Brooke County
Schools
New Teacher Induction Program
“The mediocre teacher tells. The good teacher
explains. The superior teacher demonstrates.
The great teacher inspires.”
― William Arthur Ward
2013 - 2014
1/1/1900
New Teacher Induction Program
1900
West Virginia State Board of Education
Comprehensive 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:
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High-quality teacher preparation, induction and evaluation;
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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;
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Evaluation of the performance of teachers and leaders in demonstrating high quality
professional practice, leadership and collaboration and the resulting growth in student
learning;
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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;
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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
Brooke County Schools
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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 twoor 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 levels
Ongoing, 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 levels
A mentoring component
Study groups for new teachers
Sharing of and modeling of best practices
Peer 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
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1900
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 Planning
Standard 2: The Learner and the Learning Environment
Standard 3: Teaching
Standard 4: Professional Responsibilities for Self-Renewal
Standard 5: Professional Responsibilities for School and Community
The induction program will include the following elements:
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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 1:1
A 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 improvement
A 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.
Brooke County Schools
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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:
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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].
Brooke County Schools
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New Teacher Induction Program
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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:
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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:
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School mission, vision, values, goals, expectations;
Reflection of a collaborative school culture;
Supportive transition to effective classroom organization, planning, program delivery;
Brooke County Schools
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New Teacher Induction Program
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1900
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.
Brooke County Schools
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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 new
teacher to help ensure the most effective professional matches.
• The matching process should be adapted to the needs of the new teachers, and
should 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 should
include:
– 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 case
of non-compatibility;
– dealing with a teacher in crisis.
Brooke County Schools
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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 Schools
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Brooke County Schools
New Teacher Induction Program Overview
STATE LEVEL SUPPORT
COUNTY LEVEL SUPPORT
• Certification
• Beginning Teacher Academy
• Beginning Principal's Academy
• WVDE / WVCPD Professional
Development Opportunities
• RESA VI
• Mentoring by a highly qualified
teacher (1:1) (1 hr. weekly)
• Orientation Workshop
• Monthly meetings for all new
county teachers (district)
• Academic coaches and TIS
• CE
STATE LEVEL SUPPORT
COUNTY LEVEL SUPPORT
• WVDE Resources / WVCPD
• RESA VI
STATE LEVEL SUPPORT
• WVDE Resources / WVCPD
• RESA VI
• Mentoring (grouped)
• Academic coaches and TIS
• 9 week intervals / PD with
content specialists or by grade
levels - increased focus on best
practices
• CE
COUNTY LEVEL SUPPORT
• Review of individual goals,
plans, reflection
• Academic/Technical Support
• Content-specific PD
opportunities
• CE
SCHOOL LEVEL SUPPORT
•
• Professional Support Team
• Evaluation system / goal setting
• PLCs / peer support
• Administrative support and
feedback
• Data analysis based on screenings,
benchmarks, progress monitoring
SCHOOL LEVEL SUPPORT
• Evaluation system / goal setting
• PLCs / peer support
• Administrative support /
feedback
• Data analysis based on
screenings, benchmarks,
progress monitoring
SCHOOL LEVEL SUPPORT
• Evaluation system / goal-setting
• PLCs / peer support
• Administrative support/feedback
• Trend data analysis of student
performance
Brooke County Schools
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II. Brooke County Schools Induction Program Standards
A. Systemic Support for a High Quality Induction Program
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 articulated
o Plan includes a three-year comprehensive orientation, mentoring, and professional
development framework
o Plan is approved by the West Virginia Department of Education and approved and
supported by the Brooke County Board of Education
o Plan clearly outlines responsibilities for all role groups and is communicated with
all stakeholders
o 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 years
o Program Leadership engages in initial and ongoing professional development to
understand, design and implement a high-quality induction program
o Stakeholders support data collection, program improvement and program
accountability
Principal Engagement:
o Provide positive working conditions for new/beginning teachers
o Support the development of the mentor’s role and respect the confidential
relationship of the mentor and new/beginning teacher
o Communicate the program plan to all staff members
o Communicate regularly with the mentors and new teachers
o 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
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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 program
o 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 PLCs
Implementation
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 orientations
New teachers participate in required CE activities
New 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 district
New teachers are encouraged to actively participate in PLCs and seek leadership
opportunities to grow and develop in their profession
Brooke County Schools
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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.
Brooke County Schools
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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.
Brooke County Schools
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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:
This information will be compiled
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by the end of May to determine
__3_ Elementary positions (K-5)
mentoring and PD needs for
__3_ Middle school positions (6-8)
2013-2014.
__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.
Brooke County Schools
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6. Current System of Support & Utilization of Resources
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 Teachers
NTIP powerpoint presentation for New Teachers and Mentors
NTIP manual for Mentors
NTIP manual for Principals and District Administrators
NTIP powerpoint presentation for Principals and District Administrators
Brooke County Schools
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New Teacher Induction Projected Program Schedule
2013-2014
DATE:
TIME:
ACTIVITY:
LOCATION:
PARTICIPANTS:
August
TBA
BHS
August
All Day
August
August
August
All Day
All Day
½ Day
September ?
3:00
September ?
All day
September
All day
Common Core
Training
Orientation for New
Teachers
CE Day 1
CE Day 2
Technology
Integration Day
Mentor
Assignments
ELA and Common
Core
ELA and Common
Core
Beginning Teacher
Academy
Math and Common
Core
Math and Common
Core
Grade Level Teachers 2, 3,
6, 7, 8, 10-12
REQUIRED all new
teachers (year 1)
All personnel
All personnel
a.m. New K-5
p.m. New 6-12
All new teachers and
mentors
All new teachers grades
K-5 & Special Ed.
All new teachers grades 612 & Special Ed.
Assigned new teachers
October ???
November
All Day
November
All Day
Board Office
See MLP catalog
See MLP catalog
See MLP catalog
Board Office
Board Office
Board Office
Stonewall Resort
Board Office
Board Office
All new teachers grades
K-5 & Special Ed.
All new teachers grades 612 & 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.
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PROJECTED ANNUAL BUDGET
2013-2014
Orientation
Funding Source: Title I and II, Special Education
Activity:
Materials:
Total:
County Orientation (1 day)
School Orientation (1/2 day)
New Teacher reference books
PD Books, Videos
(x#) $600.00
(x#) $500.00
$1,100.00
Mentors
Funding Source: Mentoring Fund
Determine Number of:
1. First Year Teachers
2. First Year Administrators
3. Needed Mentors
Total:
*11 (as of March 1, 2013)
0
Multiply $600.00
$6,600.00
Professional Development
Funding Source: Title I, Title II, Title III, Special Education,
Staff Development Funds
Determine Number of:
1. Outside contract days (August)
2. Substitute Days (in contract days)
3. Travel for Beginning Teacher
Academy
4. Travel for Principal’s Leadership
Academy
5. Stipends (if applicable)
6. Set-aside for other PD
Personnel:
Multiply Daily Rate:
11 x ADR of $250.00
50 days x @ $120.00
11 x 0 (pd by WVDE?_
$2,750.00
$6,000.00
0
Sub Days
0
$20/hr/8hrs/mo x 9 x 11
$15,840.00
$35,000.00
TOTALS: {@ $67,290.00 }
Mentoring: $6,600.00
Title I: $25,000 (5 schools depending on # of new teachers)
Title II: $25,690.00
Special Education: not determined yet
CTE: not determined yet
Staff Development: not determined yet
Brooke County Schools
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