1. Welcome!
APPLES Mentors

2. Outcomes & Agenda
Legislative requirements impacting the Beginning Teacher Programs
Varied programs and program requirements
Roles and responsibilities of support team members
Effective school-based new teacher program
Documents and timelines
Good of the Order

3. History of BTPs in Florida and Lee County
: P.O.P. (Professional Orientation Program)
: APPLES
Accomplished Professional Practices for
Lee Educational System
: Alternative Certification (DCP) and APPLES

4. Goals of APPLES Retain the most promising teachers
Foster self- assessment and reflection
Improve instructional practice
Model professionalism
Offer professional growth opportunities
Familiarize new teachers with district and state initiatives

5. Purpose of Programs APPLES ACP Lee County Program
Designed to support new teachers
Components:
6 Educator Accomplished Practices
Training
Peer Teacher Support
Formative Observations
and Summative Evaluations
FLDOE Program
Designed to certify teachers with degrees other than education
Online
Required Assessment Tasks
Peer Teacher and Teacher Assessor

6. Target Teacher Teacher holding a Temporary Certificate
First Year Teacher (Recent Graduate of the College of Education)
Teacher new to Lee County

7. Program Targeted Audience
Professional Certified Teachers
Temporary Certified Teachers
Demonstrated Professional Educator Competencies
Need to demonstrate Professional Educator Competencies
Passed exams
Need to pass state exams (Professional, Subject Area, General Knowledge)
Completed college coursework
Need to complete College Coursework

8. BTP
APPLES for Teachers with Professional Certification (1-2 year)
APPLES for Teachers with Temporary Certification

9. Program Components Required Training Formative Observations
District and/or State
Formative Observations
Summative Evaluations
Teacher Support
Administrative Support

10. APPLES for Teachers with Professional Certification
This program is for teachers who
Hold a State of Florida Professional Educator’s Certificate
Are new to Lee County in
One year program with possible extension for following year

11. APPLES for Teachers with Temporary Certification
This program is for teachers who
Hold a State of Florida Temporary Educator’s Certificate
Must be completed by the end of the validity year of the Temporary Certificate!

12. APPLES for Teachers with Temporary Certification
Certification Routes
District Certification Program
Non-District Alternative Certification Program
Other Alternative Certification Program
Traditional Certification Program

13. District Certification Program
Overview
State approved
Purpose
Eligibility
Components
Tasks & Requirements

14. District Certification Program
DCP Support
APPLES Administrator
Peer Teacher
DCP Trainer
District DCP
administrator
- Beth Bolger

15. District Certification Program
DCP Task
20 Products
3 Observations
DCP Expectation
Actions taken
DCP Completion
Portfolio
Documents
Administrative approval

16. Support Team Roles & Responsibility
APPLES District Coordinator
School Level
APPLES Administrator
Peer Teacher
Beginning Teacher

17. APPLES Administrator Identify new teachers
Recognize the types of certificates
Determine eligible Peer Teachers
Assignment of Peer Teacher
Participate in Team support meetings
Conduct 2 Summative observations
Verification of program requirements
Complete and submit Program Completion documents

18. APPLES Teacher Complete all required courses
Complete an Alternate Certification Program (if applicable)
Check with Personnel Specialist
Attend Support Team meetings
Complete the Professional Development Plan
Receive overall rating of Effective and Highly Effective on the Final Performance Evaluation

19. APPLES Peer Teacher
Orient the new teacher with school based functions
Conduct 3 Formative Observations
Meet frequently with teacher to mentor, discuss challenges and celebrate successes
Participate in Support Team meetings

20. School-Based Beginning Teacher Support
To ensure success for your new teachers, your school should provide training and support in the following areas:
Survival Skills – School Tour, Key Personnel etc.
School Handbook – Policies, Procedures, Vision
Special Programs - Curriculum
Technology – Pinnacle, Progress Reports etc.
Observations – Summative/Formative
Teacher Assessments - IPDP

21. Formative Observations
Are non-judgmental
Are individual-oriented
Foster professional growth
Have criteria defining desired professional performance
Are diagnostic and identify areas for improvement
Utilize feedback for support and corrective changes
Use reflection to determine whether purposes have been met
Are driven by the Individual Professional Development Plan

22. Goldhammer’s Model The five stages of the clinical supervisor model:
The pre-observation conference (set the contract)
The observation & Analysis (capture and review the data)
The strategy session (make the data intelligible with logical relationships)
The post-conference (operational plan for supervision)
The post-conference analysis (mentor reflection- our conscience)

23. Pre-observation Conference Procedures
Identify session objectives and relevant situational
information
Identify and review areas of focus to be given special
attention: behaviors to maintain / increase, behaviors to reduce / eliminate, strategies / activities to explore and try
Select observational method
Agree on observation time and logistics

24. The STEP Process
STEP is designed to remind the CE of the steps needed to analyze and synthesize the data gathered from an observation. Select the data Think about likely DP reactions Enumerate acceptable solutions Plan the conference

25. Data Analysis and Strategy Procedures
Construct a data display
Does not have to be anything drastic
Could be something as simple as a tally chart, graph, or table of notes
Identify related patterns of behavior
Make comparisons with previous observations
Determine if criteria for success were satisfied
Make summary statements
Plan conference strategies

26. Post Observation Conference Procedures
Review the pre-observation conference agreements
Discuss data and identifiable patterns with the DP
Guide the DP to identify behaviors to maintain / increase and reduce / eliminate
Discuss strategies or activities to explore and try
Specify and document everyone’s responsibilities
Schedule next observation or conference

27. Interpersonal Communication
Convey empathy, sincerity and positive regard for the DP (three core conditions for quality IC)
Actively listen, respond and facilitate communication (Burke’s Model)
Utilize questioning strategies
Clarification
Perception checking
Empathy
Concrete examples

28. Ongoing Support Meet frequently with beginning teacher
Respect confidentiality
Anticipate needs
Assist with IPDP development and implementation
Everyday school-based needs
Technical support
School and District resources

29. Individual Professional Development Plan

30. Developing SMART Goals
Write a SMART Goal
S – Student-Focused
M – Measurable
A – Attainable
R – Results-Oriented
T – Time-bound

31. Creating a Goal Statement(s)
________% or ______# of ______students will __________ as measured on _______ by _________.
_______ by _________.

32. Creating Goal Statements
95% of my 9th grade students will score a 3.5 or higher as measured on the School Mock Writing Assessment in March.
Relates to my
students’ learning
Measurable
Evaluation Method

33. School-Based Induction
“Research indicates a School-Based Induction Program is important and has a positive impact on all aspects of a school.”

34. Support
“The Districts’ APPLES program provides broad support to teachers new to teaching…
the school-based program will meet the needs of ALL teachers new to the school.”

35. Beginning Teacher Program Website

37. New Teacher Programs

38. Website

39. Good of the Order

40. If you need assistance, please do not hesitate to contact us.
Diane Sherman
Polly Kiely