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Pennsylvania Department of Education

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Commonwealth of Pennsylvania
Department of Education
333 Market Street
Harrisburg, PA 17126-0333

Teacher Induction Report
Tuesday, August 23, 2011
(Last Approved: Wednesday, April 27, 2011)

Entity: Gateway SD
Address: 9000 Gateway Campus Boulevard
Monroeville, PA 15146-3378
Phone: (412) 373-5705
Contact Name: Rica Cleary

Teacher Induction Planning Participants

Name	Affiliation	Membership Category	Appointed By
Dr. Joseph A. Petrella	Gateway School District	Administrator	Self
Dr. Nancy Hines	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. Anthony Aquilio	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. Joseph Wightkin	Gateway School District	Board Member	Dr. Joseph A. Petrella, Superintendent
Mr. Mark Wallace	Gateway School District	Secondary School Teacher	Gateway Teacher Association
Mr. Paul Estok	Community	Community Representative	Mr. Pete Murphy
Mr. Peter Murphy	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. Robert Reger	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mrs. Janice Rawson	Gateway School District	Board Member	Dr. Joseph A. Petrella, Superintendent
Mrs. Lori DiLucente	Community	Parent	Mr. Anthony Aquilio
Ms. Anita Garr	Gateway School District	Elementary School Teacher	Dr. Nancy Hines
Ms. Jennifer Turkowski	Gateway School District	Elementary School Teacher	Dr. Nancy Hines
Ms. Patty Jovanovich	Community	Parent	Mr. Aaron Johnson
Ms. Tain Schlesman	Gateway School District	Secondary School Teacher	Dr. Nancy Hines

Goals and Competencies

The goals of the Induction Program of the Gateway School District are based on a framework that applies to the performance of all teachers. This framework is divided into four categories which consist of: Planning and Preparation, Classroom Environment, Instructional Delivery, and Professionalism. Research continually places quality teaching as the single most influence on student learning. Therefore, the focus of this induction plan is to provide support for newly hired teachers, long-term substitutes (year and semester) through a strong mentoring program that will help them to perform successfully from the very beginning and grow professionally as they engage in appropriately designed professional development activities.

The objectives for new teachers outlined in this plan are:

To use their skills, knowledge of content and pedagogy, differentiated instruction, and individual student assessments to set goals and design lessons to meet the needs of all learners.
To establish routines and procedures that create classroom environments conducive to learning where students feel safe, valued, and respected.
To meet all students at their instructional levels and use a variety of instructional strategies to help them achieve academic success.
To demonstrate a commitment to professionalism that is manifested within the learning community and the community at large.

The GIFT Program is the Gateway Induction Plan for Teachers. As new teachers progress through this induction program, competencies related to the four categories of the framework will be the focus. These competencies are also the basis of the PDE 426/427 for teacher proficiency and evaluation. The objectives of the plan will be met as the new teachers demonstrate their competence in these areas.

Planning and Preparation Competencies

Knowledge of content and pedagogy
Knowledge of the Pennsylvania Academic Standards
Systematically obtains knowledge of and data regarding student learning, and uses this knowledge to design appropriate instruction
Sets instructional goals that reflect standards with reasonable expectations for students
Effectively utilizes available resources, materials, and technology
Appropriately designs instruction to address the needs of all learners
Engages in effective pre-assessment and post-assessment practices aligned to instructional goals

Classroom Environment Competencies

Clear expectations for student achievement with models of quality work available for student reference
Evidence of meaningful and respectful learning opportunities for all students
Creates a positive classroom climate which fosters a good rapport between teacher and students and among the student peer group
Establishes effective classroom routines and procedures that serve to maximize instructional time
Promotes clear standards of conduct and effective management of student behavior
Organizes the physical space of the classroom to provide a safe environment that enhances learning

Instructional Delivery

Clearly communicates content standards and procedures
Uses appropriate questioning techniques and instructional strategies that encourage many students to participate
Maintains an adequate pacing of instruction
Provides adequate feedback to students on their learning
Uses informal and formal assessments to meet learning goals and monitor student learning progress
Demonstrates flexibility and responsiveness in meeting the needs of all learners

Professionalism

Adheres to all school and school district procedures and regulations
Demonstrates a knowledge of the Professional Code of Conduct
Maintains accurate records as outlined by school district requirements
Communicates professionally and appropriately with students and their families by establishing a reciprocal supporting relationship between home and school
Supports school district initiatives by engaging in professional development opportunities and making efforts to attain

Assessment Processes

Each new teacher will be assigned a mentor teacher prior to the beginning of the school year. The mentor will be responsible for offering support during the new teacher's entire first year. Through meetings and observations, the mentor will informally assess the needs of the new teacher and offer support accordingly. If at any time the mentor teacher is unable to provide the support needed in a particular area, the building principal will be made aware of the need and take steps to offer support.

Formal Assessments
A system of formal assessments will be in place to assist in collecting data that may lead to helpful support that will facilitate a good first year experience for the new teachers and the students they are assigned to teach. This system will serve as a vehicle to provide immediate support to new teachers, initiate possible changes in the induction process, and determine needs for professional development activities. The components of this formal assessment system are listed below:

Building principals will formally observe the new teachers two times minimally each semester and perform an evaluation each semester.
The new teachers will maintain a portfolio organized according to the framework categories of: Planning and Preparation, Classroom Environment, Instructional Delivery, and Professionalism which will be reviewed by the principal at the end of each semester.
The new teacher will complete an induction evaluation form at the end of the first year.
Mentors will complete an induction evaluation form at the end of the first year.

Mentor Selection

Mentoring provides the inductee with the professional guidance necessary to ensure a smooth transition into the new teacher's learning environment. A mentor's role is not evaluative in nature; however, by developing a personal and professional relationship with the inductee, the mentor is able to assist in meeting the inductee's needs. Mentoring assists the new staff to overcome the anxieties and frustrations associated with beginning a new position, as well as provide professional direction with pedagogy, curriculum, PA standards, and instruction in the classroom. The goal is to ensure that new teachers are given the guidance needed to foster success and achievement in their new learning environment.

The Gateway School District has developed the Gateway Induction for Teachers Program as a guide to outline the goals, objectives, competencies, and timeline of activities for new teachers and their mentors.

Gateway School District teacher mentors are chosen based on a list of criteria:

Tenure with at least three (3) years of successful teaching experience
Recommendation by the building principal, in consultation with department chairperson/team leader
Required participation in mentor training
Knowledge of the Gateway School District mission, vision, policies and procedures
Knowledge of the school mission, vision, philosophy, policies and procedures
Similar building assignment and certification
Schedule compatibility to permit mentor-inductee meetings
Competency in certified area and mastery of teaching techniques
Effective problem-solving and decision-making skills
Knowledge of and practice of current district initiatives
Acceptance of mentoring role

Mentors will promote professional competence of new staff as outlined in the GIFT Program:

Provide instructional leadership
Professional and personal confidential support
Transitioning into the new school year
Establishing a collegial, confidential and supportive relationship with the inductee
Frequent contact with the inductee, weekly meetings with the inductee for the first nine weeks (with additional meetings as situations arise), and monthly meetings thereafter
Review of curriculum and instructional materials, differentiated instruction, policies and procedures, and building procedures
Identify available district and/or area resources
Record keeping practices: attendance, lesson plans, accountability, student records, progress records, report cards
Time management and organizational support to assist in identification of inductee's immediate needs
Assistance with data driven instruction
Classroom management strategies
Mentor observation and feedback
Parent communication and involvement practices
Analyze effectiveness of GIFT program informally in an ongoing fashion throughout the school year and formally at the end of the school year
Participate in mentor training and other inservice programs related to induction as necessary

Inductees are required to:

Follow the goals and objectives of the program
Participate in all of the inservice programs related to induction
Communicate with the mentor on a regular basis and establish a schedule of meetings
Keep a log of questions, concerns and needs to be discussed with the mentor on a regular basis
Evaluate effectiveness of induction program

Activities and Topics

The Gateway School District GIFT Program provides a specific list of activities and topics for teacher induction. The program is organized in a series of experiences designed to maximize the individual's introduction, orientation, and assimilation into his/her new learning environment. The program begins prior to the start of the school year in August when a New Teacher Orientation session is implemented. Over a two-day period, teachers are provided information that assists them into understanding the mission, vision, and goals of the district as an introduction to the district's philosophy of education. Throughout the ensuing year, additional opportunities/training sessions are provided to promote professional growth. These are differentiated based on individual teacher needs.

District Activities/Topics: Prior to Start of School Year (August)

Newly hired teachers are required to attend a two-day orientation session in August. The following topics and activities are included in this orientation:

Gateway School District and Pennsylvania State Documents

Gateway Induction for Teachers Program (GIFT)
Professional Employees Handbook
Code of Professional Practice and Conduct for Educators (22 PA Code 235)
Pennsylvania Department of Education 426/427
Gateway Model: Resource for Effective Teaching
Gateway Professional Employee Observation
HIPPA Policies
Act 48 Requirements
Level I/II Certification Requirements

Gateway School District Communications

Gateway School District Website
Monthly Study Sessions and School Board Meetings
"At the Core" Staff Online Newsletter
Yearly District Calendar
"Gateway Speaks Out"
Elementary and Secondary Family-Teacher Organizations

District/Personnel Topics

Performance Evaluation and Professional Development Plan
Payroll and Personnel Files
Employment Issues
AESOP Training
Budget Information
Benefits/Personnel Policies
Collective Bargaining Agreement
Gateway Education Association
Continuing Education Issues

Student Education Issues

Confidentiality and Discipline Policies
Special Education Programs
Accommodations for Student Learning
Differentiated Instruction
Valuing Diversity
Technology Updates

District Activities/Topics: August thru May of School Year

August

Differentiated Instruction: An Overview
Data Driven Instruction
Communicating Effectively with Parents to Create a Home-School Connection
Professional Documentation

September

Differentiated Instruction: Introduction/Using Standards, Anchors and Eligible Content to Plan Instruction
Communicating Effectively with Parents/Preparing for Open House
Olweus Program for Elementary Teachers; Positive School-Wide Behavior Support Program for Secondary Teachers

October

Differentiated Instruction: Know-Understand-Do, Instruction and Lesson Planning
Assessment and Grading

November

Differentiated Instruction: Standards and Anchors/Understanding by Design
Safety in Our Schools
Understanding Testing Results

December

PSSA Writing
The Child With Autism
Common Assessments, Learning Profile, Interest Surveys

January

Preparing Students for PSSA Testing/Providing Testing Strategies
Data Analysis for the First Semester
PDE-426 Completion for First Semester

February

Technology in the Classroom

March

Preparation for Parent Conferences in April

April

Closing Year Procedures

May

PDE-426 Completion for Second Semester

Building Activities and Topics for Mentor Meetings with Inductee:

August/September Agenda Items
Mentors and inductees are required to meet regularly throughout the designated orientation period. The GIFT Program provides agenda topics for these meetings. Mentors are encouraged to include topics specific to the various professional expectations and teaching assignments based on placement. Meeting the needs of the new teacher is the primary goal. The initial meeting will include the following items for discussion:

Teacher handbook
Emergency procedures and telephone numbers/building security
Student handbook
Building/teacher schedules
Building forms/procedures
Record keeping
Grading/evaluation/retention procedures
Location of materials/equipment
Grade-level/curriculum responsibilities
Extra-curricular activities
PSSA, DIBELS, 4Sight, CPAA
Summative and formative assessments
Progress monitoring
Lesson planning and implementation
Adhering to the MDE/IEP/504 special education placement plans
Student Assistance Program
Constructing assessments
426 Portfolio
Review of the classroom confidential health list
Compliance monitoring/Penn Data Form/scheduling of IEP/RR conferences (if a Special Education inductee)
Meet the Teacher and Open House

October Agenda Items

Interim report procedures
Attending/participating in/providing data for IEP meetings
Academic standards
Student evaluation
Differentiated Instruction
Alternative assessment/standardized testing
Pupil Personnel Services
Student Support Team
Guidance counseling services
Cultural diversity awareness
ESL program
Child abuse procedures
Support Services
Student records
426 Portfolio
Quarterly progress reports (if a Special Education inductee)

November/December Agenda Items

Parent/teacher conference procedures (K-8)
Referral procedures
Students with special needs
Emergency closing procedures
Retention Policy
Budget development
Semester exams (9-12)
426 Portfolio

January Agenda Items

Mid-year assessment of program progress
Instructional adaptations/modifications
Exploration of technology available in the district
426 Portfolio

February Agenda Items

Curriculum planning
Continuation of previous topics
Conflict resolution
Extra-curricular activities
Extended school year procedures (if a Special Education inductee)
426 Portfolio
Transition Form (if a Special Education inductee)

March Agenda Items

Procedures for final term
Meet with building principal to identify date of completion of program
Using reflection as a tool for self-growth
426 Portfolio

April Agenda Items

Completion of Induction Program
Completion of required paperwork for Induction Program
Completion of 426 Portfolio
Completion of Permanent Records (attendance, standardized tests, final report cards, etc.)
Closing up classroom procedures/forms

June Agenda Items

Final evaluation from building principal

Evaluation and Monitoring

In the Gateway School District, the Personnel Office will be responsible for ensuring that an evaluation of the Gateway Induction Plan for Teachers (GIFT) is both ongoing and is formally conducted annually. Input from various sources will be gathered to determine the program's effectiveness at introducing, orienting, and assimilating teachers into their new learning environments. Members of the administrative team, mentors, and inductees will formally conduct this formal evaluation in May of each school year. These individuals shall review the GIFT program's effectiveness and make recommendations for changes for the following school year. In addition, changes throughout the year may be made as the need arises. Specific formats, e.g., the Induction Program Survey and the Evaluation of the Induction Program, will be utilized by each individual to evaluate the program's goals, objectives, competencies and procedures, and input will be forwarded to the individual with charge of the Personnel Office whose responsibility will include reviewing all input and making the necessary changes.

Both the Assistant Superintendent and Director of Curriculum and Instruction will also provide input into the effectiveness of the GIFT program as needed. These individuals will also review the input from building principals, mentors and inductees, and work with the Personnel Office to determine what resources will be needed to make the necessary changes. The Personnel Office will maintain each inductee's record as proof of participation and completion of the Induction Program. This documentation shall become part of the inductee's personnel record. In addition, all mentors are required to keep accurate records/documentation of their role in mentoring the inductee. Records of meetings, with times and dates are to be maintained with details of the discussions made during each meeting. A list of topics is provided within the GIFT packet, and mentors must address these with their charges within an appropriate time frame. Any additional topics discussed are also documented as needs arise.

Monitoring/Evaluation:

The assigned mentor and building principal will be responsible for ensuring that the inductee is performing effectively. Assistance with instructional duties will be given through the designated induction period, and identified resources will be provided.

Documentation Logs:

Documentation must be maintained by the inductee and the mentor as part of the program. This will reflect dates, times, frequency and specifics of each meeting. It is the responsibility of the building principal to verify, at least monthly, the progression of the inductee throughout the induction process. The building principal will forward all induction-related materials to the Assistant to the Superintendent at the end of each semester. The Assistant to the Superintendent will verify the completion of all required elements, and in collaboration with the Assistant Superintendent and Director of Curriculum and Instruction, recommend to the Superintendent candidates who have met all district and PDE requirements of Level II certification.

Mid-Year Review Meeting:

At the end of January (or midpoint of the designated induction period), the inductee will meet with the building principal to identify any specific needs that must be addressed. Assistance will be provided to correct deficiencies and resources will also be made available as necessary.

Lesson Plan Review:

To ensure substantive documentation of planning, implementation, and assessment of instruction, lesson plans will be monitored by the building principal. The mentor will be responsible for assisting the inductee in learning the process and format used to adequately and appropriately record weekly instruction.

Participation and Completion

The Personnel Office is responsible for maintaining records and documenting the successful completion of the GIFT Program for each inductee. Documentation of completion will be provided to each inductee at the end of the school year. The Personnel Office will keep accurate records of all inductees in preparation for meeting further certification requirements.

At the completion of the school year, the inductee and mentor teacher will document and submit, through date and signature, the completion of the designated activities/topics for that particular induction year. This documentation will be kept on file by the Personnel Office.