• Comprehensive Induction Program
    Program Requirements

    New Teachers: Steps For Year Three

    Year Three of the Comprehensive Induction Program addresses lesson planning and preparation, instruction and student improvement. The purpose of this year is to develop "assessment literate" teachers who understand the value of formative and summative assessment data and know how to use that data to drive educational decisions within their classrooms.

    The activities will be conducted in professional learning community (PLC) teams consisting of no more than eight teachers. Each site constructs the teams. Once constructed, the members of the team set their meeting dates, locations, and times. During the meetings, the team members review the essence of assessment for and of learning and discuss how the two play out in their classrooms to gain a better understanding of how to use data to make instructional decisions that best meet the needs of students. Teachers are required to implement several strategies and indicate the effectiveness of those strategies of student growth.

    Sites are provided with copies of "Classroom Assessment for Student Learning: Doing it Right-Using it Well" by Richard J. Stiggins books to be used by the teams for this year. A CD containing helpful information, forms and resources is located in the back of each text. This guide outlines what may be used to set up the meeting and offers suggestions for conducting the session.

    Year Three - Summary of Activities

    • Professional Learning Community (PLC) team book study
    • Review text chapters prior to PLC team meetings (6 required chapters)
    • Implement strategies discussed during PLC team meetings
    • Collect evidence to share at follow-up PLC team meeting
    • Lead a minimum of one (1) PLC team meeting
    • Final reflection on Year 3

    Procedures/Forms

    Before the PLC team meetings begin, the Site Coordinator will identify the members of the teams and set up and conduct the initial meeting to model the process. He/she will share meeting dates for all teams. If a team member finds it necessary to miss one meeting, they will have the opportunity to attend the session with another team. The Lead Mentors may attend meetings throughout the time period, but are not expected to lead the discussions. They should be available to answer questions related to Assessment for Learning materials and to assist with the planning of a meeting.

    1. First Learning Team Meeting

      Teachers should come prepared as directed by the Site Coordinator. For example, a Site Coordinator may indicate that the teachers need to review Chapter One and complete the designated sheet prior to coming to the initial meeting.

    2. Teams meet and determine how they will proceed with future sessions

      Teams will identify a location and discuss what chapter(s) they will review before the next session. In addition, the members of the team will select the chapter that he/she will facilitate. Note: Chapters 1, 2, 3, 4,10, and 12 are required. If there are more than six (6) members on the team, more chapters may be chosen for the extra team members to facilitate once the required chapters have been reviewed. You may want to use this meeting schedule template to keep track of team meetings.

    3. Teams establish a communication plan to inform members of the team and the Site Coordinator of their meeting times, locations, and dates

      Team members may not alter the structure of the teams without the written permission of the Site Coordinator.

    4. Conduct PLC team meetings

      You may elect to use the PLC Attendance Sheet to track participation at PLC team meetings. When reviewing chapters, use the "Chapter Response Form" to formulate your thoughts prior to the PLC team meetings. When preparing to lead the PLC team meeting, you may use the PLC Facilitator Guide for planning purposes.

    5. Reflection on the Process

      Each member of the team is responsible for completing the four reflection questions on the Reflection on Learning Form. This may be done whenever the teacher feels he/she is ready to construct the response. A copy of the document should be submitted to the Lead Mentor overseeing the team.

    6. Verification/Year Three Sign-Out

      Once the team has completed and documented the required work, they will notify the designated Lead Mentor and submit all documents as required by their district/charter school which may include a Year Three Verification of Services form for New Teachers.

    Documentation of Year Three Completion

    You will be issued a Certificate of Completion for Year Three which must be kept for a period of three (3) years.

    Please keep copies of the following as documentation for Year Three: