DIOCESE OF ALLENTOWN - adeducators.org within a Diocese of Allentown Catholic school ... lived.”4 “The vocation of every Catholic educator ... practice and ethical conduct in the

DIOCESE OF ALLENTOWN

Educator Induction Plan

In accordance with Chapter 49, Title 22 of the Pennsylvania Code, Section 49.16, the Office of Education for the Diocese

of Allentown submits this plan to the Pennsylvania Department of Education.

July 1, 2014 – June 30, 2020

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PREFACE

The Educator Induction Plan is intended to extend the professional growth and development of

the first-year educators, not just those pursuing certification, by assisting them to apply the knowledge

they already possess, or could obtain for themselves, to the daily tasks or problems which confront

them.

This document presents simply and briefly the elements of an educator’s induction plan that are

key within a Diocese of Allentown Catholic school setting which spans five (5) counties: Berks, Carbon,

Lehigh, Northampton, and Schuylkill. It is the result of information compiled while experimenting with

a pilot study, meeting with the Diocesan Induction Committee, analyzing the Annual Evaluation of the

Induction Program, followed by the implementation of the previously approved Induction Plan and

consultation with various categories of participating stakeholders.

Special acknowledgement is given to the members of the Diocesan Induction Committee for

their valuable contributions and time in the review and revisions of the Diocesan Educator Induction

Plan.

INDUCTION PLAN COMMITTEE

Anthony Balistrere, Secondary Principal, Berks Catholic High School, Reading

Dr. Brooke Cortese, Deputy Superintendent, Secondary Schools and Special Education Programs

Sister Margaret Anne Dougherty, R.S.M., Associate Professor, Education Department, Alvernia

University.

Sister Regina Elinich, I.H.M., Elementary Principal, Our Lady of the Angels Academy, Lansford

Dr. Philip Fromuth, Secretary for Education

Sister Anita Patrick Gallagher, I.H.M., Assistant Superintendent for Curriculum

Michael Grasso, Secondary Educator /Dean of Students, Bethlehem Catholic High School, Bethlehem

Stephen Kulich, Elementary Educator, Saint Ambrose School, Schuylkill Haven

Marybeth Okula, Elementary Educator, Saint Theresa School, Hellertown

Sister Roberta Peters, I.H.M., Assistant Superintendent for Personnel

Dr. Judith Rance-Roney, Education Department Chair, DeSales University

Veronica Scarpati, Secondary Educator, Marian High School, Tamaqua

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CODE OF ETHICS FOR CATHOLIC SCHOOL EDUCATORS

“The nobility of the task to which teachers are called demands that, in imitation of Christ, the only Teacher, they

reveal the Christian message not only by word but also by every gesture of their behavior.”1

Therefore, Catholic

school educators strive to sustain the highest degree of ethical conduct in the fourfold commitment to: the student,

the family, the community, and the ministry of teaching.

COMMITMENT TO THE STUDENT

“Students should be able to recognize authentic human qualities in their teachers. They are teachers of the faith;

however, like Christ, they must also be teachers of what it means to be human. This includes culture, but it also

includes such things as affection, tact, understanding, serenity of spirit, a balanced judgment, patience in listening to

others and prudence in the way they respond and finally, availability for personal meetings and conversations with

students. A teacher who has a clear vision of the Christian milieu and lives in accord with it will be able to help

young people develop a similar vision, and will give them the inspiration they need to put it into practice.”2

The Catholic school educator makes the well-being of students the foundation of all decisions and

actions. Therefore, the Catholic school educator:

Encourages Christian principles and values to be lived and celebrated through message,

example, worship, prayer, community, and service.

Provides a nurturing atmosphere which supports discipline with dignity, freedom to create

dreams and the opportunity to practice Christian virtue.

Promotes an educational environment that provides a sound moral and intellectual

foundation, recognizes and responds to individual differences, and encourages each child to

develop his/her God-given gifts.

Preserves the student’s right to privacy by judiciously protecting information that is

confidential

Protects the student when his/her well-being is threatened by unsafe, incompetent, unethical,

or illegal actions of any person, student or adult.

COMMITMENT TO THE FAMILY

The first and primary educators of children are their parents. Partnership between a Catholic school and the

families of the student must continue and be strengthened: not simply to be able to deal with academic problems that

may arise, but rather so that the educational goals of the school can be achieved. Close cooperation with the family

is imperative in order to build a partnership based on faith.3

The Catholic school educator is called to assist families in fulfilling their obligation for the

Christian formation and education of their child. Therefore, the Catholic school educator:

Recognizes and appreciates the uniqueness of each family unit and their environment.

Provides opportunities for family involvement in school/parish faith-community.

Ensures collaboration with parents, active listening to parents’ concerns, and open

communication and dialogue with respect to parents’ fundamental human right to know, to

understand, and to share in decisions that affect the education/formation of their child.

Provides clear expectations and understanding of curriculum goals.

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COMMITMENT TO THE COMMUNITY

“Community is at the heart of Christian education not simply as a concept to be taught but as a reality to be

lived.”4 “The vocation of every Catholic educator includes the work of ongoing social development: to form men

and women who will be ready to take their place in society, preparing them in such a way that they will make the

kind of social commitment which will enable them to work for the improvement of social structures, making

these structures more conformed to the principles of the Gospel. Thus they will form human beings who will

make human society more peaceful, fraternal and communitarian.”5

The Catholic school educator believes the Catholic school community is both an agent of

appropriate change and a preserver of basic tradition. Therefore, the Catholic school educator:

Regards the school community as an integral part of the parish and a vital force to preparing

future Church and civic leaders.

Develops within one’s self, and cultivates within students, a keen social awareness of issues

that impact moral life and a profound sense of interdependence in civic responsibility.

Challenges students to respond to the needs of the time and live out their Christian virtues,

helping students to understand cultural, economic differences and similarities.

Designs and engages in service learning opportunities as an integral part of the curriculum.

Develops peacemaking skills and strategies that reflect Christian problem-solving

techniques.

COMMITMENT TO THE MINISTRY OF TEACHING

“For a Catholic educator, the church should not be looked upon merely as an employer. The church is the body of

Christ, carrying on the mission of the Redeemer, through history.”6

The vocation of the Catholic educator, then, is

not only a summons to professionalism, it is also a summons to personalism, challenging Catholic teachers and

administrators to proclaim the Church’s heritage through the example of their lives and to engage in a unique

participation in the prophetic mission of Christ, reflecting Christian joy in the teaching ministry.”7

The Catholic school educator performs teaching responsibilities with diligence and integrity.

Therefore, the Catholic school educator:

Commits oneself to spiritual formation by developing a greater understanding of the faith

and the means to share it.

Enhances self-competence by continuing education to increase knowledge and skills.

Fosters a philosophy of education which encourages continuous learning.

Promotes professionalism by respecting and preserving the privacy and dignity of colleagues

and by conscientiously fulfilling the terms of professional employment.

Upholds the authority of the school when communicating with parents, students, and the

school community.

Adheres to all professional standards, practices, and expectations

4

This code has been adapted from the 1982 and 1997 Code of Ethics for Catholic

School Educators – National Catholic Educational Association (NCEA)

1. The Documents of Vatican II, Declaration on Christian Education – 1965.

2. The Religious Dimension of Education in a Catholic School (RDECS) #96 – 1988.

3. Adapted from: The Religious Dimension of Education in a Catholic School #42/3, 1988

4. To Teach as Jesus Did #23 – 1972

5. The Religious dimension of Education in a Catholic School #96 – 1988

6. Address to Teachers – John Paul II – 1987

7. Adapted from: The Vocation of the Catholic Educator – Jacobs, R.M. – 1966

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Commonwealth of Pennsylvania

Professional Standards and Practices Commission

333 Market Street, Harrisburg, PA 17126-0333 Phone: (717)787-6576

Annex A

Title 22. Education

Part XIV. Professional Standards and Practices Commission

Chapter 235. Code of Professional Practice and Conduct for

Education

Section

235.1 Mission

235.2 Introduction

235.3 Purpose 235.4 Practices

235.5 Conduct

235.6 Legal Obligations 235.7 Certification

235.8 Civil Rights

235.9 Improper personal or financial gain 235.10 Relationships with students

235.11 Professional Relationships

235.1 Mission

The Professional Standards and Practices Commission is committed to providing leadership for

improving the quality of education in this Commonwealth by establishing high standards for

preparation, certification, practice and ethical conduct in the teaching profession.

235.2 Introduction

(a) Professional conduct defines interactions between the individual educator and students, the

employing agencies and other professionals. Generally, the responsibility for professional

conduct rests with the individual professional educator. However, in this Commonwealth, a

Code of Professional Practice and Conduct (Code) for certificated educators is required by

statute and violation of specified sections of the Code may constitute a basis for public or

private reprimand. Violations of the Code may also be used as supporting evidence, though may

not constitute an independent basis, for the suspension or revocation of a certificate. The

Professional Standards and Practices Commission (PSPC) was charged by the act of December

12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251 - 12-1268), known as the Teacher

Certification Law, with adopting a Code by July 1, 1991. See 24 P. S. § 12-1255(a)(10).

(b) This chapter makes explicit the values of the education profession. When individuals

become educators in this Commonwealth, they make a moral commitment to uphold these

values.

235.3 Purpose

(a) Professional educators in this Commonwealth believe that the quality of their services

directly influences the Nation and its citizens. Professional educators recognize their obligation

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to provide services and to conduct themselves in a manner which places the highest esteem on

human rights and dignity. Professional educators seek to ensure that every student receives the

highest quality of service and that every professional maintains a high level of competence from

entry through ongoing professional development. Professional educators are responsible for the

development of sound educational policy and obligated to implement that policy and its

programs to the public.

(b) Professional educators recognize their primary responsibility to the student and the

development of the student's potential. Central to that development is the professional educator's

valuing the worth and dignity of every person, student and colleague alike; the pursuit of truth;

devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the

educator engages in continuing professional development and keeps current with research and

technology. Educators encourage and support the use of resources that best serve the interests

and needs of students. Within the context of professional excellence, the educator and student

together explore the challenge and the dignity of the human experience.

235.4 Practices

(a) Professional practices are behaviors and attitudes that are based on a set of values that the

professional education community believes and accepts. These values are evidenced by the

professional educator's conduct toward students and colleagues, and the educator's employer and

community. When teacher candidates become professional educators in this Commonwealth,

they are expected to abide by this section.

(b) Professional educators are expected to abide by the following:

(1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. § § 1-

101 - 27-2702), other school laws of the Commonwealth, sections 1201(a)(1), (2) and

(4) and (b)(1), (2) and (4) of the Public Employee Relations Act (43 P. S. § §

1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter.

(2) Professional educators shall be prepared, and legally certified, in their areas of

assignment. Educators may not be assigned or willingly accept assignments they are not

certified to fulfill. Educators may be assigned to or accept assignments outside their

certification area on a temporary, short-term, emergency basis. Examples: a teacher

certified in English filling in a class period for a physical education teacher who has that

day become ill; a substitute teacher certified in elementary education employed as a

librarian for several days until the district can locate and employ a permanent substitute

teacher certified in library science.

(3) Professional educators shall maintain high levels of competence throughout their

careers.

(4) Professional educators shall exhibit consistent and equitable treatment of students,

fellow educators and parents. They shall respect the civil rights of all and not

discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual

orientation, marital status, age, political beliefs, socioeconomic status, disabling

condition or vocational interest. This list of bases or discrimination is not all-inclusive.

(5) Professional educators shall accept the value of diversity in educational practice.

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Diversity requires educators to have a range of methodologies and to request the

necessary tools for effective teaching and learning.

(6) Professional educators shall impart to their students principles of good citizenship

and societal responsibility.

(7) Professional educators shall exhibit acceptable and professional language and

communication skills. Their verbal and written communications with parents, students

and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and

respect.

(8) Professional educators shall be open-minded, knowledgeable and use appropriate

judgment and communication skills when responding to an issue within the educational

environment.

(9) Professional educators shall keep in confidence information obtained in confidence

in the course of professional service unless required to be disclosed by law or by clear

and compelling professional necessity as determined by the professional educator.

(10) Professional educators shall exert reasonable effort to protect the student from

conditions which interfere with learning or are harmful to the student's health and safety.

235.5 Conduct

Individual professional conduct reflects upon the practices, values, integrity and reputation of

the profession. Violation of § § 235.6-235.11 may constitute an independent basis for private or

public reprimand, and may be used as supporting evidence in cases of certification suspension

and revocation.

235.6 Legal obligations

(a)The professional educator may not engage in conduct prohibited by the act of December 12,

1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251-12-1268), known as the Teacher Certification

Law.

(b)The professional educator may not engage in conduct prohibited by:

(1) The Public School Code of 1949 (24 P. S. § § 1-101-27-2702) and other laws relating

to the schools or the education of children.

(2) The applicable laws of the Commonwealth establishing ethics of public officials and

public employees, including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. § §

401-413), known as the Public Official and Employee Ethics Law.

(c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction

to be considered an independent basis for discipline.

235.7 Certification

The professional educator may not:

(1) Accept employment, when not properly certificated, in a position for which certification is

required.

(2) Assist entry into or continuance in the education profession of an unqualified person.

(3) Employ, or recommend for employment, a person who is not certificated appropriately for

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the position.

235.8 Civil Rights


(1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual

orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or

vocational interest against a student or fellow professional. This list of bases of discrimination is

not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction

to be considered an independent basis for discipline.

(2) Interfere with a student's or colleague's exercise of political and civil rights and

responsibilities.

235.9 Improper personal or financial gain

(1) Accept gratuities, gifts or favors that might impair or appear to impair professional

judgment.

(2) Exploit a professional relationship for personal gain or advantage.

235.10 Relationships with students


(1) Knowingly and intentionally distort or misrepresent evaluations of students.

(2) Knowingly and intentionally misrepresent subject matter or curriculum.

(3) Sexually harass or engage in sexual relationships with students.

(4) Knowingly and intentionally withhold evidence from the proper authorities about violations

of the legal obligations as defined within this section.

235.11 Professional relationships


(1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a

professional right or privilege in being an educator.

(2) Knowingly and intentionally distort evaluations of colleagues.

(3) Sexually harass a fellow employee.

(4) Use coercive means or promise special treatment to influence professional decisions of

colleagues.

(5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to

a governing agency actual or suspected violations of law, agency regulations or standards.

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I. STATEMENT OF PURPOSE

Catholic education in the Diocese of Allentown is an expression of the mission entrusted by Jesus to the

Church He founded. Through education the Church seeks to prepare its members to proclaim the Gospel

and provide all students with a quality education. Certified educators and continuous professional

development of these educators help bring these goals to fruition.

Statue 62, First Synod of Allentown says that “all teaching personnel shall conform to the

certification requirements of the Commonwealth of Pennsylvania.” Therefore, the Diocesan Office

of Education requires all full and part time certified employed educators, in their initial school

experiences, to participate in the Diocesan Induction Plan. The purpose of the Diocesan Induction Plan

is to enhance students’ learning by providing support and guidance to the inductee as well as providing a

vehicle for him/her to complete Instructional II certification in accordance with Chapter 49 Regulations

of the Pennsylvania State Board of Education, Section 49.83. Also, research shows that a supportive

program for new educators helps with their retention in the educational profession.

In keeping with the mission of the Diocese of Allentown, portions of the Diocesan Induction Plan are

religious in nature and not subject to the approval of the Pennsylvania Department of Education

II. PHILOSOPHY

The Diocese recruits educators who are competent and qualified. These educators are offered the

opportunity to continue to grow spiritually and professionally, particularly as these relate to the

responsibilities of Catholic education which include proclaiming the message of Christ, building

community, modeling in worship and prayer, and motivating themselves and students to serve others.

III. GOAL

The goal of the Educator Induction Plan is to provide supervised support services for the inductees that

are integrated with Diocesan professional development programs in order to assist them in their

continuing spiritual and professional development.

IV. OBJECTIVES

The objectives of the Induction Plan are to assist first year educators:

A. To establish a professional development plan that ensures an orderly and successful first year

experience.

B. To develop a professional relationship with experienced school personnel which fosters

positive collegial learning.

C. To foster classroom/work space organizational and management techniques that encourage

good interpersonal relationships and improve student achievement.

D. To become familiar with Diocesan and local school policies, procedures, and methods of

operation and the State’s Code of Professional Practice and Conduct for Educators.

E. To become knowledgeable of Diocesan curriculum guidelines and accomplish the goals of

the guidelines.

F. To take advantage of in-service opportunities in an effort to improve both teaching and

learning.

G. To experience professional development in a constructive, collaborative, and non- evaluative

manner.

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V. ASSUMPTIONS

The Induction Plan is based on the following assumptions:

A. The Induction Plan is not intended as the formal evaluation of the inductee. The principal or

designee has the responsibility for the informal and formal evaluation of the inductee

according to existing Diocesan policies apart from this program.

B. Continued professional growth is the responsibility of all Diocesan education personnel.

C. The inductee has the responsibility for demonstrating competence in their area of

certification.

D. The inductee’s peers, principal, and the Diocesan Office of Education have the responsibility

for providing assistance to the educator.

E. The plan is mandatory for all first-year educators, not just those pursuing certification.

Completion of the Induction Plan will be important to all first-year educators since

Instructional II Certification is contingent upon successful completion of an approved

Induction Plan.

F. The plan should begin early in the first semester - even before school begins, since research

has shown the importance of the first six months on future careers.

VI. ORGANIZATIONAL STRUCTURE

The organizational structure established to implement the Induction Plan in the Diocese of Allentown is

as follows:

Secretary for Education

Diocesan Induction Coordinator

Diocesan Induction Committee

Induction Team in Local Schools

The Secretary for Education of the Diocese appoints an Induction Coordinator, the Assistant

Superintendent for Personnel, and an advisory Induction Committee who work closely together to

develop, review, update, and administer the Induction Plan. Due to the geographical expanse of the

Diocese (5 counties), number of teaching personnel and very few specialists, school representatives are

selected after consultation with the various educational groups who contribute to the educational

ministry. Part of the plan calls for a local Induction Team to be appointed by the local principal of each

school in the Diocese to carry out the Induction Plan at the local level.

VII. MEMBERSHIP OF ORGANIZATIONAL STRUCTURE

The following individuals will serve in the organizational structure for the Induction Plan for a period of

three years commencing May 6, 2013. Terms are renewable subject to the appointment by the Secretary

for Education.

A. Secretary for Education

B. Induction Coordinator is an Assistant Superintendent for Personnel

C. Induction Committee

The advisory committee is composed of:

1. Staff of the Office of Education (4) (Secretary for Education, 1 Deputy

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Superintendent, and 2 Assistant Superintendents)

2. Representatives (2) from the two Catholic Colleges in the Diocese, De Sales

University and Alvernia University

3. Principals (2)

4. Secondary Educators (2)

5. Elementary Educators (2)

D. Local Induction Team

The members of the local Induction Team are selected by the principal and serve an

indefinite term as agreed upon with the principal. The team generally consists of:

1. The Principal

2. The Mentor

a. Positive attitude toward the Catholic teaching program; gives Christian

witness

b. Instructional II Certification

c. Minimum of 3 years of successful teaching with at least one year in the

Diocese of Allentown

d. Similar certification and assignment

e. Models continuous learning and reflection

f. Knowledge of Diocesan/school policies, procedures and resources

g. Willingness to accept additional responsibility

h. Compatible schedules so the mentor and inductee can meet regularly

i. Qualified for the role either by previous experience or by receiving

appropriate training

j. Support educator and inductee should be compatible

k. Understands the Levels of Blooms Taxonomy and Webb’s Depth of

knowledge

l. Understands the concept of further inquiry by asking open-ended

questions and utilizing open-ended tasks

m. Differentiates learning that supports higher order thinking skills and

the development of metacognitive skills

n. Develops good assessments that are based on standards and eligible

content

3. The Inductee

4. Additional Members (Optional). Depending on the size of the local school the

following individuals may also be invited to serve on the local Induction Team:

a. Secondary Department Head

b. Elementary Curriculum Coordinator

VIII. ROLE AND RESPONSIBILITIES OF EACH COMPONENT OF THE ORGANIZATIONAL

STRUCTURE

The following section delineates the responsibilities of each individual involved in the Induction

Plan. Each contributes to the success of the other through the conscientious implementation of his or

her designated task.

A. Secretary for Education

1. To appoint a Diocesan Coordinator

2. To review progress of the Induction Plan

3. To discuss evaluations of the Induction Plan with the Coordinator

4. Sign and issue completion certificates

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B. Diocesan Coordinator

1. Chair the Induction Committee

2. Coordinate the implementation of all Diocesan-wide plan objectives.

3. Review the plan evaluations, make appropriate revisions, and oversee their

implementation.

4. Orient inductees to State and Diocesan policies, practices, regulations and

facilities.

5. Assist the local Induction Team by providing training sessions for Principal, Mentor

and Inductee.

6. Maintain adequate record keeping of educator induction program activities and

Participating educators

7. Coordinate and oversee selection of mentors and assignment of inductees

8. Identity and provide for appropriate resources to support educator induction

activities.

8. Submit reports to the Pennsylvania Department of Education as required.

9. Submit inductee names for certificates when all criteria is completed

C. Diocesan Induction Committee

1. Ensure proper representation on the Committee

2. Develop goals/objectives for the Induction Plan.

3. Plan, oversee, review, update, do needs assessments and carry out an Induction

Plan for all Diocesan inductees.

3. Evaluate the Induction Plan annually and make recommendations for revisions as

needed.

D. Local Induction Team

1. Principal

a. Insure the overall administration of the induction process in the

building.

b. Identify and select highly qualified mentors.

c. Orient faculty and staff to the induction process.

d. Orient inductees to State and Diocesan policies, practices, regulations

and facilities.

e. Orient inductees to local school functions and support services.

f. Coordinate planning time of the inductee and the mentor.

g. Provide time for classroom/work area observation of the inductee by the

mentor.

h. Provide time for classroom/work area observation of other educators by

the inductee.

i. Insure that every mentor has a trained alternate if the mentor cannot

fulfill his/her duties.

j. Make provisions for conflict intervention if needed.

k. Meet monthly with mentors and the inductees for the purpose of

monitoring the induction process and give input or support as required.

l. Visit the inductee's classroom/work area for both formal and informal

supervision throughout the year. The informal visits should be for a

good portion of the class/meeting time and done a minimum of twice a

month.

m. Maintain Induction Plan documentation and forward the required

appendices and forms to the Induction Coordinator.

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n. Make arrangements for the Inductee to spend a day visiting a classroom

of the same grade level/subject, or similar work environment, in another

Catholic school.

2. Mentor

a. Assist the inductee in understanding and implementing Diocesan and

school curriculum/standards.

b. Assist the inductee in classroom management and record keeping --

mark book, roll slips, report cards etc.

c. Assist the inductee in preparing for the opening day.

d. Assist the inductee in preparing lesson plans, tests, developing various

styles of instructional or work related skills, and determining their

effectiveness.

e. Seek the aid of the principal should serious conflicts arise with the

inductee.

f. Assist the inductee in the use of multi-media and technological materials

available at the school.

g. Be available to the inductee in order to provide assistance, direction, and

feedback and instruction for diverse learners in inclusive settings.

h. Meet with the inductee at least once a week during the first semester,

and as needed for the remainder of the year, to discuss both strengths,

concerns, and upcoming weekly responsibilities

i. Visit the inductee's classroom or work space throughout the school year,

but most often during the first semester. Use the Mentor Observation

Form and discuss observations with the inductee.

j. Promote the socialization of the inductee into the school setting and the

school community at large.

k. Discuss local community setting and resources.

l. Provide professional and personal support.

m. Act as a sounding board for the inductee.

n. Keep a log detailing experiences during the induction process and

share when appropriate with the induction team.

o. Participate in mentor training sessions.

p. Maintain a confidential relationship with the inductee.

q. Model the Code of Ethics for Catholic School Educators and the

Code of Professional Practice and Conduct for Educators.

3. Inductee

a. Participate in all the Diocesan and local in-service programs

related to the Induction Plan.

b. Work cooperatively with the Induction Team and maintain a

confidential relationship with the assigned mentor.

c. Fulfill all the requirements for the Induction Plan.

d. Seek the aid of the Principal should serious conflicts arise with the

mentor.

e. Initiate concerns and plans to be discussed with the mentor.

f. Become aware of professional strengths and weaknesses.

g. Become aware of the role expectations of an educator in a specific

school.

h. Assume the various roles needed to become an effective educator.

i. Develop skills of self-evaluation and effective evaluation of students.

j. Spend the day visiting an educator in another Catholic school, who

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teaches the same grade level/subjects, or who has similar work

responsibilities (These arrangements are made by the Principal.)

k. Use the Peer to Peer Observation Form when visiting other

educators, including the full day school visit.

l. Maintain and submit accurate records of induction activities.

m. Seek out help from colleagues.

IX. PHASES OF AN EDUCATOR’S DEVELOPMENT

Educators new to the profession are individuals with various needs and differences. They bring to the

school a diversity of talents and experiences, which must be recognized and utilized effectively in order

to enhance their professional development. The first-year educator has different perceptions of what is

useful to them; therefore, these perceptions must be responded to on an individual basis. Key to the

educator's development is the Principal who creates an atmosphere conducive to professional growth.

The Diocesan Induction Plan recognizes these stages of development and addresses them as follows:

A. Coping to Understand and Manage

Novice educators face a series of challenges as they approach their first year assignment:

learning school philosophy, policies, procedures, standards, classroom management,

work related skills, and an instructional program. They must also understand the social

"climate" of the school, what the principal is like, who the faculty/staff leaders are, and

what the school community expects of educators.

To respond to these needs, the Induction Plan provides for:

1. Workshop(s) prior to the beginning of school to initiate the inductee into

a. orientation to Catholic School philosophy and professional

practice and conduct required by the Pennsylvania Department of

Education.

b. use of various curriculum guidelines, standards, and technology

c. general instructions regarding class or work space management

Personnel from the Office of Education conduct the workshop(s) while the

principal and mentor spend one day, on-site, with the inductee.

2. Throughout the entire year, meetings are held regularly at the inductee’s school:

a. principal-inductee sessions

b. mentor-inductee sessions

c. general faculty meetings

Through these sessions/meetings, the inductee gains confidence in both

interpersonal relation skills and professional performance in the general sense.

B. Generalized Pedagogy

The theme for this phase of the educator’s development is improvement. While the first-

year educator usually requires at least one year to identify his/her teaching or working

style, some naturally talented inductees are ready for refining the skills they do possess.

Moreover, this phase addresses the needs of experienced educators as well as the

novices. Thus, the Induction Plan provides various workshops and seminars in an effort

to meet the educator’s needs. The Diocesan Office of Education may, on occasion,

devise a special program to meet the needs of more experienced educators (those who

have taught for at least two years), if the need arises.

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X. PLAN FOR ASSISTANCE FOR THE INDUCTEE

The school's specific induction activities will focus on the instructional and working needs of the

inductee. Once a specific need is identified, the mentor and inductee will develop a strategy to assist the

inductee in the accomplishment of this specific goal. The inductee will put the suggested techniques

into practice and in a week or two request the mentor to observe, focusing attention on the one particular

aspect of teaching or working decided upon at the initial meeting. The mentor observes, analyzes the

observational data, gives feedback about the observation, and submits a sample progress report

(Appendices C and I) once each semester to the principal to be kept in the educator's personnel file.

A. Time

1. Because such classroom or work space visits take time, it is necessary before school

begins to determine:

a. When will the mentor and inductee be free to decide on appropriate

strategies?

b. When will the mentor be free to observe the inductee?

c. When will the inductee be free to observe other educators?

d. What arrangements will be made to cover the educator’s responsibilities

who is observing?

e. What arrangements will the principal make for the inductee to visit another

school?

These questions will be discussed by the principal and mentor of the Induction Team

prior to the opening of school. See Appendix A.

B. Plan

1. September - mentor and inductee meet daily on an informal basis to discuss

School happenings

a. classroom/work space management

b. classroom/work space discipline

c. curriculum/work related needs/choices

d. teaching/work related techniques

e. student involvement

2. September - May

a. visit each other's classroom or work space at least three times a semester

b. prepare for each visit by a preconference

c. arrange for a feedback session

d. complete Cooperative Progress Report (Appendices G and I) twice

each semester.

e. visit another Catholic school.

f. Principal will supervise the inductee's classroom or work space, formally

and informally (a minimum of twice a month and observing a good portion

of each time slot) and will submit the Induction Evaluation Form to the

Diocesan Office of Education (Appendix G), and the Diocesan End-of-

the-Year Performance Report on the required dates.

XI. ACTIVITIES FOR INDUCTEES

The following list of activities should be utilized by the inductee in determining goals. These

activities are based on current research which directs much of the educator’s experience and the

Danielson Framework for Teaching. These suggestions are not exhaustive, but do represent the

16

major findings in the field. They have a significant impact on effective outcomes.

A. Diocesan Orientation

Become familiar with Diocese of Allentown procedures and regulations

outlined in the Board of Education Handbook (4f)

Become familiar with the State’s code of conduct/professional expectations (4f)

Become knowledgeable of Diocesan Teacher Handbook (4e,f)

Become familiar with Diocesan Guidelines, Common Core Standards,

schedules, and student records (4b,e,f)

B. Local School Orientation

Become knowledgeable of school philosophy, policies and procedures (cf.

School Handbook) (4b,c,d,e,f)

Review Educator’s evaluation process (Domains 1-4)

Become aware of support services, instructional resources, and IST

(Instructional Support Team) process and Mandatory Reporting (2e;4b)

Become knowledgeable of local implementation plan of The Student Assistance

Crisis Manual (2e)

Review process for formative, summative, and standardized assessment,

grading, and retention (1f;3d;4b)

Review implementation of the school Technology Plan (2c;4f)

Become aware of extracurricular duties and activities (2c,e;4d)

Attend seminars dealing with classroom or work space management ((2e;4e)

Research findings on effective management

a. educator expectations (4a)

b. classroom or work space climate (2d)

c. establishing rules and procedures (2d)

d. time on task (3c)

e. effective professional behaviors (2c,d)

f. discipline (2c,d)

g. align curriculum guidelines with tests (4b)

C. Effective Classroom or Work Space Management

Attend seminars dealing with management and the learning process (1b,d,f;2a,c;4a,e,f)

Observe mentor/colleagues to:

a. identify management needs (1b,c,d;4a,e,f)

b. evaluate own management and instructional outcomes (3e;4a,e,f)

Meet with mentor regularly to discuss planning/preparation (1a,d;4a,b,d)

Meet with the principal regarding school policy (2c;4e,f)

Devise accountability system for assigning, monitoring and assessing student

work (1c,e,f;2b,d;3b,d;4b)

Establish a positive classroom/work space environment that reflects Catholicity (2a,b,d;3a,c)

Establish appropriate classroom/work space faith centered rules (2a,b,d,e;3a)

Coordinate discipline with school policy (2a,b,c,d)

Align curriculum with textbooks (1b,d,e,f)

D. Delivery Techniques

Use websites designed for educators (see Appendix O) (1d,e;4a)

17

Use DVD’s and videos modeling appropriate professional skills (others, self) (1d,e;4a)

Attend seminars on appropriate directed activities, instruction, pedagogy (1a,d;4a,f)

Observe mentor/colleagues (1d;2e;3c,d;4d,e)

Visit another school to observe a unique education model in action (1d;2e;3a,c,d)

Motivate and continually encourage positive student progress ((1b,e;2a,b,d;3a,b,c,d,e)

Recognize individual differences and interact with students in a Christian

manner (1b;2a;3b,c,e)

Design effective instruction and assessments for active teaching (1e,f;3a,c,e)

Place an emphasis on academic and learning progress skills (1c,e,f;2b;3a,c,d)

Use variety of questioning techniques (1c,e,f;2a;3b,e)

Provide for individual differences in an inclusive setting (1c,f;3b,e)

Use/understand diagnostic and standardized testing (1c,f;3d,e;4b)

Integrate faith based instruction with academic content

Concentrate on lesson at hand with appropriate activities (1e;2a,e;3b,c,e)

Establish clear instructional goals/performance plan (1a,f;3a)

Allow time for drill and practice (1e;2a;3a,b,c,e)

Use student input frequently (1c,e;2a;3c,d,e)

Actively assess student progress (1b,f;2a,b;3d,e)

Provide presentations, illustrations, show "how to" (1d,e;2a,e;3e)

E. School Community Relations

Attend seminars - suggested topics:

a. Parent/Educator Relations (4c)

b. Understand Cultural Differences (4f)

c. Single Parent Homes (4f)

d. Working Parents (4f)

Become familiar with cultural differences (4c,f)

Become familiar with special family situations (4c,f)

Attend Home/School meetings (4c,f)

Use the community as a learning resource (4c,f)

Treat students fairly (1b;2a,d;4b,f)

Integrate parental involvement in student needs, problems, learning, and

achievement (4c)

Participate in liturgical and paraliturgical school events

F. Professional Education (4e,f)

1. Attend seminars offered by Diocese of Allentown, school districts, intermediate units,

colleges

2. Earn credits beyond degree

G. Professional Communications (4e,f)

1. Use the expertise and successful experiences of other professional colleagues

2. Model good communication and interpersonal skills

3. Give feedback in a supportive and sensitive manner

4. Concentrate on building a "community of faith" among the professional staff

( ) after the activity indicates the component(s) in the Danielson Framework for Teaching.

18

XII. RECORD MAINTENANCE AND EVALUATION PROGRAM

A. Principals will annually submit names of all educators required to participate in the

Induction Plan, along with other interested participants, to the Diocesan Induction

Coordinator.

B. Principal and mentor will plan inductee's program prior to the school year. Principal will

submit Appendix A to the Office of Education by September 29th.

C. The "Needs Assessment Checklist" (Appendix B) should be completed for the first time by

the inductee during the first week of October. It is again completed in the first weeks of

January (Appendix H) and May (Appendix M). This is used by the inductee to determine

goals for the first and second semester, and for the following school year. Copies of these

should be retained by both the principal and mentor. Copies should also be retained in the

inductee's personnel file.

D. Inductee will identify a goal, objectives, and strategies for Progress report. Mentor will

complete Progress Report (Appendices C and I) twice each semester after observing the

inductee twice during the semester to determine if the goal has been met. Mentor submits

completed report to the Principal to be retained in the inductee's personnel file.

E. Mentor will complete Observation Form (Appendices D and J) and submit to the principal

to be retained in the inductee’s personnel file.

F. Inductee will submit School Visit Form (Appendix F) no later than December 15th to the

Office of Education.

G. After classroom observations the Inductee will complete the Peer to Peer Observation Form

(Appendices E and K) which will be retained in the inductee’s personnel file.

H. Principal, after several formal and informal (minimum of twice a month and observing a

good portion of the selected period) classroom and work space supervisions, will complete

the Inductee Evaluation Form (Appendix G) and send it to the Diocesan Office of

Education no later than January 15th. This can be done simultaneously with the required

Diocesan End-of-the-First Semester Teacher Performance Report.

I. Inductees will complete an ANNUAL EVALUATION OF INDUCTION PLAN (Appendix

L) and forward it to his/her mentor.

J. Mentor and Inductee will sign EVALUATION OF INDUCTION PLAN (Appendix L) and

forward it to the principal.

K. Principal will sign EVALUATION OF INDUCTION PLAN (Appendix L) and submit to

the Office of Education by May 1st.

L. Principal will submit INDUCTION COMPLETION DOCUMENT to the Office of

Education by May 15th.

*Copies of Appendices A through N should be given to the Inductee for his/her own file.

19

XIII. INDUCTEE TIME LINE

A. Orientation

1. August and September

a. Inductee will attend professional development days designated by the Diocesan

Office of Education.

B. First Semester

1. September

a. Regional meetings held by the Diocesan Office of Education for

principal, mentor, and inductee.

b. Principal and mentor complete "Principal and Mentor Planning Sheet"

(Appendix A) and submit to the Diocesan Office of Education by September

29th.

2. October

a. Inductee completes "Needs Assessment Checklist" the first week in October.

(Appendix B). This is used to determine the inductee's goal for the first

semester.

C. During the First Semester

1. Inductee and mentor complete "Teacher/Mentor Cooperative Progress Report"

(Appendix C) with observation occurring twice during the first semester.

2. Mentor keeps log of Induction meetings and observations.

3. The mentor should occasionally visit the inductee's classroom or work space to

observe (Appendix D); the inductee must also have several opportunities

to visit the mentor's classroom to observe the mentor's style and techniques.

(Appendix E)

4. Principal visits inductee's classroom or work space for both formal and informal

(minimum twice a month and observing a good portion of each time period)

supervision.

5. The principal will arrange for the inductee to visit other educators in the school and

another Catholic school to observe the style and management techniques of another

educator of the same grade level/subject area, or specialist with similar

responsibilities. Inductee will complete Appendix E during the visit.

6. Submit "School Visitation" Form (Appendix F) to the Diocesan Office of Education

after the inductee has visited another school. This should be done by December 15th.

7. The Principal, after several formal and informal supervisions, completes the

“Inductee Evaluation Form” (Appendix G) and sends it to the Diocesan Office of

Education no later than January 15th.

D. Second Semester

1. January

a. Inductee completes the "Needs Assessment Checklist" (Appendix H).

This is used to determine the Inductee's goal for the second semester.

Inductee and mentor complete “Educator/Mentor Cooperative

Progress Report (Appendix I) with observation occurring twice

during the second semester.

2. During the Second Semester

a. Principal visits inductee's classroom or work space for both formal

20

and informal (minimum of twice a month observing a good portion

of each time period) supervision. The Principal sends the required

Diocesan End-of-the-Year Performance Report to the Office of

Education at the end of the school year.

b. The mentor should occasionally visit the inductee's classroom or

work space to observe (Appendix J); the inductee must also have

several opportunities to visit another educator's classroom or work

space to observe the educator's style and techniques (Appendix K).

3. May

a. Inductee completes the "Needs Assessment Checklist" (Appendix

M). This is used to determine the Inductee's goal for the next

academic year.

b. Inductee, mentor and principal complete "Annual Evaluation of

Induction Plan (Appendix L), and forward to the Diocesan Office of

Education by May 1st.

c. Inductee, mentor and principal complete "Induction Completion

Document" (Appendix N), and forward to the Diocesan Office of

Education no later than May 15th.

XIV. SUPPORT AVAILABLE TO INDUCTION PLAN

The human resources and fiscal support available to conduct the Diocesan Induction Plan include:

A. Personnel of the Office of Education.

B. Budgeted funds that the Office of Education has allocated for workshops, speakers, etc.

C. Cooperation with Intermediate Units offering professional development programs.

D. Local schools’ personal and financial support of the Induction Plan for their inductees.

E. Education Department personnel from Alvernia University and De Sales University

21


OFFICE OF EDUCATION

Induction Dates

August and September – Diocesan Professional Development Days for all inductees.

September 29 – Principal sends the Appendix A (Principal and Mentor Planning – yellow form) to

the Office of Education.

First Week in October – Appendix B (Initial/Continuing Needs Assessment Checklist). The

inductee will complete this checklist and use the information for Appendix C. This “blue” form is

retained in the inductee’s school file.

During the First Semester – Appendix C (Inductee/Mentor Cooperative Progress Report) is to be

completed by the mentor and inductee, and retained in the inductee’s school file.

During the First Semester – Appendix D (Mentor Observation Form) is to be used by the mentor

when observing the inductee and retained in the inductee’s school.

During the First Semester – Appendix E (Peer to Peer Observation Form) is to be used by the

inductee each time he/she observes another educator, including the full day school visit. This blue

form is to be retained in the inductee’s school file.

December 15 – Appendix F (School Visit) – is to be completed by the inductee. This yellow form is

to be sent to the Office of Education.

January 15 – Appendix G (Inductee Evaluation) is to be completed by the school’s administrator

and sent to the Office of Education.

First Week in January – Appendix H (Initial/Continuing Needs Assessment Checklist) The

inductee will complete this checklist and use the information for Appendix I.

During Second Semester – Appendix I (Inductee/mentor Cooperation Progress Report) is to be

completed by the mentor and inductee and retained in the inductee’s school file.

During Second Semester – Appendix J (Mentor Observation Form) is to be used by the mentor

when observing the inductee and retained in the inductee’s school file.

During Second Semester – Appendix K (Peer to Peer Observation Form) is to be used by the

inductee each time he/she observes another educator. The blue form is be retained in the inductee’s

school file.

May 1 – Appendix L (Annual Evaluation of Induction Plan). This “yellow” form is completed by the

inductee and reviewed and signed by the principal and mentor, and sent to the Office of Education.

22

First Week in May – Appendix M (Initial/Continuing Needs Assessment) is to be completed and

used to formulate a goal or goals for the next school year and retained in the inductee’s school file.

The goal/goals will be given to the principal in writing at the meeting for the required Diocesan End-

of-the-Year-Performance Report.

May 15 – Appendix N (Induction Completion Document) is completed by the Principal, Mentor, and

Inductee and sent to the Office of Education.

Appendix O – Suggested Educational Website Sources

An Induction Certificate will be issued by the Superintendent to the Inductee, and a copy placed in

the Inductee’s file at the Office of Education after all the Plan’s criteria has been met.

Yellow forms are sent the Office of Education; blue forms are to be retained in the Inductee’s

school file.

23

APPENDIX A*

PRINCIPAL AND MENTOR PLANNING

INDUCTEE'S NAME

SCHOOL SCHOOL CODE

PRINCIPAL'S NAME

MENTOR'S NAME

Principal

How often will you:

meet with the inductee when

meet with the mentor when

meet with both the inductee and mentor when

supervise the inductee formally (date/s)

informal observations should be for a good portion of the class or work period and a minimum of twice a month.

How often will the mentor be free to visit the inductee's classroom or work space?

How will this be arranged?

How will you give feedback to the inductee after an informal observation?

How will you give feedback to the inductee after a formal observation?

How will you give feedback to the mentor?

Mentor

How often will you:

• meet with the inductee (informally)

• meet with the inductee (formally)

What do you do when the inductee is unwilling to cooperate?

Formulate an agenda for follow-up meeting during the first week of school.

• determine topics to be covered

• determine who is responsible for what

(Attach a copy of the agenda to Appendix A before submitting to the Office of Education.)

PRINCIPAL, AFTER DISCUSSION WITH MENTOR, PLEASE SUBMIT TO OFFICE OF EDUCATION BY SEPTEMBER 29TH.

24

INDUCTEE: APPENDIX B

INITIAL/CONTINUING NEEDS ASSESSMENT CHECKLIST FOR OCTOBER

The "Needs Assessment Checklist" should be completed for the first time by the Inductee during the first week of

October. Copies should also be maintained by the Mentor and the Principal. This assessment should be used in

determining goals for the first semester.

Check the appropriate number:

1 = Low: “This topic is a low area of relevance or interest for me in the present semester.”

2 = Question: “I have some questions I want to ask about this topic.”

3 = Adequate: “I believe I currently have adequate mastery of this topic for the semester.”

4 = Strong: “This topic is a strong area of interest or need for me in the present semester.”

I. ORIENTATIONAL NEEDS

1 2 3 4

Can explain Diocesan, State, and local school policies, procedures and regulations (cf.

Diocesan Teacher's Handbook, Crisis Manual, School Handbook)

Can explain salary policy and personal benefits

Can explain local school management and support services

Can explain the concept of the school as a faith community

Can explain school routine and scheduling

Gives evidence of accountability to students, teachers, parents, self

Employs professionalism in dealing with students, faculty, and parents

Observes procedures for ordering materials, use of equipment, field trips, parent

conferences, failure notices, etc.

Can explain school's method of supervision and evaluation of educators

Gives witness to the responsibilities of a Catholic educator

Attends faculty meetings and meets faculty/staff responsibilities

Meets department responsibilities

Meets parent/teacher responsibilities

Assumes extracurricular responsibilities/supports students by attendance

Manages classroom or work space and keeps effective records -- mark book, roll slips,

report cards, planbook, meeting logs, appropriate reports, etc.

Supports local and diocesan school philosophy and school Mission Statement

Maintains professional personal appearance in dress and demeanor

Maintains classroom or work space atmosphere conducive to learning and support

Employs remediation or preventative techniques

25

Check the appropriate number: 1 = Low: “This topic is a low area of relevance or interest for me in the present semester.”




I. ORIENTATIONAL NEEDS (continued)

1 2 3 4

Can indicate guidance/counseling services available for the students

Understands function of Instructional Support Team

Aware of Community resources

Aware of available appropriate media resources

Aware of school library services

Uses Health Services

Is pursuing catechist certification

Is pursuing a graduate degree

Is pursuing course work for permanent certification

II. INSTRUCTIONAL NEEDS ASSESSMENT

A. Classroom or Work Space Management 1 2 3 4

Prepares appropriate plans

Determines effectiveness of various styles of instruction

Effectively evaluates student progress (e.g. marks, grades, student's work)

Employs Christian approaches to discipline

Integrates curriculum guides with textbooks

Manages classroom or work space time and space effectively

Uses teacher-made assessments for remediation

Uses teacher-made assessments and results for evaluation

Plans instruction effectively

Uses materials and supplies effectively

Sets goals and objectives

Controls factors influencing teaching/learning

Understands school climate research and its impact upon student behavior, attendance,

engagement and achievement

B. Instructional Delivery Skills 1 2 3 4

Interacts with students in a Christian manner

Employs various styles of instruction or work related skills

26






B. Instructional Delivery Skills (continued) 1 2 3 4

Attempts to address varying learning styles of students

Uses multi-media/technology in teaching

Manages classroom or work space effectively

Can set instructional goals and expectations

Paces instruction

Constructs tests or the development of appropriate skills effectively

Uses various means of formative and summative assessments

Uses independent activities effectively

Can recognize and provide for individual differences in an inclusive setting

Is aware of supportive and disruptive factors in classroom or work space

Uses a variety of questioning techniques

Uses cooperative learning and flexible grouping

C. School/Community Relations 1 2 3 4

Understands the role of the family/community in the educational process

Consults with others to improve

Understands multi-cultural issues of the school community

Uses effective parent conferencing skills

Communicates effectively with students, parents, colleagues, and administration

D. Professional Growth 1 2 3 4

Takes advantage of personal professional growth opportunities

Participates in faculty meetings, in-service and department/curriculum meetings

COPIES SHOULD BE MAINTAINED BY THE INDUCTEE, THE MENTOR, AND THE PRINCIPAL AS IT IS

COMPLETED IN THE BEGINNING OF OCTOBER.

27

APPENDIX C

EDUCATOR/MENTOR COOPERATIVE PROGRESS REPORT

FIRST SEMESTER GOAL (Utilize "Needs Assessment Checklist - Appendix C - to determine goals)

INDUCTEE GRADE/SUBJECT

MENTOR

GOAL

OBJECTIVES

TEACHING OR

APPROPRIATE WORK

RELATED STRATEGIES TO

BE USED

MENTOR'S FIRST

OBSERVATION

Date:

MENTOR'S FEEDBACK

(for first observation)

Date:

DATE OF CONFERENCE WITH INDUCTEE:

Inductee’s Signature Date Mentor’s Signature Date

28

APPENDIX C (cont.)

MENTOR'S SECOND

OBSERVATION

Date:

MENTOR'S FEEDBACK

(for second observation)

Date:


Inductee's Signature Date Mentor's Signature Date

The Inductee completes the sections entitled Goal, Objective, and Teaching or Work related Strategies.

He/She forwards this form to the mentor who completes the remainder of the form. This is then submitted to

the Principal, who will retain this progress report in the Inductee's school personnel file.

29

APPENDIX D

MENTOR OBSERVATION FORM

School: ____________________ Grade:______ Subject/Area of Concern:____________

Inductee:___________________ Date: _______ Mentor:___________________________

Key Symbols:

E = Evident (Observed)

NI = Needs Improvement

NA = Not Applicable

Catholic Identity E NI NA

Classroom/work environment is faith-centered.

Witnesses to the philosophy and mission of Catholic education.

Witnesses to Christian commitment by personal example.

Infuses Catholic philosophy in the lesson.

Commendations/Recommendations:

Context/Goal Setting E NI NA

Established clear learning goals (Knowledge, Understanding, Skills).

Linked new subject matter to prior learning and/or experience.

Student (s) appear aware of and understand the learning goals

Provided rubrics or other guides to focus student(s) on goals.

Closed the class/session with a focus on goals/meaning of lesson.


Student Assessment E NI NA

Implemented and used results of pre-assessment to adjust the lesson.

Implemented assessment during lesson to gauge understanding.

Effectively utilized different levels of questioning and discussion strategies

that encourage student(s) to participate.

Attended to student questions/comments during lesson.

Provided equitable, accurate, and constructive feedback to student(s).

Implemented assessment at the end of lesson.


30

Attention to Individual(s) Building Community E NI NA

Talked with student(s) as they entered/exited.

Connected with individual student(s) during class/session.

Helped develop awareness of one another’s strengths/contributions.

Involved the class/individual in sharing/planning/evaluating when applicable.


Instructional Practices and Classroom/Work Space Routines E NI NA

Varied student groupings: individual; pairs; small groups.

Used multiple modes of instruction, with emphasis on active learning.

Made flexible use of work space, time, and materials.

Demonstrated effective integration of technology.

Communicated clear directions for multiple tasks.

Provided effective rules/routines that supported individual needs.

Displayed effective classroom/work place leadership/management.

Used minimum class/work time for non-instructional routines, maximizing

time on task.

Comments:

Positive, Supportive Learning Environment E NI NA

Demonstrated respectful behavior toward student(s).

Acknowledged/celebrated student strengths/successes.

Active participation by a broad range of students, if applicable.

Student(s) comfortable asking questions/requesting assistance.


31

APPENDIX E

Peer to Peer

Observation Form


Inductee:___________________ Date: _______ Educator:___________________________

The purpose of these observations is to assist you in identifying the strategies different educators use so that you

can glean usable ideas for your own classroom/work area. Make copies of the form as needed.

Choose one area to focus on during your observation. Use the space provided to note strategies observed,

questions you may have about the lesson and any other items you would like to note. Describe how the lesson

you observed will impact your thinking regarding this area of focus.

_____ Catholic Identity:


Witnesses to the philosophy and mission of Catholic Education.

Wtnesses to Christian commitment by personal example.


Describe how Catholic Identity was infused into this lesson.

In what ways has the lesson you’ve observed impacted your thinking and/or future classroom practices regarding a

faith-centered classroom/work area?

32

_____ Context/Goal Setting:



Student(s) appear aware of and understand the learning goals.

Provide rubrics or other guides to focus student(s) on goals.

Closed the class/session with a focus on general goals/meaning of lesson.

In what ways has the lesson you’ve observed impacted your thinking and/or future classroom practices regarding

Context/Goal Setting?

_____ Student Assessment:



Effectively utilized different levels of questioning and discussion strategies that encourage student(s) to participate.

Attend to student questions/comments during lesson.

Provided equitable, accurate and constructive feedback to student(s).

Implemented assessment at end of lesson to gauge student learning


Student Assessment?

33

_____ Attention to Individual(s) Building Community:


Connected with individual student(s) during class session.


Involved the class/individual in sharing/planning/evaluating, when applicable.


Attention to Individual(s) Building Community?

_____ Instructional Practices and Classroom/Work Space Routines:

Varied student groupings: individual; pairs; small group..






Displayed effective classroom/work space leadership/management.

Used minimum class/work time for non-instructional routines, maximizing time on task.


Instructional Practices and Classroom/Work Space Routines?

34

_____ Positive, Supportive Learning Environment:






Positive, Supportive learning Environment?

Signature of Mentor:_______________________________________ Date:____________________

Signature of Inductee:___________________________________ Date:____________________

35

APPENDIX F*

SCHOOL VISIT FORM

Print:

NAME OF INDUCTEE

SCHOOL

Grade/Subject or Work Related Area

School Visited

Date of Visit

Educator Visited

Grade/Subject Area Observed

In what ways can this visit enhance your own teaching or professional performance in the future?

Inductee's Signature:

Inductee's Principal's Signature:

INDUCTEE, FORWARD TO DIOCESAN OFFICE OF EDUCATION WITHIN A WEEK OF VISIT.

(School visit should be completed no later than December 15th.)

Office of Education 2145 Madison Avenue

Bethlehem PA 18017

36

Inductee’s Name: APPENDIX G*

DIOCESE OF ALLENTOWN INDUCTION PLAN

INDUCTEE EVALUATION

FIRST SEMESTER DUE JANUARY 15th DATE:

(This evaluation is based upon formal and informal [minimum twice a month] classroom or work space supervision

on the part of the principal or administrator for the inductee. Respond to each of the statements below by checking

the box that most closely corresponds to your observation.)

Check the appropriate response:

HE – Highly Effective SE – Somewhat Effective

E – Effective NE – Not Effective

I. PHILOSOPHY AND GOALS

HE E SE NE

Fosters a Catholic atmosphere in the classroom or area of responsibility

Fosters a Community of Faith

Demonstrates Christian values and principles

Observes the Diocesan and local parish school policies and guidelines

II. PLANNING AND ORGANIZATIONAL SKILLS

HE E SE NE

Demonstrates preparation and planning for the responsible area of work

Develops an effective plan incorporating goals and objectives in the plan

Manages classroom or work space time efficiently

III. INSTRUCTIONAL SKILLS

HE E SE NE

Creates an atmosphere of mutual respect between the student and the educator

Speaks, articulates, and writes clearly

Demonstrates knowledge of subject matter

Employs lesson content that is appropriate to the ability level of the students

Uses a variety of instructional techniques and materials for the diverse needs

Executes lesson based on sound pedagogical research and procedures

Opening, development, and closure sequence

Asks open-ended questions and utilizes open-ended tasks

37

Check the appropriate response:

HE – Highly Effective SE – Somewhat Effective

E – Effective NE – Not Effective

III. INSTRUCTIONAL SKILLS (continued)

HE E SE NE

Monitors student progress and uses feedback information appropriately

Develops appropriate assignments of different types of learners

Facilitates student involvement and needs to insure inclusivity

IV. CLASSROOM MANAGEMENT SKILLS

HE E SE NE

Sets standards of behavior which are reasonable and fair

Has clearly defined expectations for students and communicates these effectively to

the students

Reinforces positive behavior with students and helps the students develop positive

self-concepts

Has a good rapport with the students

Maintains a safe, orderly environment both in and out of the classroom or work space

Handles inappropriate behavior on an individual basis

V. PERSONAL AND PROFESSIONAL QUALITIES

HE E SE NE

Works cooperatively with all school personnel

Uses discretion in public when speaking about the school, the school staff, and the

students

Maintains confidentiality where necessary

Initiates and maintains adequate and proper communication with parents/guardians

Maintains communication with mentor, coordinators, and administrators

Maintains professional appearance in dress and demeanor.

38

SUMMARY SHEET Dates of Formal and Informal Classroom/Work Space Visits

(Please indicate "F" for Formal and "I" for Informal)

COMMENDATIONS:

1.

2.

3.

RECOMMENDATIONS:

1.

2.

3.

GENERAL ASSESSMENT OF INDUCTEE'S PERFORMANCE:

GOOD NEEDS IMPROVEMENT UNSATISFACTORY

Signature of Administrator: Date:

Signature of Inductee: Date:

PRINCIPAL, PLEASE SUBMIT TO THE DIOCESAN OFFICE OF EDUCATION NO LATER THAN

JANUARY 15th

.

39

INDUCTEE: APPENDIX H

INITIAL/CONTINUING NEEDS ASSESSMENT CHECKLIST FOR JANUARY

The "Needs Assessment Checklist" should be completed for the second time by the Inductee during the first week of

January. Copies should also be maintained by the Mentor and the Principal. This assessment should be used in

determining goals for the second semester.







1 2 3 4

















Manages classroom or work space and keeps appropriate records -- mark book, roll

slips, report cards, planbook, meeting logs, appropriate reports, etc.


Maintains professional personal appearance in dress and demeanor.



40







1 2 3 4











A. Classroom or work Space Management 1 2 3 4


















41











Paces instruction




Can recognize and provide for individual differences in an inclusive setting














COMPLETED IN THE BEGINNING OF JANUARY.

42

APPENDIX I

TEACHER/MENTOR COOPERATIVE PROGRESS REPORT

SECOND SEMESTER GOAL (Utilize "Needs Assessment Checklist - Appendix D - to determine goals)

INDUCTEE GRADE/SUBJECT

MENTOR TEACHER

GOAL

OBJECTIVES

TEACHING APPROPRIATE

WORK RELATED

STRATEGIES TO BE USED

MENTOR'S FIRST

OBSERVATION

Date:

MENTOR'S FEEDBACK

(for first observation)

Date:


Inductee’s Signature Date Mentor’s Signature Date

43

APPENDIX I (continued)

MENTOR'S SECOND

OBSERVATION

Date:

MENTOR'S FEEDBACK

(for second observation)

Date:


Inductee's Signature Date Mentor's Signature Date

The Inductee completes the sections entitled Goal, Objective, and Teaching Work Related Strategies. He/She

forwards this form to the mentor who completes the remainder of the form. This is then submitted to the

Principal, who will retain this progress report in the Inductee's school personnel file.

44

APPENDIX J

MENTOR OBSERVATION FORM


Inductee:___________________ Date: _______ Mentor:___________________________

Key Symbols:

E = Evident (Observed)

NI = Needs Improvement

NA = Not Applicable

Catholic Identity E NI NA


Witnesses to the philosophy and mission of Catholic education.

Witnesses to Christian commitment by personal example.



Context/Goal Setting E NI NA



Student (s) appear aware of and understand the learning goals

Provided rubrics or other guides to focus student(s) on goals.

Closed the class/session with a focus on goals/meaning of lesson.


Student Assessment E NI NA



Effectively utilized different levels of questioning and discussion strategies

that encourage student(s) to participate.

Attended to student questions/comments during lesson.

Provided equitable, accurate, and constructive feedback to student(s).

Implemented assessment at the end of lesson.


45

Attention to Individual(s) Building Community E NI NA


Connected with individual student(s) during class/session.


Involved the class/individual in sharing/planning/evaluating when applicable.


Instructional Practices and Classroom/Work Space Routines E NI NA

Varied student groupings: individual; pairs; small groups.






Displayed effective classroom/work place leadership/management.

Used minimum class/work time for non-instructional routines, maximizing

time on task.

Comments:

Positive, Supportive Learning Environment E NI NA






46

APPENDIX K

Peer to Peer

Observation Form


Inductee:___________________ Date: _______ Educator:__________________________

The purpose of these observations is to assist you in identifying the strategies different educators use so that you

can glean usable ideas for your own classroom/work area. Make copies of the form as needed.

Choose one area to focus on during your observation. Use the space provided to note strategies observed,

questions you may have about the lesson and any other items you would like to note. Describe how the lesson

you observed will impact your thinking regarding this area of focus.

_____ Catholic Identity:


Witnesses to the philosophy and mission of Catholic Education.

Wtnesses to Christian commitment by personal example.


Describe how Catholic Identity was infused into this lesson.

In what ways has the lesson you’ve observed impacted your thinking and/or future classroom practices regarding a

faith-centered classroom/work area?

47

_____ Context/Goal Setting:



Student(s) appear aware of and understand the learning goals.

Provide rubrics or other guides to focus student(s) on goals.

Closed the class/session with a focus on general goals/meaning of lesson.


Context/Goal Setting?

_____ Student Assessment:



Effectively utilized different levels of questioning and discussion strategies that encourage student(s) to participate.

Attend to student questions/comments during lesson.

Provided equitable, accurate and constructive feedback to student(s).

Implemented assessment at end of lesson to gauge student learning


Student Assessment?

48

_____ Attention to Individual(s) Building Community:


Connected with individual student(s) during class session.


Involved the class/individual in sharing/planning/evaluating, when applicable.


Attention to Individual(s) Building Community?

_____ Instructional Practices and Classroom/Work Space Routines:

Varied student groupings: individual; pairs; small group..






Displayed effective classroom/work space leadership/management.

Used minimum class/work time for non-instructional routines, maximizing time on task.


Instructional Practices and Classroom/Work Space Routines?

49

_____ Positive, Supportive Learning Environment:






Positive, Supportive learning Environment?

Signature of Mentor:_______________________________________ Date:____________________

Signature of Inductee:___________________________________ Date:____________________

50

Name: APPENDIX L*

ANNUAL EVALUATION OF INDUCTION PLAN

INDUCTEES

1. Did this program provide the support that you needed to make a smooth transition to a Catholic School

within the Diocese of Allentown? Explain.

2. To what extent were the following objectives met by the plan?

Effective Somewhat Effective Not Effective

Provided orientation to Diocesan and State policies

and procedures

Provided orientation to local school policies and

procedures

Provided a support system for the inductee through

use of a mentor

Provided training in instructional or work related

skills (lesson planning, teaching strategies, etc.)

Provided orientation pertaining to

curriculum/standards, classroom management, and

organization

Provided assistance in developing good

relationships with the school community

Provided opportunities which enhanced my

professional education

51

3. Please provide any suggestions for improvement or other comments you wish to make about the Induction

Plan.

Date: Submitted by:

Inductee's signature

Reviewed by:

Mentor's signature

Principal's signature

School

City or Town

INDUCTEE, PLEASE COMPLETE.

PRINCIPAL, PLEASE FORWARD NO LATER THAN MAY 1ST TO:

Induction Coordinator

Diocese of Allentown Office of Education

2145 Madison Avenue

Bethlehem PA 18017

52

INDUCTEE: APPENDIX M

INITIAL/CONTINUING NEEDS ASSESSMENT CHECKLIST FOR MAY

The "Needs Assessment Checklist" should be completed for the third time by the Inductee during the first week of

May. Copies should also be maintained by the Mentor and the Principal. This assessment should be used in

determining goals for the next academic year.







1 2 3 4

















Manages classroom or work space and keeps appropriate records -- mark book, roll

slips, report cards, planbook, meeting logs, appropriate reports, etc.


Maintains professional personal appearance in dress and demeanor.



53







1 2 3 4











A. Classroom or Work Space Management 1 2 3 4


















54











Paces instruction




Can recognize and provide for individual differences














COMPLETED IN THE BEGINNING OF MAY. FORMULATE GOAL(S) FOR THE NEXT YEAR.

55

Name: APPENDIX N*

INDUCTION COMPLETION DOCUMENT

This document must be completed at the end of the one-year program and submitted on or before May 15th of the

current school year.

I. SECRETARY FOR EDUCATION

Introduce Inductee to Diocesan and State

policies, procedures, and Code of Conduct/Ethics

Date Signature

II. PRINCIPALS

A. Acquaint Inductee with local school

philosophy, policies, procedures,

facilities, and Code of Conduct/Ethics

Date Signature

B. Familiarize Inductee with support

services

Date Signature

III. MENTOR

A. Instruct Inductee in diverse and inclusive

classroom or work space management functions

1. Discipline

Date

2. Time Management

Date

3. Safe and Supportive Environment

Date

4. Scheduling for work responsibilities

Date

5. Record Keeping

Date

6. Parent/Teacher/Specialist Relationships

Date

7. Use of assessment results

Date Signature

B. Work Related Process

1. Knowledge of Curriculum, Guides,

Core Standards and work related skills Date

2. Planning Skills

Date

56

3. Presentations, Modifications, and

Adaptations Date

4. Factors Influencing Work Space

Date

5. Formal and Informal Test Construction/Use

Date

6. Creative Independent Activities

Date

7. Use of multi-media /technology/material/resources

Date Signature

C. Socializing Activities

1. Faculty/department meetings, social events (please list)

Signature

2. Community

a. Apprise Inductee of function and

expectations of the local faith

community

Date Signature

b. Provide background on community

and organizations

Date Signature

c. Discuss cultural and ethnic

background of the school

community

Date Signature

WE, the undersigned, agree that has completed all requirements of the Induction

Plan in the Diocese of Allentown.

Inductee Date Signature

Mentor Date Signature

Principal Date Signature

Secretary for Education Date Signature

PRINCIPAL, SUBMIT ON OR BEFORE MAY 15th

.

57

APPENDIX O

Educational Websites Sources

This is a limited listing. You may know and have used others. Some of these suggestions may not

adhere to Catholic philosophy and teachings. Preview all content prior to use in the classroom or work

setting. See the Diocese of Allentown Policy on Responsible Use of Computers and

Communications for Catholic School Employees (Teacher’s Handbook).

Professional Reading/Learning Communities for New Teachers

Mind/Shift – Teacher’s Guide to Using Videos by Catlin Tucker

http://blogs.kqed.org/mindshift/files/2013/03/Mindshift-Guide-to-Videos.pdf.

Eduplanet21 – Social Learning for Educators http://www. eduplanet21.com/

Edutopia http://www.edutopia.org

PDE’s SAS identifies six elements that impact student achievement http://www.pdesas.org/.

Classroom Management

http://www.educationoasis.com/instruction/beginning teachers.htm

http://www.nea.org/tools/ClassroomManagement.html

http://www.edutopia.org/classroom-management-resource-guide

http://www.smartclassroommanagement.com/

http://www.theteachersguide.com/classroommanagement.htm

Integrating Technology

https://education.skype.com/

http://www.epals.com

http://www.youtube.com/teachers

http://www.edutopia.org/technology-integration

Teaching with Differentiation

http://www.edmodo.com

http://www.arpisd.org/inserv/Online Learning.htm

http://www.slideshare.net/jkchapman/differentiated-instruction-in-online-environments

http://blogs.kqed.org/mindshift/files/2013/03/Mindshift-Guide-to-Videos.pdf

http://www/

http://www.edutopia.org/

http://www.educationoasis.com/instruction/beginning

http://www.theteachersguide.com/classroommanagement.htm

http://www.edutopia.org/technology-integration

http://www.arpisd.org/inserv/Online

http://www.slideshare.net/jkchapman/differentiated-instruction-in-online-envrionments

58

Integrating Faith

http://www.ncea.org/

http://www.catholicity.com/links/10/

http://www.catholic.or/

http://catholic.net/

http://www.loyolapress.com/catholic-kids.htm

http://www.catholicteacherresources.com/

http://www.mycatholicsource.com/msc/catholic fun and activites.htm

http://www.ehow.com/way 5313637 printable-catholic-children-catechism-ideas.html

Project Based Learning

http://www.teachengineering.org

http://sciencenetlinks.com

http://pbskids.org/designsquad/parentseducators/index.html

http://www.freshbrain.org/schools

http://www.epals.com/

Digital Citizenship

http://www.digitalcitizenship.net/Home Page.html

http://digitalcitizenship.com/

http://ecitizenship.csla.net/

http://www.brainpop.com/spotlight/digitalcitizenship/

http://www.commonsensemedia.org/educators/curriculum

http://blog.edmodo.com/2012/09/19/download-the-digital-citizenship-starter-kit-from-edmodo-

common-sense-media/

http://edudemic.com/2012/07/10-interactive-lessons-by-google-on-digital-citizenship/

Others

http://www.iste.org/standards/nets-for-students

http://www.iste.org/standards/nets-for-teachers

http://www.mycatholicsource.com/msc/catholic

http://www.ehow.com/way%205313637%20printable-catholic-children-catechism-ideas.html

http://www.epals.com/

http://www.digitalcitizenship.net/Home

http://blog.edmodo.com/2012/09/19/download-the-digital-citizenship-starter-kit-from-edmodo-

http://edudemic.com/2012/07/10-interactive-lessons-by-google-on-digital-citizenship/

59


OFFICE OF EDUCATION

Induction Dates

August and September – Diocesan Professional Development Days for all inductees.

September 29 – Principal sends the Appendix A (Principal and Mentor Planning – yellow form) to

the Office of Education.

First Week in October – Appendix B (Initial/Continuing Needs Assessment Checklist). The

inductee will complete this checklist and use the information for Appendix C. This “blue” form is

retained in the inductee’s school file.

During the First Semester – Appendix C (Inductee/Mentor Cooperative Progress Report) is to be

completed by the mentor and inductee, and retained in the inductee’s school file.

During the First Semester – Appendix D (Mentor Observation Form) is to be used by the mentor

when observing the inductee and retained in the inductee’s school.

During the First Semester – Appendix E (Peer to Peer Observation Form) is to be used by the

inductee each time he/she observes another educator, including the full day school visit (Appendix F).

This blue form is to be retained in the inductee’s school file.

December 15 – Appendix F (School Visit) – is to be completed by the inductee. This yellow form is

to be sent to the Office of Education.

January 15 – Appendix G (Inductee Evaluation) is to be completed by the school’s administrator

and sent to the Office of Education.

First Week in January – Appendix H (Initial/Continuing Needs Assessment Checklist) The

inductee will complete this checklist and use the information for Appendix I.

During Second Semester – Appendix I (Inductee/mentor Cooperation Progress Report) is to be

completed by the mentor and inductee and retained in the inductee’s school file.

During Second Semester – Appendix J (Mentor Observation Form) is to be used by the mentor

when observing the inductee and retained in the inductee’s school file.

During Second Semester – Appendix K (Peer to Peer Observation Form) is to be used by the

inductee each time he/she observes another educator. The blue form is be retained in the inductee’s

school file.

May 1 – Appendix L (Annual Evaluation of Induction Plan). This “yellow” form is completed by the

inductee and reviewed and signed by the principal and mentor, and sent to the Office of Education.

60

First Week in May – Appendix M (Initial/Continuing Needs Assessment) is to be completed and

used to formulate a goal or goals for the next school year and retained in the inductee’s school file.

The goal/goals will be given to the principal in writing at the meeting for the required Diocesan End-

of-the-Year-Performance Repot.

May 15 – Appendix N (Induction Completion Document) is completed by the Principal, Mentor, and

Inductee and sent to the Office of Education.

Appendix O – Suggested Educational Website Sources

An induction Certificate will be issued by the Superintendent to the Inductee, and a copy placed in

the Inductee’s file at the Office of Education after all the Plan’s criteria has been met.

Yellow forms are sent the Office of Education; blue forms are to be retained in the Inductee’s

school file.