Pomperaug Regional School District 15

Assistant Superintendent’s Office
(203) 758-8259 ext. 114

July 2007

Pomperaug Regional School District 15’s New Teacher Handbook

Our Mission: The mission of Region 15, a district committed to excellence, is to educate our students to be capable, productive and enlightened citizens through proven and innovative learning experiences supported by strong community collaboration and decision-making based on the best interest of all students.

To ensure we achieve our district mission, it important that new teachers have a meaningful and positive beginning in Region 15. As current research indicates (Shekley, Keeton), new teachers learn best when guided by experienced colleagues who are responsive to their concerns. Our district adheres to the Connecticut State Department of Education BEST requirement that teachers with an Initial Educator Certificate be assigned a mentor during their first year of teaching. Region 15 goes beyond by providing ongoing support to new teachers for their first two years of teaching. As a “district committed to excellence”, we continue to make every effort to provide an integrated professional culture that allows new teachers to flourish.

The purpose of this handbook is to provide new teachers with some basic information about the district. All of Region 15 staff are also available to help in any way possible.

1. TEACHER EVALUATION PROCESS:

In Region 15, the Board of Education has developed a process of evaluation that supports new teachers as they begin their career. New teachers are placed in the Induction Phase of the evaluation cycle.

Region 15’s Professional Evaluation Committee developed a comprehensive Teacher Evaluation handbook. New teachers are provided with the handbook, Region 15’s Teacher Evaluation and Professional Development Plan for 2000 and Beyond. This handbook is also available on our district website at: http://www.region15.org/forteachers.shtml

Teaching is a complex act. There is significant research that provides direction on instructional practices and techniques that work. There also is an artistry to teaching that enlightens a classroom. We hope this document allows teachers, from novice to veteran opportunities to explore, research and practice what is best for optimum student learning.

2. BEST (Beginning Educator Support And Training) IN REGION 15:

BEST is a comprehensive induction program of support and assessment for beginning teachers. The purpose of BEST is to provide beginning teachers with critical information relating to certification requirements. A Guide to the BEST Program for Beginning Teachers describes the rights and responsibilities of beginning teachers participating in the program and is available on the http://www.ctbest.org/. It also, delineates the types of support that are available to beginning teachers to meet these requirements.

The Assistant Superintendent, Dr. Lois Lanning is the BEST District Facilitator for Region 15. If a new teacher has any questions, please call (203) 758-8259 extension 114 or by email llanning@region15.org.

A. THE FIRST YEAR:

Region 15’s Induction Workshop provides site-based, goal-oriented professional development for all newly hired teachers. An agenda with the time, place, and location is provided prior to the workshop to all newly hired teachers.

Mentor/Beginning Teacher: If possible, each new teacher is assigned a mentor by their building principal and/or department chairperson prior to the start of school. During the Induction Workshop the new Beginning Teacher will have the opportunity to meet with his/her mentor. A mentor is an experienced teacher who will guide the new teacher through the first two years of teaching and possibly beyond. If a new teacher has any questions on his/her assigned mentor, questions should be directed to the building principal.

Observations: Each building principal provides time for Beginning Teachers to observe expert teachers’ instruction. Ideally, the Beginning Teacher should complete 6 – 8 observations through the school year. These observations can last from 15 – 45 minutes and may be scheduled by the school administrator, the building Master Mentor (if applicable), or the Beginning Teacher’s mentor. Mentors are a valuable resource for helping to schedule an appropriate observation.

Planning Time: The Beginning Teacher and mentor/designee plan together and establish a relationship in which each person feels he/she can be candid and comfortable. An action plan can also be developed between the Beginning Teacher and mentor to articulate the planned support and to communicate with everyone involved.

BEST Seminars: Beginning Teachers are encouraged to the attend content-specific BEST seminars provided by the Connecticut State Department of Education or its contractors (such as the Regional Educational Service Centers (RESCs). The first seminar is usually scheduled in the Spring of the first year and the second and third sessions are scheduled in the Fall during the second year. These seminars are helpful toward successfully completing the portfolio in the second year, and promote standards-based teaching and good practice. http://www.ctbest.org/

B. THE SECOND YEAR:

Observations: The Second Year Teacher should continue to observe expert teachers. These observations can be scheduled by the school administrator, the building Master Mentor (if applicable), or the Teacher’s mentor.

Planning Time: The Second Year Teacher and mentor/designee continue to schedule time together, especially in preparation for the BEST portfolio submission which is due in May.

Portfolio Release Time: The Second Year Teacher may take up to 2 days of release time to support portfolio completion. Please review this release time with your school administrator, the building Master Mentor (if applicable), or the Teacher’s mentor.

BEST Seminars: Second Year Teachers are encouraged once again to attend content-specific seminars provided by the Connecticut State Department of Education or its contractors (such as the Regional Educational Service Centers (RESCs) which provide valuable information towards the successful completion of the portfolio. http://www.ctbest.org/

*Important Information: Please be cautious of consultants or outside facilitators (other than the CSDE BEST Program or its contractors such as the RESCs) offering their services for portfolio support at a substantial fee and, a guarantee that portfolios will receive high scores when submitted.

C. THE THIRD YEAR & BEYOND:

Observations: All teachers are encouraged to continue to observe master teachers. These observations can be scheduled by the school administrator, the building Master Mentor (if applicable), or building mentors.

Portfolio Release Time (if applicable): The Third Year Teacher may take up to 2 days of release time to support portfolio completion. Please review this release time with your school administrator, the building Master Mentor (if applicable), or the Teacher’s mentor.

Mentor (if applicable): A mentor is formally assigned to the Third Year Teacher in the event of an unsuccessful portfolio score in the second year.

3. THE CONNECTICUT STATE DEPARTMENT OF EDUCATION PROVIDES A VARIETY OF RICH RESOURCES TO SUPPORT SUCCESSFUL TEACHING:

A. BEST CONNECTIONS:

Beginning Teachers and mentors can participate in BEST Connections (Electronic Communications and Course Registrations) by creating a User Profile directly on the CT Best Website. http://www.ctbest.org/

B. BEST RESOURCES FOR BEGINNING TEACHERS, MENTORS & OTHER SCHOOL DISTRICT PERSONNEL:

The following resources are also available on the CT Best Website at http://www.ctbest.org/

Beginning Teacher Guide.
Connecticut Common Core of Teaching.
Handbooks for the Development of a Teaching Portfolio.
BEST Portfolio Performance Feedback Rubrics and Sample Score Reports.
BEST Exemplar Portfolios.
Beginning Teacher Online Seminar Series.
BEST Frequently Asked Questions.

C. BEST SEMINARS:

The BEST Program also supplements its on-site seminars with content-specific online seminars. These important learning units contain information that will assist new teachers with BEST requirements and good teaching practices. There are activities designed to promote discussion between the Beginning Teacher and mentor. There is also a “portfolio corner” with specific connections made from the seminar to portfolio completion. http://www.ctbest.org/

D. BEST PROGRAM CONTACTS:

The main telephone number for the BEST Program is (860) 713-6820. The BEST Program Manager is Beverly Hartstone and can be reached at (860) 713-6811 or by email at beverly.hartstone@ct.gov.

4. REGION 15 MASTER MENTORS:

Region 15 currently has two Master Mentors in the district (Rima Zelvis, Gainfield Elementary; Jodie Hellmann; Pomperaug High School).

Our Master Mentors have received extensive training and also have mentored new teachers, facilitated portfolio support training sessions, and scored portfolios for the BEST program.

The primary role of Master Mentors is to serve as building liaison to the District Facilitator and to assist in training new mentors and keeping their training updated, and to coordinate building support activities.

A. REGION 15’s MASTER MENTOR RESPONSIBILITIES INCLUDE:

Year One – Beginning Teachers:

Regular meetings with BTs.

§ Assist with Induction Program.

§ Setting up electronic medium to communicate with BTs and Mentors.

§ Participation in planning and conducting BT Orientation in late Summer/Early Fall.

§ Quarterly meetings with district BTs.

Year Two – Beginning Teachers:

Assistance with portfolios.
Facilitate technology support.
Quarterly meetings With BTs; (e.g. Panel discussion of people who have recently completed portfolio; navigation of CTBEST.org website; curriculum coordinator presentations; special education, etc.)
Electronic communication medium.
Providing structural format to review portfolio drafts and give feedback.
Fall survey of needs.

Year Three – Beginning Teachers:

In the Fall, create a process to help the Year 3 teachers and others (principals/mentors, etc.) to review the portfolio feedback rubric and develop an appropriate professional growth plan.
Provide assistance with portfolio as needed.

5. PROFESSIONAL DEVELOPMENT IN REGION 15:

Region 15 has a Professional Development Council (PDC) that works with building principals and staff members to promote a professional learning community. PDC is committed to developing the skills, understandings and relationships necessary for the success of all learners. The Professional Development Council includes teachers, administrators and parents.

Our district provides many professional development opportunities throughout the school year.

Two In-service Days (end of August).
4 – ½ days of professional development.
After school in-service courses approved by the Professional Development Council.

All of these efforts are designed to promote the most meaningful, fulfilling and successful teaching in Region 15.

6. REGION 15 K – 12 CURRICULUM (http://www.region15.org/currHOME.shtml):

Creating and monitoring quality curriculum is an ongoing challenge in Region 15 due to the range of grade levels a curriculum covers, the quality of the available instructional materials, and the changing expectations of student learning. Curriculum communications should serve as a vehicle to unify learning across and among school levels.

The process for curriculum improvement is comprehensive and continuous. A well-designed curricula that is implemented appropriately can assist teachers in designing powerful learning opportunities, providing a seamless course/grade progression, and improving student performance.

Region 15’s K-12 curriculum teams (Math, Science, Social Studies and Language Arts) were created to support the articulation, development, implementation, monitoring and evaluation of curriculum. Members of the teams help to build a “knowledge network” within and across all schools and with the school community. The list of curriculum teams will be provided at the beginning of the school year by the Assistant Superintendent’s office.

7. REGION 15 K – 12 EVALUATION CYCLE:

Content Area	2003-2004	2004-2005	2005-2006	2006-2007	2007-2008
English/Language Arts	Implementation	Planning	Development	Development Phase 1	1^st Year Implementation (1^st Phase)
Social Studies	Implementation	Planning	Planning (continued)	Development Phase 1	1^st Year Implementation (1^st Phase)
Mathematics	1^st Year Implementation (1^st phase)	1^st Year Implementation (2^nd phase)	Implementation	Implementation	Implementation
Library Information	Planning	Development	1^st Year Implementation	Implementation	Implementation
Science	Development	1^st Year Implementation (1^st phase)	1^st Year Implementation (2^nd phase)	Implementation	Implementation
Fine Arts: Art	Development	Development	1^st Year Implementation	Implementation	Implementation
Fine Arts: Music	Implementation	Implementation	Implementation	Planning	Development
Health	Development	Development	1^st Year Implementation	Implementation	Development
Physical Education	Planning	1^st Year Implementation	Implementation	Implementation	Implementation
Business and Finance	Implementation	Implementation	Implementation	Planning	Development
World Language	Development	1^st Year Implementation	Implementation	Implementation	Planning
Family & Consumer Science	Development	1^st Year Implementation	Implementation	Implementation	Planning
Technology Education	Implementation	Implementation	Implementation	Planning	Planning (continued)
Computer	Development	Development	1^st Year Implementation	Implementation	Implementation
Developmental Guidance	Implementation	Implementation	Planning	Development	1^st Year Implementation

DEFINITIONS OF PHASES

Planning

Development

1^st Year Implementation

Implementation

Embraces all the preliminary steps necessary to produce a high quality curriculum:

· Assessment of current status.

· Inventory of resources.

· Collect model curriculum, state standards, current research, and other instructional materials.

· Assessment of needs.

Encompasses the steps necessary to produce curriculum and identify materials and professional development that will be needed to support curriculum.

Summer-1 curriculum writing:

· Draft major elements of K-12 curriculum framework.

· Communicate expectations for 1^st year implementation.

· As appropriate, prepare for fall pilot of new materials.

· Development phase continues throughout the school year.

During the first year of implementation, the curriculum is carefully monitored. The strengths of the curriculum are identified as well as any modifications/clarifications that need to be made.

Summer-2 curriculum writing continued:

· Refine details of units.

· Identify performance tasks.

The period of time that the curriculum will be utilized with minor refinements (based on ongoing feedback) that will be made annually. (3 years)

8. COMMONLY QUESTIONS ASKED BY NEW TEACHERS:

What is the school website address? http://www.region15.org

How do I find Board of Education Policies? http://www.region15.org/gi/policyindex.shtml
How do I contact the Superintendent, Assistant Superintendent, Personnel, etc.? http://www.region15.org/gi/contact_us.shtml

Do staff members have email addresses? Yes (first initial, last name @region15.org) for example Benay Woodford: bwoodford@region15.org.
Is there a Region 15 district wide directory? Yes, this directory is provided at the beginning of each school year by the Superintendent’s office.
How do I contact Payroll? Accounting? Please call the Business Office at 758-8259, press 3.
How do I make a purchase for my classroom? Please review your request with your building principal or department chair.

How do I plan a field trip? Region 15 has a field trip policy in place http://www.region15.org/gi/Policies/5000Students/policy_5143.1.shtml. There are regulations that require specific timelines for scheduling field trips and it is important to discuss field trips with your grade level team, mentor and building principal.
How do I get a copy of my School/Student Handbook? You will receive a copy at the beginning of the school year from your building principal or department chair.
The area Regional Educational Service Center (RESC) for Region 15 is Education Connection located in Litchfield, Connecticut; http://www.educationconnection.org/.