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Ben Mordan, PhD - Assistant Director FCCTC Shawn Eckenrode - - PowerPoint PPT Presentation
Ben Mordan, PhD - Assistant Director FCCTC Shawn Eckenrode - - PowerPoint PPT Presentation
Ben Mordan, PhD - Assistant Director FCCTC Shawn Eckenrode Electronics Teacher, FCCTC Aaron Barrick Culinary Teacher, FCCTC Dan Perna, EdD - Owner James Daniel & Associates 1) What do you want as an end result for your teacher
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EDUCATOR INDUCTION PROFESSIONAL DEVELOPMENT
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Q) What is your personal vision
- f what a PD/INDUCTION
framework should be?
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Q) What reactions have you experienced from Educators in relation to Professional Development?
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Professional Development & Educator Induction
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New Administrative Team Preparation for upcoming:
- 339 APE
- Perkins Site Visit
- Comprehensive Plan Submission
PACTCA New Directors PIL:
- Knowledge
- Motivation
- Exposure
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1) Design New FCCTC Professional Development Program 2) Design New FCCTC Educator Induction Program
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Educator INDUCTION PROFESSIONAL DEVELOPMENT
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Professional Development & Educator Induction
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1) Monthly Meetings
a) Academy Representatives b) Induction Meetings
2) PLC Meetings (Work Sessions)
a) Professional Teachers twice per year b) New Teacher eight per year
3) PLC Share-Out Sessions (Teacher Presentations)
a) All teachers attend 4 per year and Present Once
4) New Teacher Learning Walks
a) New and Beginning Teachers twice per Year
5) Evaluation
a) Professional Development Survey b) Induction Survey
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1) Academy Representatives: Includes School Improvement PLC members - participants rotate annually, so that every teacher gets an
- pportunity to serve as a representative once
every 4 years. 2) Induction Meetings: Includes New Teachers and Mentors – participants attend these meetings for two years.
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Topics/Groups 1) School Improvement 2) Student Assessment 3) Classroom/Lab Management 4) Curriculum Development and Instruction
Partic ticipants ipants A) Profes essional ional Educat cators:
- rs:
Participate in 1 group each year and rotate to a new group each year. Attend 2 PLC Meetings each Year (S1 & S2). B) Inductees uctees: Participate in all 4 groups each year for 2 years. Attend 8 PLC Meetings each Year.
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Example le Agend nda – Meet et 2:45 5 to 3:45 5 PM
A) Discuss and brain storm In-service Needs B) Comprehensive Plan Summary C) Managing Complex Change and Leadership Tips Handouts D) Considerations for Teachers to Start a New Semester
- Clean-Up Chart
- Do’s and Don’ts List
E) Creating Consistency Throughout Your Classroom and Our Entire School
- Work Order – Vehicle Check List
F) Preparing for Fieldtrips and Managing Unexpected Events
- Scavenger Hunt
- Emergency Roster
Sessio ion n Detai ails:
- We have
e four 1-ho hour ur
- Share
re –Out ut Sessions
- ns after schoo
- ol
each ch year (Oct ct, , Nov, Jan, Feb). ).
- Al
All st staff ff attend end all 4 Share re-Ou Outs
- Each
h PLC Group is re respons nsible ible for develo lopin ing g and presentin ing g informa mati tion
- n for their
ir assign gned Share re-out.
- ut.
- Topics are based
d on di discus ussion
- n
and outco comes mes of P PLC, Academ demy y Represe resentat ntative, ive, and Induct ctio ion n Meeti eting ngs.
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Introductory Meeting 20 – 25 minutes in selected classrooms Presenting teachers focus on one assigned strategy
- r technique determined through PLC Meetings.
Participants Complete a Reflection Packet Question/Answer opportunity Group Lunch & After Walk Debriefing
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A) Professional Development Survey B) Induction Survey
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Format:
- 15 Questions with 5 point Likert Scale (SA, A, N, D, SD)
- 5 Open Ended Thoughts
Conclusions:
- Teachers appreciated substitute coverage so that they could
collaborate and focus on development.
- Teachers felt that PLC Activities were valuable and engaging.
- Teachers indicated a need for increased opportunity to
research and share information that is important to them and their program.
- Teachers indicated a need for more time to ask questions and
discuss topics, as well as share strategies and practices.
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Summary:
Below we have grouped the topics from the 10 questions provided above into A) Highest Agreement; B) Moderate Agreement; and C) Least Agreement. We will work as a group to improve in the areas of moderate and least agreement to provide a more enjoyable and effective induction program.
- A. Areas of Highest Agreement included: communication of Framework and Guide; Facilitation;
and Sufficient Time.
- B. Areas of Moderate Agreement included: structured with practical focus based on needs;
adequate opportunity to ask questions; and culture which nurtured respect and appreciation for diverse programs
- C. Areas of Least Agreement: opportunity to research and share and effectiveness of professional
development approach.
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- 1. PLC Workshops
kshops: : Durin ing School hool Day in Small all Group ups
a) Pr Profes ession
- nal
l Educat cators rs: only participate in 1 PLC Topic per school year (2 workshops x 2 hours = 4 hours of Act 48 credit) and meet in morni ning ng sessi sions
- ns.
b) Indu ducte ctees es: participate in all four PLC topics per year (8 workshops x 2 hours = 16 hours of Act 48 credit) and meet in afterno ernoon
- n sessi
sions
- ns.
- 2. PLC Share
are Outs ts: : After er School hool Activ ivity ity as Large ge Group up
a) Attend endan ance ce: All educators participate in all four afterschool share-out sessions. (4 sessions x 1 hour = 4 hours of Act 48 credit) b) Presen enta tati tion
- n: Each Educator will also prepare a 5 minute Share-
Out presentation/exercise related to their PLC topic, which they will share with faculty during the designated one hour sessions after school.
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Teachers learned more about other teachers
along with gaining exposure of talents and accomplishments of colleagues.
Increased efficiency and motivation by
allowing personal freedom to focus on personal needs.
Teachers adapted and continually modified
PLC content to apply to their personal teaching style and environment.
Increased Teacher Leadership.
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1) What do you want as an end result
to your teacher induction program? 2) What is your strategic goal for professional development?
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