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West Hawaii
BEGINNING TEACHERS
BEGINNING TEACHERS
PROFESSIONAL GROWTH PLAN FOR FIRST-YEAR CREDENTIALED TEACHERS
PROFESSIONAL GROWTH PLAN FOR FIRST-YEAR CREDENTIALED TEACHERS
Deepening Instruction & Building Relationships
Deepening Instruction & Building Relationships
First-year teachers continue to refine instructional practices, deepen their understanding of the HIDOE systems, and cultivate strong relationships with students, families, and colleagues.
Follow this Professional Growth Plan to ensure First Year Probationary Teachers are supported throughout the school year. Not all resources and tools are required. Your mentor will help guide and support you to have effective teacher practices in each focus area.
Use the menu to the right to jump ahead to each focus area of your Professional Growth Plan.
West Hawaii Teacher Induction & Mentoring Program (WHTIMP) Requirements
West Hawaii Teacher Induction & Mentoring Program (WHTIMP) Requirements
Meet with your assigned Instructional Mentor for an hour a week (or 180 minutes/month) to work through your Professional Growth Plan.
NOTE: Your mentor will be documenting your mentoring meeting minutes, which will be reported to your Administrators, the Induction Program Coordinator, Hawaii Teacher Induction Center, and on the State Strategic Plan.
When and how to have your mentoring meetings:
During your planning or prep period
Before or after school
Have a working lunch
Over the weekend to plan for the following week
Attend PD together and debrief
Observe other teachers together
Mentoring meetings can be held in-person, virtual, or over the phone
Participate in Professional Development designed for First Year Credentialed Probationary Teachers
Beginning Teacher Summer Academy (BTSA) July 29th from 8am - 3pm
New Hire Orientation August 13th from 3pm- 5pm
Immediate Focus: Building a Strong Foundation (First Few Months)
Immediate Focus: Building a Strong Foundation (First Few Months)
NOTE: All blue links are Mentoring Tools. Other links are resources.
Creating an Optimal Learning Environment
Setting Up Your Classroom: Create a well-organized classroom layout that minimizes distractions. This could involve designated areas for materials, clear labeling, and routines for entering and exiting the classroom.
Creating an Optimal Learning Environment: Effective teaching and learning can only happen when an Optimal Learning Environment is in place
8 effective strategies for creating a calm classroom environment
Effective Classroom Management
Establishing clear expectations, routines, and procedures for a positive learning environment.
General Learner Outcomes (GLOs): Observable behaviors, which are demonstrated in daily classroom activities
Nā Hopena A‘o (HĀ): competencies that strengthen a sense of belonging, responsibility, excellence, aloha, total-well-being and Hawaii (“BREATH”) in ourselves, students and others
Building Positive Relationships
Meet with your Instructional Mentor weekly (or for 180 minutes/month)
Beginning Teacher Orientation Checklist: A guide for West Hawaii Complex Area schools New Hire Onboarding
New Teacher Needs Assessment: Identify professional areas of concern to focus on
Knowing Teachers: Use during the first few mentoring meetings to build a trusting relationship with teachers and gain insights into their philosophy, vision, and theory about effective teaching
Collaborative Assessment Log: guides the conversation to assess needs, establish a focus, support teacher’s movement forward, promote accountability for short- and long-term instructional goal-setting, and work between a mentor and a teacher
Connect with students and their families
Knowing Students: consider what influences a student’s learning and identify next steps that will provide support
Knowing Students Across Multiple Dimensions: gather and analyze information about student’s learning preferences, background, and metacognitive skills
Class Dojo, Remind, newsletters
Communicating with Families: outlines upcoming communication to parents using the given structure, taking into consideration the desired outcomes of the communication
Collaborate with colleagues
School, Family, and Community Resources: familiarize teachers and mentors with available resources within their schools, districts, and broader communities
School Resources: overview of who and what is available at the school
Standards & Curriculum
Work with your Administrators, Coaches, Grade Level Chairperson or Department Head to identify and locate your required curriculum. Ask for your Curriculum Map.
Read and understand your content standards
General Learner Outcomes (GLOs)
Students in grades K-6 are evaluated by teachers in six GLOs. Elementary teachers use a GLO rubric and classroom-based evidence to determine a student's rating for each GLO, which is then communicated to parents via the elementary standards-based report card.
Standards for Mathematical Practice describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics.
Standards-Based Lesson Planning
Designing engaging and rigorous lessons aligned with content standards. Ensuring that all priority standards are included and assessed in the curriculum map.
Planning Conversation Guide: support teachers in analyzing or planning a standards-aligned lesson based on knowledge of students and content to meet the needs of every learner
Instructional Groups: Using assessment data to plan differentiated instruction is at the heart of effective teaching. Take into account the strengths and learning needs of your students as you form groupings for differentiated instruction.
Teacher Clarity
Analyze standards to determine what students need to know. Determine success criteria that students will follow to meet the learning objective.Defining clear and measurable learning objectives aligned with standards.
2nd Quarter Beginning Teacher Learning Community (BTLC) on Teacher Clarity
Analyzing Student Learning
Make sense of Universal Screener data.
Participate in the Data Team Process to monitor student progress on standards-aligned learning goals.
Professional Learning Community (PLC): West Hawaii Team Analysis of Common Assessment (TACA)
Use formative assessments to track student progress and inform instruction.
Use summative assessments to ensure mastery of priority standards.
Implement an effective Student Success Plan (SSP) for EES.
Report card grading for Elementary/Secondary
Understanding Standards Based Grading procedures
Understanding Standards-Based grading practices for Elementary and Secondary
Using General Learner Outcomes (GLOs) and their rubrics in elementary grades.
Effective Communication Strategies
Effective communication strategies for providing parents and students meaningful feedback on their academic progress at parent-teacher conferences and student-led conferences.
Ongoing Development (Throughout the Year)
Ongoing Development (Throughout the Year)
Nā Hopena A’o and ʻĀina Aloha
Understanding the goals and expectations for student learning in Hawaii. Guidance for incorporating Hawaiian language, knowledge, values, and practices into teaching and learning.
Nā Hopena A‘o (HĀ) and ʻĀina Aloha Overview with the Office of Hawaiian Education
Nā Hopena A‘o (HĀ): competencies that strengthen a sense of belonging, responsibility, excellence, aloha, total-well-being and Hawaii (“BREATH”) in ourselves, students and others
ʻĀina Aloha: While HĀ focuses on the learning environment, the ʻĀina Aloha (meaning "beloved land”) competencies support educators to integrate Hawaiian culture and knowledge into their teaching. The acronym for ’Āina Aloha is A’A (meaning “roots”), a metaphor for the intention to provide educators with tools that “root” their content to Hawai’i.
Growth Mindset & Self-Care
Cultivating a positive learning attitude and maintaining your well-being as an educator.
Social-Emotional Learning (SEL) Fundamentals
Exploring the importance and implementation of SEL practices in the classroom.
General Learner Outcomes (GLOs): Observable behaviors, which are demonstrated in daily classroom activities
Nā Hopena A‘o (HĀ): competencies that strengthen a sense of belonging, responsibility, excellence, aloha, total-well-being and Hawaii (“BREATH”) in ourselves, students and others
Creating an Optimal Learning Environment: Effective teaching and learning can only happen when an Optimal Learning Environment is in place
Engaging All Learners
Actively engage students to get and maintain student attention and increase student retention.
3rd Quarter Beginning Teacher Learning Community (BTLC) on The Engaged Brain: Lesson Design Done Better
Increasing Participation
Implementing Total Participation Techniques (TPT) for active student involvement in class discussions, turn-and-talk, and group work.
4th Quarter Beginning Teacher Learning Community (BTLC) on Participation by Design: Increasing Student Memory & Participation
TESOL or SIQ Requirements
Supporting English Learners in the classroom.
Observations
Observing experienced teachers in their classroom can give you ideas for your own teaching practice, including classroom management, planning, and delivery procedures.
Completing a Full Observation Cycle with your mentor can provide data to help measure teacher effectiveness and provide feedback to inform and alter practice to improve student achievement. The Observation Cycle also prepares teachers for more formal administrator evaluations.
Pre-Observation
A Planning Conversation Guide can be used, but the Pre-Observation Conversation is the same, with the final step of selecting a focus for data collection
Lesson Observation/Data Collection
Seating Chart: captures real-time movement and other behaviors of individuals within a classroom and can be used to track:
students’ on- and off-task behavior
which students/groups are participating/not participating
where the teacher directs questions and which students respond
student-to-student interactions
where the teacher moves and makes contact with different groups of students
what type of contact is made with specific students
student movement
to what degree different students are engaged in the content and activities
Canva Classroom Seating Chart Templates
Teachers Pay Teachers Free Seating Charts
Smartdraw seating chart templates
101 Planners Classroom Seating Chart
Content, Strategies, and Alignment: compares the lesson’s targeted standards, selected content, and learning strategies in order to analyze and effect on how they influenced student learning
Selective Scripting: record observation data that are specific to the teacher’s
identified area(s) of focus
note the effects of instruction on students
collect objective descriptions of teaching practice, student response
to instruction, room environment, time intervals, and pacing
collect and code specific behaviors
Post-Observation Reflection
Post-Observation Co-Analysis (POCA): Discuss strengths and areas for growth based upon the data collected during the lesson observation.
Post-Observation Reflecting Conversation: articulate impressions, analyze evidence in order to build on what worked and to address areas for improvement.
Differentiation
Adapting instruction to meet the individual needs of all learners. Using a variety of teaching methods like visuals, discussions, and hands-on activities to cater to different learning styles. Incorporating diverse perspectives into lessons and creating a supportive environment where everyone feels safe to participate and contribute their unique ideas.
Universal Design for Learning reduces barriers in instruction, provides appropriate accommodations and supports.
Knowing Students: consider what influences a student’s learning and identify next steps that will provide support
Knowing Students Across Multiple Dimensions: gather and analyze information about student’s learning preferences, background, and metacognitive skills
Statewide Summative Assessments
HIDOE Testing
Hawaiian language Kaiapuni Assessment of Education Outcomes (KĀ'EO)
Hawai'i State Alternate Assessment
Hawai'i End-of-Course Exams
National Assessment of Educational Progress
Smarter Balanced Assessments
ACCESS for ELLs assessment
ACT College and Career Readiness System of Assessments
Reclassification on the Salary Schedule with 15 PD Credits
If you move from Emergency Hire to Probationary, you can reclassify after 1 semester.
If you begin your employment as Probationary, you can reclassify after 2 semesters.
Professional Development, Training, Opportunities
Understanding the Educator Effectiveness System (EES)
Understanding the Educator Effectiveness System (EES)
The EES applies differentiated evaluation tracks. Experience level, tenure status and the prior year’s rating determine the differentiated evaluation activities and support. The differentiated process reflects the belief that teachers at different stages of experience and performance levels deserve and require different types of feedback, support, and opportunities to grow as professionals.
Explore the evaluation requirements for Probationary 1-2 Teachers.
Student Success Plan
Two Classroom Observations
Core Professionalism
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