Name of Artifact: Field Experience A: District Level Interview
Date of Artifact: September 6, 2023
Course #: EAD-505
Alignment Rationale with ELLC Standard 1.2: My Field Experience A artifact corresponds to ELLC Standard 1.2, illustrating my recognition as a candidate of the district-level education leader's role in advancing the success of every student. This alignment is evident through my ability to gather and employ data to identify school objectives and needs. Furthermore, it emphasizes my capacity to facilitate the formulation, expression, implementation, and safeguarding of a unified school vision for learning.
In accordance with Professional Standards for Educational Leaders (PSEL), specifically Standard 9, it states, "effective educational leaders manage school operations and resources to promote each student's academic success and well-being (PSEL, 2015)." This underscores the crucial requirement to establish, oversee, and assess all operational and administrative systems, as well as policies and regulations that reinforce the school district's vision (PSEL, 2015). The enforcement of pertinent laws and policies plays a pivotal role in influencing student success. It's worth noting that administrators oversee individual school buildings, while district-level officials, including board members, assistant superintendents, and superintendents, directly supervise the entire school district.
For my interview, I interviewing the assistance of the Superintendent. During this interview provided me valuable insights into district policies and procedures.The school board members convene with the superintendent monthly for a board of education meeting, during which they address concerns, current issues, and district needs. These meetings serve as a platform for disseminating critical information to families, staff, and the community, followed by public comments where they actively listen to student and parent concerns. In addition to the board of education meetings, district administrators convene monthly to delve into more comprehensive issues affecting their respective buildings.
The Newark Public School handbook and policies serve as a comprehensive guide on how district schools should operate and manage their daily functions. These policies encompass aspects related to health, security, and safety, which directly impact the daily responsibilities of school principals. Additionally, policies addressing equity and the elimination of discriminatory practices require procedures that may have repercussions on individual performance and overall success. The influence of school operations and financial aspects permeates through the daily functioning of every individual within the district.
Upon reflecting on my interview with the assistant of the Superintendent, I was impressed by her profound knowledge of the educational field and her commitment to the well-being and success of students and staff within the district. I intend to integrate the lessons and insights gained from this interview into my future career as a school administrator. Professional Standards for Educational Leaders 9 underscores the importance of establishing meaningful relationships and complying with school laws and regulations (Professional Standards for Educational Leaders, 2015).
References
Professional Standards for Educational Leaders (PSEL). (2015). Retrieved September 05, 2023, from
https://www.npbea.org/psel/
Name of Artifact: Planning Your Internship
Date of Artifact: October 30, 2022
Course #: EAD-519
ELLC Standard 1.2 Alignment Rationale
The enclosed item is a representation of my initial clinical internship, encompassing a total of 90 hours. My primary emphasis centered on guiding with openness, honesty, and equity to enhance the academic achievements of each student. I successfully implemented these principles throughout the tasks undertaken during my clinical fieldwork, aligning effectively with ELLC standards 5.1, 5.2, and 5.3.
Placement Schedule
I will be doing in the Dr. William H. Horton Elementary School. There are delighted to provide a glimpse into the vibrant happenings within their school community, where we are entrusted with the education and growth of around 810 students. Dr. William H. Horton Elementary School offers a diverse range of programs to enrich the educational experience of our students both before and after regular school hours. These programs and clubs are designed to nurture talents, foster social connections, and provide opportunities for personal growth. Before School Programs: These sessions offer additional academic support, allowing students to receive extra help with homework, engage in reading activities, or work on specific subjects before the school day officially begins. Also, fitness and wellness sessions: Encourage physical activity and healthy habits; these sessions include exercises, yoga, and sports activities to kick-start the day with energy and vitality.
After-School Programs and Clubs: Homework Help Club: This club offers a structured environment where students can receive assistance with their homework assignments from dedicated teachers and peers, ensuring a solid academic foundation. STEM (Science, Technology, Engineering, and Mathematics) Club: Focused on enhancing students' interest and proficiency in STEM subjects, this club engages participants in hands-on experiments, coding activities, and problem-solving challenges. Music and Performing Arts: From choir and band rehearsals to drama workshops, these clubs provide a platform for students to explore their musical and theatrical talents, culminating in performances and showcases for the school community. Leadership and Public Speaking: This program hones students' leadership skills, public speaking abilities, and confidence. Through workshops and practical exercises, participants learn valuable skills essential for future success. Sports and Athletics: Various sports clubs cater to different interests, including soccer, basketball, swimming, and more. These clubs promote teamwork, sportsmanship, and physical fitness among students. These programs and clubs are crafted to provide a well-rounded educational experience, encouraging students to explore their passions, develop new skills, and form meaningful connections with peers and mentors. Through these initiatives, we aim to create a supportive and enriching environment where every student can thrive. To obtain the 90 hours required for my internship, I will be meeting with my mentor daily. I will be meeting with her when I am not with my students, during my lunch and prep, as well as after-school. During these hours I will be participating in leadership activities, discussions with my mentor, as well as reflecting on my role as a leader.
Leadership Activities Aligned to ELCC Standards
Standard one: Visionary Leadership the activity develops a vision statement for the school that aligns with the educational needs of the students and the community; Development Workshop (10 hours): alignment demonstrates the ability to create a clear vision for the school, addressing the diverse needs of stakeholders. Activity: Organize a workshop involving school staff, parents, and community members to collaboratively develop a school vision statement aligned with the needs of students and the community.
Standard two: Instructional Improvement, Professional Development Series (25 hours): Alignment: Supports the improvement of instruction by providing opportunities for teachers to enhance their skills and knowledge. Activity: Conduct a series of workshops and training sessions for teachers focusing on instructional improvement strategies, differentiated instruction, and the integration of technology in the classroom.
Standard Three: Safety and Crisis Management Training (10 hours): Alignment: Addresses the management of organizational systems by ensuring a safe and efficient learning environment.
Organize training sessions for school staff addressing safety protocols, crisis management, and emergency response procedures, ensuring a safe learning environment for students and staff.
Standard four: Collaborative Leadership, Parent-Teacher Collaboration Forums (15 hours): Alignment: Demonstrates collaborative leadership by involving various stakeholders in decision-making processes.
Activity: Facilitate collaboration forums where parents, teachers, and school administrators discuss student progress, school initiatives, and collaborative projects to enhance parental involvement in education and translate in Spanish to better understanding to the high population in the school.
Standard Five: Ethical Leadership, Ethics Workshops and Case Studies (10 hours): Alignment: Promotes ethical leadership by fostering a culture of ethical awareness and decision-making within the school community. Activity: Conduct workshops on ethical leadership and decision-making. Use real-life case studies to engage participants in ethical dilemma discussions, promoting ethical awareness and decision-making skills among staff.
Standard Six: Cultural Leadership, Cultural Competency Training Series (10 hours): Alignment: Demonstrates cultural leadership by fostering inclusivity and respect for cultural diversity among students, staff, and parents. Activity: Implement a cultural competency training series for teachers and staff, addressing cultural diversity, inclusion, and strategies for creating an inclusive and respectful school environment.
Standard seven: Human Resource Leadership, Human Resource Leadership: Mentorship and Professional Growth Program (10 hours). Alignment: Addresses human resource leadership by promoting professional growth and support among staff members. Activity: Establish a mentorship program where experienced teachers’ mentor newer colleagues. Include professional development opportunities, coaching sessions, and collaborative projects to enhance teaching skills.
Standard Eight, External Development Leadership, Community Partnership Initiatives (10 hours). Alignment: Demonstrates external development leadership by building partnerships that enhance students' educational experiences beyond the school walls. Activity: Collaborate with local businesses, organizations, and community leaders to create initiatives that benefit both the school and the community. Examples include fundraising events, educational workshops, or joint community service projects.
Standard Nine: Internship Leadership, Internship Supervision and Guidance (15 hours): Exhibits leadership in the context of internships by supporting the growth and learning of aspiring educational leaders. Activity: Supervise interns, providing guidance, feedback, and mentorship. Include joint planning sessions, classroom observations, and reflective discussions to support their professional growth.
Artifacts
1.Leadership Journey Infographic: Artifact: Design an infographic that visually represents the leadership activities, highlighting key milestones, participants, and their alignment with specific ELCC standards. Use icons, charts, and color-coded sections to create a dynamic visual story. Benefits: Infographics provide a quick overview of the entire leadership journey, making it easy for stakeholders to grasp the key activities and their alignment with standards at a glance.
2. Keep the Records: I will be using the Educational Administration Internship Verification Form (Grand Canyon University, 2016) to document my daily leadership activities. This form is being provided by Grand Canyon University. Additionally, I will keep any agenda and notes taken from meetings that I attend during my internship as an artifact.
3. Interactive PDF Documents: Artifact: Create interactive PDF documents that contain clickable elements, embedded videos, and interactive quizzes. Use these documents to present detailed information about each activity and its alignment with ELCC standards. Benefits: Interactive PDFs are versatile and can be distributed digitally. They allow stakeholders to explore content at their own pace and engage with multimedia elements seamlessly.
4. Collaborative Online Whiteboards: Artifact: Use online whiteboard platforms to create visual representations of each activity. Include images, diagrams, and annotations to showcase the process, goals, and outcomes, emphasizing the ELCC standards alignment. Benefits: Collaborative online whiteboards encourage participation and input from multiple stakeholders. They are dynamic and can be updated in real-time during presentations or discussions.
5. Communication: I will be communicating with my GCU faculty supervisor via email and phone, as needed. As per communicating with my principal mentor, I will be communicating with her daily face to face and via phone. I will also have weekly reflections with her on my daily activities.
The internship will help me deeply understand educational leadership, policy, implementation, staff management, and community engagement. I will be in training aligned with ELCC standards ensures that as an educational leader, I will receive a high-quality, relevant, and comprehensive learning experience that prepares me for a successful career in educational leadership.
References
Grand Canyon University. (2016). Educational administration internship verification form.
https://www.gcumedia.com/lms-resources/student-success-center-
content/documents/coe/educational-admin-internship-manual.pdf
Name of Artifact: Clinical Field Experience B: Aligning Lessons
Date of Artifact: March 6, 2024
Course #: EAD 520
ELLC Standard 2.1 Alignment Rationale: During my practical experience in the field, I had the opportunity to interview two educators regarding their teaching methods and curriculum design. Through these interviews, I gained insight into the various curricula utilized and observed how their instructional approaches were tailored to meet rigorous standards for all students. I understood how educators effectively align their instructional strategies with the curriculum by fostering collaboration, establishing trust, and fostering a personalized learning environment.
As stated by Cox, a lesson plan serves as a detailed roadmap outlining the teacher's objectives for the lesson and how students will achieve them. In my Clinical Field Experience B, I interviewed two local educators within my district, culminating in a reflective analysis of the insights gathered.
Interviews:
After interviewing the two teachers about the Interviewees' Instructional Challenges and Lesson Plans: methods for planning lessons and lesson planning tools: The teacher often employs various methods, such as backward design, thematic planning, or inquiry-based planning. The teacher uses tools like lesson plan templates, curriculum maps, or online platforms like Google Classroom or Microsoft to organize and structure their lessons. Another teacher collaborates with her colleagues to plan interdisciplinary units or share resources.
Strategies for differentiating instruction for all students: Teachers differentiate instruction by varying content, process, and product according to student's readiness, interests, and learning profiles. This may involve tiered assignments, flexible grouping, choice boards, or scaffolding techniques. Teachers also regularly assess student progress to inform their instructional decisions and provide targeted support or enrichment as needed.
Strategies for utilizing technology to support diverse students: Technology can be a powerful tool for supporting diverse learners. Teachers may use adaptive learning platforms, educational apps, or multimedia resources to provide personalized instruction. They can also leverage assistive technology tools like text-to-speech software, screen readers, or speech recognition programs to accommodate students with disabilities. Additionally, virtual learning environments can offer flexibility and accessibility for students who require alternative instructional arrangements.
How the curriculum and instruction are related to the school's vision and mission and Continuous Improvement Plan:
The curriculum and instruction should align with the school's vision, mission statement, and Continuous Improvement Plan (CIP). Teachers may participate in professional development opportunities focused on the school's priorities and goals, collaborate with colleagues to implement school-wide initiatives and integrate relevant themes or values into their lessons. Additionally, they may use data-driven decision-making processes to monitor student progress and adjust instruction to support the school's improvement efforts.
Support and guidance from administrators
Teachers rely on support and guidance from administrators to create a positive learning environment and meet the needs of all students. It may include access to instructional coaches, mentorship programs, or ongoing professional development opportunities. Teachers may also appreciate administrative support in managing classroom resources, addressing behavior management issues, or navigating challenges related to curriculum implementation. Additionally, open communication channels between teachers and administrators can foster a collaborative culture and ensure teachers feel valued and supported.
The materials offer multiple entry points and support differentiation strategies to meet the diverse needs of learners in the classroom.
Reflecting on my experiences in education, I find myself drawn to PSEL Standard 2, which focuses on Instructional Leadership. This standard emphasizes the importance of fostering a supportive learning environment, implementing effective instructional strategies, and continuously improving teaching practices to enhance student learning. Throughout my education journey, I have encountered various challenges and opportunities that have allowed me to develop and refine my instructional leadership skills.
One key aspect of instructional leadership I have focused on is creating a positive and inclusive learning environment where all students feel valued and supported. I have implemented strategies to promote equity and diversity in the classroom, such as differentiating instruction to meet the needs of diverse learners and incorporating culturally relevant content into my lessons. By embracing inclusivity, I have witnessed increased engagement and achievement among my students, who feel empowered to share their unique perspectives and experiences.
Additionally, I have prioritized implementing effective instructional strategies to facilitate student learning. I have explored research-based practices and experimented with innovative teaching methods to enhance student comprehension and retention. I have created dynamic and engaging learning experiences that cater to diverse learning styles and preferences by incorporating active learning techniques, formative assessment strategies, and technology integration into my lessons. Aguilar, E. (2013)
Furthermore, I have embraced a growth mindset and a commitment to continuous improvement in my teaching practice. I actively seek feedback from colleagues, administrators, and students to identify areas for growth and refinement. Through ongoing reflection and self-assessment, I strive to enhance my instructional practices and adapt to the evolving needs of my students.
As I look to the future, I am committed to applying what I have learned from my experiences in education to my future professional practice. I will continue to prioritize instructional leadership by creating a supportive and inclusive learning environment, implementing effective instructional strategies, and pursuing continuous improvement in my teaching practice. Additionally, I will advocate for equity and excellence in education, promoting access and opportunities for all students to achieve their full potential. (Huizenga, J., EdD. 2024)
Incorporating additional PSEL standards such as Standard 1
Standard 1: Mission, Vision, and Core Values: I align my instructional practices with the school's mission, vision, and core values by integrating them into my lesson plans and classroom culture. For instance, if the school's mission emphasizes fostering global citizenship, I design lessons that promote cultural awareness and understanding among students. Additionally, I incorporate the school's core values, such as respect and integrity, into classroom discussions and activities, reinforcing these principles through positive reinforcement and modeling.
Standard 3: Management of Learning Environment: To manage the learning environment effectively, I establish clear expectations and routines that promote a positive and structured classroom atmosphere. For instance, I develop a set of classroom rules and procedures collaboratively with my students, ensuring they understand and take ownership of behavioral expectations. Additionally, I implement proactive strategies for addressing and preventing disruptions, such as implementing a behavior management plan that includes positive reinforcement, redirection, and logical consequences. (Critical consciosness – excellence in school counseling. (n.d.).)
By incorporating these standards into my professional practice, I create a learning environment that is conducive to academic success and fosters the holistic development of students in alignment with the school's mission and core values. This approach ensures that students feel valued, supported, and empowered to reach their full potential academically, socially, and emotionally.
Reference
Aguilar, E. (2013, March 25). How coaching can impact teachers, principals, and students. Edutopia. https://www.edutopia.org/blog/coaching-impact-teachers-principals-students-elena-aguilar
Huizenga, J., EdD. (2024, January 5). What is a school improvement plan? Houghton Mifflin Harcourt. https://www.hmhco.com/blog/what-is-a-school-improvement-plan
IRIS | Page 5: Create a positive climate. (n.d.). https://iris.peabody.vanderbilt.edu/module/beh1/cresource/q2/p05/
Name of Artifact: School Professional Development Analysis
Date of Artifact: April 16, 2024
Course #: EAD 523
ELLC Standard 1.2 Alignment Rationale:
I actively evaluated, discussed, and analyzed my school's professional development plan throughout this course. This process deepened my understanding of effectively gathering and utilizing data to delineate school objectives, evaluate organizational efficacy, and orchestrate professional development initiatives to fulfill these objectives.
The primary objective behind offering professional development opportunities to teachers is to foster their professional growth. These training sessions are meticulously curated to equip teachers with the latest instructional practices, strategies, and resources to enhance student academic achievement. By assessing my school's professional development plan, I gained valuable insights into its effectiveness and alignment with our educational objectives.
Increase the staff capacity to align with mission and vision.
Administrators utilize the Annual School Plan, summative discussions, district and school data, surveys, and formal and informal feedback to design, refine, and implement professional development initiatives. It is the responsibility of administrators to ensure that professional development opportunities are tailored to the specific needs of their staff, with a focus on building-based priorities. When professional development is district-wide, department heads are responsible for providing teachers with training to keep them abreast of current instructional methods.
Professional development plays a pivotal role in enhancing teachers' efficacy in delivering presentations and conducting course evaluations, as noted by Queens University of Charlotte (2020). In the district where I am employed, teachers can share their expertise during faculty meetings and Professional Learning Communities (PLCs), fostering peer collaboration and data analysis. Our administrator plays a central role in equipping teachers with the necessary professional development to excel and contribute to achieving our educational objectives.
Data collection occurs through various channels, including classroom observations, walkthroughs, PLC meetings, faculty gatherings, and coaching sessions. These data inform the design and implementation of professional development activities, ensuring alignment with the district's mission to achieve or surpass state benchmarks. Effective professional development initiatives incorporate strategies that encourage collaboration, provide necessary instructional resources, outline actionable steps, and foster a supportive environment where teachers can voice their concerns. Teachers are committed to enhancing student success and achievement by actively engaging in growth opportunities.
Teachers' roles in the PD program
According to Bambrick-Santoyo (2012), effective instruction hinges not on whether the teacher presented material but rather on whether the students truly grasped it. Teachers must identify their needs in the professional development (PD) program and actively seek assistance. Each academic year, educators must dedicate twenty hours to professional development activities. These may include workshops and training sessions that directly benefit them. Additionally, teachers can contribute to the collective knowledge by leading mini-sessions during faculty meetings, where they can share their expertise. Through peer reviews, teachers can openly discuss their strengths and areas for improvement with colleagues. Ultimately, teachers must integrate the acquired strategies into their classroom practices.
Aligned Continuous Improvement Plan (CIP)
The Annual Progressive Improvement Plan prioritizes instructional practices grounded in data analysis. All professional development sessions are crafted to support this plan, directly connecting to its action steps. Each PD topic is chosen to drive progress toward the goals outlined in the school plan. Furthermore, PLC agendas are synchronized with the school plan, developed during the summer, by thoroughly examining benchmark data, attendance records, observations, walkthroughs, grades, and other pertinent information.
Data/Research-based Instructional Practices
Professional development strongly emphasizes evidence-based instructional strategies, customizing interventions to address specific areas for improvement, and demonstrating measurable progress. Instructional focus is continuously informed by data sourced from observations, grades, benchmarks, and attendance records. This data serves as the compass, providing clarity and direction for professional development efforts. Throughout the school year, data is systematically analyzed at multiple points to identify emerging trends and areas for growth or improvement within the school community. The leadership team utilizes various data sources, including surveys, observations, assessments, and school records, to ensure that all professional development opportunities are closely aligned with identified needs and reflect the insights gleaned from the data analysis process.
Professional Development Program Evaluation
A fundamental approach to assessing the effectiveness of professional development is through comprehensive data collection on the progress and achievements of students, educators, and the curriculum itself. Teacher evaluations serve as valuable data points, revealing trends and pinpointing specific instructional domains requiring attention and improvement. Collaboratively, the leadership team and administrators meticulously analyze data from the preceding and ongoing academic years to identify areas of shortfall and those demonstrating incremental growth. Ultimately, any professional development initiative's ultimate measure of success lies in attaining student success and academic achievement.
Reference:
Bambrick-Santoyo, P. (2012). Leverage leadership: a practical guide to building exceptional schools. Leverage leadership: a practical
guide to building exceptional schools. Queens University of Charlotte. (2020, December 11). THE IMPORTANCE OF PROFESSIONAL DEVELOPMENT FOR EDUCATORS. Queens University of Charlotte.
https://online.queens.edu/resources/article/professional-development-foreducators/
Name of Artifact: Induction Plans for Beginning Teachers
Date of Artifact: August 21, 2024
Course #: EAD 536
ELLC Standard 1.2 Alignment Rationale: During this course, I had the opportunity to step into the role of principal at my chosen school and design a morning of activities aimed at welcoming six new teachers before the start of the school year. I developed an agenda that blends presentations and interactive sessions to help new and beginning teachers get to know each other, familiarize themselves with the campus, understand the school culture (including its vision, mission, values, rituals, and routines), and learn about instructional practices and other essential responsibilities.
The new teacher orientation will be held in the gymnasium. As teachers enter, they will notice the SMART board on the stage. Tables will be arranged around the gym, allowing teachers to choose seats. Upon arrival, they will sign in and pick up a folder. Light refreshments will be available at a station at the back of the gym. The gymnasium will be decorated with vibrant, colorful to create a welcoming atmosphere.
Topic:
New Teacher Orientation: Color Outside the Lines
Facilitators:
Principal, Vice Principal, Guidance Counselor, Social Worker, Administrative Secretary, PBSIS committee, Leadership committee
Session Description:
At the beginning of the orientation, the administrative team and all facilitators will be introduced. Each facilitator will be introduced by their name and role within the school. All new teachers will introduce themselves by stating their name, what grade and subject they will be teaching, and what they are looking forward to. After all introductions are done, the principal will present the school's vision and mission statement and discuss what that looks like within the school building.Afterward, we will have an icebreaker activity called "Nonverbal Birthday." The principal will facilitate the icebreaker. Each person must line up in order in this activity based on their birthday, month, and date. During the activity, no verbal talking or cell phones are allowed. Members will have to communicate using their hands or other cues. Finally, each person will say their birthday aloud to see if they can complete the activity. If the order is not correct, the staff members will be able to redo it.Following the icebreaker, the principal will review the school's core beliefs. She will also inform the new teachers about classroom keys, attendance, work orders, schedules, class lists, special events, specials, etc. Lastly, she will discuss the expectations for any forms that need to be sent home to parents and what forms to give parents during "Meet the Teacher Night."
After the vice principal finishes her introduction and discussion, the social worker and guidance counselor will introduce themselves and explain their roles. They will provide examples of what they do to support teachers and students socially, academically, and emotionally. They will also state what procedures are done for specific events that may occur. Concluding the morning's agenda, the vice principal will discuss the Parent/Student handbook. She will point out important information regarding discipline and critical expectations. She will then discuss what discipline looks like within the school when to notify an administrator, and what disciplinary procedures are utilized by providing examples. A ten-minute break will be provided for all staff. After the break, the PBSIS committee will explain what PBSIS stands for and how it is implemented in the school. They will also outline how students can earn PBSIS tickets to enter a raffle each Friday for a chance to win a reward. Following this, the leadership committee will guide the new teachers on a tour of the school, pointing out key locations such as the main office, nurse's office, staff room, cafeteria, copier room, and each classroom and particular area. During the tour, the committee will also share expectations for each location and show where students line up for lunch and where they are picked up. At the end of the tour, everyone will reconvene in the gymnasium for fifteen minutes of Q&A. At this time, staff can ask any questions they may have. Facilitators will be answering questions that are presented. Once all questions are asked, a staff member's name will be picked from the spin wheel for a prize. The winning name will have the opportunity to park in the playground for one month since there is no parking for teachers.
Materials Needed:
The following materials will be needed:
-Laptop
-SMART Board or projector
-PowerPoint presentation
-Light refreshments (provided by the administrative team)
Session Time:
7:30-8:00 am - Meet and greet with light refreshments
8:00-8:30 am – Introductions and review of the school's mission/vision
8:30-9:00 am – Icebreaker Activity
9:00-10:00 am – Expectations and core beliefs discussed by the principal
10:00-10:50 am – Guidance counselor and social worker roles/ Student/Teacher
handbook, discipline, and expectations
10:50-11:00am - Break
11:00-11:15 am – School tour with leadership committee
11:15-11:45 am – Questions and Answers, prize drawing and exit ticket
11:45-4:00 pm – Lunch and teachers will be able to work in their classrooms
Session Rationale
This session aimed to provide new teachers with the beginning information and tools. It was also to introduce the administrative team and committee members to new teachers so they know their points of contact. The leadership committee consists of teacher leaders who work together for school improvement and teacher/administrative support. Being able to introduce the committee members will allow new teachers to memorize their faces and names more easily. Additionally, a culture of respect and harmony is demonstrated by the PBSIS committee and leadership committee members. A culture of respect and harmony is something that all members rely on and are proud of. Introducing the guidance counselor and social worker will ease some anticipation about managing specific behaviors or incidents that the new teachers may feel. Lastly, introducing them to the administrative secretary will demonstrate that all staff are valued and everyone has a critical role in the school's success.
Part II: New Teacher Mentoring Plan
Purpose:
The purpose of the new teacher mentoring program is to allow new teachers to succeed in their first year of teaching. The mentoring program assists new teachers with the necessary skills, resources, and tools. The mentoring program will have two phases. The first phase, "Year One," is for first-year teachers and those new to the district mentorship. The second phase, "Year Two", is the phasing out of as-needed mentorship. Mentors will assist new teachers in classroom management, curriculum, bulletin boards, expectations, and anything else required. They will also be able to demonstrate how to implement strategies and expectations. Offering the mentoring program to new teachers helps to reduce anxiety or stress and supports teacher retention.
Criteria:
To be classified as a mentor teacher, the teacher must have three plus teaching experience within or outside the district. If an experienced teacher is new to the school, they may qualify as a mentor teacher. The administrative team will select mentor teachers. These teachers must have the reputation of being positive, supportive, encouraging, and helpful toward all. They also demonstrate humility, compassion, and empathy toward all students and staff. They must also be organized since they will support a new teacher while managing their own classroom. Mentors will be provided additional planning time outside their prep time as requested to meet with their teacher. Mentors can provide feedback, share information, and assist teachers with anything.
Timeline:
The timeline for phase one will be from the beginning of the school year and end at the end of the school year. Phase two will run the following school year as needed, and teachers will meet monthly during this phase. Teachers will be provided with mentors during the first day of school, typically a staff meeting. Mentors can introduce themselves and provide their mentees with an agenda, breaking the school year into marking periods. The first marking period will discuss classroom management and strategies for engaging students during instruction. The second marking period will be about district interims and how to collect and analyze data from pre-assessments. The third marking period will focus on how to differentiate instruction and how to group students. The fourth marking period will focus on making plans for the upcoming school year based on student achievement and data. Every week, the mentor teacher will be able to meet with the new teacher and discuss any topics they may have. During their discussions, if new teachers demonstrate signs of struggling or stress, the mentor teacher will be able to ask the administrator if they can model a strategy that may be helpful. This will allow the new teacher to take notes and observe.
The first few weeks of school are always quite challenging for teachers. The mentor teachers will be able to support new teachers through their first days by having check-ins. The agenda with the marking period breakdowns will include information on the coaching cycle. It will state the dates when observation rounds begin. The mentor teacher will inform new teachers about the coaching cycle: pre-conference, observation, and post-conference.
Mentor teachers will assist new teachers with lesson plans. They will provide a model or allow them to create their own, followed by feedback. Every month, mentors will share any information collected with the principal, providing them with positive feedback and any concerns. During phase two, mentor teachers and mentees will meet once a month or as needed.
Induction Activities:
The mentor and new teacher will engage in activities promoting collaboration and a positive school culture. These activities provide new teachers with the opportunity to realize that perfection is not expected from one day to the next; instead, they are learning what is being recognized. The first induction activity that both will work on is lesson planning. New teachers will have the opportunity to learn from their mentor what must be included in their lesson plans, such as standards that will be addressed, activities, assessments, and differentiation. During this activity, mentors will state why each component is set. The second activity both will work on is creating structure and routines in the classroom. This activity will provide new teachers with strategies to support learning and curb negative behaviors. It will also teach new teachers the importance of time management. The third activity will be an open discussion where the new teacher can briefly discuss any concerns or insecurities they may have. This will be a prime time for mentors to share their own experiences. This activity may not be easy for new teachers to express their fears, but it is essential for them to feel comfortable and supported.
Professional Development Topics:
Professional development sessions are offered quarterly and may be either departmental or school-wide. Additionally, other professional development opportunities will take place through PLCs, which meet bi-weekly. The topics for these PLCs are outlined in the agenda distributed during the initial meeting. The first marking period will focus on classroom management, student engagement, and setting goals for the year. During the second marking period, the emphasis will shift to using data to inform instruction and prepare students for state testing. The third marking period will concentrate on differentiation, discussing current strategies, and exploring additional methods. Finally, during the fourth marking period, the focus will be on state testing and reflecting on key takeaways from the year. Teachers will analyze data to identify strengths and weaknesses, discuss areas needing improvement for the next year, and evaluate which strategies were most effective.
Budgetary Implications:
Mentors will receive a small stipend. Mentorship committees will be considered a singular full-time committee.
Servant Leadership:
Throughout the mentorship program, I will showcase my leadership by prioritizing the well-being of my staff and placing trust in others. The mentors selected share the same objective as I do: to support students in their academic, social, and emotional development to ensure their success. Effective delegation, extensive discussions, and training sessions will be vital to the program's success. This program will also offer mentors the chance to enhance their leadership skills. I will guide and support them in their roles, fostering their growth. My staff and new teachers need to see that I'm a team player who encourages active participation and values their input. I want new teachers to understand that our approach is collaborative, where everyone's voice is heard.
