selection, Development, Support and Implementation

This standard articulates the process and criteria for mentor selection, defines mentor roles and responsibilities, and mentor professional development.

Selection o Leadership actively seeks potential mentors o Potential mentors meet criteria set forth by WVDE o Application and selection is transparent and uniformly applied

Roles and Responsibilities o Establish a rapport with new teacher(s) o Establish needs and set goals o Establish a schedule for the year o Focus on best practices and student achievement o Create relationship that allows time for reflection


Professional Development o Obtain certification and attend PD through WVDE programo Attend PD activities offered through WVDE, RESA, county or schools that focus

on improving instructional practice, increasing content knowledge, classroom management, differentiated instruction, parental involvement

o Active participation in PLCsImplementation

o Mentors meet with new teachers for a minimum of one hour per week to improve instruction and student learning.

o Mentors and teachers have protected time to engage in rigorous mentoring and induction-related activities.

o Mentors use the West Virginia Professional Teaching Standards and a variety of mentoring strategies to guide, refine and deepen their work with beginning teachers.

o Mentors provide classroom-based support focused on classroom management, standards-based lessons, delivery of instruction and authentic assessments.

o Mentors guide beginning teachers in differentiated instruction to meet the needs of their students and promote high levels of learning.

C. New Teacher Professional Development

This standard provides professional development and support to new teachers so that they may achieve the standards set forth by the West Virginia Professional Teaching Standards.

New teachers participate in district and school orientationsNew teachers participate in required CE activitiesNew teachers receive a “Brooke County New Teacher Induction Program” implementation guide and informational resources.New teachers are trained on the “My Learning Plan” online PD system to access available activities offered across the districtNew teachers are encouraged to actively participate in PLCs and seek leadership opportunities to grow and develop in their profession

D. Program Assessment and Evaluation


This standard provides that the teacher induction system incorporates an infrastructure that collects, analyzes, and uses multiple sources of data to drive ongoing program improvement.

Key questions:o How do we know that we are implementing the key components of a high quality

induction program as planned?o How do we ensure mentor accountability?o How does the teacher induction process improve teacher effectiveness?o How does the NTIP impact students, beginning teachers, mentors and the overall

school community?

Program Evaluation:o Collect and analyze data on implementation and impact on students, beginning

teachers, mentors, and schools through mentor contact logs, beginning teacher portfolios, student achievement data, educator performance evaluation system data.

o Annual online survey will be conducted for all participants – beginning teachers, mentors, principals – regarding all components of NTIP

o District Administrators, in collaboration with new teachers, mentors, and principals, will use multiple sources of data to identify effectiveness of program, and implement a process for mentor accountability

E. Determination of Status of Beginning Teachers

Using a form developed by the State Board of Education, the principal shall complete a final evaluation of the performance of the beginning teacher (year 1). The final evaluation form shall be submitted to the County School Superintendent and shall include one of the following recommendations:

Full professional status: A recommendation of full professional status indicates that the beginning teacher has successfully completed the New Teacher Induction Program and in the judgment of the principal has demonstrated competence as a professional educator;

Continuing internship status: A recommendation of continuing internship status indicates that in the judgment of the principal the beginning teacher requires further supervision and further employment in the district should be conditioned upon successful completion of an additional year under a beginning teacher induction program; or

Discontinue employment: A recommendation to discontinue employment indicates that in the judgment of the principal the beginning teacher has completed two years of employment under supervision in a beginning teacher induction program, has not demonstrated competence as a professional educator and will not benefit from further supervised employment in the district. F. BEGINNING PRINCIPAL INTERNSHIP


The purpose of this program is to assist persons hired for the first time as assistant principals, principals, or vocational administrators with the transition from their previous job assignment to their new role in the school system. These procedures create a mentorship program within the county using experienced school administrators to assist new school administrators during their first year in an administrative position.

1. The internship shall be completed during their first year of employment in the County.

2. The internship shall include an orientation program to be conducted prior to the beginning of the instructional term, but within the employment term; and at least three structured meetings per-semester with a mentor.

3. The topics for the orientation, as developed by the mentor in conjunction with appropriate central office staff include, but are not limited to: information about the county, the Brooke County Board of Education, district organizational structure, federal, state, and county policy information relevant to the beginning principal’s job and personnel information.

4. The topics for the academic year meetings, as developed by the mentor and the intern may include, but are not limited to: evaluation of personnel, budgeting, scheduling, instructional leadership, discipline, public relations, and conferencing skills.

5. The Superintendent shall identify potential beginning principal mentors.

6. Mentors must meet the following minimal qualifications: hold a professional administrative certificate, have a minimum of five years of experience as an assistant principal, principal, and/or vocational administrator, and is not responsible for, or a participant in any evaluation or supervision of the beginning principal intern, and has completed an approved State Department of Education training program.

7. Mentors shall receive a stipend of $600 and s/he shall be granted sufficient release time from regular duties to perform mentor duties.

8. All new principals will also participate in the New Principal’s Leadership Academy, sponsored by WVDE.

G. SUPPORT FOR STUDENT TEACHERS

Brooke County Schools works collaboratively with several local colleges / universities in providing a supportive educational climate in which aspiring teachers are able to complete field experiences, observations, and student teaching assignments. These institutions of higher learning include: Bethany College (WV), Franciscan University (OH), West Liberty University (WV), and Wheeling Jesuit University (WV).

The support system includes: ongoing mentoring/support from cooperating teacher, following the guidelines set forth through the established curriculum/criteria; opportunities to participate in school or district professional development activities, PLCs, faculty senates, and other school-related events; access to resources to assist with completion of program and seek professional employment.

III. Needs Assessment


Traditionally, Brooke County Schools has had little turnover among its teaching staff. Within the past five years, however, that has all changed as more teachers have come to the age of retirement. In the past three years (2009/10 through current), we have had approximately sixty teachers retire, which is about 21% of our total teaching staff. In this time we have hired 56 new and/or beginning teachers. We have lost a few positions through attrition and a declining student population.

We have also been fortunate that only a few new teachers have left our county. A bigger challenge for us has been the trend of new special education teachers bidding into regular classroom teaching positions. This has created a great need to provide continued training for some of the basic elements of working with a special education population, and these trainings have to be repeated frequently.

By the end of the 2012-2013 school year, it is projected that we will have 11 retirements broken down as follows:

__3_ Elementary positions (K-5) __3_ Middle school positions (6-8) __5_ High school positions (9-12) ____ Special education positions (PK-12) ____ Number of positions of above considered “critical need areas”

In addition to the new teacher induction program, beginning teachers will also have access to our complete professional development program. We determine our professional development based on the following:

Needs assessment surveys distributed to all employees Student achievement data, including trend data Competency needs for new and/or supplemental programs that includes: techSteps,

Acuity, DIBELS, Lexia, Accelerated Reader, WV Writes, etc… Content-specific professional development activities designed to improve classroom

practices Individualized goal-setting or needs based on administrator observations/evaluations

(through the evaluation process)

All professional development is monitored through the “My Learning Plan” platform that tracks and monitors all PD activities, links to school/county strategic goals, and provides evaluation tools.

6. Current System of Support & Utilization of Resources


This information will be compiled by the end of May to determine mentoring and PD needs for 2013-2014.

Our current system of support for new teachers and principals in based on WVC 18A-3-2c, 18A-3A-6, 18A-2-8a; 18A-3-2b, 18A-3-2d and SBPs 5899 and 5900.

Central Office staff conduct a one-day orientation for all new teachers prior to the first day of school and assign a qualified mentor to each new teacher. Principals also include an orientation for new teachers within their buildings prior to school (1/2 day).Central Office staff met monthly with all new teachers. We provided two “new teacher”-related books to use for a basis of discussion and sharing of experiences – “Voices from the Field – What is a Master Teacher”, and “You Can Handle Them All”. Although this has increased our visibility and established a better rapport with our new teachers, we see the need to move into a more structured, smaller group format with the implementation of our new NTIP. A full mentoring program is in place in accordance with state policy.

Currently, we use a combination of mentoring, Title I, Title II, Special Education, staff development and county funds to pay for trainings – either for travel, stipends, substitute teachers and supplies. We have attempted to keep the activities as job-embedded as possible without disrupting the instructional day. We also have weekly county-wide PLCs, which allows all new teachers to participate in that process.

Our revised Comprehensive System of Support and New Teacher Induction Program will include the following components (currently under development):

New Teacher Induction Program manual for New TeachersNTIP powerpoint presentation for New Teachers and MentorsNTIP manual for MentorsNTIP manual for Principals and District AdministratorsNTIP powerpoint presentation for Principals and District Administrators

New Teacher Induction Projected Program Schedule2013-2014


DATE: TIME: ACTIVITY: LOCATION: PARTICIPANTS:August TBA Common Core

TrainingBHS Grade Level Teachers 2, 3,

6, 7, 8, 10-12August All Day Orientation for New

Teachers Board Office REQUIRED all new

teachers (year 1)August All Day CE Day 1 See MLP catalog All personnelAugust All Day CE Day 2 See MLP catalog All personnelAugust ½ Day Technology

Integration DaySee MLP catalog a.m. New K-5

p.m. New 6-12September ? 3:00 Mentor

AssignmentsBoard Office All new teachers and

mentorsSeptember ? All day ELA and Common

CoreBoard Office All new teachers grades

K-5 & Special Ed.September All day ELA and Common

CoreBoard Office All new teachers grades 6-

12 & Special Ed.October ??? Beginning Teacher

AcademyStonewall Resort Assigned new teachers

November All Day Math and Common Core

Board Office All new teachers grades K-5 & Special Ed.

November All Day Math and Common Core

Board Office All new teachers grades 6-12 & Special Ed.

** A COMPLETE SCHEDULE FOR ALL YEAR 1, 2, AND 3 TEACHERS WILL BE DEVELOPED BY JULY 1.**

Year 1 Topics: Lesson Plan Development; Student Performance Assessments / Datafolios; grading; Bloom’s Taxonomy; Marzano’s Nine Strategies for Lesson mastery; PBIS; classroom management plan development; screening/benchmark/progress monitoring; mentor-mentee interaction/expectations; differentiated instruction; preparing for summative assessments; balancing classroom instruction/activities/assessment.

Year 2 Goals: Focus will be more on reflecting on above mentioned topics with professional support team at the school level. Mentors provided as determined. PD schedule will be developed.

Year 3: Beginning teachers will participate in year 3 activities as determined through years 1 and 2 progress; evaluations; recommendations from professional support teams.

PROJECTED ANNUAL BUDGET2013-2014


OrientationFunding Source: Title I and II, Special Education

Activity: Materials: Total:County Orientation (1 day) New Teacher reference books (x#) $600.00School Orientation (1/2 day) PD Books, Videos (x#) $500.00

$1,100.00

MentorsFunding Source: Mentoring Fund

Determine Number of: Total:1. First Year Teachers *11 (as of March 1, 2013)2. First Year Administrators 03. Needed Mentors Multiply $600.00

$6,600.00

Professional DevelopmentFunding Source: Title I, Title II, Title III, Special Education,

Staff Development FundsDetermine Number of: Personnel: Multiply Daily Rate:1. Outside contract days (August) 11 x ADR of $250.00 $2,750.002. Substitute Days (in contract days) 50 days x @ $120.00 $6,000.003. Travel for Beginning Teacher Academy

11 x 0 (pd by WVDE?_ 0

4. Travel for Principal’s Leadership Academy

Sub Days 0

5. Stipends (if applicable) $20/hr/8hrs/mo x 9 x 11 $15,840.006. Set-aside for other PD $35,000.00

TOTALS: {@ $67,290.00 }Mentoring: $6,600.00Title I: $25,000 (5 schools depending on # of new teachers)Title II: $25,690.00Special Education: not determined yetCTE: not determined yetStaff Development: not determined yet


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