ADEPT Induction Program

Induction Teachers

Requirements for the successful completion of the Induction Year:
1.  Attendance at District First Year Teacher meetings, activities and in-services
2.  Attendance at School-level First Year Teacher meetings, activities and in-services
3.  Successful completion of evaluation instrument indicating the demonstration of the SAFE-T Performance

Dimensions
4.  Completion of all documentation forms and
5.  Recommendation for an annual contract for the following year

The induction teachers are responsible for being pro-active in arranging opportunities to interact with their mentor and other experienced teachers and to seek professional development opportunities. Mentor teachers must complete and submit the appropriate forms documenting these interactions.

Click here to see all the Induction Program Components.

Schedule of Induction Teacher Activities 2010 - 2011

Teachers will be notified in advance of any change in meeting location or topics.  Each session will include time for small group sharing and discussion.  You may invite your mentor to attend these meetings with you.  If you are unable to attend any meeting you must be excused by your principal and notify Doris Hickson by phone (641-2705) or e-mail dhickson@aiken.k12.sc.us .

The time for all activities will be from 3:45 p.m. – 5:00 p.m. Arrive on time and we will depart on time.

September 22, 2010  

  • Introductory Activity, Information from Human Resources and the ADEPT/SAFE-T  Long Range and Short Range Plans, Mrs. Tomiko Smalls, mentors and Dr. Doris Hickson, ISP Coordinator
  • Location: Midland Valley High School in the Commons - 227 Mustang Drive, Graniteville, SC
  • Reminder – Bring Long and Short Range Plans

 

October 20, 2010

  • Classroom Management – Dr. Doris Hickson, ISP Coordinator
                              Principals                                Teachers
    Elementary -    Ms.Brenda Smith                    Mrs. Miriam Hicks
    Middle -           Mr. Barry Head                        Mrs. Margo Gore
    High School -   Mr. Garen Cofer                     Mr. David Milhoulides

  • Location: Midland Valley High School in the Commons   

 

November 17, 2010 

  • Testview, MAP and Data Driven Instruction,  Mr.Charlie Tyler Assessment Information
  • Formative, Summative, Norm-Referenced, and Criterion Referenced Assessments, Mrs. Joy Shealy, Area 1 Assistant Superintendent
  • Location: Midland Valley High School in the Media Center  
  • Reminder - Bring Map Data if you did MAP Testing.

December 15, 2010 - Electronic Meeting

January 19, 2011

  • Overview of District Literacy Model and The Systematic Decision Making Process, Dr. Kevin O'Gorman, Assoc. Supt. for Instruction and Accountability - Legal Issues Impacting Education – Attorney William Burkhalter
  • Location:  Area IV – Wagner Salley High School - 272 Main St, Wagner, SC

February 16, 2011 

  • Recognizing and Reporting Child Abuse and Neglect – Suicide Warning Signs, Mrs.Cheryl Lapaquette
  • Location: Area I –  East Aiken Elementary - 223 Old Wagnener Road, Aiken
                                                                                            
    March 16, 2011
  • Special Needs Children in the Elementary, Middle and High School Classroom, Special Education Department Coordinators
  • Location: Area II - North Augusta High School - Auditorium - 2000 Knobcone Avenue, N.Augusta          

April 27, 2011

  • Available Resources for Teachers to help meet the needs of At-risk and         Homeless Students, Mrs. Sherida Stroman, Lead Student Service Worker
  • A Framework for Understanding Poverty, Mrs. Debbie Hubbard, Aiken County Career Center
  • Location: Area V – Silver Bluff High School - 64 DeSoto Drive

May 18, 2011

  • Advancing to a Professional Certificate and Beyond, Mrs.Tomiko Smalls, Director of Human Resources and Ms. Debbie Gregory, Human Resources Staff Development
  • Roundtable Discussions- Recognizing My Strengths as a Teacher, Evaluation of Induction Program, Dr.Doris Hickson
  • Location: Area III -  Midland Valley High School in the Commons - 227 Mustang Drive, Graniteville, SC       

Induction Program Components

Teachers will be notified of any change in the location or topics of these meetings, as well as change in location or topic. Each session will include time for small group sharing and discussion. Invite and encourage your mentor to attend these meetings with you.

I. Orientation Process: Inductions

A. District-Level Orientation Process

On the District Inservice Day in August, all Induction Teachers will participate in Induction Day activities conducted by the Division for Instructional Services. This session must include the following components:

  1. Introduction to and welcome from the Superintendent and Superintendent’s Cabinet. Written and oral explanations of the Induction Program requirements, procedures and activities.
  2. Written and oral explanations of relevant district and school policies, operations and resources.
  3. Information on the district-level teacher oriented and student oriented services, such as the Instructional Materials Center, Staff Development opportunities, and the Special Education department.
  4. A brief overview (oral and written) of the ADEPT Performance Dimensions
    Written and oral explanations of district-established criteria for successful completion of the Induction Contract year.
  5. Distribution of the First Year Teacher Handbook and supplementary materials.
  6. Schedule of district-required meetings for first year teachers for the school year
    Needs Assessment for Induction Teachers distributed and administered

B. School-Level Orientation Program
At the local school, each principal is required to conduct an orientation for first year teachers when teachers report to work in August. Assistance may be provided on request from the Division for Instructional Services. This session must include the following components:

  1. Information about school operations and resources.
  2. Information about student-oriented and teacher-oriented services available in the school and community.
  3. Information about the social, cultural and economic characteristics of the community served by the school.
  4. Review of the ADEPT Performance Dimensions

C. Materials

  1. Aiken County’s First Year Teacher Handbook
  2. The First Days of School: How To Be An Effective Teacher, by Harry K. Wong and Rosemary Tripi Wong (1997)
  3. Schedule of current year’s District-sponsored Staff Development training and courses, including a tuition-free graduate course for first year teachers
  4. Schedule of district-level First Year Teacher meetings/activities
  5. Copy of Performance Dimensions and narrative description
  6. Outline of district requirements for successful completion of Induction year
  7. Needs Assessment

TOP

Assistance Teams

Assigning Assistance Team Members
Each building principal shall assign a building administrator and a mentor teacher to serve on an assistance team for each induction year teacher. Mentors and /or team members should be selected by the principal using the following criteria:

  1. Demonstrated high levels of professional achievement, varied interests and activities
  2. Personally and professionally must respect and have a genuine interest in first year teachers and be more interested in assisting than controlling
  3. Teaching excellence coupled with the ability to work with adults
  4. Willingness to engage in active, open learning
  5. Recent teaching experience with the grade range and/or subject area(s)being taught by the teacher to be mentored
  6. Good social and public relations skills
  7. Caring and patient
  8. Willingness to complete training

A district-level person from the Division for Instructional Services may also serve on this team if the principal so requests. The team shall observe the teacher and provide written or verbal input to the principal evaluator. The team should offer to the teacher feedback indicating strengths and weaknesses as to their demonstration of the Performance Dimensions with assistance to improve and develop. Each team should document observations and meetings with the teacher using the form provided in the handbook materials.

Assistance Team members will participate in training to familiarize them with the Performance Dimensions, observational skills and ways to provide coaching and assistance to teachers. TOP

II. Responsibilities of Team Members:

MENTOR
Observe and coach teacher in successfully demonstrating the Performance Dimensions

Provide input to evaluator before evaluation judgments and conferences
Document observations and conferences with teacher at least once each month
Complete training designed for mentors/assistance team members

PRINICPAL
Complete ADEPT Training
Assign members to Assistance Team
Observe, formally and informally, and provide the teacher feedback and support throughout the year
Ensure that first year teachers have the opportunity to observe and interact with experienced teachers through building level or district level inservices and committees
Serve as evaluator or delegate role to assistant principal
Conference with the teacher on the evaluation

Write with the teacher an improvement plan, if necessary

Ensure that all documentation is completed and submitted with the evaluation instrument in a timely manner

ASSISTANT PRINCIPAL AND/OR DISTRICT PERSON
Complete training for evaluators/assistance team members
Complete the evaluation process as outlined
Observe, both formally and informally, and support the teacher throughout the year
Meet with the teacher and principal, if necessary, for conferences

TEACHER
Attend training sessions on the evaluation and induction program
Seek opportunities to interact with mentor and other experienced teachers
Be familiar with the ADEPT Performance Dimensions
Seek professional development opportunities
Attend district level induction teacher meetings
Complete all requirements for the induction year

III. The Evaluation Process and Instrument

The evaluation process and procedures of Aiken County teachers differ slightly from the recommended state process and procedures. All induction, annual, second annual and provisional contract teachers are evaluated. Induction and annual teachers will be assigned an assistance team as outlined in the previous section. Members of the team will provide the evaluator with input regarding the teacher’s performance, but will not be responsible for evaluation judgments. If, after the first formal observation, the principal notes significant problems and deficiencies, a formal team may be required to function in an evaluative role with each member formally observing the teacher and the team reaching consensus and judgment and conferencing with the teacher. All members of the team should offer the teacher assistance and coaching, particularly the mentor teacher. Second Annual and Provisional teachers will be assigned an assistance team whose function will include evaluation from the beginning of the year. Continuing contract teachers will be informally evaluated using the Goals Based Process or formally evaluated using this instrument. The formal evaluation will be conducted if there are concerns about a teacher’s performance or if an employment decision must be made. The principal must notify the continuing contract teacher that a formal evaluation will be done by May 15 of the preceding school year. A continuing contract teacher may request in writing to the principal before September 15 that a formal evaluation be conducted. The informal evaluation will be used if a teacher consistently performs at levels commensurate with the expectations of the Performance Dimensions.

The instrument, though it appears to resemble a checklist, was designed to provide the observer with an efficient way to identify behaviors in each Performance Dimension. The items are taken directly from the narratives and explanations describing the Dimensions, as well as including several local items. The lines below each descriptor serve to provide space for the observer to note teacher behaviors that are exemplary or not demonstrated. Documentation of teaching performance with specific examples can be noted here, as well as suggestions for teacher improvement and given to the teacher during the conferencing session in both written and oral forms. Space is provided to check Demonstrated, Needs Improvement or Not Demonstrated. Judgments are then made as to the overall performance in each Performance Dimension. A final rating of Outstanding, Competent, Needs Improvement or Unsatisfactory will be given and contract status for the following year will be recommended. (See flow chart)

Induction, annual, second annual and provisional teachers must be evaluated twice during the school year, with a minimum of six formal observations of complete periods or lessons. Each formal observation shall be followed by a post-observation conference within five school days of the actual observation. At this conference, the evaluator shall provide the teacher with written and oral feedback on their performance in each ADEPT Performance Dimension. The written feedback is recorded directly on the instrument and a copy given to the teacher. The first three formal observations, conferences and judgments shall be completed no later than December 15, when all forms are due in the Division for Instructional Services by way of the Area Superintendent. For all areas needing improvement, the evaluator and teacher shall develop a written improvement plan using the Teacher Performance Goals Worksheet. The last three formal observations, post conferences and final evaluation shall be completed no later than March 15, when all forms are due in the Division for Instructional Service, by way of the Area Superintendent. (See flow chart) Teachers are again provided with written and oral feedback including the final evaluation judgments and contract recommendation.

Continuing contract teachers are evaluated informally using the District’s Goals Based Process, unless notified otherwise by May 15 of the previous school year or expresses a desire to be formally evaluated. The teacher, in writing and collaboration with their building administrator, will develop a minimum of three professional growth and development goals to be accomplished during the evaluation period (i.e., maximum of three years). The goals are to promote professional growth and development: (1) in a subject area for which the teacher is certified or is planning to become certified; (2) in instruction, technology, or assessment; and (3) through professional service. Goals are to be supportive of school district strategic plans and school renewal plans. Documentation of goal completion shall be submitted to the Division of Instructional Services no later than March 15 by way of the Area Assistant Superintendent.

Continuing contract teachers shall be evaluated formally if there are concerns about a teacher’s performance or if an employment decision must be made. The principal must notify the continuing contract teacher in writing by May 15 of the preceding school year that a formal evaluation will be done during the next school year. A continuing contract teacher may request in writing to the principal before September 15 that a formal evaluation be conducted. The principal and/or the assistant principal (with the option to activate a team) shall incorporate the results of formal and informal observations. There shall be a minimum of two formal classroom observations of complete class periods or lessons. Each formal observation shall be followed by a post-observation conference between the evaluator and the teacher within 5 working days during which time written and oral feedback shall be provided to the teacher on each ADEPT Performance Dimension. For all areas needing improvement or not demonstrated, the evaluator and teacher shall develop a written improvement plan using the Teacher Performance Goals Worksheet. The first formal observation and conference shall be completed no later than November 1. The second formal observation, conference and final evaluation judgments shall be completed by February 15, with all forms submitted to the Division for Instructional Services no later than March 15 by way of the Area Superintendent.

All teachers may submit to the evaluator or team any additional documentation he/she deems important prior to the conference. The evaluator may also request additional documentation from the teacher that is deemed appropriate to the evaluation process. The evaluation must be signed and dated by the evaluator and teacher. The teacher’s signature acknowledges receipt of the evaluation, not necessarily agreement. If a teacher feels that a response is necessary, the teacher shall have the opportunity to submit to the evaluator a written response that shall be attached by the evaluator to each copy of the evaluation instrument. The teacher’s response must be submitted to the evaluator within 10 working days. In accordance with District Policy GBK and GBK-R, the continuing contract teacher may appeal the final results of the evaluation. Induction and Provisional contract levels may appeal the decision to the area superintendent level. Annual contract level teachers may appeal the decision through to the Board level.

The School District shall maintain a written record of the evaluations as part of the teacher’s personnel file. The school district and/or an individual school shall maintain the confidentiality of the evaluation results, but shall make contract eligibility information available to other school districts upon written request.

IV. Plans for Documentation, Evaluation and Improvement of the Induction Program - TOP

  1. All participants will sign in when attending training sessions, orientation session, and district level inservices. These attendance sheets will be maintained and monitored by the Division for Instructional Services. Principals will be notified when teachers are not present.
  2. Evaluations will be completed and compiled at the end of each training or session.
  3. Input will be collected from assistance team members and teachers as to the success of the Program. Suggestions will be solicited for improvement.
  4. Needs Assessments will be completed by Induction Teachers. Forms are included.
  5. Final evaluation ratings will be entered into a data base in the Division for Instructional Services and the instrument filed in the personnel file of the teacher.

Aiken County School District's Requirements for Successful Completion of Induction Year

  1. Attendance at District First Year Teacher meetings, activities and inservices
  2. Attendance at School-level First Year Teacher meetings, activities and inservices
  3. Successful completion of evaluation instrument indicating the demonstration of the ADEPT Performance Dimensions
  4. Recommendation for an annual contract for the following year
  5. To successfully complete these requirements, the induction teacher is responsible to seek opportunities to interact with their mentor and other experienced teachers and to seek professional development opportunities. The teacher must complete and submit the appropriate forms documenting these interactions.