induction program(s) template - cde · induction program faq’s what is induction? induction is a...

Induction Review for Boulder Valley Schools Teacher and/or Special Services’ Provider Induction Program

IP Expectations: Boulder Valley Public Schools believe that the achievement of its mission is dependent, to a large extent, upon the quality of the professional staff. Therefore, it is important to select and develop the most qualified teachers, special service providers, principals and administrators. Providing meaningful induction experiences will generate and sustain the high quality performance levels necessary for these individuals to be successful within the Boulder Valley Public Schools.

Mission Statement The Boulder Valley School District challenges students to achieve their

academic, creative and physical potential in order to become responsible, contributing citizens.

The goals of the Boulder Valley Public Schools Induction Program are:

• to provide an understanding of the working culture of Boulder Valley Schools

• to enhance the instructional skills of the individual professional • to enhance the leadership skills of the individual professional • to provide a collaborative support network for the individual

professional • to assist the individual professional in progress toward attainment

of the Colorado Professional Educator Standards • to increase the retention rates of high quality professionals in

education Through an integral mentor relationship, the Induction Program equips Initial (Provisional) License holders with instructional skills, classroom management strategies, knowledge of standards and curriculum, ability to meet needs of diverse learners, relationships with parents, community and colleagues, and an understanding of the working culture of the Boulder Valley Public Schools. Initial (Provisional) License holders are provided opportunities to learn district policies and perspectives in a series of study-

group sessions, as well as partnering with mentors in separate professional development activities to assist them in the role of coach, advocate, teacher and guide. IP Program Description: Induction is a district program mandated by the state of Colorado which is required of all educators with an Initial (Provisional) License, including teachers, special service providers, principals, and administrators. Completion of an approved induction program allows provisionally licensed educators to move to a professional license. All educators with an Initial (Provisional) License who have NOT completed induction in another Colorado school district are required to participate in the BVSD Induction Program, preferably during their first year of employment. The BVSD Induction Program requires one school year to complete. Key components in our program:

• Work with an experienced mentor • Set professional educator goals • Complete activities toward meeting selected goals • Attend mandatory district induction seminars • Submit required paperwork on time: goals, mid-term

progress report, professional growth reflective essay, log of contact hours with a mentor, and final progress checklist

• Have a final conference with building principal and mentor to review induction progress and receive recommendation for professional

Boulder Valley’s Induction Program has three required elements: Mentoring: A district induction services mentor or a teacher/mentor selected from the building by a principal is assigned to all provisional (initial) licensed teachers.

Mentors provide teachers and special services’ providers with support throughout the year. Our program is differentiated for content and years of experience. New teachers to the District usually receive a District mentor. Veteran teachers who our new to the District, receive a building mentor. Incoming out-of –state teachers are divided into new and veteran teachers and receive either building or a District mentor as determined by their needs. A minimum of 25 hours of one–on-one mentoring is provided for each participant. A log of hours and activities completed are kept during this time and turned in for review to the Induction office. Seminars: Each Induction participant is assigned a seminar facilitator. The seminar leaders are district mentors or curriculum specialists that serve as teachers on special assignment. The six seminars are differentiated according to grades taught at the elementary level, and subject areas at the secondary level. Seminar leaders also make adjustments for teachers with different years of experience. A needs assessment is conducted in the first seminar to determine the content of the seminars. Typically seminars cover:

• Sessions for exchanging ideas/successes/frustrations • Information on district personnel, departments, and the support that

available for teachers ( ex. services and resources for Talented and Gifted Students, Second Language Learners, literacy support)

• Classroom management assistance (ex. resources, tapes, modeled lessons for improving the classroom environment and understanding the needs of different student populations)

• Ways to communicate effectively with parents (ex. resources, newsletter formats, conference ideas and management)

• Lesson planning strategies (ex. Standard based lessons, grading, and recording)

• Explanations and processes for obtaining professional licenses, understanding future growth plans for the District and State

• Working with the evaluation tool of our District ( based on the Colorado Teacher Standards)

• Analyzing of student data for improved instruction (ex. How to understand the CSAP data, First Steps Reading- Second Edition, and Read to Learn for Secondary)

• Professional conduct – etiquette and district expectations around communication, attendance, school culture

Reflective Process: Throughout the year teachers are required to share their goals, report on their progress, and reflect upon their instructional practices. (All required progress reports are attached.) In addition, all of our new teachers participate in our New Educators’ Orientation. At our New Educators’ Orientation all new teachers receive instruction on District and State goals. During the break out sessions, differentiated by content and level of instruction, veteran teachers meet in small groups to assess their needs for starting the year out strong. (Attached is this year’s schedule.) IP Committee/Administrator Selection: Our program is administered by the Assistant Superintendent for Learning Services. Weekly meetings are held with the Directors and/or Coordinators of the Division of Learning Services. Induction mentors meet directly with the Assistant Superintendent once a month for program review of progress towards improvement plan. IP Mentor Selection/Training/Evaluation: District Mentor Selection: The selection process for district mentors is conducted by the Office of Learning Services and directed by the Assistant Superintendent for Learning Services. Because of our on-going partnership with the University of Colorado, the Director of the Partners in Education Program also participates in the selection of district mentors, as many of these mentors

also support new teachers who are participating in continuing education at the University of Colorado. In addition, 1-2 current mentors serve on the committee. The interview process involves paper screening, followed by a personal interview. District mentors must have a Masters in Education and have demonstrated exceptional classroom instruction as documented by their evaluations. They must have 5 or more years of experience with Boulder Valley Schools. They must demonstrate skills in working collaboratively with others. Mentors must show sensitivity to others and the have ability to listen and creatively problem solve. They should have knowledge of the District’s curriculum and policies. They should have the ability to work with diverse groups of people and to give feedback for professional growth. They should also have knowledge of a variety of effective instructional techniques and communication models. All mentors should have participated in the District’s Equity Co-hort Training. Mentors are on a three year cycle of evaluation. The Assistant Superintendent of Learning Services does a complete evaluation using the attached form. District Mentor Training: On-going professional development occurs through out the year. District mentors attend trainings and professional development opportunities. District mentors participate in an Induction Team Learning Community. This year’s focus:

• Standards- Based Lesson Planning and Grading – Rick Wormeli • Quality Mentoring – Paula Rutherford • Differentiated Instruction – TAG Department • Mentoring and Instructional Strategies – Marcia Tate • Mentoring for the Future – New Teacher Center – San Jose, CA

On-going professional development is provided once a month through the Division of Learning Services Coordinator Meetings. Pertinent articles

directed at addressing the achievement gap and our District goals are studied and put into action. Building Mentor Criteria and Training: Building mentors are selected by principals or district administrators. These mentors must have had successful experience as a teacher and hold a current professional license. They need to be familiar with the procedures, programs, curriculum, and culture of the Boulder Valley Schools and their assigned school. Building mentors must be willing to spend the mandatory 25 hours outside of the school day with the Inductee, for which they are compensated. Building mentor training is offered at the beginning of each year. A seminar sharing the best practices of mentoring and resources are provided. BVSD also provides a more extensive mentoring course for District teachers. That course is offered every two to three years. On-going mentoring support is offered by the principals and the Induction Office of BVSD. Throughout the year, the Induction Office communicates with the building mentors to assess how they are doing and what further services they may need to be successful mentors. Building mentors are required to provide a log of hours documenting the time and type of activities conducted with the new teacher. This log is reviewed by the building principal and the Induction Office. Inductee Pre-Information: Attached is the information provided in the Induction Folder. This folder is distributed at the New Educators’ Orientation. (Schedule of events is attached.) During this orientation, teachers, counselors, and special services’ providers are divided into small groups and the process and procedures for Induction are explained. The schedule for the first seminar is shared and questions are answered.

IP In the materials shared are the required evaluations:

• Professional Goals and Activities • Midterm Progress Report • Reflective essay • Log of Contact Hours

In addition, we hold focus groups to assess how our program is performing and to identify areas that need to be strengthened. Individual interviews are conducted with a small random sampling to also assess strengths, weaknesses, and areas of improvement. The Induction Department is also involved in continually striving to improve instruction, to address the achievement gap, and to strengthen our organization. Using the TIES framework – (Tools of Inquiry for Equitable Schools) our department is evaluating our performance through focus groups, interviews, and surveys. (Goals for 2006-2007 are attached.) Each seminar leader does continual assessment with participants. Formative assessment is gathered throughout the year and then a written evaluation of the seminars is collected at the last seminar of the year. These surveys are studied and modifications are made where indicated.

Welcome to Boulder Valley’s Induction Program!

The Boulder Valley School District is committed to excellence in education through quality instruction for students and quality support for teachers. To that end, we have designed an Induction Program for our teachers. The Induction Program has three essential components: MENTORING: In the next two weeks, either a district induction services mentor or a teacher/mentor selected from your building by your principal will be assigned to you. Your mentor will provide you with practical advice, serve as an advocate, and provide you with many resources. SEMINARS: Within the next month, a seminar facilitator will be assigned to you. The facilitator will contact you with seminar dates and locations. During these six seminars, you will receive district information, instructional knowledge and practical assistance. REFLECTIVE PROCESS: Throughout the year you will be asked to share your goals, report your progress and reflect upon your instructional practices. Our office will monitor your induction progress and, based upon successful completion of the program, will provide you with the necessary paperwork to move you from your Initial License to a Professional License. We are looking forward to providing professional development opportunities for you this year. Please feel free to e-mail or call us at any time with your questions or concerns. Best wishes for a successful year! INDUCTION TEAM: Mary Jo Bode [email protected] Debbie Haseman [email protected] Tim Hillmer [email protected] Penny Scott-Oliver [email protected] OFFICE ASSISTANT: Becki Webb [email protected] OFFICE: Platt Middle School 303-499-0315

Boulder Valley School District INDUCTION PROGRAM FAQ’S

What is Induction? Induction is a district program mandated by the state of Colorado which is required of all educators with an Initial (Provisional) License, including teachers, special service providers, principals, and administrators. Completion of an approved induction program allows provisionally licensed educators to move to a professional license. What is required of educators with an Initial (Provisional) License? All educators with an Initial (Provisional) License who have NOT completed induction in another Colorado school district are required to participate in the BVSD Induction Program, preferably during their first year of employment. The BVSD Induction Program requires one school year to complete. What are the components of the Induction Program? • Work with an experienced mentor • Set professional educator goals • Complete activities toward meeting selected goals • Attend mandatory district induction seminars • Submit required paperwork on time: goals, mid-term progress report, professional growth reflective essay, log of contact

hours with a mentor, and final progress checklist • Have a final conference with building principal and mentor to review induction progress and receive recommendation for

professional license How is a mentor assigned? Mentors are veteran teachers in the Boulder Valley School District. There are two ways in which a mentor is assigned to an inductee. District Induction Services mentors will mentor some inductees. Building principals or district departments may assign mentors. What is the mentor’s role in Induction? The mentor is the key to the success of the induction program. The mentor must spend a minimum of twenty-five hours, before and/or after school, with the inductee. The mentor is a coach, guide, advocate, and role model for the inductee. What is the principal’s role in Induction? If an educator with an Initial (Provisional) License is not assigned to a district mentor, then the principal will assign a mentor to that individual in his/her building. The principal supports the program by encouraging participants to meet requirement deadlines and attend the mandatory seminars. The principal is also responsible for holding a conference at the end of the school year to allow the inductee and mentor to share documentation of the completion of the induction program. The principal must sign the final progress checklist, which documents successful completion of the program. What happens after successful completion of the Induction Program? Each inductee who successfully completes the BVSD Induction Program will be issued a Certificate of Recommendation for Professional License. The original certificate should be submitted with the application to the Colorado Department of Education (CDE) for a Professional License. Each applicant should keep a copy of all paperwork for their files. If you have any questions about the Induction Program, please contact the Induction Services office at Platt Middle School (303-499-0315).

Boulder Valley School District INDUCTION PROGRAM

Induction Program Final Progress Checklist

Due: May 11th, 2007

Inductee: ______________________________ Mentor: _______________________________ Administrator:___________________________ Date of Meeting: ____________________ The Boulder Valley School District Induction Program supports the continuous professional development of provisional teachers and special service providers. As professionals, we must make a commitment to ongoing intellectual growth and lifelong learning. To this end, each inductee must fulfill the following requirements:

Professional Goals and Activities _________ Midterm Progress Report _________ Two Page Reflective Essay _________ Log of Contact Hours Between Inductee and Building Mentor _________ I have reviewed the items listed above for this teacher, and feel the Boulder Valley School District Induction Program requirements have been met. I recommend that this teacher be issued a Professional License. _________________________________ _______________ Mentor Signature Date _________________________________ _______________ Administrator Signature Date

Please return this form to the Induction office at Platt Middle School by May 11th, 2007.

Log of Contact Hours

(Pg. 2) Inductee: __________________________ Date Amount of Time Activity (please be specific)

Boulder Valley Public Schools INDUCTION PROGRAM

Midterm Progress Report

Due: 4th Induction Seminar

Inductee:_________________________School:___________________ Mentor:__________________________School:____________________ Mentor Signature:______________________________Date:_________ 1. Which of the activities that you identified to attain your goals have been the most beneficial to you during the first months of the school year? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. For each goal you set, briefly discuss the progress you are making to

attain it.

Goal:_____________________________________________________ Progress:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________ Goal:_____________________________________________________ Progress:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________

(continued on back)


Professional Goals and Activities

Due: 2nd Induction Seminar

Inductee:____________________________School:_____________________ Mentor:_____________________________School:_____________________ Mentor Signature:______________________________Date:______________ Please attach your professional goals to this cover sheet. Your mentor should sign the cover sheet. Make a copy for yourself and your mentor, then submit the original goals to the induction seminar facilitator at the 2nd induction seminar.


Reflective Essay

Due: May 11th, 2007

Inductee:____________________________School:_____________________ Mentor:_____________________________School:_____________________ Mentor Signature:______________________________Date:______________ Having completed this school year, please write a two-page essay reflecting on your professional growth. Please attach your reflective essay to this cover sheet. Your mentor should sign the cover sheet. You may want to make a copy for yourself and/or your mentor. Please submit the original goals with your final checklist.

Reflective Essay Guidelines and Suggestions

Near the end of the school year, you may want to choose several of these ques-tions to help focus your thoughts about your professional growth for your two-page reflections essay. Reflective Questions:

• How do I know I’m having a positive effect on my students?

• How do I know my students are learning?

• What are my beliefs about how we learn?

• What are my beliefs about the purpose of my profession?

• What are some of the most effective teaching practices I have observed?

• What am I learning from my students?

• What continues to excite me about my profession?

• What continues to frustrate me about my profession?

• Others…

Below are reflective prompts that may be helpful: *I’d like to use more… *The best thing about this year was… *I’m surprised that… *When I must evaluate students, I feel… *I’d like some help with… *Something I’d like to change is… *The classroom is feeling like… *A strength I am developing is… *I loved the lesson/unit I taught on… *When I must discipline students, I feel… *Finally! __________ happened! *I don’t understand how educators… *I think I’ve got a handle on… *If I could do this year over, I would… *What worked this year was… *A student I’d like to write about is… *It was sad when… *During planning time… *I’m getting better at… *My current three wishes are… * I want to work on… *The things I’m liking are…

District Special Education Core Trainings 2006-07

Activity Dates & Locations Session 1: Standards Based Goals and Objectives for students with IEP’s Resource Meetings Elementary and Secondary Psychologist and Social Work meetings district wide SLP Meeting district-wide OT/PT Meeting District-wide DHOH meeting district-wide to include Ed Interpreters EC Meetings* * For Early Childhood, the course is Results Matter Goals and Objectives

Resource

Sept. 7 Lionsgate Lafayette

Psych/SW Sept. 12 Ed Center SLP Sept. 26 Spice of Life OT/PT Sept. 26 Spice of Life DHOH Sept. 7 Lionsgate EC* TBD TBD

Session 2: Accessing the General Education Curriculum (using Essential Learning Results) Resource Meetings Elementary and Secondary Psychologist and Social Work meetings district wide SLP Meeting district-wide OT/PT Meeting District-wide DHOH meeting district-wide to include Ed Interpreters EC Meetings

Resource

Sept. 7 Lionsgate Lafayette

Psych/SW Sept. 12 Ed Center SLP Sept. 26 Spice of Life OT/PT Sept. 26 Spice of Life DHOH Sept. 7 Lionsgate EC* TBD TBD

Session 3: Sheltered Instruction for Students Learning Language Resource Meetings Elementary and Secondary Psychologist and Social Work meetings district wide SLP Meeting district-wide OT/PT Meeting District-wide DHOH meeting district-wide to include Ed Interpreters EC Meetings

Resource

Nov.2 Spice of Life

Psych/SW Nov. 14 Ed Center SLP Dec. 1 Board Room OT/PT Dec. 1 Board Room DHOH Nov. 2 Spice of Life EC TBD TBD

Session 4: The Student Support Process using the TIES Model Resource Meetings Elementary and Secondary Psychologist and Social Work meetings district wide SLP Meeting district-wide OT/PT Meeting District-wide DHOH meeting district-wide to include Ed Interpreters EC Meetings

Resource

Feb. 6 Lionsgate

Psych/SW Feb. 13 Ed Center SLP Mar. 1 Conf. Rm 1,2 OT/PT Mar. 1 Conf. Rm 1,2 DHOH Feb. 6 Lionsgate EC TBD TBD

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Session 5: Working with Behavior Resource Meetings Elementary and Secondary Psychologist and Social Work meetings district wide SLP Meeting district-wide OT/PT Meeting District-wide DHOH meeting district-wide to include Ed Interpreters EC Meetings

Resource

Apr. 24 Spice of Life

Psych/SW Apr. 17 Ed Center SLP Apr. 27 Board Room OT/PT Apr. 27 Board Room DHOH Apr. 24 Spice of Life EC TBD

Division of Learning Services; Department of Special Education – 8/14/06 1

District Special Education Core Trainings 2006-07

Activity Dates & Locations Equity and Diversity as it pertains to Disabilities

Sept. 8 – Board Room Oct. 31 – Board Room Nov. 30 – Board Room

Infinite Campus – IEP for new teachers and providers

Sept. 6 – 4-7pm – IT Computer Lab Sept. 13 – 4-7pm - IT Computer Lab Sept. 19 – 4-6:30pm - IT Computer Lab

Evaluating Special Educators – For Administrators

TBD

Para – Accessing the General Ed Curriculum

TBD

Para – The Ethics of Touch

TBD

Para – CPR and First Aide

Provided by the Health Services

Division of Learning Services; Department of Special Education – 8/14/06 2


Mentor Information

Due: October 6, 2006

Please submit this form to the Induction Office at Platt Middle School when completed

Mentor Name: ______________________________ For purposes of stipend payment:

Mentor’s Employee ID Number: ______________ or Mentor’s Social Security Number: _______ - _____ - ________

Mentor’s School & Assignment: __________________________________________ Mentor’s School Phone Number: ___________________ Inductee Name: _______________________________ Inductee Assignment: ________________________________

NEO Schedule August 17

Monarch High School 7:30 Continental Breakfast ( Court Yard) 8:00 Welcoming remarks by: ( Student Center)

• Dr. George Garcia - Superintendent of BVSD • Angelika Schroeder – Member of the Board of Education • Mark Chavez – President of BVEA

8:30-10:30 BVSD Strategic Priority: Valuing Diversity and Promoting Understanding

Presentation by Pam Duran- Director of Office of Institutional Equity and Multicultural Education and Jorge Garcia – Director of Literacy and Language Services ( Student Center)

Breakout sessions by School Clusters –see reverse side for details • Boulder High C109 • Fairview C110 • Centaurus/Broomfield C114 • Monarch C127/C122

10:30-12:00

Community Building Bus Tours of feeder areas 12:00-12:30 Lunch provided by BVEA at Monarch K-8 12:30-1:20 Information tables at Monarch High (Hallway outside of the Student Center) 1:20-1:30 Address by Mark Chavez, President of BVEA ( Student Center) 1:30-3:30 IT instruction for all educators in differentiated groups

NEO Schedule for August 18

7:30- 8:30 Continental Breakfast (Court Yard) 8:00-8:30 Induction information session for those with initial licenses

(Room C127/122) 8:30-11:30 BVSD Strategic Priority: Maximizing Student Achievement ELEMENTARY: Literacy 8:30-9:50 Science 10:05-10:45 Math 10:45-11:30 K-1 Room C109 K-1 Room C109 K-2 Room C109 2 Room C110 2 Room C110 3-5 Room C114 3 Room C114 3 Room C114 4-5 Room C115 4-5 Room C115 Elementary ESL teachers attend the literacy block from 8:30-9:50 and then go to room C223 from 10:05-11:30. SECONDARY: 8:30-9:30 Panel on effective teaching ( Library ) John Zola, Nancy Newton, Diana Wiant,

Paige Larson, John Freeman, Jill Gartland 9:45-10:30 Curriculum Guides

• Language Arts Room L205 ( double room ) • Science Room C205 • Math Room C204 • Social Studies Room C210 • World Languages Room C209 • Health Library • All others Library

10:30-11:30 Youth Survey Results - by Lisa Cech in the Library

All music and art teachers go to room C-133 for the morning

( 8:30 – 11:30).

PE teachers go to room C134 for the morning ( 8:30 – 11:30).

11:30- 12:45 Boxed lunches and information tables

12:45 – 1:15 BVSD Legal Council, Melissa MeQui, Esq., shares educators’ rights & responsibilities (Student Center)

1:20- 2:20 SPED- Academically Advanced – Literacy and Language Departments

share key info in 20 minute mini sessions • Primary – room C127/C122 • Intermediate – room C220 • Secondary – Library

2:25-3:25 Demonstrating and Managing an Effective Learning Environment (The Induction Team)

• Primary - room C121 Debbie Haseman • Intermediate – room C214 Penny Scott-Oliver • Middle/High- library Mary Jo Bode • Veteran Teachers (3 plus years) – Student Center Tim Hillmer

BOULDER VALLEY SCHOOL DISTRICT

Licensed Personnel Performance Evaluation Summative Evaluation Form

Licensed Instructional Support Personnel

Percent FTE ________

Record of Appraisal Visitations

Date Period

Record of Conferences

Dates

______to______

______to______

______to______

______to______

Time of Visitation Class Visited

Teacher/Assignment Evaluator

Building Date of Evaluation

BVSD HRD, Confidential Page 1 3/15/07


EVALUATION STANDARDS AND CRITERIA Licensed Instructional Support Personnel

Standard I: The licensed instructional support person shall demonstrate knowledge of area of specialty and effective instructional skills. Criteria Does Not

Meet District Standard

Partially Meets District Standard

Meets District Standard

Exceeds District Standard

Not Applicable/ No Data

A. Demonstrates comprehensive knowledge of specialized subject area content, and stays current in his or her discipline(s).

B. Demonstrates knowledge of effective instruction in designing and conducting his or her specialized program.

C. Creates and/or uses assessments to inform the design and delivery of his or her specialized program and evaluate student progress, as appropriate.

D. Supports implementation of instruction in accordance with the adopted curriculum of the district and consistent with district standards and federal and state regulations.

E. Designs, implements and/or supports instruction to meet the unique needs of students.

Data Sources and Specific Examples: This section includes a list of data sources and specific examples used in the evaluation process (e.g. observations, participation in group situations, input from others, staff surveys, and evaluation conferences). Standard II: The licensed instructional support person shall demonstrate competency in valuing and promoting understanding of diversity. Criteria Does Not






A. Demonstrates skill and effectiveness in the design and implementation of inclusive approaches into the specialized education program areas.

B. Reinforces and models the district's strategic priority of valuing and promoting understanding of diversity.

C. Continues to increase knowledge of equity and diversity issues and recognizes their effect on student achievement.

D. Acknowledges that parent and community involvement in the education of students is key to achievement.

Data Sources and Specific Examples: This section includes a list of data sources and specific examples used in the evaluation process (e.g. observations, participation in group situations, input from others, staff surveys, and evaluation conferences).


Standard III: The licensed instructional support person shall demonstrate effective management of the professional environment. Criteria Does Not






A. Demonstrates the ability to handle student discipline effectively in a non-discriminatory manner.

B. Demonstrates the ability to consult and collaborate effectively with students, school personnel, parents and other professional sources.

C. Uses program resources and time effectively.

D. Manages physical resources and environment in a safe and responsible manner.

Data Sources and Specific Examples: This section includes a list of data sources and specific examples used in the evaluation process (e.g. observations, participation in group situations, input from others, staff surveys, and evaluation conferences). Standard IV: The licensed instructional support person shall demonstrate commitment to education as a profession. Criteria Does Not






A. Demonstrates a commitment to educating students.

B. Demonstrates a commitment to his or her ongoing professional growth.

C. Demonstrates professional commitment to his or her colleagues or team, the school program, and the district.

Data Sources and Specific Examples: This section includes a list of data sources and specific examples used in the evaluation process (e.g. observations, participation in group situations, input from others, staff surveys, and evaluation conferences). Standard V: The licensed instructional support person shall demonstrate effective interpersonal skills. Criteria Does Not






A. Interacts with students in order to build supportive relationships as applicable.

B. Interacts with colleagues, parents and community members to build supportive relationships.



Areas of Strength/Commendation: This section contains a summary of the areas of strength/commendation from the five standards identified in the teacher evaluation process. Areas for Continued Professional Growth: This section contains a summary of the areas for professional growth from the five standards as identified in the instructional support personnel evaluation process. Areas of continued professional growth are not indicative of an unsatisfactory level of performance. Growth/Improvement Plan: This plan of growth or improvement will be developed cooperatively with the evaluator and the teacher and will be based on one or more of the areas of continued professional growth identified in the instructional support personnel evaluation process. Timelines will be included in the plan as deemed appropriate. A growth/improvement plan is required under Colorado Statute and does not indicate an unsatisfactory level of performance. Areas of Concern, if any: This section contains a summary of the areas of concern from the five standards identified in the instructional support personnel evaluation process. (Areas of concern if significant can warrant placement on Level 2 evaluation.) ________________________________________ ________________________________________ Employee’s Signature Date Evaluator’s Signature Date (This signature implies the employee has read and is familiar with the appraisal but does not necessarily imply the employee agrees with it.) _________________________________________ Supervisor’s Signature Date Employee comments attached _____ (optional)

BOULDER VALLEY SCHOOL DISTRICT

Licensed Personnel Performance Evaluation Summative Evaluation Form

Licensed Instructional Support Personnel

Percent FTE ________

Record of Appraisal Visitations

Date Period

Record of Conferences

Dates

______to______

______to______

______to______

______to______

Time of Visitation Class Visited

Teacher/Assignment Evaluator

Building Date of Evaluation



EVALUATION STANDARDS AND CRITERIA Licensed Instructional Support Personnel

Standard I: The licensed instructional support person shall demonstrate knowledge of area of specialty and effective instructional skills. Criteria Does Not






A. Demonstrates comprehensive knowledge of specialized subject area content, and stays current in his or her discipline(s).

B. Demonstrates knowledge of effective instruction in designing and conducting his or her specialized program.

C. Creates and/or uses assessments to inform the design and delivery of his or her specialized program and evaluate student progress, as appropriate.

D. Supports implementation of instruction in accordance with the adopted curriculum of the district and consistent with district standards and federal and state regulations.

E. Designs, implements and/or supports instruction to meet the unique needs of students.

Data Sources and Specific Examples: This section includes a list of data sources and specific examples used in the evaluation process (e.g. observations, participation in group situations, input from others, staff surveys, and evaluation conferences). Standard II: The licensed instructional support person shall demonstrate competency in valuing and promoting understanding of diversity. Criteria Does Not






A. Demonstrates skill and effectiveness in the design and implementation of inclusive approaches into the specialized education program areas.

B. Reinforces and models the district's strategic priority of valuing and promoting understanding of diversity.

C. Continues to increase knowledge of equity and diversity issues and recognizes their effect on student achievement.

D. Acknowledges that parent and community involvement in the education of students is key to achievement.



Standard III: The licensed instructional support person shall demonstrate effective management of the professional environment. Criteria Does Not






A. Demonstrates the ability to handle student discipline effectively in a non-discriminatory manner.

B. Demonstrates the ability to consult and collaborate effectively with students, school personnel, parents and other professional sources.

C. Uses program resources and time effectively.

D. Manages physical resources and environment in a safe and responsible manner.

Data Sources and Specific Examples: This section includes a list of data sources and specific examples used in the evaluation process (e.g. observations, participation in group situations, input from others, staff surveys, and evaluation conferences). Standard IV: The licensed instructional support person shall demonstrate commitment to education as a profession. Criteria Does Not






A. Demonstrates a commitment to educating students.

B. Demonstrates a commitment to his or her ongoing professional growth.

C. Demonstrates professional commitment to his or her colleagues or team, the school program, and the district.

Data Sources and Specific Examples: This section includes a list of data sources and specific examples used in the evaluation process (e.g. observations, participation in group situations, input from others, staff surveys, and evaluation conferences). Standard V: The licensed instructional support person shall demonstrate effective interpersonal skills. Criteria Does Not






A. Interacts with students in order to build supportive relationships as applicable.

B. Interacts with colleagues, parents and community members to build supportive relationships.



Areas of Strength/Commendation: This section contains a summary of the areas of strength/commendation from the five standards identified in the teacher evaluation process. Areas for Continued Professional Growth: This section contains a summary of the areas for professional growth from the five standards as identified in the instructional support personnel evaluation process. Areas of continued professional growth are not indicative of an unsatisfactory level of performance. Growth/Improvement Plan: This plan of growth or improvement will be developed cooperatively with the evaluator and the teacher and will be based on one or more of the areas of continued professional growth identified in the instructional support personnel evaluation process. Timelines will be included in the plan as deemed appropriate. A growth/improvement plan is required under Colorado Statute and does not indicate an unsatisfactory level of performance. Areas of Concern, if any: This section contains a summary of the areas of concern from the five standards identified in the instructional support personnel evaluation process. (Areas of concern if significant can warrant placement on Level 2 evaluation.) ________________________________________ ________________________________________ Employee’s Signature Date Evaluator’s Signature Date (This signature implies the employee has read and is familiar with the appraisal but does not necessarily imply the employee agrees with it.) _________________________________________ Supervisor’s Signature Date Employee comments attached _____ (optional)

Due September 29, 2006

Tools of Inquiry for Equitable Schools (TIES)

Reporting for Accreditation Checklist and Inquiry Templates

Section I: Assess Current Reality and Develop/Refine Goals with an Action Plan DUE: September 29, 2006 School:___Induction/University Partnerships_________________________ Principal: __________________________ Inquiry 1 Assessing our Current Reality in Achievement _____ 1A Statements and Evidence _____ 1B Patterns to Celebrate _____ 1C Patterns that Represent Challenges _____ 1D Prioritizing our Challenges Inquiry 2 Why are we Getting these Results in Achievement? _____ 2A High Leverage Problems _____ 2B One High Leverage Problem Inquiry 3 Theories of Action for Achievement _____ Classroom, School Organization/Design/Community Partnerships Inquiry 4 Set SMART Goals for Achievement _____ SMART Goal Inquiry 5 Take Action for Achievement _____ Action Plan


Inquiry 1 A – Achievement

Statements and Evidence What is the status of achievement?

Statements About the Data

What is the evidence of this statement?

Currently our team is delivering a quality induction program to new educators in the district who are teaching .58 or above and are hold an initial license. This program involves informative and differentiated seminars, mentoring by district or building mentors, and the monitoring of reflective practice for new educators. We provide a welcoming event to the district for new educators through a New Educators’ Orientation, a two day event that includes equity training, curriculum guidance, sharing of district goals, strategies for beginning the school year, and an introduction of programs and personnel to support classroom instruction. Our department has an ongoing partnership with the University of Colorado to provide mentors for new teachers as they work towards their Masters’ degrees in the PIE program and a mentoring program for experienced teachers who return to the classroom to receive their masters in the PEP program.

Debriefing information from participates and administration. Informal and formal feedback from participates and team.


Inquiry 1 B – Achievement Patterns to Celebrate

Pattern to Celebrate What are the practices or

behaviors that led to this success?

What evidence do we have that these practices led to this success?

A two day New Educators’ Orientation which welcomed, provided guides, and introduced participates to the goals of Boulder Valley Schools. Successful completion of Induction by over 90 participates. Mentoring of new educators throughout the year.

Ongoing communications throughout the year. Responding to suggestions made and looking for ways to continually improve delivery of seminars and orientation. Meeting with Administration for guidance and suggestions both formally and informally

Feedback from teachers who attended New Educators’ Orientation was very positive. Feedback from Administrators and Facilitators was very positive about NEO. NEO –team reflection and debrief- positive about achieving main goals


Induction office has provided support for staff and facilitators , as well as new educators.

Timely responses to inquiries and active problem solving .

Feedback from last year’s Induction seminars was very positive, Mentoring feedback – informal and on final reflection essay was positive. Our office is viewed as supportive and helpful for our diverse population – as shown by comments during the year.

Inquiry 1 C – Achievement Patterns that Represent Challenges

Challenge Patterns in our Data What is the evidence of this pattern?


Unknown numbers of participates until the year has actually started- presents planning challenges. Gathering names and accurate information on license status. Developing and refining systems that will accurately share data on new teachers in a timely manner. Gathering and identifying ways to assess the success of our program. Culture in district of giving new teachers many plans, struggling students, and locations that present challenges- ex. hallways and several different classrooms. Scheduling competition/conflicts to seminars and programs.

Feedback from debriefing sessions with team and administrators/facilitators Not all building as open to have mentors look at how new teachers are treated. Number of phone calls needed to gather information. Increased communication between HR, SPED, and Administration IT requesting information about names and locations of new teachers.


Inquiry 1 D – Achievement Prioritizing Challenges in our Data

Consider the following criteria:

CONTROL: To what degree is this something that you have control to change or address? IMPACT: How likely are you to make a significant difference for students by addressing this challenge? TREND: Based on the data, is this challenge likely to get worse, stay the same or get better? What is the potential cost of not addressing it now? SCOPE: What is the breadth and depth of benefits? How many students would benefit if you addressed this challenge? Which students would benefit? URGENCY: What relevance does this challenge have to your school’s current goals or needs? PRIORITY: How would students/parents/community members rank this challenge in terms of priority?


PRACTICALITY: What is the likelihood of success? Does your team have access to known solutions? Is there expertise or support available to address this challenge? BIG PICTURE: To what extent will addressing this challenge set your department or school up to take on more systemic or long-term goals?

Our Priority Challenge in Achievement Is: To develop a formal assessment tool to measure the success of our programs.

Inquiry 2 A - Achievement Why are We Getting These Results?

High Leverage Problems

What are the high leverage problems causing your challenge to exist?

What is the evidence that this is a high leverage problem?

What other data do you need to test this hypothesis?

Lack of formal assessments to measure how effective our program is using comparative data.

Currently we have surveys taken every other year to look at how participates feel about : NEO Induction Seminars Mentor interactions with teachers and administrators Every three years mentors are evaluated by Assistant

An assessment tool that is statistically accurate and helpful in looking for ways to improve our program.


Superintendent as to their performance as measured by the BVSD teacher standards

Inquiry 2 B – Achievement Why are We Getting These Results?

The high leverage problem(s) we are going to work on in Achievement

is: This problem or area of focus will be your starting point for Inquiry #3

Developing a tool that measures and directs our program to improve the delivery of the many aspects of Induction.


Inquiry 3 – Achievement Theory of Action

Proposed Strategy/Activity: If we do this, (Describe in detail)

Then “X” will happen Which will result in… (Explain in research base or theory base why this will work.)

Classroom: Induction seminars designed to directly support the teachers in the grade level and subject areas will be measured for effectiveness.

Team and district will have data to determine the direction of the Induction program.

Induction team can spend time on areas that need growth and accurately measure the effectiveness of programs. Quality and explicit


School Organization/Design: The effectiveness of differentiated Induction seminars will be measured. Community Partnerships: The effectiveness of the University of Colorado partnership will be explored. Examining the CSAP results for new teachers for further direction for support.

teaching of materials needed for new teachers will take place. Improved CSAP scores from new educators

Inquiry 4 – Achievement


Set a SMART goal

Specific: States exactly what is to be measured. Measurable: States the expectations numerically or in % quantities. Attainable: Can reasonably expect to accomplish this goal. Relevant: Important goal for improving student achievement/equity/organization. Timely: States by when? How often? SMART Goal for Achievement: Our team will be developing with the help of district staff an assessment tool that can measure in a statically measurement the effectiveness of the Induction program. This tool will be in place for spring 2007 and be given to participates of Induction, administrators of new teachers, and seminar leaders and facilitators .




Section I: Assess Current Reality and Develop/Refine Goals with an Action Plan DUE: September 29, 2006 School:____Induction/University Partnerships________________________ Principal: __________________________ Inquiry 1 Assessing our Current Reality in Equity _____ 1A Statements and Evidence _____ 1B Patterns to Celebrate _____ 1C Patterns that Represent Challenges _____ 1D Prioritizing our Challenges Inquiry 2 Why are we Getting these Results in Equity? _____ 2A High Leverage Problems _____ 2B One High Leverage Problem Inquiry 3 Theories of Action for Equity _____ Classroom, School Organization/Design/Community Partnerships Inquiry 4 Set SMART Goals for Equity _____ SMART Goal Inquiry 5 Take Action for Equity _____ Action Plan


Inquiry 1 A – Equity Statements and Evidence

What is the status of equity in our school?



All members of mentoring team have been through equity training – two with an intensive year-long program and two with the administrative training. Equity has been embedded in our New Educators’ Orientation, Induction Seminars, and University partnerships. Members of the Induction team actively participate in training new teachers and school staffs in equity issues. Information is shared through Induction about the Equity Cohort trainings. Board policy on equity is actively shared in orientations and seminars throughout the year in all programs.

Evaluation of materials and plans for inclusion of equity issues in program. Inclusion of equity lens in New Educator Orientation .


Inquiry 1 B – Equity Patterns to Celebrate




Equity presentations at New Educators’ Orientation, Induction Seminars, and mentoring conferences. Leadership role of Induction mentor in Equity trainings.

Training of team Explicit planning to include equity in presentations

Equity lens used throughout Induction program.


Inquiry 1 C – Equity Patterns that Represent Challenges

Challenge Patterns in our Data

What is the evidence of this pattern?

Time needed for involvement, both in presenting and coordinating and further training.

Number of hours required .


Inquiry 1 D – Equity Prioritizing Challenges in our Data


CONTROL: To what degree is this something that you have control to change or address? IMPACT: How likely are you to make a significant difference for students by addressing this challenge? TREND: Based on the data, is this challenge likely to get worse, stay the same or get better? What is the potential cost of not addressing it now? SCOPE: What is the breadth and depth of benefits? How many students would benefit if you addressed this challenge? Which students would benefit?


URGENCY: What relevance does this challenge have to your school’s current goals or needs? PRIORITY: How would students/parents/community members rank this challenge in terms of priority? PRACTICALITY: What is the likelihood of success? Does your team have access to known solutions? Is there expertise or support available to address this challenge? BIG PICTURE: To what extent will addressing this challenge set your department or school up to take on more systemic or long-term goals?

Our Priority Challenge in Equity Is: Continued participation in the equity training program ( cohort format) and equity presentations.

Inquiry 2 A - Equity Why are We Getting These Results?





Time required for for training and involvement in the equity program.

Busy and demanding schedules

Formal assessment for Induction program which includes the effectiveness of our equity inclusion


Continued need to infuse and embed equity in all planning

Inquiry 2 B – Equity Why are We Getting These Results?

The high leverage problem(s) we are going to work on in Equity is:

This problem or area of focus will be your starting point for Inquiry #3


Developing a formal assessment to measure the inclusion of equity in the Induction program.

Inquiry 3 – Equity Theory of Action


Then “X” will happen

Which will result in… (Explain in research base or theory base why this will work.)


Classroom: Equity information shared in our mentoring and Induction seminars will positively impact the classroom instruction of our new teachers. School Organization/Design: Our team will continue to be an active part of the equity program. Community Partnerships: Our Induction program and University partnerships will use equity goals in our presentations.

New teachers will use equitable practices in their classrooms. Induction will continue to be an integral part of equity presentation in the district. In all presentations equity issues will be addressed.

In our formal and informal assessments the inclusion and impact of equity will be present.


Inquiry 4 – Equity

Set a SMART goal

Specific: States exactly what is to be measured. Measurable: States the expectations numerically or in % quantities. Attainable: Can reasonably expect to accomplish this goal. Relevant: Important goal for improving student achievement/equity/organization. Timely: States by when? How often? SMART Goal for Equity: Our Induction program will be assessed as to the inclusion and impact of equity issues and strategies in a formal assessment to be given in the Spring of 2007. With the help of district personnel we will establish a baseline of measurable data to look at the overall inclusion of equity goals in Induction.




Section I: Assess Current Reality and Develop/Refine Goals with an Action Plan DUE: September 29, 2006 School:___Induction_________________________ Principal: __________________________ Inquiry 1 Assessing our Current Reality in Organization _____ 1A Statements and Evidence _____ 1B Patterns to Celebrate _____ 1C Patterns that Represent Challenges _____ 1D Prioritizing our Challenges Inquiry 2 Why are we Getting these Results in Organization? _____ 2A High Leverage Problems _____ 2B One High Leverage Problem Inquiry 3 Theories of Action for Organization _____ Classroom, School Organization/Design/Community Partnerships Inquiry 4 Set SMART Goals for Organization _____ SMART Goal Inquiry 5 Take Action for Organization _____ Action Plan


Inquiry 1 A – Organization

Statements and Evidence

What is the status of Organization?



Induction partners with the departments of Human Resources, Special Education, Equity, and other Department of Learning programs to create a program for all new teachers who have a contract of .58 or above and hold a initial license with the State of Colorado.

Through planning sessions and collaboration a diverse program is designed to meet the needs of our new teachers and providers.


Inquiry 1 B – Organization Patterns to Celebrate




A successful cooperation between Human Resources and Induction exist. Our office supports the organization and sharing of names and needs of Induction participates. Members of our team have a leadership role in looking at the delivery of professional development for new teachers.

Communication between departments. Building of partnerships to share information.

Creation of data base of new educators and their license status. Open and productive communication between departments.


Inquiry 1 C – Organization Patterns that Represent Challenges

Challenge Patterns in our Data

What is the evidence of this pattern?

Timeliness of information for new educators and their licenses from various departments. Information about professional development scheduled throughout the district.

Delays in Induction receiving information on new hires and their license status. Competition and conflict over scheduling of seminars and orientation.


Inquiry 1 D – Organization Prioritizing Challenges in our Data


CONTROL: To what degree is this something that you have control to change or address? IMPACT: How likely are you to make a significant difference for students by addressing this challenge? TREND: Based on the data, is this challenge likely to get worse, stay the same or get better? What is the potential cost of not addressing it now? SCOPE: What is the breadth and depth of benefits? How many students would benefit if you addressed this challenge? Which students would benefit?


URGENCY: What relevance does this challenge have to your school’s current goals or needs? PRIORITY: How would students/parents/community members rank this challenge in terms of priority? PRACTICALITY: What is the likelihood of success? Does your team have access to known solutions? Is there expertise or support available to address this challenge? BIG PICTURE: To what extent will addressing this challenge set your department or school up to take on more systemic or long-term goals?

Our Priority Challenge in Organization Is: Continue to improve the system of sharing information with the various departments so that accurate information can be gathered as soon as a new employee is hired.

Inquiry 2 A - Organization Why are We Getting These Results?





The nature of late hires and the need for Induction to move on providing support as early as possible in the school year for positive impact on the classroom.

Delays in receiving information and creating an accurate list for support. Conflicts in scheduling.

Type of license new hires hold.


Observed master calendar of seminars and orientation time table.

Inquiry 2 B – Organization Why are We Getting These Results?

The high leverage problem(s) we are going to work on in Organization

is: This problem or area of focus will be your starting point for Inquiry #3


Developing improved systems to gather timely information on new hires so that we support them as soon as possible with their orientation and introduction to the district and our goals.

Inquiry 3 – Organization Theory of Action


Then “X” will happen Which will result in… (Explain in research base or theory base why this will work.)

Classroom: School Organization/Design: Continue to work with the various departments on gathering information on new hires and their needs. Community Partnerships:

Teachers will have support earlier in the year and programs can be put in place to meet the diverse needs of new employees.

Improved instruction in the classroom and earlier support of materials and programs for new teachers.


Inquiry 4 – Organization

Set a SMART goal Specific: States exactly what is to be measured. Measurable: States the expectations numerically or in % quantities. Attainable: Can reasonably expect to accomplish this goal. Relevant: Important goal for improving student achievement/equity/organization. Timely: States by when? How often? SMART Goal for Organization: Induction will work with Human Resources and the Special Education Department to establish systems that provided need data for building information data base of new employees. This will be created in the Spring of 2007 and implemented in the Fall of 2007.

induction program(s) template - cde · induction program faq’s what is induction? induction is a...

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