1) Which area of Induction do we do well in our school? Accountability & Assessment. I cannot say we can’t as a school use improvement in this area, but I do believe it is our strength.
2) How do I know we do this well: Our IC, Support Staff & Administrators are continuously collecting data, analyzing data, and creating staff development based on the needs of the students and the teachers. When using the Induction Plan Rubric, Riverland falls in the “Accomplished” area of accountability and assessment.
3) Which area of induction needs improvement? Orientation. Riverland’s entire Site-Based Induction Team has changed this past year. I have often asked myself why am I working twice as hard and getting half the result. Well- I have realized that with a new induction team, there is not the “buy in” we once had because the new team does not necessarily have the same vision. To really have an impact and improve the quality of support provided to new staff members in our school, we need to develop an induction plan that does involve all current staff members.
4) What areas of induction would I like to learn more about? Orientation.
5) What questions about induction do I currently have? Is there a list of the components that should go in the Induction Plan? I am not sure, but I don’t think that Orientation is simply what we do the week before school starts without new educators. Is orientation something that should actually occur throughout the school year?
Saturday, March 24, 2007
AH-HA Moment 2/25/2007
I think I am starting to understand after reading a few of the other participants’ responses to the 5 initial Questions for Action Research. After re-playing the recording of the 3rd elluminate session, I decided to go back and re-read Chapter 3 of Sagor’s Book. From this, I now see the purpose for sharing our responses and receiving feedback in the hopes that we can actually narrow down to a specific “Guiding Question”. Now that I see this in action, I am really not happy with the response that I wrote the first time out – so I have gone back to the drawing board. I started looking over the induction rubric and I noticed that I thought that my more needy component of induction was collaboration and support, but if I really look at the rubric and it’s contents, I no longer think collaboration and support is the main concern – It is orientation.
• The Site-based Induction Team designs a write plan for orientating all NEW Educators - The plan Riverland did have, left with the administrator and the support team when our school changed over. (BINGO!!)
• The Site-Based Induction Team designs a written plan for orientating all IC and Support Staff – No. I held an orientation with New Educators, but the ICs were not available to attend. (BINGO!!!).
• The school supports a systematic, data driven, job-embedded approach for developing all staff members – If this referring to academics, definitely. If it is other than academic, I can honestly say “no”.
• The School fosters a culture that empowers administrators and staff members to mentor their replacement – No. Honestly, we are just trying to keep our head above water as a support staff or leaders within the school. Everyone is learning their new role within.
• The Site-based Induction Team designs a write plan for orientating all NEW Educators - The plan Riverland did have, left with the administrator and the support team when our school changed over. (BINGO!!)
• The Site-Based Induction Team designs a written plan for orientating all IC and Support Staff – No. I held an orientation with New Educators, but the ICs were not available to attend. (BINGO!!!).
• The school supports a systematic, data driven, job-embedded approach for developing all staff members – If this referring to academics, definitely. If it is other than academic, I can honestly say “no”.
• The School fosters a culture that empowers administrators and staff members to mentor their replacement – No. Honestly, we are just trying to keep our head above water as a support staff or leaders within the school. Everyone is learning their new role within.
Reflection - 1/23/2007
Reflection – 1/23/07
After attending the 2nd elluminate session, I received an e-mail from Randy asking the following three questions from Richard Sagor’s Book, Conducting Action Research.
1) Does this issue involve induction and new educator support?
2) Is this issue something I can influence?
3) Is this issue something I am deeply concerned about?
Does this issue involve induction and new educator support? Yes. New educators have been assigned instructional coaches to best meet the needs of the new educator. Most of the instructional coaches are members of the support staff working outside the regular classroom, so they can better assist the new educator throughout the entire day and not just during common planning time. Even though the idea was to assign instructional coaches from the support staff so that they easily and more readily get into the classrooms to assist their new educators, I am not sure this is happening between all IC/NE teams. Often as the NESS Liaison I am asked to come in and help because the IC is not available or they feel more comfortable asking me rather than their assigned IC.
Is this issue something I can influence? Yes. I can meet with IC and review expectations from the induction plan for each of the IC.
Is this issue something I am deeply concerned about? Yes.
After attending the 2nd elluminate session, I received an e-mail from Randy asking the following three questions from Richard Sagor’s Book, Conducting Action Research.
1) Does this issue involve induction and new educator support?
2) Is this issue something I can influence?
3) Is this issue something I am deeply concerned about?
Does this issue involve induction and new educator support? Yes. New educators have been assigned instructional coaches to best meet the needs of the new educator. Most of the instructional coaches are members of the support staff working outside the regular classroom, so they can better assist the new educator throughout the entire day and not just during common planning time. Even though the idea was to assign instructional coaches from the support staff so that they easily and more readily get into the classrooms to assist their new educators, I am not sure this is happening between all IC/NE teams. Often as the NESS Liaison I am asked to come in and help because the IC is not available or they feel more comfortable asking me rather than their assigned IC.
Is this issue something I can influence? Yes. I can meet with IC and review expectations from the induction plan for each of the IC.
Is this issue something I am deeply concerned about? Yes.
Induction
1) Which areas of Induction do we do well in our school? Orientation. I think the initial orientation held at the beginning of the year is informative, fun, and teachers are well aware of upcoming expectations.
2) How do I know that we do this well? The feedback from the participants is positive. Each participant is asked to complete an evaluation at the end of the orientation.
3) Which area of induction component needs improvement? As the year goes on, new educators have been hired. Due to hectic schedules and or multiple tasks we are all asked to complete and the sense of urgency we all have with the fast approaching FCAT, I do not feel the newest educators are getting the attention they deserve and need. They have sort of been thrown into the mix and fingers have been crossed they survive.
4) What area of induction would I like to learn more about? How to meet the needs of all new educators throughout the year and to assign the instrucitonal coaches that will work well with them.
2) How do I know that we do this well? The feedback from the participants is positive. Each participant is asked to complete an evaluation at the end of the orientation.
3) Which area of induction component needs improvement? As the year goes on, new educators have been hired. Due to hectic schedules and or multiple tasks we are all asked to complete and the sense of urgency we all have with the fast approaching FCAT, I do not feel the newest educators are getting the attention they deserve and need. They have sort of been thrown into the mix and fingers have been crossed they survive.
4) What area of induction would I like to learn more about? How to meet the needs of all new educators throughout the year and to assign the instrucitonal coaches that will work well with them.
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