HAMPSHIRE COUNTY SCHOOLS
Support for Improving Professional Practice
Program Goals:
- Identifying priority areas for professional development
- Providing for job-embedded professional development
- Improving teacher effectiveness
Program Description:
New Employee Orientation:
Hampshire County Schools has employed an average of 18 first-year teachers each year over the past three years. Our plan will consist of ongoing training and support for these teachers. It begins with an orientation for all new teachers in August before school begins.
On the first day of orientation, the new teachers are welcomed into the county by the Superintendent, the Personnel Department, and other members of the Central Office Staff. New employees receive information regarding the basics of employment from the different departments. The finance office explains the benefit package and ensures that all employment paperwork is completed. The technology office explains how to use the county’s website, email accounts, staff development, School Messenger, and Edline. Directors who are responsible for staff development will explain requirements for SD. In the personnel office, new employees receive their ID badges, and learn how to use the substitute system (SEMS). Employees receive a folder with a welcome letter from the superintendent, employee handbook, personal leave policy, school calendar, and a directory of the central office staff with their responsibilities listed.
On the second day of orientation, new teachers receive training on classroom management, Harry Wong, and professionalism. The Curriculum Directors give an overview of the expectations from the County. Instructional coaches and TISes explain their area of responsibility and how they assist in classrooms. Training in best practices is conducted by these coaches/TISes in their areas of expertise.
Teachers finish the day with site-based training with principal and mentor teacher: instructional and management strategies, best classroom practices, routines of school, etc.
An abbreviated orientation will be held mid-year for employees who were hired after August.
Special Education Teachers:
Data from the 2012 Special Education Monitoring was used to prioritize needs. The plan consists of ongoing training offered throughout the year. A binder containing key elements for writing IEP documents will be given to all special education teachers. Professional development will be held on the following topics: Online IEP training, Addressing the Common Core with Special Education, and Autism. (Please see attached outline of Special Education Plan).
Mentoring:
Each first year teacher or principal will be assigned a mentor who is in the same programmatic area and at the same school (if possible). These mentors will be chosen by the principal as a leader of the school who has curricular knowledge, knows the importance of building relationships, and uses varied instructional strategies. We will recommend that those assigned as mentor teachers attend the Mentor Teacher’s Training. Mentor teachers/principals will meet monthly to discuss instructional priorities. Agendas/summaries of these meetings will be submitted to the Curriculum Directors each month.
First year principals will be required to attend of WVCPD Principal’s Leadership Academy. We will recommend that first year teachers attend the WVCPD Beginning Teachers Academy.
Job-embedded Professional Development:
Plans will be made to have late-arrival or early-dismissal days every month or six weeks (pending approval of calendar) to allow site-based professional development. These topics would include: student data, instructional strategies, coaching, collaboration, etc. Principals will plan topics for these days using needs assessment of the school and by using the evaluation process to target needs. Agendas will be submitted to Curriculum Directors for review prior to each professional development day.
Academic Coaches/Technology Integrated Specialists:
Academic Coaches and Technology Integrated Specialists will meet new teachers in the orientation session before school begins in order to establish a relationship with these new employees. These support personnel will be assigned to schools to assist all teachers. Principals of each school will assign these support personnel to assist all teachers in their buildings. Principals will prioritize teachers who may need assistance using data from observations in classrooms, goals written by teachers, and teacher reflection.