New Teacher Orientation Handbook · New Teacher Development Sessions will be held at the Weber Innovations Center 1007 W. 12 th St. Ogden, Utah 84404 For questions please call Human

New Teacher Orientation

Handbook

2

Page

Program Overview……………………………………………………………………………….3

District Administrators…………………………………………………………………………4

Suggested Schedule for Completion of EYE Requirements……………………..5

Teachers: Year 1……………………………………………………………………………….. 6

Teachers: Year 2……………………………………………………………………………….. 7

Teachers: Year 3……………………………………………………………………………….. 8

Level 1 Educator License To A Level 2 Educator License Form……………..9

Mentor Program…………………………………………………………………………………10

Forms

Basic Observation Form- Regular Ed

Instructional Routines & Data Summary

Mentor Log

New Teacher Development Sessions……………………………………………………13

EYE Teacher/ Resources/ Portfolio……………………………………………………..14

Portfolio Development………………………………………………………………………..22

Utah Effective Teaching Standards……………………………………………………….25

Table of Contents

3

This handbook is intended to present a framework for new teachers. It is a guide to help new

teachers throughout the three-year EYE program. Specific roles and responsibilities are outlined as well as

suggestions for new teachers.

Components of Weber School District’s EYE Induction Program:

Follow USOE guidelines for EYE (page 5)

Work with a mentor

Attend New Teacher Development Sessions (3) for Year 1

New Teacher Support Plan

The principal, mentor and new teacher should develop and periodically review the success of new teachers in:

New Teacher Orientation

New Teacher Development Sessions

Peer support (both formal and informal)

Integration into professional learning communities

Participation in professional development opportunities

Student learning

Celebration of successes

Program Overview

4

Superintendent

Dr. Jeff Stephens

Assistant Superintendent

Jane Ann Kammeyer

Assistant Superintendent

Reid Newey

Executive Director Human Resources

Kevin Sederholm

Director Special Education

Marilyn Runolfson

Director Student Services

Lori Jo Rasmussen

Community Relations & Safety

Nate Taggart

Executive Director Secondary Education

Art Hansen

Foundation

Chris Zimmerman

Supervisor Secondary Education

Bill Grilz

Executive Director Technology

Dave Brooks

Executive Director Elementary Education

Cami Alexander

Technology Supervisor

Lynn Raymond

Supervisor Elementary Education

Karla Porter

Business Administrator

Dr. Robert Petersen

Executive Director Facilities/ Operations

Dale Pfister

Child Nutrition

Kathy Harris

Director Career Technical Education

Ray Long

Transportation

Sue Morgan

Custodial Services

Boyd Harris

Maintenance

Brian Smith

District Administrators

5

Suggested Schedule for Completion of EYE Requirements

YEAR 1 YEAR 2 YEAR 3

Mentor Mentor Mentor

2 Evaluations 2 Evaluations 2 Evaluations

Work on Portfolio Work on Portfolio Complete Portfolio

Pass Praxis II Principles of Learning and Teaching (PLT) test

Achieve Highly Qualified status under NCLB

Complete CTE additional coursework, if applicable

Complete a 2-hour, LEA- sponsored Suicide Prevention course

Complete any additional LEA

requirements

Complete the Ethics Review

Cleared

Background/Fingerprint check

within on calendar year

LEA approval for upgrade to

Level 2

How Do I Become Highly Qualified

The first step to becoming HQ is to make sure that you are state qualified for the assignment. This means

having a current license with all the proper license areas and/or endorsements necessary to teach the course. If

you are not state qualified for the assignment, you will want to contact your district HR department as soon as

possible so you can start working towards earning the proper credentials. Please note that current policy is that

you must pass an appropriate PRAXIS test in order to earn the appropriate credentials for NCLB subject courses,

so in the process of earning the credentials, you’ll also be deemed HQ!

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All Level 1 educators must complete the EYE requirements appropriate to their area(s) of concentration

and be eligible for upgrade to Level 2 by the time they have three years of verifiable professional experience in a

public or an accredited private school as designated by the EYE program AND their Level 1 license expires.

(USOE)

Responsibilities: EYE Year 1 Teachers (Early Childhood, Elementary Education, Secondary Education, Special

Education, Career & Technical Education, Library Media Specialist, Speech-Language Pathologist and Speech-

Language Technician):

Hold a Level 1 Utah Educator License

Begin development of professional portfolio

Receive two professional evaluations per year in a Utah public or accredited private school with a

satisfactory final evaluation

Achieve a score of 160 or better on ONE of the four Praxis II: PLT tests at the appropriate level of

educational preparation

Work with a trained mentor for three years

Meet with assigned mentor once a week

Participate in ALL district sponsored New Teacher Development Sessions and Professional Development

Schedule 3 observations of your instruction in the classroom with your mentor, debrief and set goals

Schedule, attend and debrief a model classroom observation with assigned mentor

Achieve NCLB HQ status in at least one licensure area, if qualified in any NCLB subject area

CTE, Speech-Language Pathologist, Speech-Language Technician, Communication Disorders-Audiology,

Pre-school, School Counselor, School Psychologist and School Social Worker may require additional

coursework/requirements (check with USOE for more information)

Complete End –of- Year District Evaluation

Teachers: Year 1

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public or an accredited private school as designated by the EYE program and their Level 1 license expires. (USOE)





Complete professional portfolio and present to administrator

Receive two professional evaluations per year in a Utah public or accredited private school with a satisfactory

final evaluation




Meet with assigned mentor twice per month

Participate in district sponsored Professional Development

Schedule 2 observations of your instruction in the classroom with your mentor, debrief and set goals





Complete Suicide Prevention Professional Development once during Level 1 (2hrs). First one hour

training – introductory video http://www.uen.org/suicidepreventiontraining


Teachers: Year 2

http://www.uen.org/suicide

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public or an accredited private school as designated by the EYE program AND their Level 1 license expires.

(USOE)





Receive approval for professional portfolio

Receive two professional evaluations per year in a Utah public or accredited private school with a

satisfactory final evaluation




Meet with assigned mentor once each month

Attend ALL district EYE 3 trainings (OnTrack registration)

Complete a background/fingerprint check for a Level 2 application





Complete the Ethics Review once during Level 1 www.utah.gov/teachers

Complete Suicide Prevention Professional Development once during Level 1 (2hrs). First one hour

training – introductory video http://www.uen.org/suicidepreventiontraining

Complete form for LEA recommendation for upgrade to Level 2


Teachers: Year 3

http://www.utah.gov/teachers

http://www.uen.org/suicide

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One requirement of EYE is that EYE teachers will have an experienced, trained mentor. Weber School

District provides mentors who are veteran teachers and come highly recommended by administrators. Mentors

provide new teachers with guidance, training and constructive observations. The number of times a month a mentor

meets with an EYE teacher is dependent upon the number of years taught.

1st

year teachers = Weekly visits

2nd

year teachers = Every other week visits

3rd

year teachers = Monthly visits

New Teacher/ Mentor Checklist

o Become acquainted

o Select a time that would be best to meet

o Review and discuss needs/ questions

o Schedule a time to do first observation

o Discuss classroom management/ establishing classroom routines and procedures

o Other items:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

_____________________________

**The following are forms that will be completed during your mentor visits.

Mentor Program

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Basic 5 Observation Form – Reg. Ed. (15 minutes total)

Teacher: ____________________ Date: ________________________ Time: _____________________

Observer: ___________________ Class: ________________________ Activity: ___________________

STEP 1: Consult with teacher and discuss teaching expectations/focus for observation.

STEP 2: During a 10-minute observation period, record simple tally marks for each behavior. (10 Minutes)

Benchmark Reinforcing Corrective Total

Ratio of Interactions

Academic

Behavioral Academic Behavioral Ratio

Opportunities to Respond

Group Response Individual Response OTRs/Per Min.

Disruptions Code for Each Occurrence

T = talking O = out of seat H = hands feet objects to self

Name H O T

STEP 3: For the next 5 minutes, focus on a different student every 5 seconds. Record a (+) to indicate on-task or

engaged behavior and a (O) to indicate off-task behavior. When each student has been observed, begin the progression again. Continue until time has elapsed. (5 minutes)

1 2 3 4 5 6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24

25 26 27 28 29 30 31 32 33 34 35 36

37 38 39 40 41 42 43 44 45 46 47 48

49 50 51 52 53 54 55 56 57 58 59 60

Divide the number of on-task (+) marks by the total of marks (60). Time on task (percentage of on-task behavior) /60 = ________ percent. Adapted from Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006) Coaching Classroom Management

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Instructional Routines & Data Summary

Teacher: ______________________ Date: ________________________ Time: _______________________

Observer: _____________________ Class: ________________________ Activity: _____________________

Instructional Routines

Lesson Delivery Description Obs. Not Obs. Notes

Class Starter

Stated Lesson Objective

Review

Teacher Model (I do)

Guided Practice (We do)

Mastery to 80% before moving on to Ind. Practice

Ind. Practice (You do)

Review/Closure

Lesson objective mastered? How measured?

Other Elements Description Obs. Not Obs. Notes

Cue, Pause, Signal?

Materials organized?

Adaptations needed?

Adaptations implemented?

“Important areas of structure to look at include the daily schedule, room layout, the attention signal, beginning and ending routines, classroom rules, and assignment procedures” (p. 119). Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006) Coaching Classroom Management.

Data Summary

Behavior Red Yellow Green Action Plan

+ to – Ratio

< 2:1

3:1

At least 4:1

OTR’s 0-1 total 2-3 total 4-6 total

Disruptions 6+ 3-5 1-2

Time on Task < 80 % 81-90% 91-100%

Red = Stop!! (do something different) Yellow = Caution (action plan needed)

Green = Keep going!!!

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There are 3 New Teacher Development Sessions held throughout the school year to assist you as you

begin your career in education. These sessions provide you with information on classroom management, teaching

techniques, curriculum and the opportunity to visit model classrooms.

*Please plan to attend the following New Teacher Development Sessions

for 2015-16

November 5th

January 28th

March 22nd

*Secondary will begin at 7:15am. Elementary will begin at 7:45am.

*New Teacher Development Sessions will be held at the

Weber Innovations Center

1007 W. 12th St.

Ogden, Utah

84404

*For questions please call Human Resources 801-476-7886

New Teacher Development Sessions

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Utah’s Support and Enhancement

Program for Level 1 Educators

Utah State Office of Education – www.schools.utah.gov

July 1, 2014 – Last Updated

This document describes policies and procedures for Utah’s Entry Years Enhancement (EYE) program. Since this program continues to change and develop, it is advisable to refer to the most recent version of the document available online at www.schools.utah.gov/cert.

Linda Alder • Education Specialist • 801-538-7923 • [email protected] Erica Horsley • Office Specialist • 801-538-7648 • [email protected]

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WHAT IS ENTRY YEARS ENHANCEMENT (EYE)? The Entry Years Enhancement (EYE) is a structured support program for Level 1 educators as they fulfill the requirements for a Level 2 professional license. EYE provides Level 1 educators with accredited school, district, and state support for a three-year period. All Level 1 educators are required to participate and all requirements must be completed within the first three years of service.

The goal of the EYE program is to encourage Level 1 educators to develop successful teaching skills and strategies as described in the Utah Effective Teaching Standards with assistance from experienced colleagues. Upon successful completion of three years of service and all EYE requirements, the local education agency (LEA) may recommend the Level 1 educator for a Level 2 Utah Professional Educator License. If all EYE requirements have not been met, the LEA may request a one-time, one-year extension at their discretion.

WHAT ARE THE UTAH EFFECTIVE TEACHING STANDARDS?

http://www.schools.utah.gov/

http://www.schools.utah.gov/cert

mailto:[email protected]

mailto:[email protected]

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The Standards are a description of highly effective teaching as adopted by the Utah State Board of Education. They represent the knowledge and skills necessary to teach the Utah Core Standards, and align with national teaching standards (INTASC, 2011) and current research on effective teaching practices. The Standards provide a resource for educators throughout the state of Utah to analyze and prioritize expectations for high quality instruction. They may be used by individuals to self-assess their own performance and identify areas that need improvement, and within Learning Communities to assess the quality of instruction and plan collaborative improvements.

Standard 1

The teacher understands cognitive, linguistic, emotional, and physical areas of student development.

Standard 6

The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Core Curriculum standards, instructional best practices, and the community context.

A. Creates developmentally appropriate and challenging learning experiences based on individual student’s strengths, interests, and needs. B. Collaborates with families, colleagues and other professionals to promote student growth and development.

A. Plans instruction based on the approved state curriculum.

B. Individually and collaboratively selects and creates learning experiences that are appropriate for reaching content standards relevant to learners and based on principles of effective instruction. C. Differentiates instruction for individuals and groups of students by choosing appropriate strategies and accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning.

D. Creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems, and create original work. E. Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.

Standard 2 The teacher understands individual learner differences and cultural and linguistic diversity.

Standard 7 The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.

A. Understands individual learner differences and holds high expectations of students. B. Designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs. C. Allows students different ways to demonstrate learning sensitive to multiple experiences and diversity. D. Creates a learning culture that encourages individual learners to persevere and advance. E. Incorporates tools of language development into planning and instruction for English language learners, and supports development of English proficiency.

A. Understands and practices a range of developmentally, culturally, and linguistically appropriate instructional strategies. B. Uses appropriate strategies and resources to adapt instruction and vary his or her role to meet the needs of individuals and groups of learners. C. Analyzes student errors and misconceptions in order to redirect, focus, and deepen learning. D. Uses a variety of instructional strategies to support and expand learners’ communication skills. E. Provides multiple opportunities for students to develop higher-order and meta- cognitive skills. F. Provides opportunities for students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions. And solve real-world problems. G. Supports content and skill development by using multiple media and technology resources, and knows how to evaluate these resources for quality, accuracy, and effectiveness. H. Uses a variety of questioning strategies to promote engagements and learning.

Standard 3 The teacher works with learners to create environments that support individual and collaborative learning, positive social interactions, active engagements in learning, and self-motivation.

Standard 8 The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.

A. Develops learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations, and procedures. B. Collaborates with students to establish a positive learning climate of openness, respectful, interactions, support, and inquiry. C. Uses a variety of classroom management strategies to effectively maintain a positive learning environment. D. Equitably engages students in learning by organizing, allocating, and managing the resources of time, space, and attention. E. Extends the learning environment using technology, media, and local and global resources. F. Encourages students to use speaking, listening, reading, writing, analysis, synthesis, and decision-making skills in various real-world contexts.

A. Independently and in collaboration with colleagues, uses a variety of data to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice. B. Actively seeks professional. Community, and technological learning experiences,

within and outside the school, as supports for reflection and problem-solving. C. Recognizes and reflects on personal and professional biases and accesses

resources to deepen understanding of differences to build stronger relationships and create more relevant learning experiences. D. Actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection. E. Develops a professional learning plan based on individual needs and the needs of learners, schools, and educational communities.

3

Standard 4

The teacher understands the central concepts, tools of inquiry, and structures of the discipline.

Standard 9

The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.

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A. Knows the content of the discipline and conveys accurate information and concepts. B. Demonstrates an awareness of the Utah Common Core Standards/Core Curriculum and references it in the short- and long-tern planning.

C. Engages students in applying methods of inquiry and standards of evidence of the discipline. D. Uses multiple representations of concepts that capture key ideas. E. Supports students in learning and using academic language accurately and meaningfully.

A. Prepares for and participates actively as a team member in decision-making processes and building a shared culture that affects the school and larger educational community. B. Participates actively as part of the learning community, sharing responsibility for decision-making and accountability for each student’s learning, and giving and receiving feedback. C. Advocates for the learners, the school, the community, and the profession. D. Works with other school professional to plan and jointly facilitate learning to meet diverse needs of learners. E. Engages in professional learning to enhance knowledge and skill, to contribute to the knowledge and skill of others and to work collaboratively to advance professional practice.

Standard 5

The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.

Standard 10

The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.

A. Designs or selects pre-assessments, formative, and summative assessments in a variety of formats that match learning objectives and engage the learner in demonstrating knowledge and skills.

B. Engages students in understanding and identifying the elements of quality work, and provides them with timely and descriptive feedback to guide their progress in producing that work. C. Adjusts assessment methods and makes appropriate accommodations for English language learners, students with disabilities, advanced students, and students who are not meeting learning goals. D. Uses data to assess the effectiveness of instruction and to make adjustments in

planning and instruction. E. Documents student progress and provides descriptive feedback to students, parents, and other stakeholders in a variety of ways.

F. Understands and practices appropriate and ethical assessment principles and procedures.

A. Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives.

B. Avoids actions which may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities. C. Takes responsibility to understand professional requirements, to maintain a current Utah Educator License, and to complete license upgrades, renewals, and additional requirements in a timely way. D. Maintains accurate instructional and non-instructional records. E. Maintains integrity and confidentiality in matters concerning student records and collegial consultation. F. Develops appropriate student-teacher relationships as defined in rule, law, and policy.

G. Maintains professional demeanor and appearance as defined by the local

educations agency (LEA).

WHO MUST COMPLETE EYE? All educators with a level 1 Utah educator License must complete the EYE requirements appropriate to their area of concentration. Educators holding a license with more than one area of concentration must complete all EYE requirements for each area of concentration; for example Elementary Education, School Counselor, Speech-Language Pathologist, etc.

WHAT ARE THE EYE REQUIREMENTS? All Level 1 educators must complete the EYE requirements appropriate to their area(s) of concentration and be eligible for upgrade to Level 2 by the time they have three years of verifiable professional experience in a public or an accredited private school as designated by the EYE program AND their Level

1 license expires. One or two years of licensed out-of-state experience may be used toward the EYE service requirement at the discretion of the employing LEA. All educators who are upgrading their Level 1 license must have a completed Ethics Review and cleared background/fingerprint check prior to final approval from the employing LEA within one calendar year of upgrade.

Educators applying for a Utah Educator License who have three or more years of verifiable prior experience from another state or country in a public or an accredited private school or who were licensed (Level 1) and hired in Utah prior to January 1, 2003 may be recommended for a Level 2 Utah Educator License after one additional year of service, two satisfactory professional evaluations, cleared background/fingerprint check within one calendar year, completed Ethics Review, and a recommendation from the employing LEA beginning in January of the upgrade school year. Level 1 Educators who are in the Return to Education program with two or more years of service and have not completed EYE must include the completion of EYE requirements in their Professional Development Plan. The LEA has discretion in determining the employment or re-employment status of educators.

Educators with three (3) or more years of licensed Out-of-State experience in a public or accredited private school should complete the following:

• Hold a Level 1 Utah educator License and teach for at least one academic year.

• Complete one year of licensed service in a Utah LEA.

• Receive two professional evaluations in a Utah LEA with a satisfactory final evaluation.

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• Complete any additional LEA requirements.

• Have a cleared background/fingerprint check within one calendar year; www.utah.gov/teachers.

• Receive a LEA approval for upgrade to Level 2.

• Achieve NCLB HQ status in at least one licensure area, if qualified in any NCLB subject area.

• Provide verification of out-of-state or foreign years of licensed teaching experience in a public, charter, or accredited private school.

• CTE may require additional coursework; contact CTE at 801-538-7662 for information.

• Complete the Ethics Review at www.utah.gov/teachers.

• Complete a 2-hour, LEA-sponsored Suicide Prevention course.

EYE REQUIREMENTS BY AREA OF CONCENTRATION Early Childhood Education, Elementary Education, Secondary Education, Special Education,

Career & Technical Education (CTE) and Library Media Specialist

• Hold a Level 1 Utah Educator License and teach for three academic years.

• Complete a professional portfolio.

• Receive two professional evaluations per year for three years in a Utah LEA with a satisfactory final evaluation.

• Achieve a score of 160 or better on ONE of the four Praxis II: PLT tests at the appropriate level of educational preparation; 5621, 5622, 5623, or 5624.

• Work with a trained mentor for three years.




• Achieve NCLB HQ status in at least one licensure area, if qualified in any NCLB subject area.

• CTE may require additional coursework; contact CTE at 801-538-7662 for information.



Speech-Language Pathologist, Speech-Language Technician, and Communication Disorders


• Complete a Professional Portfolio.








Pre-school SpEd (B-5), School Counselor, School Psychologist, and School Social Worker









5









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Suggested Schedule for Completion of EYE Requirements

YEAR 1

YEAR 2

YEAR 3

Mentor

Mentor

Mentor

2 Evaluations

2 Evaluations

2 Evaluations

Work on Portfolio

Work on Portfolio

Complete Portfolio Pass Praxis II Principles of Learning and Teaching (PLT) test

Achieve Highly Qualified status under NCLB

Complete CTE additional coursework, if applicable

Complete a 2-hour, LEA-sponsored Suicide Prevention course

Complete any additional LEA requirements

Complete the Ethics Review

Cleared Background/Fingerprint Check within one calendar year

LEA approval for upgrade to Level 2

WHAT IS A PROFESSIONAL PORTFOLIO? The EYE portfolio is a record of the Level 1 educator’s growth, represented through artifacts and reflections. The portfolio is prepared and submitted according to the guidelines of the employing LEA. The portfolio is evaluated by the employing LEA.

The portfolio provides a professional record to guide future professional development and may serve as supportive evidence in future employment interviews. It provides introspection opportunities for the Level 1 educator as well as a conversation tool between the mentor and the Level 1 educator. Each LEA will design and evaluate its own EYE Portfolio requirements, using the following guidelines. The portfolio should:

• be based upon the Utah Effective Teaching Standards

• include teaching artifacts

• include notations and reflections explaining the artifacts

• be a vehicle for collaboration with the mentor

• provide evidence of content knowledge and pedagogy

WHAT ARE PROFESSIONAL EVALUATIONS? Utah LEAs are required to observe Level 1 educators and evaluate their teaching skills at least twice during each of the three EYE years. Observations and evaluation plans are developed by each LEA. It is recommended that evaluations of EYE educators be linked to the requirements of the Utah Effective Teaching Standards.

WHAT TESTS ARE NEEDED TO COMPLETE EYE REQUIREMENTS? Praxis II Principles of Learning and Teaching (PLT) Tests The Praxis II Principles of Learning and Teaching (PLT) test is required of all educators to complete EYE requirements and qualify for a Level 2 license. The test is designed to assess a beginning educator’s pedagogical knowledge. It assesses an educator’s understanding of such areas as human growth and development, classroom management, instructional design and delivery techniques, and evaluation and assessment. The test uses a case study approach and features constructed-response and multiple-choice items.

Level 1 Educators must pass the PLT test with a score of 160 or greater in order to apply for a Level 2 License. Educators who do not achieve a passing score may retake the test within the three-year duration of the Level 1 license.

Registration information and current test fee information can be found at the Educational Testing Services (ETS) website, www.ets.org/praxis. ETS will forward scores to the Utah State Office of Education upon the educator’s request. Please allow 6-8 weeks to receive test results.

Level 1 Educators select the Praxis II Principles of Learning and Teaching (PLT) test that most closely relates to their license area of concentration:

http://www.ets.org/praxis

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6

Early Childhood

Praxis II (5621) Principles of Learning and Teaching

Grades K-6


Grades 5-9


Grades 7-12

Praxis II (5624) Principles of learning and Teaching

Praxis II Content Tests

To complete EYE requirements and qualify for Level 2 licensure, a Level 1 educator must be NCLB Highly Qualified in at least one of the NCLB license areas in which they are endorsed. Level 1 educators licensed in non-NCLB areas are not held to this requirement.

Early Childhood and Elementary Educators To become NCLB Highly Qualified, Elementary (K-6 or 1-8) educators must submit a passing score for the Praxis II (5001) Elementary Education: Multiple Subject Test. This test is made up of 4 subtests in Language Arts (5002), Mathematics (5003), Science (5005), and Social Studies (5004). Each subtest will have its own passing score. An individual must pass all 4 subtests to be considered Highly Qualified (HQ) in Elementary Education. Early Childhood (K-3) educators may submit a passing score for the Praxis II (5022) Early Childhood Education Content Knowledge.

Secondary Educators Endorsed in NCLB Areas

Secondary Educators endorsed in NCLB areas must become HQ before applying for a Level 2 license. Highly-Qualified status applies to educators of core subjects in the following areas: English, Fine Arts, Foreign Language, Reading/Language Arts, Mathematics, Science, Civics and Government, History, and Geography. Additional information regarding HQ status is available at http://www.schools.utah.gov/cert/No-Child-Left-Behind.aspx.

Special Education

Special education teachers must be HQ in one area of licensure in order to apply for a Level 2 license. Special Education teachers should consult with their LEA special education department when determining the best test for their educational goals.

Mild/Moderate Disabilities 5354-SpEd Content, 5543-SpEd Content, hold Math endorsement for Special Educators, 5047-Middle School Language Arts, or 5001-Elementary Content

Blind and Visually Impaired 5354-SpEd Content, hold Math endorsement for Special Educators, 5047-Middle School Language Arts, or 5001-Elementary Content

Severe Disabilities 5545-Severe SpEd Content 5354-SpEd Content, hold Math endorsement for

Special Educators, 5047-Middle School Language Arts, or 5001-Elem Content

Deaf and Hard of Hearing 5354-SpEd Content, hold Math endorsement for Special Educators, 5047-Middle School Language Arts, or 5001-Elementary Content

SpEd-Secondary subject area endorsements

See Praxis test list for NCLB core subject areas other than English/Language Arts: www.schools.utah.gov/cert/No-Child-Left-Behind.aspx

WHAT IS THE ROLE OF THE MENTOR? The trained mentor assigned by the LEA acts as a resource for the Level 1 educator. Utah State Board rule requires that EYE mentors be trained to successfully carry out their assignment. Mentors should develop appropriate attitudes, knowledge, and skills as described in the Utah Competencies of a Quality EYE Mentor to effectively assist Level 1 educators. To see the Mentor Competencies go to http://schools.utah.gov/CURR/educatoreffectiveness/Entry-Years-Enhancement/Competencies.aspx.

http://www.schools.utah.gov/cert/No-Child-Left-Behind.aspx

http://www.schools.utah.gov/cert/No-Child-Left-Behind.aspx

http://schools.utah.gov/CURR/educatoreffectiveness/Entry-Years-Enhancement/Competencies.aspx

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HOW MAY AN EDUCATOR UPGRADE TO A LEVEL 2 LICENSE? The Level 1 Utah Educator License is issued to an individual who is recommended by a Board- approved educator preparation program, an individual approved by an alternative preparation program, or an educator who was originally licensed in another state.

During the three-year duration of the Level 1 license, the Level 1 educator is supervised by the employing LEA and completes the EYE requirements. A Level 2 license may be issued after three years of service, the completion of all EYE requirements, cleared background/fingerprint check and Ethics Review within one calendar year, and a recommendation by the employing LEA beginning in January of the upgrade school year. The Level 2 license is issued for five years and may be renewed for successive five-year periods.

One-Year Extension

If a Level 1 educator fails to complete all of the EYE requirements within the three-year period because of unusual or extenuating emergency circumstances, the LEA may request a one-time, one- year extension of the level 1 license to provide additional time for the educator to complete the upgrade requirements; for the Level 1 extension form go to the following website at http://schools.utah.gov/CURR/educatoreffectiveness/Entry-Years-Enhancement/EYEIndividualForm.aspx. Requests for a Level 1 extension must be received prior June 30th of the license expiration year.

Recommendation for Upgrade Upon the Level 1 educator’s successful completion of state EYE requirements and any additional LEA requirements, the employer may recommend the educator for a Level 2 Utah Professional Educator License. The employing LEA will make the upgrade recommendation in the educator’s file in the Comprehensive Administration Credentials for Teachers in Utah Schools (CACTUS) system. This electronic recommendation must be followed by payment of an upgrade fee by the recommended educator. Educators may access www.utah.gov/teachers, choose “Upgrade to Level 2,” follow the on-line instructions, and pay the fee to obtain a copy of their Level 2 Utah Educator License.

Expired Level 1 Licenses If an educator’s license is due to expire on June 30th of the current year, it is the educator’s responsibility to work with their LEA to obtain a Level 2 upgrade or a one-year extension. If the license expires, the educator’s employment may be in jeopardy. An educator whose license has expired should consult immediately with their LEA and develop a plan to reinstate the license as soon as possible. The following steps are required to reinstate an expired Level 1 license:

1) Complete all Entry Years Enhancement (EYE) requirements. Obtain Level 1 to Level 2 upgrade approval from employing LEA; see the upgrade form at the following link http://schools.utah.gov/CURR/educatoreffectiveness/Entry-Years-

Enhancement/EYEIndividualForm.aspx. 2) Complete Level 1 Utah Educator License renewal form to verify 100 re-licensure points; see the renewal form at http://www.schools.utah.gov/cert/License-Renewals/Renewal-

Information/Level-

1/Level1RenewalForm.aspx. 3) Complete USOE fingerprint/background check within one calendar year. Initiate fingerprint/background check at www.utah.gov/teachers.

4) Complete the Ethics Review within one calendar year at www.utah.gov/teachers. 5) Complete a 2-hour, LEA-sponsored Suicide Prevention course 6) Submit all documentation to USOE at the address on the upgrade form with the upgrade fee.

WHAT ARE THE ETHICS REQUIRED FOR UTAH EDUCATORS? The Utah State Board of Education requires educators to comply with federal, state, and local laws, maintain a safe learning environment, and exhibit appropriate professional educator conduct. Violations of professional standards may result in license discipline. All educators are responsible for their own professional conduct and should be familiar with Utah State Board requirements detailed in State Board Rule R277-515. All Level 1 educators must complete the Ethics Review at www.utah.gov/teachers prior to receiving a recommendation for upgrade to a level 2 Utah Professional Educator License.

http://schools.utah.gov/CURR/educatoreffectiveness/Entry-Years-Enhancement/EYEIndividualForm.aspx




http://www.schools.utah.gov/cert/License-Renewals/Renewal-Information/Level-1/Level1RenewalForm.aspx






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What is the purpose of a portfolio?

Framework for self-assessment and evaluation

Framework for collaborative assessment and evaluation

Record and display of professional goals, growth, and achievement

Foundation for career-long self- directed professional development

For the educator, a professional portfolio is a thoughtfully organized collection of artifacts and

illustrates:

Professional status

Pedagogical expertise (theory of teaching)

Subject matter knowledge

Knowledge of learning process

Professional and personal attributes that contribute to teaching

Compilation of a Working Portfolio

Include teaching artifacts;

Include notations explaining the artifacts;

Include a reflection and self-assessment of his or her own practice;

Be interpreted broadly to include the employing school district’s requirement of samples of

the first year teaching experience

Lesson plans and/or student work

Tips for ease of assembly and organization

Use a good quality three-ring binder

Begin with an identification page which includes, name, address and telephone number,

pictures are optional

Place multiple-page or otherwise irregular shaped entries in plastic sleeves or pockets. Do

not damage any artifact to include it. For example, do not hole-punch a certificate, instead

put it in a plastic sleeve

Include a table of contents that identifies the overall organization of the portfolio. Dividers

maybe helpful

Portfolio Development

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PORTFOLIO REVIEW

Teacher ____________________________________________________________________

As, Principal, I have reviewed the Portfolio of the above-named teacher and find that it meets the

Portfolio requirement of the Entry Years Enhancement Program as set forth by the Utah State Office

of Education.

Principal Signature____________________________________________________________

Date ____________________________________

*Portfolio should be reviewed at the end of the teaching year. As the Portfolio is subject to random

audit by the state, the Principal should keep the portfolio until the beginning of the next year of

teaching at which time he may return it to the teacher.

This form is for principal and teacher records. It should not be sent to the District Office.

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Utah Effective Teaching Standards

The Learner and Learning Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive.

Standard 1: Learner Development

The teacher understands cognitive, linguistic, social, emotional, and physical areas of student development.

The teacher:

a. creates developmentally appropriate and challenging learning experiences based on individual student’s strengths, interests, and needs.

b. collaborates with families, colleagues, and other professionals to promote student growth and development.

Standard 2: Learning Differences

The teacher understands individual learner differences and cultural and linguistic diversity.

The teacher:

a. ensures inclusive learning environments that allow each student to reach learning goals.

b. designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs.

c. uses instructional strategies that are sensitive to the multiple experiences and diversity of learners and that allow for different ways of demonstrating learning.

d. brings multiple perspectives to the learning context that allow each student to persevere, advance, and accelerate learning.

e. incorporates tools of language development into planning and instruction, including strategies for development of English proficiency.

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Standard 3: Learning Environments

The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.

The teacher:

a. develops learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations, and procedures.

b. collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry.

c. uses a variety of classroom management strategies to effectively maintain a positive learning environment.

d. equitably engages students in learning by organizing, allocating, and managing the resources of time, space, and attention.

e. extends the learning environment using technology, media, and local and global resources.

f. encourages students to use speaking, listening, reading, writing, analysis, synthesis, and decision- making skills in various real-world contexts.

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Instructional Practice Effective instructional practice requires that teachers have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues. They must also understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways to assure learner mastery of the content.

Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline.

The teacher:

a. knows the content of the discipline and conveys accurate information and

concepts. b. bases instruction on approved content standards and current research.

c. engages students in applying methods of inquiry and standards of evidence of the discipline.

d. uses multiple representations and explanations of concepts that capture key

ideas. e. helps students to learn and use academic language accurately and

meaningfully.

f. evaluates and selects instructional resources for accuracy, accessibility, and relevance.

g. stimulates student reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to students’ experiences.

h. understands common misconceptions in the discipline and how to direct student learning to replace them with accurate conceptual understanding.

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Standard 5: Assessment

The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.

The teacher:

a. designs and/or selects pre-assessments, formative, and summative assessments in a variety of formats that match learning objectives and engages the learner in demonstrating knowledge and skills.

b. engages students in understanding and identifying the elements of quality work and provides them with timely and descriptive feedback to guide their progress in producing that work.

c. adjusts assessment methods and makes appropriate accommodations for English Language Learners, students with disabilities, advanced students, and students who are not meeting learning goals.

d. uses data to assess the effectiveness of instruction and to make adjustments in planning and instruction.

e. documents student progress and provides descriptive feedback to students, parents, and other stakeholders in a variety of ways.

f. understands and practices appropriate and ethical assessment principles and procedures.

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Standard 6: Instructional Planning

The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, core curriculum standards, instructional best practices, and the community context.

The teacher:

a. plans instruction based on the approved state curriculum.

b. individually and collaboratively selects and creates learning experiences that are appropriate for reaching content standards, relevant to learners, and based on principles of effective instruction.

c. differentiates instruction for individuals and groups of students by choosing appropriate strategies and accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning.

d. creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems, and create original work.

e. integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.

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Standard 7: Instructional Strategies

The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.

The teacher:

a. understands and practices the principles, techniques, advantages, and limitations of a range of developmentally, culturally, and linguistically appropriate instructional strategies.

b. uses appropriate strategies and resources to adapt instruction and vary his or her role to meet the needs of individuals and groups of learners.

c. continuously monitors student learning, engages students in assessing their own progress, and adjusts instruction and modifies resources in response to student learning needs.

d. analyzes student errors and misconceptions in order to redirect, focus, and deepen learning.

f. models effective strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other media.

g. provides multiple opportunities for students to gather, analyze, synthesize, and evaluate information and ideas, and develop meta-cognitive skills.

h. provides opportunities for students to demonstrate and apply their knowledge with a variety of student products and performances.

i. encourages students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems.

j. supports content and skill development by using multiple media and technology resources and knows how to evaluate these resources for quality, accuracy, and effectiveness.

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Professional Responsibility A teacher’s primary responsibility is to create and support safe, productive learning environments that result in learners achieving at the highest levels. To do this well, teachers must engage in meaningful, intensive professional learning by regularly examining practice through ongoing study, self-reflection, and collaboration. They must be aware of legal and ethical requirements and engage in the highest levels of professional and ethical conduct.

Standard 8: Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.

The teacher:

a. independently and in collaboration with colleagues, uses a variety of data to evaluate the outcomes of teaching and learning, and to reflect on, and adapt planning and practice.

b. actively seeks professional, community, and technological resources, within and outside the school, as supports for reflection and problem-solving.

c. recognizes and reflects on personal and professional biases and accesses resources to deepen understanding of differences to build stronger relationships and create more relevant learning experiences.

d. actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection.

e. engages in meaningful and appropriate learning experiences to improve professional practice and student learning.

f. develops a professional learning plan based on individual needs and the needs of learners, schools, and educational communities.

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Standard 9: Leadership and Collaboration

The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.

The teacher:

a. prepares for and participates actively as a team member in decision-making processes and building a shared vision and supportive culture that effect the school and larger educational community.

b. participates actively as part of the learning community, sharing responsibility for decision-making and accountability for each student’s learning, and giving and receiving feedback.

c. advocates for the learners, the school, the community, and the profession.

d. works with other school professionals to plan and jointly facilitate learning to meet diverse needs of learners.

e. engages in professional learning to enhance knowledge and skill, to contribute to the knowledge and skill of others, and to work collaboratively to advance professional practice.

Standard 10: Professional and Ethical Behavior

The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-

515. The teacher:

a. is responsible for compliance with federal and state laws, State Board of Education Administrative rules, state assessment policies, local board policies, and supervisory directives.

b. avoids actions which may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities.

c. takes responsibility to understand professional requirements, to maintain a current Utah Educator License, and to complete license upgrades, renewals, and additional requirements in a timely way. d. maintains accurate instructional and non-instructional records.

e. maintains integrity and confidentiality in matters concerning student records and collegial consultation.

f. develops appropriate student-teacher relationships as defined in rule, law, and policy.

g. maintains professional demeanor and appearance as defined by the Local Education Agency (LEA).

Documents

New Teacher Orientation Handbook · *New Teacher Development Sessions will be held at the Weber Innovations Center 1007 W. 12 th St. Ogden, Utah 84404 *For questions please call Human

New Teacher Orientation Handbook · New Teacher Development Sessions will be held at the Weber Innovations Center 1007 W. 12 th St. Ogden, Utah 84404 For questions please call Human