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...
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...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.
I had the pleasure of being able to shadow Superintendent Shirley Hall of the Maplewood School District. Ms. Hall took the reins of the district over in 2012 from a very popular superintendent who was credited with making great strides within the district. Although Ms. Hall had very large shoes to fill, she seems to be doing it with grace and enthusiasm. She credits the previous superintendent with making systemic changes and establishing the overall forward momentum of the district, but recognizes that she cannot rest on past success. Her goal is to take the district to the next level of educational excellence by focusing her and her administrative team's efforts on the P.E.L.P. coherence model from Harvard University.
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.
Stover, Del. "School Boards:What Does The Future Hold?" American School Board Journal. Web. 16 Dec. 2011. .
During Teach For America's first year of operation, the organization received applications from 2,500 candidates and chose 500 of them to become teachers for the program who began their two-year teaching commitment in low-income communities all across the cou...
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.
In School Leadership that Works Marzano introduces twenty-one responsibilities of a school leader (see Appendix A). These leadership responsibilities are used in the two change orders discussed by Marzano, McNulty and Waters (2005). “Some innovations require changes that are gradual and subtle; others require changes that are dra...
Instructional Coaching (IC), described in Instructional Coaching: A Partnership Approach to Improving Instruction (Knight, 2007), provides intensive, differentiated support to teachers so that they are able to implement proven practices. The Conceptual Framework is centered on the educational professional and several themes that support the professional practice. This assignment will use the previous week’s focus group participant responses that summarized the expectations of characteristics and types of support offered by an effective coach or mentor within the teacher’s school. The information will relate the teacher’s responses to instructional Coaching components and Conceptual Framework themes from this course.
National Commission on Teaching and America’s Future. “Policy Brief: The High Cost of Teacher Turnover,” prepared for the, undated, page 1, http://www.nctaf.org/resources/demonstration_projects/turnover/documents/NCTAFCostofTeacherTurnoverpolicybrief.pdf. October 5 2011.
Rose, Harold. "Preface. "Orientation Guide for Newly Employed FR/YSC Coordinators." Morehead State University College of Education and Behavioral Sciences, May 1991: 1
To improve education in the United States, the core objectives in federal education legislation address the improvement of teacher education and quality, for example, Higher Education Opportunity Act (Cohen-vogel, 2005). Teacher preparation program is one of the policy instruments to deliver the goals. Unlike traditional preparation program and alternative teacher preparation programs, Urban Teacher Residency (UTR) is an innovative preparation program improving teacher quality in which a mentor will be assigned to work with the novice teacher for a year. UTRs are distinctive than other programs mainly in three aspects as follows: recruitment, preparation, and ongoing induction. First established in 2002, UTRs have gained its popularity and grown to 13 network programs by 2013 with $143 million federal fund support (Boston Teacher Residency Project Narrative, 2010).
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...
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...
The Site Coordinator works with the school staff and identifies students at risk of dropping out. Through assessing the school and student needs Site Coordinators establish community relationships with social service agencies, health care providers and volunteers.
Also in attendance to the meeting where, Samuel Johnson (Director of Human Resource), Katy Pudy (Superintendent), all school Principals and Vice Principals in the district, and teachers of the local schools.
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 ...