Criterion
Narrative
I. Responsibility and Authority
Ongoing oversight of all educator preparation programs offered by the Burton School District is two-fold. First, the Coordinator of Mentor and Induction for New Teachers, Dana Stinson, will oversee the general education program. Second, the Executive Director of Human Resources, Debbie Estrada, will oversee the Mentor and Induction for New Teachers program, and report directly to the Superintendent, Dr. Sharon Kamberg.
The Coordinator of Mentor and Induction for New Teachers will oversee and facilitate district programs related to preparing teachers for credentialing. This individual will report to the Executive Director of Human Resources and the Superintendent.
Organizational Chart NEEDS TO BE UPDATED
The Superintendent of Burton School District guarantees that duties regarding credential recommendations are performed only by employees of the Burton School District in the Office of Human Resources.
Burton School District assures that the individuals in the designated roles responsible for credential recommendation will take part in the Commission training related to the recommendation process.
II. Mission and Vision
The mission and vision will be published on the induction website. The mission of the Burton School District Induction Program is to develop teachers along their professional learning journey through mentors who will model quality instruction, provide collaborative support, coach towards professional independence, and empower candidates to reach every student. The program will develop candidate mindset throughout their professional journey as they work in collaboration with their mentor and seek to reach their diverse students with the intention of meeting the et...
... middle of paper ...
...andidates who avail themselves of the Early Completion Option (ECO).
V. Requests for Data
Burton School District designates the Coordinator of Mentor and Induction for New Teachers as the qualified officer responsible for reporting and responding to all requests from the Commission within the specified timeframes for data including, but not limited to:
Program enrollments
Program completers
Examination results (CSTP observations/reflections)
State and federal reporting
Candidate competence
Organizational effectiveness data
Other data as indicated by the Commission
VI. Veracity in all Claims and Documentation Submitted
The Superintendent of Burton School District positively affirms the veracity of all statements and documentation submitted to the Commission. Without this veracity, we are aware that this is cause for denial of initial institutional accreditation.
Ms. Hall has had many years of public education experience and higher education training in which to hone her leadership style and framework. She started her career as a teacher in the Kirkwood School District. She then served as an assistant elementary principal at both Ritenour and Pattonville School Districts before being selected to serve as the assistant superintendent of the Maplewood Richmond Heights School District in 2008. Throughout her career she continued to pursue her education as a means o...
Past attempts at solutions were Teachers for America, Experimental Certification of Ethnic Colleagues for Elementary Schools, provisional certification, and emergency certification. Teachers for America is a very easy, "six week crash course in teacher survival skills taught primarily by teachers from their troubled placement sites."(Roth, 220) These teachers are said to bring "enthusiasm and intellect" to the classroom. In inner city and urban school systems, where most of the student body is poor and in the greatest need of good teachers, the TFA teachers are installed. While TFA is a good idea and puts teachers in classrooms, some say that the children who are being used as guinea pigs for this experimental teacher training are suffering. However, after receiving praise from some major cities, its training program was approved in 1995 and it "received $2 million from AmeriCorps, President Clinton’s national service initiative."(Mosle, 3) Experimental Certification of Ethnic Colleagues for Elementary Schools (E3) was an effort to "increase the representation of males and people of color on teaching staffs of elementary schools,"(Shade, 261) in response to teacher shortages. This solution was implemented for three years and was very successful. Provisional certification is given to a person who has been certified in another state and has passed the Praxis II, "but who needs one or two courses Maryland requires for teachers.
Osceola School District administration team is starting to implement a new plan to support the classroom instruction. The district administrators are focusing mainly in the subgroups of special education (ESE) and English language learners (ELL). In my work-site, the human resources allocated to both of those programs are usually disconnected of the regular education or content classroom. There is no communication between the regular teacher and the special education specialist. Part of the district superintendent plan is to provide the specialists with professional development in content, for them to support the regular class instruction. Additionally, the specialist must provide support as “team teaching” in the mainstream clas...
Stover, Del. "School Boards:What Does The Future Hold?" American School Board Journal. Web. 16 Dec. 2011. .
Newman, Michael. Beginning a Mentoring Program. Pittsburgh, PA: PLUS (Project Literacy U.S.), 1990, pp. 34-43.
Chappuis, S., J. C. (2009, February). Supporting Teacher Learning Teams. Educational Leadership: Association for Supervision and Curriculum Development , pp. 56-60.
The Conceptual Framework created for the SUNY Cortland teacher candidates is important for many reasons. It was important for the campus to create a “College-wide shared vision for teacher education” (CF 3) as they prepared for their NCATE accreditation. The college wanted to make sure that the framework formed a true representation of their program goals, identity, and beliefs. This conceptual framework is important for the individual candidate because it is used to guide, and provide “a sound foundation for assessment”(CF 7). As stated on page 11 of the framework, “SUNY Cortland is dedicated to developing candidates’ knowledge, integrity, professional standards and commitment to their future students and school community”. This is very important as every piece of the statement can go hand-in-hand with the NAEYC Standards. The Conceptual Framework is also important for candidates as it sets to build three key components in each individual. These components are personal responsibility, social justice, and global understanding. What is also unique about the Conceptual Framework is that it is seen as a “living document”, meaning that it has the ability to be changed whenever change is needed, and whenever we uncover new discoveries of early childhood development. My intention in writing this paper is to gain a better understanding of what is expected from me as a candidate in a SUNY Cortland education program. I hope that I will be able to take the information that I learn from the Conceptual Framework and use it in my future teaching.
Dr. Fichtner, work very closely with the principals from each instructional site to ensure they are aligned with the district mission and vision. She sets the instructional “tone” of the district by communicating that we will always do what is best for students. Dr. Fichtner meets monthly, with site principals, and is always available to help with situations they come across. She obtains information from the principals throughout the year to use on their evaluation. She monitors their progress on drills and teacher evaluations, she discusses how they are communicating with their faculty and staff, and at evaluates their progress towards RTI initiatives. Every conversation she has always comes back to what is good for students, which I think is of upmost importance in the evaluation process. She follows the same procedures when it comes to central office personnel, such as curriculum coordinators, that fall under curriculum and
...“Special Education Instructor Job Description.” Human Resourses. N.p., 27 May 2008. Web. 16 Jan. 2012. .
In deciding how to meet the skill needs of the teaching staff, Ben begins with the hiring process. Knowing what our School Improvement Plan goals are, his interview questions include specific skills and knowledge that will help Falcon Creek students meet these achievement goals. Mr. Rhodes is very clear about his high expectations of the teaching staff. He is currently in Denver University’s P.H. D. program in Educational Leadership and he utilizes his knowledge of best practice research. His assessments of staff learning needs are gleaned from a variety of sources that include feedbac...
Training should be implemented on IEP’s and modifications and accommodations for general education teachers. General education teachers should also be trained on utilizing the special education teachers experience in modifying, accommodating, and differentiated instruction. We are a team and the goal we are working for is for all of our students on our campus to be successful, general education and special education students.
Mentoring is a strong educational tool and is very useful especially within the New York City Department of Education. It is a great way for experience teachers to pass down information. The one and one interaction is more lasting than reading it from a book. This method will allow a smooth transition for new teachers. There are a lot of procedures that are confusing to beginners and mentors can uncoil those kinks. Beginning teacher will also get the opportunity to experience different teaching styles and also decide what will work for them and what will not. Mentoring is a valuable asset in guiding person’s development.
As it relates to special education, modeling is beneficial for general education teachers. Most general education teachers do not receive the same specialized training as specialists. That being said, special education teachers have a duty of supplying the general education teacher with unknown information. This can be achieved through teacher mentoring. Teacher mentoring is a strategy to increase retention and bolster teacher quality, particularly in hard-to-staff areas such as special education (Moses, 2011). Special education positions are becoming increasingly scarce and it is imperative that the current special educators actively help general education teachers understand the policies of special education. At issue is whether practices in both special and general education teacher mentoring follow formal policies (Moses, 2011). This means that there are questions about the regulation of the mentoring process. To begin, special educators should make efforts to convey a message of collaboration to general education teachers. When conveying information, specialists should use empathic listening skills and have an authentic desire to help (Eccleston, 2010). Listening efforts should be put forth to make certain that all parties are heard and no person is
On Monday,October 14, 2013 at 7:00 P.M., I attended the Bradford Area School District school board meeting at Floyd C. Fretz Middle School in the large group instruction room. This meeting was important for the teachers, students, and the schools in the district. It provided information that correlated to the material in class and a perspective on what situations as a future teacher I may experience.
Moreover teacher preparation programs are on the rise. Recommend by the Department of Education these programs seek to support educators individually and in teams by implementing training with technology, resources and learning experiences that improve, inspire, and empower educators to provide effective learning environments for all ...