Baraboo School Districts Induction and Mentoring Program 2005

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Baraboo School DistrictsInduction and Mentoring
Program2005

• A new and innovative program to serve our
  educators through a comprehensive and
  collaborative system based on the best practices
  that fit our local needs!

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An investment in our teachersbecause Baraboos
Educational Community understands the quality of
the teacher is the single most important
ingredientto improving student achievement!
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A support system built with many layers that is
designed to guide and nurturewhile promoting the
highest standards of classroom teaching.
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A partnership between new and veteran
teachers.The Baraboo School District wants
these two vital resources to blend and operate
collaboratively.
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The Baraboo School District created an
innovative model for induction and
mentoringbased on researchs best practices and
framed with guiding principles.
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Supporting Roles

• Building Mentors
• Instructional Facilitator
• Unit Leaders/Department Chairs
• Other Colleagues
• Building Principals
• Pupil Service Personnel
• District Level Personnel

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Our Guiding Principles
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A Two-Year Commitmentfor our Mentees and their
Building MentorsYear One is to Ignite Your
Enthusiasm!Year Two is to Sustain Your
Momentum!
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Ignite Your Enthusiasm!

• First Semester
• Monthly Seminars
• Visits and Collaborative Feedback
• Building Mentors will be actively involved
• Second Semester
• Formative Assessments
• Specific Seminars or Trainings

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Sustain Your Momentum!

• Formative Assessments
• Individualized-designed support
• Specific Seminars
• Specialized Trainings

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Monthly Induction Seminars

• will be designed around DPIs recommendations and
  in accordance to PI-34 rules.
• will be at the caliber of university standards.
• will be half days within a school day (release
  time).
• will provide mentees with useful and practical
  information for their classrooms.
• will invite building mentors.
• will be scheduled around teachers calendar.
• will be designed to increase professional
  learning.

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Reflection Feedback
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Reflection and Feedback

• Will be offered a wide range of ongoing
  opportunities to think and talk about our
  teaching practices.
• Will develop a culture of reflective thought
  through various activities.
• Structured reflective practice is built into our
  program through weekly entries.

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Wisconsin Educator Standards
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WI Educator Standards

• Will be the keystone of this programs practices.
• Will be used for Self-Assessment.
• Will be used for seminars, trainings, peer
  consultations and reflective practices.
• Will be used in our districts roadmap for
  assessing our effectiveness through induction and
  mentoring.

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Continuous Assessment
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Continuous Assessment

• Various forms of assessment will be used to
  analyze the effectiveness of this program.
• All stakeholders will have input into this
  program.
• Reflection is needed to improve the programs
  practices.
• Feedback is essential.

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Peer Consultation

• Visits
• These are informal and informative to the
  visitor. Please feel free to engage the
  visitor in activities with your class!
• Collaborative Feedback
• These are designed around collaboration,
  reflection and feedback. The mentee decides upon
  the focus. A structured format will be followed.
• Formative Assessment
• A specialized tool for self-evaluation,
  experimentation and improvement.

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Formative Assessment

• Is the tool that raises the bar on mentoring
  programs.
• Formal mentoring includes formative assessment.
• Specific training is needed to execute formative
  assessment.
• Its purpose is to influence positive growth
  through feedback.
• Enables participants to improve their teaching
  techniques.

• Reflection and feedback is an essential piece.
• Evidence is based around the WI Educator
  Standards.
• Our districts model is original and based on Dr.
  Marzanos researched-based strategies that are
  proven to raise student achievement. We were
  able to show Dr. Marzano our formative assessment
  model and receive his feedback!
• Must be confidential!

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Baraboos Formative Assessment Model

• Elements are researched-based strategies.
• Mainstream Coaching Observing
  Cycle
• Note This is not an evaluative format, rather
  assessing best practices in a confidential
  relationship.
• A. Pre-conference is for the mentee to decide on
  
• which element will be focused upon.
• Evidence will be gathered during a specified time
  decided upon the mentee, through data collection
  methods.
• C. Post-conference is a collaborative feedback
  on the data collected and to formulate a plan.

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A Fundamental Difference

• The elements the Baraboo School District is
  using are considerably different than the
  mainstream elements used in C O. We want to
  improve teaching practices, and raise student
  achievement through our formative assessment
  model.
• By using proven strategies for raising
  student achievement as our elements of formative
  assessment, it will promote effective teaching
  strategies in our classrooms.

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An Extension of the C O CycleOriginal to the
Baraboo Model

• After the C O cycle, we will build in a time
  for reflection and practice, called Facilitated
  Instruction.
• D. Facilitated Instruction is time for the two
  educators (mentee and IF) to work collaboratively
  and embed the researched-based strategies into
  their teaching practices. The types of support
  from the IF may be to assist with building
  lessons during planning time, modeling lessons or
  having the mentee observe other teachers. This is
  a time for experimentation.
• Evidence will be gathered under the same
  circumstances as in B.
• F. Reflective Practice will be a conference
  between the IF and mentee to compare the two
  evidence cycles. With the Facilitated
  Instruction growth will occur in their teaching
  practice.

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Baraboo School Districts Induction and
Mentoring Programis a process of ongoing
orientation, support seminars and mentoring.
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The Baraboo School Districts Commitment to
Excellence

BEGINS WITH OUR STUDENTS!