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Chester Upland Education Association |
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Chester Upland School District Continuing
Professional Education Plan 2000-2005 Act
48 1.
The Continuing Professional Education Planning Committee The Continuing
Professional Education Planning Committee’s mission is to provide
comprehensive and relevant professional development opportunities for the
Chester Upland School District’s professional staff so that they may better
serve the needs of the students. As
The
Continuing Professional Education Planning Committee is comprised of teacher I.
The Continuing Professional Education Planning Committee The following
persons served as members of the Chester Upland School District’s Continuing
Professional Education Planning Committee: Will be determined when CUSD is due to submit to PDE. The
Continuing Professional Education Committee submits the enclosed Professional
II.
Needs Assessments This
section of the Plan contains: 1.
Pertinent information and statistics relevant to the school entity, its
professional educators, students, and community which were used to determine
the needs addressed by the Action Plan. 2.
Summary of the statistical information. 3.
Results of a Continuing Professional Education Needs Assessment survey
completed by the teaching staff and administrative staff.
4. Descriptive narrative overview of the needs addressed by the Action Plan which is complemented by the additional explanation provided under the heading Needs which accompanies each item comprising the Action Plan Mission:
The
Chester Upland School District is dedicated to the educational success of all
students. It is committed to the
intellectual, emotional, physical and social development of each student as
she/he strives to become a contributing member to this community and the
world. Community: The
Chester Upland School District is made up of Upland Borough, Chester Township
and the City of Chester. There
are six elementary schools, four middle schools and one high school.
II.
Needs Assessment Professional
Staff There
are approximately 420 professional staff in the Chester Upland School
District. The Continuing
Professional Education Plan will service: teachers, educational specialists,
and administrators. Professional
Staff Profile: Teachers:
35% Bachelors degrees
64%
Masters degrees
1% Doctorates 27% of the teachers
have one to eight years of service in the district. There is an 8% turnover
rate of new teachers. Administrators:
4% Doctorates 6%
Masters degrees Students
Enrollment: 4,934
students enrolled in elementary, middle and high school Racial
profile: Native
American
0.1 %
African-American
88.6 %
Asian
0.1 %
Hispanic
7.6 %
White
3.6 % School
and student profile statistics:
Academic Summary:
(2002-03 data) PSSA Reading -Only 10% of 9th graders entering the high school
read on grade level; 90% read below grade level; 60% scored at the bottom and
30% score at the low to middle range of the PSSA. 3% to 35% of sixth graders entering middle school read on grade level; of
the sixth graders who read below grade level, 65% to 96% score at the bottom
to low middle range of the PSSA. PSSA Math - Only 5% of 9th
graders entering high school score on grade level in math; of the 95% who are
below grade level, 70% are at the bottom and 16% score in the low to middle
range of the PSSA. 18% to 20% of sixth graders entering middle school score on
grade level in math; of the sixth graders scoring below grade level,
62-100%
score at the bottom to low middle range of
the PSSA. *Grade level is defined as
scoring in the high to high-middle range on the reading or math sections of
the PSSA. The
percentage of students receiving D’s and F’s during the fourth quarter of
2002-2003:
High School
41.5 to 49.8% Middle School
13.8 to 31% Elementary
3.1 to 22%
Alternative
46 to 57% Safe
and Orderly Environment: Statistics
on the number of suspensions district wide from 2000-2003 reveal problems
teachers and administrators continue to face in trying to provide an
atmosphere conducive to learning in all schools.
Restoration
of Trust and Cooperation Among Parties Statistics revealing the relatively small number of parents involved in the schools district-wide suggest a need to restore trust and cooperation among parents and the schools. Data shows that students who
attend Chester Upland Schools are nearly all “minority “ students, most
live in poverty, and few perform well academically.
SAT-9 scores demonstrate that aggregate student achievement is well
blow the national average (of 50) and PSSA results indicate that two-thirds or
more of the students perform at the “basic” or “below basic” level.
While poverty, inadequate parental supervision and crime all work to
reduce student achievement, we believe that student performance can be
improved as a result of activities and strategies outlined in this Continuing
Professional Education Plan. Survey Results: As part of the development of this Plan, a survey was
conducted of all Chester Upland School District professional staff (see
Addendum A). Teachers and
administrators surveyed were asked to prioritize a wide range of issues as
they relate to importance in the school district.
Survey results are summarized below: Teacher
Survey Results High
Teacher Priority ˇHelping
students to improve test-taking skills. ˇEnhancing student’s self-esteem. ˇDeveloping
techniques for motivating students. ˇHelping
students develop critical thinking skills. ˇDeveloping
instructional strategies for special needs students. ˇHelping
students to improve test taking skills. ˇUsing
strategies to deal with disruptive students. ˇHelping
students accept differences in others. Moderate
Teacher Priority ˇIdentifying
alternative means for assessing student achievement. ˇIdentifying
different styles of learning. ˇUsing
effective classroom management techniques. ˇDeveloping
peer collaboration skills among students. ˇEstablishing
appropriate performance standards. ˇUsing
group strategies to enhance achievement. ˇEvaluating
one’s instructional methods. ˇLearning
to use the computer. ˇGrade
level meetings. ˇEarly
dismissal/Act 80 Day format. ˇDelayed
school day/Act 80 Day format. ˇDeveloping
and communicating appropriate academic expectations. ˇIntegrating
communication skills across content areas. ˇDeveloping
peer collaboration skills among students. ˇKeeping
abreast of appropriate resources and support services available to children. ˇIntegrating
computer technology into the curriculum. ˇUsing
technology as a management tool. ˇLearning
CPR. ˇPlanning
for professional growth. ˇK-12
curriculum participation. ˇTESA
- Teacher Expectation for Student Achievement. ˇSchool
Law (copyright laws/teacher liability). Continuing
Professional Education Needs Assessment Administrator
Survey Results
High Administrator Priority ˇEnhancing
content knowledge ˇStandards
based instruction ˇBest
Practices in Education ˇUse
of Performance based assessment ˇPreventative
Behavior management Moderate
Administrator Priority ˇRaising
expectations of staff ˇSchool
based teaming ˇTenex
and computer applications ˇSchool
improvement planning ˇPSSA
preparation ˇCollaboration
with parents ˇEffective
classroom observations ˇAuthentic
assessment/evaluation
ˇBasic
principles for language acquisition in mainstreaming ˇHigher
order skills/problem solving ˇPro-social
skills and anger control management ˇAttendance
Procedures ˇAdapting
curriculum in content areas ˇTransition
from high school into adult life ˇReading-effective
instruction ˇAccommodations/interventions
for effective instruction ˇReading
strategies K-12 ˇUsing
various testing to make educational decisions ˇWriting
instruction throughout the curriculum ˇAt
risk students ˇProfessional
development in teaching strategies ˇRoutinizing
paper work (special education) Descriptive
Narrative of the Chester Upland School District Needs
Assessment
Careful analysis of the information and statistics provided
reveals several areas of critical
need facing the school district: quality
of instruction and student achievement. The
teachers’ survey identifies the restoration of trust and mutual respect
among the parties involved as areas that need to be addressed.
(See Addendum A) The
PSSA scores indicate that the students of the Chester Upland School District
at the elementary, middle, and high school level are not mastering fundamental
skills expected of all Pennsylvania public school students. Students
who score below basic and basic of the PSSA are routinely passed on to the
next grade, passing from the elementary school to the middle school, and from
the middle school to the high school. As
a result, middle and high school teachers must often devote classroom time to
remedial instruction at the expense of instruction specified by the curriculum
causing our students to fall further behind those students enrolled in other
districts. A
number of factors undermine the quality of instruction in the district.
Historically, standardized test scores have not been shared with
teachers, denying them a valuable opportunity to assess instruction.
A lack of materials and textbooks has frequently forced teachers to
select lessons based on what was available instead of what the curriculum
required. Consequently, students
from different elementary and middle schools have often covered different
material during the school year and ninth graders arriving at the high school
often do not share a common core of fundamental knowledge, which should form
the basis for their high school education.
In
2002, the state assumed full control of the Chester Upland School District.
Exercising the power given to it under the Empowerment Act, the state
appointed a three member board of control to assume the responsibilities that
formerly belonged to the Chester Upland School District elected school board. Among
the first actions taken by the members of the board of control was the
distribution of the district’s ten schools to private companies.
Chester High School, Smedley Middle School and Stetser Elementary were
placed under the direction of LearnNow. Columbus
Elementary, Main Street, William Penn Elementary, Wetherill Elementary,
Showalter and Pulaski Middle Schools were placed under Edison Schools, while
Toby Farms Elementary was placed under the control of Mosaic.
However, Mosaic was unable to operate Toby Farms and the district
continues to operate the school. Edison
bought out LearnNow in 2001 and now operates nine of the district’s ten
schools. In
addition to placing the district’s schools under the management of private
companies, the members of the board of control recognized and funded the
operation of five charter schools. Two
have closed. The PSSA scores of the students attending the three remaining
charter schools have been below those of the students in the public schools. In
2003, an addendum was added to the empowerment act with new members to serve
on the state board of control. The
three member board consisted of two being assigned by Delaware County Courts
and one member appointed by the governor to serve five year terms. Although
some of the factors described have begun to be remedied, the damage they have
done continues to be reflected in the continual difficulty our students have
with reading, writing, and math, throughout their educational experiences. A
number of factors continue to undermine the delivery of instruction in the
district. There is a lack of
opportunity for teachers to communicate horizontally
(for example, all first grade teachers meet to discuss instruction) and
vertically (for example, all eighth grade middle school teachers meet with
ninth grade high school teachers to discuss student skill deficiencies,
expectations, etc.). Such
meetings foster instructional continuity. Although
Edison now operates every school in the Chester Upland School District except
Toby Farms and the alternative school, little has changed.
Most of our students continue to struggle with reading, writing, and
math as evidenced by their performance on the PSSA; we remain 501. Edison
has not delivered on its promise to provide the necessary leadership to meet
our needs. We still lack a
cohesive, comprehensive, coordinated building and district wide approach to
both PSSA score improvement and general academic improvement. Edison
personnel have not seemed to grasp what is involved in successfully operating
a high school. They have not provided the safe environment needed to support
instruction in the high school and other buildings. Groups of students continue to roam the halls during classes,
banging on classroom doors and walls, loitering in stairways and vandalizing
school property. Often disruptive
students, who might have benefited from alternative placements, languish in
the high school at the expense of themselves and the other students. Although
Edison personnel frequently allude to the “Edison Model”, no one at the
schools have seen the model.
Chester High School has never seen their English or math curriculum.
Instead, teachers rely on the units in the textbooks that they have
been given and their knowledge of PA Standards to shape their instruction. Many
computers throughout the schools remain unusable and we repeatedly have had
difficulty obtaining adequate numbers of some textbooks. The
Edison support personnel come and go frequently sometimes going months without
personally interacting with staff preferring to rely on the occasional email
and conference call. The burden of responsibility for PSSA preparation strategy
and implementation has been delegated to department heads and lead teachers
who carry full teaching loads and the individual classroom teacher with little
or no direction or support from Edison personnel.
Too little was done and what was done to prepare for the PSSA was last
minute.
Professional development has been disappointing.
Unfortunately, our efforts to implement the Chester Upland School
District Continuing Professional Development Plan approved by the Board of
Control and accepted by PDE in 2001 have been unsuccessful.
Although the chairperson of the Continuing Professional Education
Committee requested that the committee be convened to begin its work, the
Edison representative ignored the request.
Consequently, no part of the Plan has been implemented.
Instead Edison representatives have presented their own in house
professional development workshops sometimes repeating the same workshop for
the same teachers. In
addition, in violation of the Plan, teachers have not received the required
document/certificate to verify their participation in professional
development. Teachers who have
gone on-line to monitor their PDE files have found that they have often not
been credited with professional development hours for attending in services. The
delivery of instruction in the district has often been undermined by
Edison’s seeming indifference to fostering professional growth and to
providing sufficient opportunities for staff development.
Consequently, the staff has not been adequately encouraged to broaden
their knowledge or to acquire or improve skills which would enable them to
better serve the needs of both regular and special education students. The
district continues to experience the gradual deterioration of the
instructional climate and a safe and orderly environment necessary to support
instruction. While many school
buildings in the district have experienced this deterioration, it is
especially evident in the high school. Finally,
the most difficult challenge facing the district may still be the need to
restore trust and mutual respect among parents, teachers, and administrators.
The revitalization of the district hinges on rebuilding these
relationships.
Delivery System Meeting
the Educational and Staff Development Needs of
the School Entity, its Professional Educators, Students and Community through
Development of the Action Plan. The
focus of the Action Plan, which follows, was determined by analysis of the
needs assessment. The Action Plan focuses on two goals:
(1)
improving student achievement (2)
providing required relevant opportunities for the professional staff of
the Chester Upland School District to keep current in certification license
areas. Continuing
Professional Education Programs, Activities
and Learning Experiences
The Chester Upland School District will provide a summer training
session for all professional
staff providing that the funds
are available. This training will
be held at the end of the
school year with follow-up sessions during the school year on the Mondays
meetings.
The professional education committee has approved the following list of
professional education
options as described by the Action Plan that
may be used to fulfill the 180-hour requirement
with prior approval from the Board of Control.
The option to meet these goals may include but shall not be limited to: ˇGraduate
level course work ˇProfessionally
related master’s degree. ˇUndergraduate
course work for teaching certification. ˇGraduate
level course work not taken for credit but for hours. ˇIn-service
courses. ˇIntermediate
Unit courses. ˇDistrict’s
in-service days. ˇCounty’s
in-service days. ˇCurriculum
development work. ˇProfessional
Staff Development. ˇProfessional’s
Organization Workshops. ˇProfessional’s
Organization Meetings. ˇDistrict’s
grade level, subject, specialty problem solving meetings. ˇParticipation
in professional organization seminars. ˇParticipation
in professional organization conferences. ˇParticipation
in professional organizations conventions. ˇUtilization
of professional books and journals to improve methodology. ˇParticipating
in the Induction Program. ˇProfessional
research and writing for publication. ˇApproved
sabbatical leave for study. ˇSupervised
classroom observation of other professional employees. ˇProfessional
conferences attendance. ˇParticipation
in professional research/business partnerships. ˇPersonally
Designed Option. ˇParticipation
in the Mentor Program. ˇDevelopment
and presentation of workshops, seminars or conferences. ˇApproved
continuing education units. credits or hours. ˇParticipation
in informational educational exchanges with other districts ˇParticipation
in annual preparation and evaluation of the Act 48 Professional Education
Plan. ˇParticipation
in meetings held to foster communication between all grade levels ˇParticipation
in meetings, seminars, etc., where the work is related to the educator’s
area of assignment. ˇCredit
in an area other than area of certification or assignment if educator may be transferred
by the Board. ˇEarly
childhood and child development activities for K-3 educators ˇSpecial
education activities for sp ed and reg ed teachers ˇReview,
redesign and restructuring of school programs, organizations and functions as
determined by the school ˇContinuing
professional education courses taken for credit ˇParticipation
in various meeting/workshops/seminars ˇPeer
coaching ˇProfessional
enhancement time as approved by the district ˇAny
experience or course related to certification, general pedagogy, and the needs identified
in the district’s plan ˇAction
research/independent study (credit may be granted for work after hours) ˇInduction
professional development activities occurring in the district’s induction
program. ˇObservation
and visitations for the purpose of improving instruction and student achievement.
May include, but not limited to visits to other districts, businesses
and industry collaborations. ˇIndividualized
Projects/Pilot Programs designed to improve instruction and/or student achievement.
Time will be determined collaboratively by the individual and supervisor
prior to the beginning of the project. ˇParent
Involvement and design programs. ˇOnline
Courses
ˇDistance
learning staff development ˇPresentation
by staff of the school entity ˇState
sponsored courses, programs, activities and learning experiences ˇConduct
action research studying the effects of certain curriculum and/or
instructional practices
on student achievement levels. ˇWrite
a textbook or collaborate with others in writing one. ˇDevelop
and conduct workshops to assist colleagues to understand the new student standards;
or apply research based teaching strategies; or engage in peer assistance. ˇDevelop
and conduct workshops to assist school board members and parents in
understanding new curriculum, new textbooks, approaches to teaching
reading, a
unique use of technology you have adopted, how you assess student work, etc. ˇParticipate
in local, region, state and national conferences/meetings/workshops/ seminars
sponsored by a professional association or organization. ˇParticipate
in developing and implementing a peer assistance or differentiated supervision
programs in the district. ˇTrain
colleagues to be mentors for new teachers or teachers needing collegial assistance. ˇComplete
the portfolio and site assessment requirements for National Board Certification ˇReceive
National Board Certification ˇServe
as a National Board assessor ˇReceive
local, state or national recognition for teaching performance. ˇForm
a group study for teachers and/or education specialist and conduct discussions that
focus on instructional problem solving, professional decision making and
sharing. ˇActively
work with community agencies, social workers, home and school visitors and
others to strengthen delivery of social services to students. ˇAssist
the district or school to develop and implement effective teaching standards and
indicators. ˇDevelop
and conduct effective teaching academies for new teachers. ˇTeach
a practicum or methods course as an adjunct faculty member for a state approved
teacher preparation institution. ˇComplete
qualified CPE approved in service programs in one’s subject area, technology
or area that will directly enhance one’s teaching practices, classroom
management skills, research abilities, technology knowledge, etc. ˇServe
a term on an educational board. ˇParticipation
in Middle States. ˇParticipation
in textbook piloting programs or in student material selections. ˇParticipation
in school improvement plans. The
plan defines the meaning (scope, extent and/or general specifications) of the activities
listed in item 1 and includes standards for continuing education development. 1.
Post-baccalaureate course work
at accredited institution of higher learning which pertains to the current or
anticipated educational program of the school district.
2.
Master’s degree
which pertains to the current or anticipated educational program of the school
entity, as assessed by the professional staff member selecting this option. 3.
In-service
days which pertains to programs offered through the entity to meet the
needs identified in the entity’s Act 48 plan. 4.
Curriculum development work
which pertains to the school district’s entity-sponsored individual and
group work on educational programs. 5.
Attendance at professional
conferences, meetings, workshops, seminars, conventions
pertains to the educationally related meetings, seminars, workshops and
conventions sponsored by professional organizations, government agencies, and
other sponsors related to the school district’s entity. 6.
Observation
pertains to observations of educational activities with the approval of the
teacher(s) involved and with notification to the appropriate
supervisor/administrator. 7. Personally designed option pertains to an individually created professional development experience approved by the continuing educational committee. Providers
for the plan. The
continuing professional education providers must be committed to delivering quality
offerings that reflect the most effective approaches to learning and
professional growth.
The following list includes, but is not limited to approved providers for the
district. These
providers must meet the identified needs as stated in the plan.
The following is a list of professional
agencies that are also approved to address the goals and identified needs of
the district. ˇInstitutions
of higher learning but not be limited to accredited universities ˇPDE
ˇVarious
Counties’ Intermediate Units approved in-service courses. ˇProfessional
organizations to include but not limited to: National
School Boards Association National
and Pennsylvania State Education Associations National
and Pennsylvania Associations for Elementary
and Secondary Principals Association
of Supervision and Curriculum Development Pennsylvania
Association of Supervision and Curriculum
Development National
and State Organizations for Major Curricular
Areas National
and Pennsylvania Association of School Administrators SAP
America National
Council of Teachers of English National
Council of Teachers of Math National
Council of Teachers of Science ˇProfessional
Context Organizations ˇBureau
of Educational Research ˇTeacher’s
Video Company ˇPA
Writing and Literature Project ˇProviders
approved by local school entities ˇPennsylvania
School Entities ˇProviders approved by PDE ˇProviders
approved by IU ˇState
and National Professional Organizations ˇChester
Upland School District’s Professional Staff ˇTextbook
companies/publishers ˇHealthcare
professionals/hospitals ˇLibrarians/Media
Specialists ˇIntermediate
Unit Programs ˇGovernment
agencies to include but not limited to: Local
Government State
Government Federal
Government Municipal Law
Enforcement ˇSpeakers
and consultants from but not limited to: Pennsylvania
Department of Education National
and Pennsylvania State Education Association National
and Pennsylvania School Board Association National
and State Organizations for Major Curricular Areas Pennsylvania
Counties= Intermediate Units Collegiate
Consultants of Pennsylvania Crozer
Chester Medical Center ˇLocal
businesses and related organizations. Delaware
County Chamber of Commerce Textbook
and other publishers ˇStaff
Travel ˇStaff
visitations to other school districts. ˇSchool,
County, State and Federal Libraries. ˇLocal
media to include: Delaware
County Daily Times Philadelphia
Inquirer Public
Television Access Commercial
Television Access Cable
Television Access ˇState
and federally funded programs. ˇArea
social and humanitarian organizations. ˇFederal
Programs ˇMental
Health Agencies ˇOther
School Districts ˇPrivate
professional organizations ˇCivic
organizations ˇAny and all providers approved by the board of control IV.
Action Plans
The
Action Plan which follows addresses the needs specified in Part II of the Plan
by
fostering professional growth and providing opportunities for staff
development which will allow
the Chester Upland School District to meet its goals of raising student
academic achievement
and enabling the professional staff to maintain their certification. The
Action Plan: ˇstates
the specific need addressed by the action ˇlists
the objectives to be met to fill the needs ˇstates
the action to be taken ˇspecifies
whom the action services ˇidentifies
who is responsible for conducting the action ˇstates
the expected skill competency outcomes ˇidentifies resources used to support the action. V.
Implement, Assess and Amend
The members of the Continuing Professional Education Committee are
committed to providing
comprehensive, relevant professional growth opportunities.
To ensure that the committee
remains focused and successfully completes its mission, the committee will
adhere to the
following procedures: 1.
Implementing, assess, and amending the Plan 1.
The CPEP Chairperson will convene the committee in September and May of
each year. At the September
meeting, the curriculum directors will submit their programs for the year’s
in-services following the actions detailed in the CPEP Action Plan. The
committee will then review and vote to accept or amend their suggested
programs. At the May meeting, the committee will hear a report from the
elementary, middle and high school curriculum directors explaining how they
have implemented the Action Plan and summarizing the responses of the
participants. The committee will
then assess the professional development programs effectiveness for that year,
and make any necessary changes to improve the quality of the program for the
following year. 2.
To ensure that the five teacher members of the CPEP Committee are free
to fully participate in Continuing Professional Education Planning Committee
meetings held during the school day, they will receive automatic class
coverage. A substitute will be
hired or the building administrator will be responsible for securing class
coverage for the teacher. 3.
To assist the committee in assessing the effectiveness of the program,
immediately following a professional development activity, participants will
be asked to evaluate the activity using established criteria and make
recommendations. Professional
staff will be provided with forms and time to complete activity evaluations
during the school day. See
Addendum F. 4. Collecting, tallying, summarizing, and reporting to the CPEP Committee on participants evaluations will be the responsibility of the elementary, middle and high school curriculum directors. V.
Implement, Assess, and Amend 2.
Maintaining Records 1.
To facilitate record keeping, at the completion of a Plan approved
activity, each participant will receive a document/certificate in triplicate
form from the curriculum directors, administrators and providers
responsible for the activity. 2.
The curriculum director(s) or administrator(s) will be responsible for
submitting copies one and two of the document/certificate to the school
district human resource director, who will keep one on file and submit the
other to PDE on behalf of the participant.
The participant should keep the third copy in his or her personal
records. See Addendum F. VI.
Current Status and Recommendations
The plan was not fully implemented by Edison Schools, Inc., during the
first year. The
problems encountered were: q
The first year Edison did not
record or report any of the Act 48 hours. The Chester Upland Education Association had to intervene to
obtain these hours. q
The professional staff were and
still are not provided with any documentation for their records. q
Evaluations are not given out to
the professional staff at the end of any workshops or training. q
Act 48 hours are not being
reported or recorded within the 30 days required by the law. q
The Continuous Professional
Education Committee has not met with the district to review the plan. q
The Continuous Professional
Education Committee has not been provided with any results on the evaluations
from workshops or trainings. Recommendations: q
All professional staff is
provided with documentation for their Act 48 hours. q
The Act 48 hours be reported and
recorded within 30 days after attending sessions. q
The professional staff is given
the evaluation forms provided by the Continuous Professional Education
Committee to be completed and turned over to the district’s for computation. Addendum
C Induction
Plan/Mentoring Program
The
Induction Plan for the Chester Upland School District is a supportive process
to facilitate
a successful transition of new professionals into the realm of professional
growth. It is an
effort to promote the professional skills and knowledge of inductees, thereby
assisting them to meet
challenges pertinent to their profession.
The plan is intended for inductees that are new to the
district. It is a planned
orientation to enable new teachers to effectively and positively progress
toward increased professional competence. 1.
Authority for Induction Program According
to state regulations, each new hire within the district is required to: ˇchoose
a classroom mentor from a pool of veteran teachers within the assigned
building. ˇwork
with the mentor on a monthly basis. Minimum
requirement: attend
2-3 district-wide induction meetings. ˇcomplete
a “Basic Teaching Tools for Inductees” course offered by the Delaware
County Intermediate Unit (DCIU).
2.
Objectives ˇTo
provide new teachers with a support system to enhance an orderly and successful
transition to the initial placement in the Chester Upland School
District. ˇTo
develop and improve teaching skills. ˇTo
develop and improve classroom management skills. ˇTo
adjust to the district’s standards and methods of operation. ˇTo
become aware of student needs and the nature of the community in which
they reside. ˇTo
assess their professional development without penalty. ˇTo
become knowledgeable and competent in the delivery of the district’s curriculum. ˇTo
establish positive interpersonal relationships with other faculty and staff. 3.
Organization Structure Human
Resources±
Curriculum Directors as appropriate,± Building
Administrators ±
and Mentors The
District will continue the operation of the Induction Advisory Committee.
It shall
be comprised of administrators and teachers from every level, namely:
TCoordinator THuman
Resource Director
TThree Building Principals one at
each level (elementary, middle and high school) TCUEA
representative
All members shall be appointed by the Superintendent with one
exception, the CUEA
representative will be appointed by the President of CUEA.
This committee will be responsible for the implementation, monitoring,
evaluating and
alteration of the various procedures entailed in the fulfillment of the
program.
The committee will:
Tprovide
awareness of the induction plan
Tarrange orientation and
in-service for inductees
Tmonitor the program
Tassist building principals in
solution of crisis
Trevise procedures as needed Human Resource Director will be the chairperson of the Induction Advisory Committee, and will: Tsupply
the necessary materials. Tagenda
for the current school year.
Tdevelop and implement
record keeping requirements which
will be explained to the inductees during the scheduled meetings. 4.
Orientation of Inductees Professionals
appointed prior to the official opening of school shall receive two days of
professional orientation. The two
days of orientation will be before the first day of school. 5.
The Mentor The
committee will solicit teachers for a pool of mentors.
Mentors shall be selected by the committee and building
principals. Mentors will possess: Tsuccessful
teaching experience of three or more years within the Chester Upland School
District. Ta
minimum of one mentor per inductee Tdemonstrated
good interpersonal relationships Mentors’
role will be:
Testablish
a rapport with the inductee Thelp
inductee to identify needs Thelp
with classroom management as needed Tintroduce
and familiarize the inductee with the district’s curriculum, forms,
procedures and etc. Tintroduce
and make available resources as needed per inductee Tmeet
with inductee as necessary 6.
Compensation The
mentor shall be paid an honorarium of $500.00 upon receipt of the proper
documentation to the building principal or human resource director in November
and May. The honorarium shall be
paid in two installments in December and June. Any
other costs incurred in the completion of the program will be absorbed by the
district after approval by the Superintendent. 7.
Evaluation The
program will be evaluated in an on-going method.
A formal written evaluation will be presented to the Superintendent at
the end of the school year.
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