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APPLES Mentors

Welcome!. APPLES Mentors. Outcomes & Agenda. Legislative requirements impacting the Beginning Teacher Programs Varied programs and program requirements Roles and responsibilities of support team members Effective school-based new teacher program Documents and timelines Good of the Order.

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APPLES Mentors

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  1. Welcome! APPLESMentors

  2. Outcomes & Agenda • Legislative requirements impacting the Beginning Teacher Programs • Varied programs and program requirements • Roles and responsibilities of support team members • Effective school-based new teacher program • Documents and timelines • Good of the Order

  3. History of BTPsin Florida and Lee County 1982-1997: P.O.P. (Professional Orientation Program) 1997-2001: APPLES Accomplished Professional Practices for Lee Educational System 2002-2011: Alternative Certification (DCP) and APPLES

  4. Goals of APPLES • Retain the most promising teachers • Foster self- assessment and reflection • Improve instructional practice • Model professionalism • Offer professional growth opportunities • Familiarize new teachers with district and state initiatives

  5. Purpose of Programs

  6. Target Teacher • Teacher holding a Temporary Certificate • First Year Teacher (Recent Graduate of the College of Education) • Teacher new to Lee County

  7. Program Targeted Audience

  8. 2011-2012 BTP • APPLES for Teachers with Professional Certification (1-2 year) • APPLES for Teachers with Temporary Certification • 2009-2012 • 2010-2013 • 2011-2014

  9. Program Components • Required Training • District and/or State • Formative Observations • Summative Evaluations • Teacher Support • Administrative Support

  10. APPLES for Teachers with Professional Certification This program is for teachers who • Hold a State of Florida Professional Educator’s Certificate • Are new to Lee County in 2011-2012 One year program with possible extension for following year

  11. APPLES for Teachers with Temporary Certification This program is for teachers who • Hold a State of Florida Temporary Educator’s Certificate Must be completed by the end of the validity year of the Temporary Certificate! 2009-2012 2010-2013 2011-2014

  12. APPLES for Teachers with Temporary Certification Certification Routes • District Certification Program • Non-District Alternative Certification Program • Other Alternative Certification Program • Traditional Certification Program

  13. District Certification Program Program Overview • State approved • Purpose • Eligibility • Components • Tasks & Requirements

  14. District Certification Program • DCP Support • APPLES Administrator • Peer Teacher • DCP Trainer • District DCP administrator - Beth Bolger

  15. District Certification Program • DCP Task • 20 Products • 3 Observations • DCP Expectation • Actions taken • DCP Completion • Portfolio • Documents • Administrative approval

  16. Support Team Roles & Responsibility • APPLES District Coordinator • School Level • APPLES Administrator • Peer Teacher • Beginning Teacher

  17. APPLES Administrator • Identify new teachers • Recognize the types of certificates • Determine eligible Peer Teachers • Assignment of Peer Teacher • Participate in Team support meetings • Conduct 2 Summative observations • Verification of program requirements • Complete and submit Program Completion documents

  18. APPLES Teacher • Complete all required courses • Complete an Alternate Certification Program (if applicable) • Check with Personnel Specialist • Attend Support Team meetings • Complete the Professional Development Plan • Receive overall rating of Effective and Highly Effective on the Final Performance Evaluation

  19. APPLES Peer Teacher • Orient the new teacher with school based functions • Conduct 3 Formative Observations • Meet frequently with teacher to mentor, discuss challenges and celebrate successes • Participate in Support Team meetings

  20. School-Based Beginning Teacher Support To ensure success for your new teachers, your school should provide training and support in the following areas: • Survival Skills – School Tour, Key Personnel etc. • School Handbook – Policies, Procedures, Vision • Special Programs - Curriculum • Technology – Pinnacle, Progress Reports etc. • Observations – Summative/Formative • Teacher Assessments - IPDP

  21. Formative Observations • Are non-judgmental • Are individual-oriented • Foster professional growth • Have criteria defining desired professional performance • Are diagnostic and identify areas for improvement • Utilize feedback for support and corrective changes • Use reflection to determine whether purposes have been met • Are driven by the Individual Professional Development Plan

  22. Goldhammer’s Model The five stages of the clinical supervisor model: • The pre-observation conference (set the contract) • The observation & Analysis (capture and review the data) • The strategy session (make the data intelligible with logical relationships) • The post-conference (operational plan for supervision) • The post-conference analysis (mentor reflection- our conscience)

  23. Pre-observation Conference Procedures • Identify session objectives and relevant situational information • Identify and review areas of focus to be given special attention: behaviors to maintain / increase, behaviors to reduce / eliminate, strategies / activities to explore and try • Select observational method • Agree on observation time and logistics

  24. The STEP Process STEP is designed to remind the CE of the steps needed to analyze and synthesize the data gathered from an observation. Select the data Think about likely DP reactions Enumerate acceptable solutions Plan the conference

  25. Data Analysis and Strategy Procedures • Construct a data display • Does not have to be anything drastic • Could be something as simple as a tally chart, graph, or table of notes • Identify related patterns of behavior • Make comparisons with previous observations • Determine if criteria for success were satisfied • Make summary statements • Plan conference strategies

  26. Post Observation Conference Procedures • Review the pre-observation conference agreements • Discuss data and identifiable patterns with the DP • Guide the DP to identify behaviors to maintain / increase and reduce / eliminate • Discuss strategies or activities to explore and try • Specify and document everyone’s responsibilities • Schedule next observation or conference

  27. Interpersonal Communication • Convey empathy, sincerity and positive regard for the DP (three core conditions for quality IC) • Actively listen, respond and facilitate communication (Burke’s Model) • Utilize questioning strategies • Clarification • Perception checking • Empathy • Concrete examples

  28. Ongoing Support • Meet frequently with beginning teacher • Respect confidentiality • Anticipate needs • Assist with IPDP development and implementation • Everyday school-based needs • Technical support • School and District resources

  29. Individual Professional Development Plan

  30. Developing SMART Goals Write a SMART Goal S – Student-Focused M – Measurable A – Attainable R – Results-Oriented T – Time-bound

  31. Creating a Goal Statement(s) ________% or ______# of ______students will __________ as measured on _______ by _________. _______ by _________.

  32. Creating Goal Statements 95% of my 9th grade students will score a 3.5 or higher as measured on the School Mock Writing Assessment in March. • Relates to my • students’ learning • Measurable • Evaluation Method

  33. School-Based Induction • “Research indicates a School-Based Induction Program is important and has a positive impact on all aspects of a school.”

  34. Support • “The Districts’ APPLES program provides broad support to teachers new to teaching… the school-based program will meet the needs of ALL teachers new to the school.”

  35. Beginning Teacher Program Website

  36. New Teacher Programs

  37. Website • http://curriculum.leeschools.net/Programs/New%20Teacher/apples.htm

  38. Good of the Order

  39. If you need assistance, please do not hesitate to contact us. Diane Sherman Dianems@Leeschools.net 337-8630 Polly Kiely Pollyki@leeschools.net 461-8428

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