Running head: INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

Induction and Staff Development Plan:

A Framework for Non-Tenured Teachers
Melissa Carruth, Ben Morin, Noel Slowik
Oakland University

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

Induction and Staff Development Plan:

A Framework for Non-Tenured Teachers

Overall Goal:
To develop a relevant monthly program that provides 1st year - 4th year probationary teachers
information and a platform for dialogue in a professional development format applicable to
current classroom practices, policies and procedures. The induction program will educate new
teachers in a manner where they find success with their teaching experience. It is the intention
that this program serves as a healthy guide towards success and independence with teaching.

Rationale:
The purpose of this group is to create a program that addresses the needs of all new teachers to
the building/district on a consistent timely basis.

Structure and Evaluation:

Year one will include a structured induction program that is described on a monthly basis.
Years two through four will include an overview of proposed topics and the process for
delivering those topics. The induction program will also include a summary and an
evaluation according to Learning Forward, formerly known as NSDC (National Staff
Development Council) that promotes development that is authentic and can be jobembedded.
Based on the standards of Learning Forward the program will:

Create a culture of collaboration for all probationary teachers in the building

Positively influence instructional practices aligned to the districts Strategic Plan and the
Common Core through collaboration and presentations
Examine current classroom trends with regards to instruction, policy, local and building
procedures relevant to current job duties and initiatives
Serve as a support system for new teacher
Create an atmosphere of cooperative learning through various learning medians
Create relationships among staff members that facilitate continuing communication
throughout the school year-PLC (Personal Learning Community)
Program is mandatory for first year teachers to the district and open to 2nd through 4th
year teachers; as well as, any staff who may find topics relevant to their practice or have
fallen below the effective rating with the evaluation process

Format/Timeline Information Begin on page 3

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

Format/Timeline Information:
Small and large groups setting utilizing the experiences of first through fourth year
teachers
BYOD: Bring Your Own Device - Technology component throughout all training
Book Study Each Year - Year 1 will be Mindset by Carol Dweck
Research-based, roundtable discussions, team-building exercises
Guest speaker and teacher leadership cycle
Team Building Activities
Case study, scenario analysis (theoretical and practical classroom and educational policy
issues)
Summer Day Session for 1st Year Teachers Only
Meet once a month
2 hours per meeting
day workshops (depending on topic)
Each meeting will provide hours towards contract obligations and SBCEUs.
Minutes will be on going and posted in a Google Doc that can be contributed to by any
group member

Foundational Topics:
District RtI Model
Data Literacy (How do we use with the data we have collected?) for teachers
o Technology for the classroom: i.e. Edmodo, Twitter, Blogging, Evernote, Prezi,
Google
21st Century Learning
Building a Professional Learning Community (PLC)
Classroom Management
PowerSchool, Moodle, Pearson Inform, NWEA and Data Director
Summative vs. Formative Assessments
Inclusion/co-teaching strategies
Differentiation strategies/ Research-based instructional strategies
o Crisis situations, management and implementing the crisis team (Teacher
Handbook)
o Support Services (Special Education Law)
o Teacher Evaluation Process
o Marzano, iObservation, Learning Targets, Rubrics, Data Points
o Teaching Certification (Avenues to keep current)
Using Intermediate School District Services; i.e Oakland schools/MISD
State Legislations - How does it apply to our district?
o School Funding, FTE
o 403b/529 contributions
o Focus School Initiatives
o District Report Cards - What do the colors really mean?
o School Improvement / Strategic Plan - both district and state

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

Part 1: Year One Monthly Breakdown

Month: August, Full Day Session: 8a - 3p
Topic: Overview of the Future Development Topics and General Orientation Information
Rationale: 1st year teachers are new to the district and possibly their position. This day of staff
development is critical for promoting our districts culture, establishing opportunities for
collaboration, and transitioning teachers more effectively before their first school day.
Who will present?: School Principals, Direct of Building Operations, Director of Human
Resources, Director of Curriculum, Director of Student Services, Union President, Human
Resources Assistant, Business Office Assistant, Technology Staff, and all new teachers
What are the goals for this program?: Provide an overview to new staff members that will be
covered in detail throughout the year, during new teacher induction meetings.
Description: All first year, staff will initially be together. Building principals will run the first two
activities - Introductions and article analysis. Introductions will first be made by answering a
series of questions using Poll Everywhere technology Poll Everywhere is an interactive platform
that can be used in the classroom and promotes communication. Teachers will then read an
article and dialogue about 21st Century Learning. Teachers will then hear from our
Superintendent on our districts Strategic Plan, the guiding blueprint that drives the mission,
vision, values, goals, and decisions that are made in the district, and also serves as the
foundation for staff development that correlates with the plan. Teachers will then organize into
smaller groups and rotate through a variety of similar content breakout sessions. TodaysMeet, a
live communication app will be used in all breakout sessions. It will serve as an interactive
parking lot for wonderings and reflections. The breakout sessions and related presenters will be:
Procedures and Legal Considerations, Superintendent and Director of Building
Operations

Work Day/Lunch/Supplies

Maintenance/Room Repairs

Medical Emergencies

Employee Assistance

Federal Education Rights & Privacy (FERPA)

Freedom of Information Act

Harassment

Emergency/Crisis Team and Manual

Leaves & Return to Work

Assistant Director of Finance, Assistant Human Resource Manager

Health Insurance

Sub System Process / Absences - Interactive Session - Log into

AESOP

District Website - log into on-line payroll, KALPA

Office of Instruction/Technology, Director of Curriculum, Technology Staff

Curriculum/Instruction/Assessment

Grade Appeals

Building School Improvement Committee (BSIC)

District School Improvement Committee (DSIC)

School of Choice

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Tech Requests - Interactive - actually log a tech request in

Office of Instruction/Technology, Director of Curriculum, Technology Staff

Continued

Acceptable Use Agreement

District Network

Online Etiquette
Student Services, Director of Student Services

RtI

Referral for Services

IEPs and 504 Plans - Case study on differentiated instruction

Instructional Expectations

Homeless

ELL

Homebound/Hospitalized

Title I

Literacy / Math Coaches / Reading Support

Professional Growth , Director of Human Resources

Professional Development

New Teacher Academy/Oakland Schools and MISD Resources

The Evaluation Process - iObservation

Individual Development Plan - Time given to begin IDP

Mentors

Tenure
MEA/NEA/Local Union Info, District Union President

Month: September, 2 hour after school session

Topic: Lets Put the WE into Teaching
Culture, Collaboration, and Building a PLC
Rationale: Each staff member brings their own unique ideas, values, emotions and beliefs to a
staff. Without a focus on establishing effective culture norms early on, the trust to collaborate
effectively will not be present. Without collaboration, how will successful PLCs be established
and more importantly be effectively sustained? It seems ironic that being in a full classroom of
students can be isolating and lonely, but that is exactly what can happen when a school has a
negative culture, a culture where teachers dont feel comfortable sharing ideas with other
colleagues.
Who will present? Current teacher leaders and building administrators
What are the goals for this program?
Teachers will be able to define what functional PLC is
Teachers will be able to connect with current staff members that are involved with school and
district PLCs
Teachers will establish the Key Working Agreements that will guide the remaining first year
sessions of the induction program
Teachers will be able to identify the 4 stages that occur within a developing team: Forming,
Storming, Norming, Performing (Killion & Harrison, n.d.)
Teachers will participate in a Team Player Survey
Teachers will be able to identify and implement 3 strategies for creating teams that promote a

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

collaborative culture
Description: Opening session team builder: What does school culture mean to you? Time for
self-reflection and small group process and also complete the Team Player Survey, adapted by
the South Carolina State Department of Education (n.d.)
Administrators will provide an overview of the mission, vision, and values related each school
system (high school, middle school, elementary school). They will present on the various PLC
systems/models that are active in each school and the goals and structure of each PLC.
Administrators will also provide information about how following 3 strategies that include identify
key questions, team protocols, establishing goals, provide evidence that progress is being made,
and fostering continuous improvements will create a collaborative culture. The concept of
moving group to a team will also be reinforced in a powerful article by Richardson (2013) that
explains that process. Teachers will then have the opportunity to apply the information presented
and create their own Key Working Agreements for the new teacher induction program in smaller
breakout groups that will then move through 3 different PLC team presentations.
Homework: Plan how you will implement Key Working Agreements within your
classroom(s) and post on running Google Doc Meeting Minutes
Current PLC teacher leaders will outline step-by-step the creation, implementation, sustainability,
and evaluation of the PLC they are a part of. So many times information is presented as the final
outcome, the polished product and many are left wondering, What is the first step? These
breakout sessions will be able to answer that question.
After the three rotating PLC breakouts, current teacher leaders will facilitate a case study from
Failure is not an Option by A. Blankstein. Small new teacher groups will collaborate as a new PLC,
to share their knowledge and to develop a plan of success for the presented challenge.
Tech Tip:
Wonderful resource for building an online PLC team using Wikispaces, and other platforms such
as Ning, a foundation for building an electronic professional learning community:
http://www.learnnc.org/lp/pages/7012
MINDSET Book Study Focus:
To kick of the first official month of the new teacher induction program, participants will be
required to read the 1st chapter of Mindset before the meeting. Group reflection and discussion
will take place. After group discussion, members will journal about their first month at their new
school and connect their journal entry to the characteristics of both a fixed and growth mindset.
It will be important to conscientiously be aware of the attitudes and beliefs members have so
members can move through their first year with more success.
Month: October, day-session in the morning. The director of student services will provide a
continental breakfast for the meeting.
Topic: Youre Not the Only One in Your Classroom
District RtI Model, Support Services, Special Education
Rationale: Many times, teachers feel like they are an island in their classroom and they fear to
ask for help because it may be a reflection that they cant handle their students? That is not
true! The district has an RtI model in place to help support students and teachers alike. The
purpose for October is to educate the new teachers on the numerous interventions and
procedures that take place around the district and the role Support Services play within the
district. Understanding the procedures on how to have a student receive intervention during the

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school day is essential to the students learning. Teachers will be trained to know what each of
the levels of intervention of the RtI model mean and how best to meet the students needs
throughout the tiers. Additionally, they will be trained on how to work with a student of concern
and how to help referral a student to the various programs that are found in the tiers to better
meet the students needs. Through this session, each person or team in the various support
services will present their intervention, when their services are used and how the teachers can
access this intervention for their students. The presenters will be Title 1, ELL, Reading Support,
Student Learning Labs at the middle school and high school, counselors, and administrators to
discuss the RtI model in the various schools.
Who will present?: Assistant Superintendent of Academic Services, Director of Student
Services, Title I / Title III Coordinator, Math & Literacy Interventionist , counselor, social worker
What are the goals for this program?
Support staff and administration will define their roles and interventions
Teachers will learn how to access the interventions
Teaches will continue to grow their list of collegiality contacts in connection to interventions
Teachers will walk away with a sense of what services to best utilize for their students of concern
Teachers will be familiar with the process of referral for a student of concern
Teachers will learn the documentation that is required to use for referring a student for services
Teachers will learn how a student qualifies for Tier II and Tier III support
Description: Each person that presents plays a role with the Student Support Services. Each
presenter will describe their role and intervention and how time is determined to service the
students. At the end of the PD event, teachers will be handed a few materials to serve as a
reference for them.
A list of names and numbers of the individuals in the student support services team
A copy of the RtI model for the district
A flow chart that details the RtI process for students
A quick reference guide that helps students know where, when and how to have students receive
support
The presenters will be as follows:
Assistant Superintendent of Academic Services: This administrator will introduce the panel. He
will welcome the new teachers and discuss the goals for this session. He will share the resources
that will be given to the new teachers and will wrap up the meeting at the end to better assist
any clarification that is needed during this session. He will introduce the district model and how
it aligns with the district Social Justice goal for the district.
Director of Student Services: This administrator will hi-light Tier III level of intervention. She will
discuss how intervention is determined for the students, how an IEP is determined, and the forms
that are required for general education teachers to complete associated with these students.
She will discuss mainstreaming and the variety of programs throughout the district that is
deemed necessary based on a students needs. She will refer to Oakland Schools support and
the district website to help further clarify and arm the new teachers with the necessary resources
available to them to help understand the RtI model and levels of intervention.
Title I / Title III Coordinator: She will discuss the programs that fall under her title. She will share
how a school becomes a Title I school and why some schools are or are not Title 1. She will
discuss the funding aspect of Title I and Title III support and which of the programs within the RtI
model fall under Title 1 and Title III support. She will discuss how a student qualifies to receive
support for these programs.
Math & Literacy Interventionist : They will describe their Tier II classrooms that offer 6-weeks of
support for students in math and literacy. They will describe how students become part of the 6-

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week program and how it is a fluid program for intervention. They will discuss strategies that are
used in this setting and how students become eligible for this level of support.
Counselor: They will describe their role as supporters of students who are being bullied,
individuals who need help to build their schedules and problems with their current teachers or
schedules. As well, they are there to support the students who are having difficulty managing
their emotions. They will discuss the appropriate time for them to see students. They will also
share how they can provide support to the new teachers.
Social Worker: Describe the students that are serviced both general education and those with an
IEP. She will discuss the behaviors that she is faced with, accommodations and strategies in the
classroom that have proven to be successful. She will also share how she can offer to the new
teachers for support.
Tech Tip:
Resources for children with special needs that can be done in a mainstream classroom:
http://www.sheknows.com/parenting/articles/979435/online-resources-for-childrenwith-special-needs
State of Michigan Department of Education - Department of Special Needs:
http://www.michigan.gov/mde/0,4615,7-140-6530_6598---,00.html
MINDSET Book Study Focus:
Discuss the difference between learners and non-learners and how fostering a growth mindset
should be with all students, and is especially key with students who face learning challenges. A
highlight to Chapter 3 will be shared to remind the teachers of the following, Yes, Edison was a
genius. But he was not always one. His biographer, Paul Israel, sifting through all the available
information, thinks he was more or less a regular boy of his time and place. ...What eventually
set him apart was his mindset and drive... There are many myths about ability and achievement,
especially about the lone, brilliant person suddenly producing amazing things.
That is the key to a growth mindset with these students. We want to foster this mindset so that
our learners know that they have the drive to overcome their challenges and become eager
learners.
Month: November - 2 hour meeting after school. Light dinner and snacks will be provided by
the Director of Student Growth and Accountability
Topic: Diving Into Data
Data Literacy / Powerschool / Moodle / Summative vs. Formative Assessments / NWEA /
Pearson Inform
Rationale: The new teacher evaluation process requires teachers to know and understand data.
Being able to use data to drive instruction and having students take ownership of their data are
all ways that will enhance and improve data. Teachers are required to be able to talk about their
classroom data and show that they are making a difference with their students with their
administration. Arming new teachers with the knowledge, familiarity, and ease with data and
assessment will help to bring comfort and decrease their stress when walking through the
teacher evaluation process.
Who will present? Director of Student Growth and Accountability, Director of Technology,
math and literacy coaches, student data manager
What are the goals for this program?

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Director of Student Growth and Accountability will define his role

Teachers will learn the difference between summative and formative assessments
Teachers will learn how to locate Moodle, PowerSchool, Mi-star, Pearson and NWEA log-ins
Teachers will be trained on NWEA and Pearson, and will be able to run reports
Teachers will be able to locate district balanced assessments
Teachers will learn how to read various reports generated from Pearson and NWEA
Description: Teachers will rotate through three 20-minute sessions to learn about data.
Session I: Director of Student Growth and Accountability will run a session on NWEA. He
will discuss how to log in, when we give the NWEA, and how to run a report and
understand the detail with what the reports says. Teachers will leave this session with a
quick reference guide on NWEA.
Session II: Math and Literacy coaches will run a session on Pearson and knowledge of
the balanced assessments within the district. Teachers will learn how to log into Pearson,
how to populate Pearson, how to run a report and how to interpret the reports using
Pearson. Teachers will leave this session with a quick reference guide on Pearson and a
calendar of when the district balanced assessments are carried out.
Session III: Director of Technology and Student Data Manager will walk teachers through
the Moodle, Mi-Star, and PowerSchool programs for the district. Teachers will learn how to
populate, edit and revise their class profile in these programs. They will learn how to
populate report cards, homework, and grades. Teachers will leave this session with a
reference guide on Moodle, Mi-Star, and PowerSchool.
Tech Tip:
NWEA practice where MAP has students work on Math activities by their NWEA RIT score
http://www.sowashco.k12.mn.us/ro/pages/studentlinks/map/

MINDSET Book Study Focus:

Chapter 7 will be the focus of this month. The message of success and failure and growth
minded teachers will be the key components for this chapter. The big quotes to leave the
teachers with are:
Research has shown that students who hold a Growth Mindset perform better than those with a
Fixed Mindset, especially under conditions of challenge (Blackwell, Trzesniewski, & Dweck, 2007).
However, these mindsets themselves are learned, and they can be changed. Adult feedback can
influence students mindset and performance in powerful ways (Mueller & Dweck, 1998).
When students are taught that the brain develops and gets smarter with effort and learning, they
become motivated in school and perform better (Blackwell, Trzesniewski, & Dweck, 2007; Good,
Aronson, & Inzlicht, 2003).
This will be done with a large discussion on Chapter 7 and while discussing the teachers will fill
out a graphic organizer of growth vs. fixed mindset in their own words. Then with an elbow
partner, the teachers will discuss a time that they saw either fixed or growth mindset in action,
then culminate with a large group share-out of these moments.
Month: January, day afternoon session during school hours and one additional hour after
school. Substitute teachers will be provided. Members are required to bring Classroom
Management and Instructional Strategies that have been successful within own
instruction/classrooms. BYOD (Bring your own Device)

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Topic: We Are Not in a Circus...It Only Feels That Way!

Classroom Management / Instructional Strategies / Differentiation
Rationale: If one has been in an actual classroom, one will quickly realize that without effective
management, researched based instructional strategies, and provided differentiated instruction
for a variety of students, learning cannot happen effectively. Many teachers are prepared,
confident, and ready to teach. Students are ready to learn. Both have to connect with each for
true learning to occur.
Who will present? District Instructional Coaches, Learning Lab Teachers, New Teacher Induction
Members
What are the goals for this program?
Teachers will be able to apply classroom management techniques
Teachers will be able to apply new instructional strategies
Teacher will be able to observe real teacher instruction in real classrooms and be able to
provide feedback and ask questions
Teachers will learn how to differentiate instruction
Teacher will learn about the 4 Cs (Critical Thinking, Communication, Collaboration,
Creativity) - based on the 21st Century Skills Movement, and be able to infuse them within
their content area
Teacher will begin to understand the importance of observing one another
Description: The first half of the day will focus on new teacher induction members
experiencing learning labs. Induction members will get to experience three - 30 minute learning
lab observation environments. Each learning lab will also present a lesson that creates the
opportunity to differentiate to student groups. 30 minutes of processing, reflection, and
questioning through a formal process after the conclusion of each lab session will also occur. The
focus will be on processing classroom management techniques, and instructional strategies.
The second part of the day is an extension of the live learning that happened first with the focus
on development that is both authentic and can be job-embedded. Our own staff members are
the most valuable resources. There is a greater probability that teachers who are working
together in the same setting with implement new strategies. That is why this session will utilize
the districts New Teachers and District Coaches, rather than an outside presenter. New Teachers
and District Instructional Coaches will breakout out into grade level groups. Each member of the
grade level team will be able to generate a list of strategies through TodaysMeet. During break,
instruction coaches will filter entries into similar categories. Members will then be able to
dialogue, provide overviews, and ask questions about strategies. There will also be additional
time to process the instructional strategies and management techniques observed in the
Learning Labs. The Director of Student Services will also be able to provide valuable insight
during group discussion on differentiation. Teachers will then have the opportunity to process a
journal article An Educator's Guide to the 4 Cs developed by the NEA. This journal entry has real
examples for all grade levels of infusing the 4 Cs and provides additional resources on 21st
century learning.
Tech Tip
Did you think Pinterest was only for the newest cooking recipe! It can also be used to explore
hands on projects, unique graphics, and classrooms in action. Below is a link that promotes the
4Cs to engage students.

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http://www.pinterest.com/amharris34/the-4cs-in-a-21st-century-education/
MINDSET Book Study Focus:
Robert Steinberg, the present-day guru of intelligence, writes in Mindset that the major factor in
whether people achieve expertise "is not some fixed prior ability, but purposeful engagement."
New teachers now have a full semester in their new teaching environment. The discussion will
focus on what was learned during the first semester, and how the second semester will truly
focus on purposeful engagement.
Month: February, day session in the afternoon, during school hours
Topic: Evaluation Process 101
Teacher Evaluation Process
Teacher Certification / Marzano / iObservation / Learning Targets / Rubrics / Data Points
Rationale: Quality teaching begins with a teachers formal education, but it grows through a
process of continuous improvement gained through experience, targeted professional
development and the insights and direction provided through thoughtful, objective feedback
about the teachers effectiveness.
Who will present? Teacher Coaches
What are the goals for this program? This session will look at in detail at student
engagement within the evaluation process. It will also:
Allow the teacher to become familiar with the feedback and support system that will
encourage teachers to improve their knowledge and instructional skills in order to improve
student learning.
Encourage highly effective teachers to undertake challenging assignments
Support teachers roles in improving students educational achievements
The goals of this session will be developed by studying and practicing strategies from the
book, Total Participation Techniques
Description: Teachers will look at chapter 2 in Total Participation Techniques
Chapter 2: A Model for Total Participation and Higher-Order Thinking. Read the text and respond
to the following :
Introduction: What is the main idea of this section?
Ensuring Higher-Order Thinking: Explain and explore the connection between participation
and higher-order thinking.
When Students Shine and What Happens When You Ensure Higher-Order Thinking: List
some benefits of using Total Participation Techniques and Higher-Order Thinking?
How TPTs Were Used to Teach Abstract Thinking: How do we ensure higher-order
thinking?
After answering these questions, new teachers will rate the effectiveness of student engagement
within the evaluation tool.
Tech Tip:
Google Drive helpful hints: http://www.techradar.com/us/news/internet/cloud-services/googledrive-and-docs-tips-20-expert-tips-and-tricks-1206885/2#articleContent
MINDSET Book Study Focus:
Growth-Mindset Questions for Families to Ask Students:
Teaching a growth mindset creates motivation and productivity in the worlds of business,

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12

education, and sports." - Mindsetonline.com

Questions that put the focus on learning are a great way to encourage your student to strive to
challenge themselves in their learning. A growth mindset...
...asks students to stretch themselves to learn new things every day.
... focuses on development and believes everyone can change and grow through effort
and experience.
.... helps students learn that success comes through practice and perseverance.
.... believes mistakes lead to learning.
Here

are questions that families can ask their students to stimulate growth-mindset discussion:
What did you learn today?
What mistakes did you make that taught you something?
What did you try hard at today?

Month: March, 2 hours after school

Topic: Everyone Needs Support
Intermediate School District Services
Rationale:
The ISD serves local school districts, a number of public school academies and non-public
schools in the county. Every district has a distinct character, arising from its unique community of
learners and educators. Yet every one of the districts shares a common goal: providing a quality
education to every student. Our ISD works with these districts, nonpublic schools and public
school academies to help each one preserve its own unique identity, respect its special needs,
and deliver quality educational programs to every student in Our County.
To do this, the intermediate school district works closely with personnel at every level. They work
with different groups whose members may be superintendents or maintenance workers, bus
drivers or teachers. They give every group our full attention, letting their needs dictate many of
our services. At other times, they serve in a leadership role, sharing the most current and best
thinking on many educational issues with local school personnel through consultation,
professional development workshops and classes.
Who will present? Director of Human Resources, Director of Curriculum, Staff from the ISD
What are the goals for this program? Teachers will learn about the programs offered at the
intermediate school district level. Teachers will also learn how to search for meaningful
professional development and register for classes.
Description:
1. How to change or update my account information
2. How to get to the ISD
3. How to enroll in a workshop
4. What are SCECHs and who qualifies to earn them
Tech Tip:
Formative Assessment tech sites: http://www.nwea.org/blog/2013/digital-technology-

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tools-for-implementing-formative-assessment-post-one/
MINDSET Book Study Focus:
Try a thing you havent done three times. Once, to get over the fear of doing itTwice, to learn
how to do it and a third time, to figure out whether you like it or not. - Virgil Garnett Thomson
What does Mindset mean for.? List what a growth mindset looks like, and what a fixed mindset
looks like in the four categories below:
Struggling
Learners

Honors/Gifted
Learners

Colleagues

You

How can you respond to the fixed mindset in these categories to help move them to the growth
mindset?

Month: April 2 hour after school meeting

Topic: Legislative Knowledge
State Legislative / District Report Cards / FTEs / School Funding
School Funding, FTE
Focus School Initiatives
District Report Cards - What do the colors really mean?
Rationale: Teachers should be able to answer or know where to find answers to questions about
state legislature and how it affects our school district.
Who will present? Superintendent, Director of Business, and Building Principles
What are the goals for this program? Improve the knowledge for teachers to understand
state legislatures and the roles it plays in public education and promote policy innovation and
communication amongst teachers to better support the education system.
Description: Lawmakers play a vital role in developing school funding and school initiatives.
Each year, legislators and educators from across the country look at policies and consider them
for implementation into schools. Teachers should have an understanding of how these laws get
signed into policy and understand what the effects the law has in each and every classroom.
Tech Tip:
22 Ways to Use Mobile Phones In Your Classroom:
http://www.educatorstechnology.com/2014/03/22-ways-to-use-mobile-phones-inyour.html
MINDSET Book Study Focus:
Becoming is better than being - Carol Dweck
Month: May 2 hour development after school

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Topic: Leading in the Fall

School Improvement / Strategic Plan
Professional Development Guiding Survey - (See Appendix A, Portions adopted from the
Teaching and
Learning International Survey, Organization for Economic Cooperation and Development,
2013)
Rationale: There is growing agreement among education researchers and practitioners that
teacher leadership can be a powerful engine of school reform (Margolis, 2008).
Who will present? Teacher Leaders
What are the goals for this program? To create a platform for 1st year teachers to take a
leadership role in either the Building or District School Improvement Committee during the next
couple of years of their career.
Description: Participants will build a personal leadership development strategy. The goal is to
create the leader from within the individual. They will study the leadership skills below (provide
a handout). Give the group a chance to add skills to the list. Once they have discussed the list,
ask each person to individually select two that he or she thinks is something that can expand
their leadership. Plug those into the chart below and fill in the necessary information an
example is provided on the chart that follows:

Leadership Skills
Find a vision
Establish team values
Set norms
Identify expectations
Nurture collaboration
Build trust
Conduct effective
meetings

Make meaningful decisions

Manage conflict
Problem solve efficiently
Set goals
Plan effectively
Share information
Communicate successfully

Coach others
Train for competency
Give productive
feedback
Manage change
Assess performance

Teacher will next develop an individual professional growth plan. Below is an example that can be
used by the teachers.
Leadership
Skills to
Improve

Growth
Objective(s)
for each
Skill

Activities

People who
can support

Indicators
of success

timeline

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

Example:
Meeting
Facilitation

To conduct
team
meetings
where more
people
participate

1. Ask
selected
team
members
for honest
feedback.
2. Have the
Teacher
Leader
critique a
meeting

H.R. Director,
Principal,
Teacher
Coach,
Others

15
15%
increase of
team
members
speaking at
meetings by
the end of
the quarter.

1. Obtain
feedback
after the
first three
meetings.
2. Try at
least one
new
strategy
every two
meetings.

1.
2.
Once the chart is complete, teachers should share areas that they desire improvement in.
Activities and support can and should be influenced by others. This list should be check in on at
the next meeting to see how progress is coming.
Tech Tip:
50 Ways to Use Twitter In The Classroom: http://www.teachhub.com/50-ways-use-twitterclassroom
MINDSET Book Study Focus:
Kid Gives Speech After Learning To Ride A Bike: http://www.youtube.com/watch?
v=9PzoxTgfRO0

Part II: Topics for Years 2-4

In May, the 1st year teachers will be given a survey that will serve as the guide for years 2-4.
The topic list will continue to grow based on the needs stated in the survey and based on our
original foundation topics, delivered in year 1, that require additional ongoing training. The
topics and approaches needed to be addressed are stated below:
Teacher Leadership
Approach: Galileo Trained Guest Speakers
Designs for Powerful Learning Survey - Guiding Years 2-4 to Job-Embedded Professional
Development
Approach: Paper Survey and Google Forum
Peer to Peer Observation
Approach: Mentor-to-Mentee and build into Probationary Teacher observes teachers that are
strong in their needs, minimum of 1 per month
Learning Lab Professional Development and Participation
Approach: Half-day interactive session. Small group collaboration, systematic process, guided
questioning and reflection
Mindfulness
Approach: Each induction meeting will begin with a short mindfulness activity and time to

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

16

collaborate and reflect with other group members

What is the difference of a group vs. a team and the 4 stages of team development
Approach: Article readings and a TodaysMeet chat
Creating a transparent classroom
Approach: iObservation process
Teacher accountability and the teacher evaluation process
Approach: Evening event with dinner, Guest speaker: Human Resources Director and Union
President,
The mentor process - how is it working?
Approach: Small group sharing session
How best to use your professional learning community and planning time
Approach: Teacher leader presentation on value of PLCs
Stress relief time
Approach: 2 times a year where a dinner is provided that provides a safe environment for
teachers to share their frustrations, woes and successes
Promoting Your Product and Gathering Others Ideas
Approach: Focus on social networking. Each meeting participants will tweet out an article or
instructional strategy that has been successful and add a member to their social network to
continuously be building a live, interactive network of professional peers.
Using data to drive instruction
Approach: Guest speaker - Director of Student Growth and Accountability and provide time in
the lab for teachers to become familiar with data drives and resources
Build a Network of Collegial Contacts
Approach: Google document that shares who the resources are within the district that can best
meet your needs for a variety of topics.

Instructional Strategies
Approach: Members of the Induction Group will pair up. Each week 1 or 2 pairings will present a
recent successful instructional strategy from a professional development, workshop, peer
conversation, peer observation, or research and how it was applied within the presenters
classroom(s)
Book Study Year 2- Classroom Instruction that Works By: C.B. Dean, E.R. Hubbell, H. Pitler, and
B.Stone
Approach: Each member will be assigned a chapter(s) to present to the group throughout the
year. Each member will also need to provide highlights, reflection, and how the chapter can be
job-embedded
Book Study Year 3 - Influencer: The New Science of Leading Change By: J. Grenny, K. Patterson,
D. Maxfield, R. McMillan
Approach: Each member will be assigned a chapter(s) to present to the group throughout the
year. Each member will also need to provide highlights, reflection, and how the chapter can be
job-embedded
Book Study Year 4 - Drive By: D. Pink
Approach: Each member will be assigned a chapter(s) to present to the group throughout the
year. Each member will also need to provide highlights, reflection, and how the chapter can be
job-embedded
Part III: Evaluation of program by Learning Forward standards
The Learning Forward standards are broken up into seven categories. Each category will include
a description and highlight the components of this staff induction plan that align with the

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

17

standards. It is apparent that this staff induction plan is in compliance with the Learning Forward
platform. In regards to the standards list developed by Learning Forward (2013), listed below are
the seven standards and the topics of our staff induction plan that correlate with each standard.
Learning Communities: Professional learning that increases educator effectiveness and results
for all students occurs within learning communities committed to continuous improvement,
collective responsibility, and goal alignment.
Aligned Components: Building a Professional Learning Community, Peer-to-Peer
Observations, Learning Labs, Group vs. Team, Transparent Classrooms, Mentoring,
Mindfulness, Mindset, Stress Relief, and building a network of collegial contacts
Leadership: Professional learning that increases educator effectiveness and results for all
students requires skillful leaders who develops capacities, advocates, and create support
systems for professional learning.
Aligned Components: Teacher Leadership, Designs for Powerful Learning Survey,
Mentoring, Promoting your product and gathering others ideas, instructional strategies,
school improvement, and book studies.
Resources: Professional learning that increases educator effectiveness and results for all
students requires prioritizing, monitoring, and coordinating resources for educator learning.
Aligned Components: Technology for the classroom, 21st Century Learning, classroom
management, differentiation strategies/research-based instructional strategies, using the
ISD, learning labs, and instructional strategies.

Data: Professional learning that increases educator effectiveness and results for all students
uses a variety of sources and types of student, educator, and system data to plan, assess, and
evaluate professional learning.
Aligned Components: data literacy, PowerSchool, Moodle, Pearson Inform, NWEA, Data
Director, summative vs. formative assessments, and using data to drive instruction.
Learning Designs: Professional learning that increases educator effectiveness and results for
all students integrates theories, research, and models of human learning to achieve its intended
outcomes.
Aligned Components: Technology in the classroom, 21st Century Learning, Inclusion/coteaching strategies, differentiation, research-based instructional strategies, support
services, implementation of the ISD, book studies, and learning labs
Implementation: Professional learning that increases educator effectiveness and results for all
students applies research on change and sustains support for implementation of professional
learning for long term change.
Aligned Components: peer-to-peer observation, learning lab opportunities, book
studies, RtI model, PLCs, and instructional strategies discussion.
Outcomes: Professional learning that increases educator effectiveness and results for all
students aligns its outcomes with educator performance and student curriculum standards.
Aligned Components: teacher evaluation process, data literacy, summative and

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

18

formative assessments, mentoring, observations, common core, PLCs, and instructional

strategies

References
Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict
achievement across an adolescent
transition: A longitudinal study and an intervention. Child Development, 78(1), 246 263.
Blankstein, A. M. (2013). Failure is not an option: Six principles that advance student achievement in
highly effective schools
(3rd Edition). Thousand Oaks, California: Corwin Press.
Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Random House.

Gilbert, L. (2005, May). What helps beginning teachers. Supporting New Educators. 62(8) pages 3639.

Himmele, P., & Himmele, W. (2011). Total participation techniques making every student an active

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

19

learner. Alexandria,
Virginia: ASCD.
Killion, J. & Harrison, C. (n.d.). Team development wheel from NSCD Academy, Facilitation Skills, 39.
Learning Forward (2013). Standards for professional learning. Retrieved from
http://learningforward.org/
standards#.UzHuS_ldWSo
Margolis, Jason(2008) 'When teachers face teachers: listening to the resource right down the hall',
Teaching Education, 19:
4, 293 310
Mueller, C., & Dweck, C. (1998). Praise for intelligence can undermine children's motivation and
performance. Journal of
Personality & Social Psychology, 75 (1), 33-52.
National Staff Development Council (2007, October). Designs for powerful learning. The
Learning Principal, 4-5.
Oakland ISD (2013). What we do. Retrieved from Oakland ISD: http://www.oakland.k12.mi.us/AboutUs/
WhatWeDo/tabid/
138/Default.aspx
Organization for Economic Cooperation and Development (2013). Teaching and learning survey.
Retrieved from
http://nces.ed.gov/surveys/talis/pdf/TALIS2013_TeacherQuestionnaire.pdf
Richardson, J. (2005, November/December). Transform your group into a team. National Development
Council: Tools for
Schools. (9)2, 1-8. Retrieved from
http://www.oregoned.org/images/pages/2.3_Transform_your_group_to _Team.pdf
Siebold, T. (2013). Leadership activities. Retrieved from
http://www.workshopexercises.com/Leadership_
continued.htm#L12
Team Player Survey (n.d.) adapted from the South Carolina State Department of Education

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

20

Appendix A
Staff Survey
This survey will be used to help direct professional development and staff induction practices at
our school. Please complete the following questions as honestly as possible to ensure that
results can be used most effectively
Background Information
These questions are about you, your education and the time you have spent in teaching. In
responding to the questions, please mark the appropriate choice(s) or provide figures where
necessary.
What is your gender?
1 Male
2 Female
How many years of experience do you have as a teacher?
Years working as a teacher in total
Years working as a teacher in this district
Teacher Professional Development
Professional development is defined as purposeful time teachers have spent developing their
skills and knowledge, towards their craft.
In your first year as a teacher in this district did you take part in a staff induction
program?
Induction would be defined as a structured professional development program that meets
throughout the year
1 Yes
2 No
Are you currently involved in a mentoring program?
a) I currently have an assigned mentor to support me
b) I am currently an assigned mentor to one or more teachers

Yes
1
1

No
2
2

During the last 12 months did you participate in the following professional
development activities?
Yes
Courses/Workshop
Education Conferences/Seminars
Observation Visits to other classrooms
Observation Visits to other districts
In-service Training Courses
Degree program
Participating in a network of teachers
Individual or collaborate with others
Mentoring or peer coaching as a formal process

1
1

No
1
1
1
1
2
1

2
2

2
2
2
2

In regards to the professional development area below, please indicate your personal
level of need:

INDUCTION AND STAFF DEVELOPMENT FRAMEWORK

21

No need
Moderate
High level
present
of need
level of need
a) Classroom Instructional Strategies
b) Knowledge of Curriculum
c) Student Evaluation and Assessment
4
d) Technology Skills for Teaching
e) Student Behavior and Classroom Management
f) School Management and Administration
g) Teaching Special Needs Students
h) Implementation of National/State Curriculum
4
Standards or Common Core Standards
i) Approaches to developing Cross Occupational
Competencies for future work or studies

Low level
at

Level of need
1
2
1
2
1
1
1
1
1

2
2
2
2

3
3
3
3
3
3

4
4
4
4
4
4

School Climate
Climate is defined as the personality of the school. It encompasses the quality and character
of school life.
What is your level of agreement with the following statements in connection to our
school?
Strongly
Strongly
Disagree
Disagree
Agree
Agree
a) This school provides the opportunity to
actively participate in school decisions
b) This school has a culture for shared
responsibility for school issues
c) There is a collaborative school culture
which is characterized by mutual support
d) I am willing to collaborate with other staff
e) My social/emotional needs are met at school
f) I am passionate about the work that I do

1
1
1

2
2
2

3
3
3

4
4
4

Certain items adapted from:

http://nces.ed.gov/surveys/talis/pdf/TALIS2013_TeacherQuestionnaire.pdf