Reeds Spring School District

Reeds Spring School District

B-TAP

2012-2013

New Teacher Academy

Thursday, August 9, 2012

HS Media Classroom

7:45Breakfast

8:00 – 10:00HR and Personnel Information (Mrs. Gayla Shinnebarger)

10:00-10:10 Break

10:10 – 11:30C.I.A. (Curriculum/Instruction/Assessment) (Dr. Jane Renner)

11:30 – 12:00 Lunch and Lore (Information about the Reeds Spring community and school

district (Mr. Mike Mason, Supt. and Mr. Jim Holt, Dir. of Public Relations

12:00 – 3:30Technology Training (Mrs. Janna Elfrink, Technology Education Specialist,

Ms .Melissa Douglas, Technology Support Specialist)

Friday, August 10, 2012

7:45Breakfast

8:00 – 10:15Tour Distirct

10:15 – 10:30Break

10:30 – 11:45 Teachers and Mentors C.I.A.

11:45- 12:00New Teacher Group Photo for Stone Co. Gazette in HS Commons

12:00 – 1:00Lunch with School Board and Administrative Staff

1:00 – 3:00Meet with principals and mentors/buddies in individual buildings

Beginning Teacher Assistance Program-B-TAP

Interesting information about the symbolism of the bee and

how it may relate to our mentoring of new teachers:

Bees work in complete cooperation, communicating with each other so that their hive remains, cool, intact and productive.

Ancient Egyptians thought the bee a symbol of wisdom, regeneration, and obedience.

Bees also symbolize communication, eloquent speech, and intelligence.

In some texts from India the bee represents the spirit becoming intoxicated with the pollen of knowledge.

And, of course, bees are busy just like our new teachers will be!

Table of Contents

Chapter Page

1Meet the district6

District Mission & Vision7
2011-2012 School Board Goals8
Administrative Team & School Board9
District Information & Policies 10

2Introduction to the B-TAP Program11

Mission and Objectives, New Teacher Responsibilities,

Observation of Mentor Teachers and University/College

New Teacher Assistance12

3Protégé Section13

Certification Requirements14
Professional Expectations15
Overview of Month-by-Month Mentor/Protégé

Activities16

August17
September26
October41
November47
December/January58
February65

4Mentor Section74

5Reference Section:91

District Policies92
New Teacher Acknowledgement of Expectations 95
Professional Development Plan (form)96
Teacher Year 1 form98
Mentor Year 1 form99
Teacher Year 2 form100
Mentor Year 2 form101
Procedures Checklist for Transfer Teachers (form)102
Reporting PD hours for all teachers (form)103

Chapter One:

Meet

the

District

Reeds Spring School District

The Reeds Spring School District is located in southwest Missouri, near Branson, the popular tourist destination. Students in our district come from Reeds Spring, Branson West, Kimberling City, and Cape Fair. There are approximately 2120 students in K-12. Aside from our traditional K-12 classes, our school district also has the Gibson Technical Center, the D B Strohm Early Childhood Center, and the New Horizons Alternative School.

District Mission

The mission of the Reeds Spring R-IV School District is to provide comprehensive educational experiences that will enable all students to become life-long learners and productive, informed citizens.

Reeds Spring School District Vision

The Reeds Spring School District strives to create a school for tomorrow where:

•All members take active roles in a team effort dedicated to student success.

•Research based instructional practices result in the powerful learning experiences needed for

success in an ever changing society.

•All students improve their academic performance and demonstrate their personal best daily

to succeed as life long learners and problem solvers.

•All students develop an understanding of and a respect for people from varied cultural,

ethnic, economic and racial backgrounds to become good citizens.

•A safe, caring and educationally stimulating environment will increase students’ life

chances.

Reeds Spring School District

Board Goals for 2012-2013

Increase student achievement and performance.

Align programs, curriculum, instruction, technology, and assessment for student achievement.
Continue to provide quality, focused professional development to school staff to implement effective instructional strategies at all levels.
Consistently meet MAP, EOC, MSIP and NCLB standards in all areas demonstrating continued growth from year to year.
Measurable and consistent improvement in Science/Math assessment scores.
Foster well-being, safety, self-respect, personal responsibility, motivation, and academic success by identifying the individual needs of ALL students.
Measurable increase in the percentage of students enrolling in post-secondary education.
Continually adjust curriculum and the use of technology to properly prepare students for advances in post-secondary educational opportunities and career requirements.

The district will be governed in an efficient and effective manner providing leadership and representation to enhance student success and benefit staff and patrons of the district.

Attract and retain high quality personnel through a positive school culture and competitive compensation to be a preferred employer in the area.
Fiscally responsible budget decisions will reflect the goals of the district while maintaining a fund balance between 20 and 25 percent.
Teachers will focus on the use of technology in instruction as an accelerator for student success.
Provide and maintain safe and secure facilities to enhance the educational process.

Promote the unification of the Reeds Spring School District as a community ensuring the success of our youth.

Communication plans will be utilized to share information with all stakeholders: students, parents, patrons, staff, businesses, churches and civic groups, etc.
Increase opportunities for parent and community involvement.
Support current and explore new opportunities for youth beyond the traditional school day.

Administrative Team

2011-2012

Position / Name/E-mail / Phone
Superintendent of Schools / Michael Mason / #4018
Director of Operations / Steve Verheyen / #4161
Director of Curriculum & Instruction and Professional Development Coordinator / Jane Renner / #2642
Director of Special Services and Federal Programs / Elizabeth Smith / #4025
Director of Public Relations / Jim Holt / #1295
Activities Director / Wayne Haynes / #1297
Instructional Technology Specialist / Janna Elfrink / #4102
Food Services Director / Ann Langston / #2640
Maintenance/Custodian Director / Tony Haupert / #4150
Secretary to Superintendent/ School Board / Rachelle Meats / #4021
Director of Operations Secretary / Lana Kay Fleming / #4017
Secretary to Special Services Director / Krystal Black / #4020
Bookkeeping/Payroll / Gayla Shinnebarger / #4011
Accounts Payable / Sandra Hill / #4010
Central Office Receptionist / Brenda Foster / #4023

School Board

2012-2013

Position / Name/E-mail
School Board President / Earl Johnson
Vice President/ MSBA representative / Al Morton
Member / Owen L. Allphin
Member / Jim Meats
Member / Mike Anglum
Member / Richard "Rick" Porter
Member / Matt Greenwalt
District Information & Policies

Other district information can be found via the district website.

Begin at the school website

On the right hand side in black, click on “Departments.”

This will take you to the following:

Employee Information:

From here you can access Payroll/Insurance Information or contact Gayla Shinnenbarger.

Instructional Improvement:

Curriculum/Instruction/Assessment/Professional Development

This information is subject to change after August 8, 2012

C / EAT Online (teachers) / GLE's/CLE’s/
DESE / Curriculum Cycle / Common Core / Curriculum Handbook
I / Classroom Management / Teacher Resources / Mathematics / No Excuse Words / PCL
A / AIMSweb / MAP / APR/AYP / District Assessment Plan / Acuity
P / PDC Plan / B-TAP Forms / B-TAP Handbook / PBTE Manual / PD Resources

My EATOnline Sign in

My EATOnline Password

Personnel Information:

You will have to type in your username and password that you open your computer with.

Here you will find:

Employee Handbook

Employee Directory

PDC Plan

Employee Forms

PBTE Manual

Salary Schedule

Explanation of Benefits

Technology Manual

Chapter Two:

Introduction

to the

B-TAP Program

Mission and Objectives for the B-TAP

Mission

It is our mission to ensure that all Reeds Spring students have high quality teachers.

Objectives

To facilitate the professional growth and development of teachers new to the School District of Reeds Spring through a coaching relationship.
To lower teacher attrition
To increase student achievement
To articulate a district-wide, systematic perspective on curriculum and instructional initiatives (i.e. PLC key questions, assessment for learning, differentiated instruction, etc.) and district structures (i.e. teacher evaluation, career review, professional development, etc.)
To provide opportunities to mentors for professional growth through professional training, collaboration with new teachers, and collaboration with other mentor teachers.

(The Reeds Spring School District will also provide a mentor (buddy) for teachers transferring into the District.)

New Teacher’s Responsibilities

The beginning teacher will develop and follow a written Professional Development Plan, which complies with DESE certification guidelines.
The beginning teacher will participate in the district New Teacher Academy both in August and throughout the year through PD360.
The beginning teacher will meet regularly (at least monthly) with mentor.
The beginning teacher will make two observations of master teachers.
The beginning teacher will create a positive classroom environment that engages all students.

Observation of Mentor Teachers

During a first-year teacher’s initial year, observation and feedback is a listed activity. This can be accomplished in a variety of ways:

The beginning teacher can observe the mentor.
The mentor may arrange for the beginning teacher to observe another teacher.
The mentor can observe the beginning teacher.
Video recording may be used to accomplish this objective.

Feedback conferences should be scheduled after each observation. This conference should focus on the instructional processes and classroom management.

University/College New Teacher Assistance

Each beginning teacher is required to attend 1 or more beginning teacher assistance workshops provided by a local university or the Southwest Regional Professional Development Center at the beginning teacher’s expense. The workshops meet the requirements of the Excellence in Education Act mandating beginning teacher assistance programs. Beginning teachers are required to document the workshops attended and send a copy of the certificate of attendance to the Curriculum Director before the end of the year.

Chapter Three:

Protégé

Section

Missouri Certification

CCPC is valid continuously for an individual meeting the following:

The requirement of the IIPC, PCI, PCII, and CPC;
Successful, yearly completion of 15 contact hours of professional development which may include college credit;
Develop and implement a professional development plan (PDP) -OR-Two of the three following items:
Ten (10) years of teaching experience;
A Master’s degree;
National Board Certification

TAC-Temporary and Authorization Classification

Is a one-year certificate that is renewable yearly, and enables a person to teach while earning the necessary requirements for a professional classification, including:

Successfully passing the Praxis test;
Yearly completion of nine (9) semester hours toward certification;
Participate in a mentoring program; and
Successfully participate in a performance-based teacher evaluation

IPC - Initial Professional Certificate

Develop and implement a professional development plan (PDP)
Successful completion of thirty (30) contact hours of professional development which may include college credits
Successfully participate in a performance-based teacher evaluation
Participate in a Beginning Teacher Assistance program at a college/university (BEAR Workshops).
Complete four years of approved teaching experience

The IPC is non-renewable; requirements must be satisfied to upgrade to the CCPC level. If requirements cannot be met, an extension or reissue may be granted.

For more information about the revised certification process, call the teacher certification office at the Department of Elementary and Second Education (573) 751-0051 or go to the website:

You may request an application to upgrade your classification from Central Office or from the office of Teacher Certification at DESE (573) 751-0051, or from their website -

Teacher Certification

PO BOX 480

Jefferson City, MO 65102

Continued employment with the District is contingent upon proper certification issued by DESE. It is your responsibility to complete and document that the requirements have been met to advance to the next classification!

****If you hold a provisional certificate or you are working on alternative certification, it is your responsibility to complete the requirements prior to the expiration of the certificate.

Professional Expectations

DRESS AS A PROFESSIONAL

An adult coming into the school should be able to tell the difference between you and the students
If you don’t have to change clothes when you get home, you were probably not dressed appropriately for school.

MODEL RESPECTFUL BEHAVIOR TOWARDS:

Self
Students
Staff
Parents
YOU EARN RESPECT

KEEP STUDENT INFORMATION CONFIDENTIAL

FERPA-Family Education Rights and Privacy Act

KEEP INFORMED ABOUT EDUCATIONAL ISSUES

Join a professional education organization
Local, State, National

ACTIONS SHOULD REFLECT YOUR BELIEF THAT ALL CHILDREN CAN LEARN.

All students are your students

BE A SALEPERSON (PUBLIC RELATIONS OFFICER)

For your content area
For your school district
For your profession

BE AN ACTIVE PARTICIPANT TO IMPROVE THE TEACHING PROFESSION.
CONTINUE TO IMPROVE YOUR PROFESSIONAL SKILLS BY BEING A LIFE-LONG LEARNER:

Read journals and blogs
Attend seminars, real and/or virtual
Participate in workshops and in-services
View webinars
View videos from PD360

OVERVIEW OF MONTH-BY-MONTH MENTOR/PROTÉGÉ ACTIVITIES

The following is a month-by-month plan of activities for 1st year teachers and their mentors. Please submit any forms and/or writings by the end of the month in which they are addressed. New teachers and mentors are encouraged to explore the many offerings on PD360 and extend learning beyond the recommended videos.

Focus of the Month

August: Classroom Procedures and Rules

Harry Wong’s First Days of School – PD360 and Reflection and book

September: Parent Teacher Conferences

Legacy: Barriers to Parental Involvement (4:53) – PD360 and Reflection
Alternative Methods of Reporting Progress: Grading and Reporting Student Progress, Segment 5 (13:37) – PD360 and Reflection
Substitutes

District provided materials

October: Discipline/Classroom Management

Classroom Management – How to Win Students Over –Elementary: Bonding and Connecting – PD360 and Reflection
Classroom Management – How to Win Students Over – Secondary: Bonding and Connecting – PD360 and Reflection

November: Student Engagement

Levels of Student Engagement: Working on the Work – Elementary & Secondary – PD360 and guidebook (13.52)
Snow Day procedures at Reeds Spring

December/January: Dealing with Stress

Frazzled Educator’s Health & Wellness Plan – Teacher Edition: Identifying Schools as a Culture of Stress – PD360 and Reflection (6:32)
Frazzled Educator’s Health & Wellness Plan – Teacher Edition: Restructuring Priorities – PD360 and Reflection (2:58)

February: Cooperative Learning

There are numerous PD360 topics on cooperative learning. Teachers may choose the recommendation here or select a cooperative learning topic of your choice. Your total viewing time should exceed 10 minutes and include a reflection on the video.

Legacy: Introduction/Cooperative Learning - PD360 and Reflection (7:20)
Legacy: Five Critical Attributes/Cooperative Learning – PD360 and Reflection (10:22)

March: MAP & EOC testing

Mentors should schedule a meeting with the counselor and/or principal and protégé to discuss up-coming MAP/EOC testing schedules, procedures, etc.

April: Mentors should meet with protégé to discuss results of PBTE and how the new teacher can improve on pedagogical skills for next year.

May: Mentors should meet with protégé to discuss end of year procedures including submitting all paperwork for B-TAP program to Dir. of Curriculum and Instruction.

August – B-TAP

First Days of School

Principles of Receiving Feedback

Protégés should keep these skills in mind as they receive feedback from master teachers that are assisting in their professional development.

Breathe
This may seem overly simple, but remembering to do it can make a difference. Taking full breaths will help your body to relax and your brain to focus.

Specify the behaviors about which you want feedback.
The more specific you can be, the more helpful the feedback will be.

Listen carefully.
Don’t interrupt or discourage the person giving feedback. Don’t be defensive (“It wasn’t my fault . . .”) and don’t justify (“I only did that because . . .”).

Clarify your understanding of the feedback.
You need to get clear feedback in order for it to be helpful. Ask for specific examples, e.g., “Can you describe what I do or say that makes me appear aggressive to you?”

Summarize your understanding of the feedback.
Paraphrase the message in your own words to let the person know you have heard and understood what was said.

Take time to sort out what you heard.
You may need time to think about what was said and how you feel about it or to check with others before responding to the feedback. This is a normal response but should not be used as an excuse to avoid the issue or make changes.

The Reeds Spring School District will provide release time to mentors or new teachers with the approval of the building principal. It is suggested that the mentor’s conference/planning time be used for at least part of these growth activities.

Professional Development Plans

Certification standards for persons receiving INITIAL certification after September 1, 1998 require an on-going Professional Development Plan (PDP) for a 10-year period. This is a continuous 10-year responsibility for a school district and for all teachers who enter the profession on a PC I.

Since the PDP is tied to certification and contract renewal; the building principal should take the primary responsibility for working with the teacher on his/her plan. The principal and the teacher should review progress with the plan on a regular basis and update the PDP at least once each year or as needed. New Teacher PDP’s are due on _(ask your building principal)____

The intent of the plan is that it be a tool for both principals and teachers to foster continual growth and development of professional skills of the teacher.

Steps for writing a PDP:

Decide on an area of focus. The teacher and the administrator should meet and discuss a potential area for the PDP development.
Determine if the PDP is aligned with the CSIP-and the building school improvement plan.
Write the objective for the PDP. State in specific terms what the teacher will be doing. The objective should relate to improving student achievement.
Determine strategies for achieving the objective. Clearly, define the activities and sources of collaboration used to meet the objective.
Define the administrator’s role.
Outline the assessment method(s) and time lines. Determine the data to be collected and how it will be analyzed to determine the effectiveness of the new strategy, curriculum, or activity.
Sign and date forms when completed.

For additional information regarding the PDP, please refer to the Professional Development Plan.