1. START Supporting Teachers and Rewarding Them

2. Is mentoring enough?

3. LCSD Induction Numbers 2008-0967 Induction Teachers 2009-1040 Induction Teachers 2010-1123 Induction Teachers 2011-1244 Induction Teachers 2012-1350 Induction Teachers 53

4. Induction year Dossier As a first year teacher in the Lancaster County School District and as part of your induction into teaching, you will be asked to compile a dossier. A dossier is similar to a portfolio. It is a collection of key documents. Developing a dossier will facilitate learning as you improve your classroom practices, and it will authentically represent your professional growth. In your second year of teaching, the ADEPT/SAFE-T guidelines will require that you generate the documents in a dossier. The dossier will enable you to document your progress as you work through the steps of the ADEPT process in order to prepare you for the formal annual year evaluations. The dossier will include long-range plans, a complete unit of instruction, reflections, observations of other teachers, a personal growth plan, and any Induction documentation evidence from your mentor. We will thoroughly discuss these requirements and when they are due in our monthly seminar sessions [NOTE THE SCHEDULE]. It is important that you attend the scheduled REQUIRED START sessions. As an Induction teacher, you will be issued a notebook in which to collect your materials. Make sure that your name and school are written in your notebook. Record your Educator Certificate Number and the requested information on the title page of the dossier.

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6. Date/TimeLocationSeminar Number and TopicInstructorADEPT Correlation August 10, 2012 8 am – 2:30 pm USC - Lancaster1) New Personnel OrientationGwendolyn Conner, Venise Grier All Performance Standards August 27, 2012 4:00 pm** DO Board Room2) Organizing and Managing the Classroom EffectivelyJoyce Crimminger, Kelly Costner, Venise Grier APS 8 & 9 CBT APS 4 Guidance APS 5 Media APS 9 Speech September 10, 2012 4:00 pm** DO Board Room3) Effective Parent CommunicationDavid McDonald, Venise Grier, Gwendolyn Conner APS 1, 8, 10 CBT APS 1,5, 7 Guidance APS 1,3, 7 Media APS 1,5, 10 Speech September 24, 2012 4:00 pm** DO Board Room4) Gifted and Talented Recommendations Student Assistance Teams ESOL Accommodations Tom McDuffie, Kathy Durbin, Crystal Fields, Venise Grier APS 2, 3 CBT APS 2, 3 Guidance APS 1, 3 Media APS 2, 4 Speech October 1, 2012 4:00 pm** DO Board Room5) Planning for Formal EvaluationQuinn, Venise Grier All Performance Standards October 22, 2012 4:00 pm** DO Board Room6) Planning (LRP & Instructional Unit)Tami Ethridge, Sheri Wells, Venise Grier All Performance Standards November 5, 2012 4:00 pm** DO Board Room7) Completing the Dossier / Break Out Sessions for TeachersVenise Grier, Selected - 2011-12 Induction Teachers All Performance Standards December 3, 2012 4:00 pm** DO Board Room8) Q/A Panel : Teacher TalkCelebrate Great Teaching Winners All Performance Standards January 28, 2013 4:00 pm** DO Board Room9) Closing The Achievement GapBobby Bailey, Venise Grier APS 4, 5, 8 CBT APS 4, 6 Guidance APS 4, 5 Media APS 5, 6, 8 Speech February 4, 2013 4:00 pm** DO Board Room10) Thinking Outside the BoxDavid Knight, Venise Grier APS 10 CBT APS 7 Guidance APS 7 Media APS 10 Speech February 25, 2013 3:00 to 4:15 pm DO Board Room11) Collection of DocumentsVenise GrierAll Performance Standards S.T.A.R.T. (Supporting Teachers and Rewarding Them) Seminar Schedule 2012-2013

7. 77 South Carolina ADEPT Performance Standards Four Purposes To provide a common language around classroom practice To help identify areas of professional growth To guide the design and implementation of professional development experiences To link teacher preparation with induction and ongoing development

8. 88 Why Formative Assessment? focuses the beginning teacher’s growth guides the work of the mentor establishes professional norms of inquiry into and reflection upon practice parallels the key role of assessment in effective instructional practices

9. 99 Implementing a Formative Assessment System Collect and analyze baseline data; self-assess against professional standards Collect Data Set professional goals [aligned with standards] & develop professional growth plan Plan Implement professional growth plan; collect and analyze data Teach Assess growth and revise plan or begin new inquiry Reflect

10. South Carolina Department of Education10 South Carolina Teachers Report In deciding whether or not to stay in the school…a collegial atmosphere made the most difference (32%), and the principal’s leadership was second (26%). -SC Working Conditions Survey, 2004 Why mentor?

11. Summative START Program Assessment Results  The assistance I received from my… – Principal was of benefit35% (Strongly Agree) – Other faculty members was of benefit52% – Mentor was of benefit70%  I was able to show adequate growth in fulfilling expectations… – 76% (Strongly Agree)  I now have the skills and attitude to be an effective teacher… – 76% (Strongly Agree)

12. “Mentors and apprentices are partners in an ancient human dance, and one of teaching’s great rewards is the daily chance it gives us to get back on the dance floor. It is the dance of the spiraling generations, in which the old empower the young with their experience and the young empower the old with new life, reweaving the fabric of human community as they touch and turn.” Parker J Palmer The Courage to Teach The Courage to Teach