FRAMEWORK FOR INDUCTION
A comprehensive tiered system of support that includes:
• induction for the initial and intermediate progressions customized and adapted to
county and school contexts;
• access to opportunities for professional development related to induction that are
aligned to identified needs;
• a focus on topics including but not limited to classroom management, policy and
procedure, instructional strategies, content, and professional responsibilities;
• access to a team of professionals that may include mentors as well as other educators,
e.g., content specialists, academic coaches, members of a professional learning
community;
• coordinates support for educators, e.g., mentors, who deliver induction services;
• accountability and continuous improvement with data collection on impact and
perceptions of effective implementation by the state, county and schools.
Clear guidelines for educators providing induction that include:
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selection based on mastery of teaching
demonstrated ability to work well with adults
continuously recalibrated for effectiveness
manageable caseload
specific content and programmatic level
supports accomplished performance consistent with the revised evaluation system
Articulated expectations for state, county and schools that align:
• State – including WVDE, CPD and RESAs
o WVDE
— makes resources available for communication;
— partners with others to provide professional development;
— develops policy, e.g., who receives support whether based on experience
or assignment;
— provides access to possible models and best practices for a variety of
counties;
— allocates designated resources for effective implementation;
— reviews county plan and/or policy;
— evaluates system
o CPD
— provides mentor training;
— conducts Beginning Teacher Academy;
— collaborates with counties
o RESAs
— make resources available for communication;
— partner with others to provide professional development
• County
o develops a plan for teacher induction and support;
o develop a pool of trained educators that may include mentors who hold the
advanced credential to deliver support through induction;
o monitors and evaluates induction effectiveness;
o supports flexible, varied professional development identified by educators, e.g.,
by mentors and mentees, through a data-driven process;
o allocates time for meaningful interaction, e.g., conferences, observations, coteaching;
o develops budget and disburse funds;
o conducts new teacher orientation
• School
o allocates time and resources for meaningful interaction, e.g., conferences,
observations, co-teaching, substitutes
o demonstrates administrator leadership
o provides school-based orientation
o supports the county induction program
o incorporates induction into five-year strategic plan.
Educator Mentoring & Induction Meeting
December 19, 2011
Attendees:
Dixie Billheimer
Linda Bragg
Christine Campbell
Amelia Courts
Sandra DeVault
Lee Ebersole
Teresa Epperley
Hank Hager
Robert Hagerman
Rosemary Jenkins
Judith Johnson
Dale Lee
Anita Maxwell
Sue McGuier
Dave Mohr
Georgia Porter
Lynda Sago
Carol Thom
Carla Warren
Lori Wiggins
Lenora Richardson
Lorrie Smith