FARRLL ARA D 1600 Roemer lvd

Induction Plan (Chapter 49) | 2023 - 2026

INDUCTION PLAN (CHAPTR 49)

Chapter 4 estalishes that each school entit shall sumit to the Department for approval an induction plan ever 6 ears as required under Chapter 49, ection 16(a). A school entit shall make its induction plan availale for pulic inspection and comment for a minimum of 28 das prior to approval of the plan  the school entit's governing oard and sumission of the plan to the Department.

Chapter 49.16, Approval of Induction Plans, estalishes the following requirements of LA Induction Plans:

ach school entit shall sumit to the Department for approval a plan for the induction experience for first-ear teachers (including teachers in prekindergarten programs, when offered), long-term sustitutes who are hired for a position for 45 das or more and educational specialists.
The induction plan shall e prepared  teacher or educational specialist representatives, or oth, chosen  teachers and educational specialists and administrative representatives chosen  the administrative personnel of the school entit. Newl emploed professional personnel with prior school teaching experience ma e required  the school entit to participate in an induction program.
The induction plan shall reflect a mentor relationship etween the first-ear teacher, long-term sustitute or educational specialist, teacher educator and the induction team.
Criteria for approval of the induction plans will e estalished  the ecretar in consultation with the oard and must include induction activities that focus on teaching diverse learners in inclusive settings.

PROFIL AND PLAN NTIAL Farrell Area chool District
104432503

Farrell Area chool District 1600 Roemer lvd., Farrell, PA 16121

mil Clare eclare@farrellareaschools.com (724)854-8007 xt.

Dr. Lora A. Adams-King

ladams-king@farrellareaschools.com

INDUCTION PLAN COMMITT PARTICIPANT

The Induction Plan Committee is responsile for the development and operation of the LA’s ducator Induction Program.

In accordance with 22 PA Code Chapter 49.16 the induction committee must include teacher or educational specialist representatives, or oth, selected  teachers, educational specialists, and administrative representatives from within the school/district.

TRING COMMITT

Name

Dr. mil Clare

amantha Wiesen

Title

upervisor of Curriculum and Instruction

Teacher - lementar

Committee Role

Administrator

Teacher

Chosen/Appointed 

chool oard of Directors

Administration Personnel

	

Nicole Lomardi	Reading pecialist	ducation pecialist	Administration Personnel

Jordan nder	chool Counselor	ducation pecialist	Teacher

John eert	pecial ducation Director	Administrator	chool oard of Directors

Kim Kladitis	Teacher - High chool	Teacher	Administration Personnel

DUCATOR INDUCTION PLAN (IP) (22 PA COD, 49.16)

 checking each of the following oxes, the LA is assuring that it complies with and has instituted each of the following Chapter 49 Induction Plan requirements.

Plan requirements	Yes/No

Will all first-ear teachers (including teachers in prekindergarten programs, when offered), long-term sustitutes who are hired for	Yes a position for 45 das or more and educational specialists e identified and provided a 2-ear induction experience eginning in
the 2024-25 Y? (22 Pa Code, 49.16 )

Is the induction plan prepared  teacher or educational specialist representatives, or oth, chosen  teachers and educational	Yes specialists and administrative representatives chosen  the administrative personnel of the school entit? (22 Pa Code, 49.16 )

Has the plan een made availale for pulic inspection and comment for a minimum of 28 das prior to approval of the plan 	Yes the school entit's governing oard and sumission of the plan to the Department? (22 Pa Code, 49.16 )

Does the induction plan reflect a mentor relationship etween the first-ear teacher, long-term sustitute or educational	Yes specialist, teacher educator and the induction team for the duration of the induction program? (22 Pa Code, 49.16 )

Does the induction plan include training on the teacher oservation and evaluation model inclusive of the consistent use of	Yes qualit teacher-specific data and uilding-level data within student performance measures? (24 P.. § 11-1138.8 (c)(3) and 22 Pa
Code, 49.16 )

Does the induction plan:	Yes

a. Assess the needs of inductees?

. Descrie how the program will e structured?	Yes

c. Descrie what content will e included, along with the deliver format and timeframe?	Yes

MNTOR

Which of the following characteristics does the Local ducation Agenc (LA) use to select mentors?

Characteristics used  LA	Yes/No

Pool of possile mentors is comprised of teachers with outstanding work performance.	Yes

Potential mentors have similar certifications and teaching assignments.	Yes

Potential mentors must model continuous learning and reflection.	Yes

Potential mentors must have knowledge of LA policies, procedures, and resources.	Yes

Potential mentors must have demonstrated ailit to work effectivel with students and other adults.	Yes

Potential mentors must e willing to accept additional responsiilit.	Yes

Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of	Yes mentor, communication and listening skills, coaching, and conferencing skills, prolem-solving skills and knowledge of adult
learning and development).

Mentors and inductees must have compatile schedules so that the can meet regularl.	Yes

Other, please specif elow	No

OTHR

N/A

PLA XPLAIN TH LA’ PROC FOR NURING THIR MNTOR HAV TH AOV LCTD CHARACTRITIC.

Administrators match newl hired sta memers with mentors when those successful teachers and educational specialists receive approval from the Farrell Area chool oard of Directors. The mentor-inductee relationship is matched  area of certi cation, when possile and appropriate, and  assigned uilding. Ongoing monitoring of the mentor-inductee relationship allows for changes when needed.

ND AMNT

Which of the following characteristics does the Local ducation Agenc (LA) use to select mentors?

Characteristics used  LA	Yes/No

Oservations of inductee instructional practice  a coach or mentor to identif needs.	Yes

Multiple oservations of inductee instructional practice  uilding supervisor to identif needs.	Yes

Regular scheduled meetings with mentors or coaches to reflect upon instructional practice to identif needs.	Yes

tandardized student assessment data	Yes

Classroom assessment data (Formative & ummative)	Yes

Inductee surve (local, intermediate units and national level)	Yes

Review of inductee lesson plans	Yes

Review of written reports summarizing instructional activit	Yes

umission of Inductee Portfolio	Yes

Knowledge of successful research-ased instructional models	Yes

Information collected from previous induction programs (e.g., program evaluations and second-ear teacher interviews).	Yes

Other, please specif elow	No

OTHR

AD ON TH TOOL AND MTHOD LCTD AOV, DCRI TH LA’ INDUCTION PROGRAM, INCLUDING TH FOLLOWING DTAIL:
PROGRAM TRUCTUR

CONTNT INCLUDD MTING FRQUNCY DLIVRY FORMAT

Farrell Area chool District's Professional Induction Program, reviewed  the committee, is designed to support and enhance the knowledge and skills of new teachers and sta memers. All newl hired, non-tenured teachers and educational specialists are required to complete the ear 1 induction program. The Year 1 program includes a summer workshop orientation, followed  regular monthl meetings throughout the school ear. The total num?er of hours, per 22 Pa. Code §49.16 and §49.83, will ?e no fewer than 17 hours for the rst full ?ear.

DUCATOR INDUCTION PLAN TOPIC ARA

nsure that professional development activities contain content that develops teacher competenc, increases student learning, and aligns with at least one component contained in the Danielson Framework for Teaching.

COD OF PROFIONAL PRACTIC AND CONDUCT FOR DUCATOR

elected Danielson Framework(s)	Timeline

Year 1 Fall, Year 1 Winter, Year 1 pring

AMNT AND PROGR MONITORING

elected Danielson Framework(s)

3d: Using Assessment in Instruction 4: Maintaining Accurate Records
1f: Designing tudent Assessments

Timeline

Year 1 Fall, Year 1 Winter, Year 1 pring

INTRUCTIONAL PRACTIC

elected Danielson Framework(s)

1c: etting Instructional Outcomes

3c: ngaging tudents in Learning

Timeline

Year 1 Winter, Year 1 pring

AF AND UPPORTIV CHOOL

elected Danielson Framework(s)

2a: Creating an nvironment of Respect and Rapport
2d: Managing tudent ehavior

2c: Managing Classroom Procedures

Timeline

Year 1 Fall, Year 1 ummer

TANDARD/CURRICULUM

elected Danielson Framework(s)

1d: Demonstrating Knowledge of Resources
1c: etting Instructional Outcomes

Timeline

Year 1 Fall, Year 1 ummer

TCHNOLOGY INTRUCTION

elected Danielson Framework(s)

1c: etting Instructional Outcomes 1a: Demonstrating Knowledge of Content and Pedagog
4d: Participating in a Professional Communit
1d: Demonstrating Knowledge of

Resources

Timeline

Year 1 ummer, Year 1 pring, Year 1 Fall, Year 1 Winter

PROGR RPORT AND PARNT-TACHR CONFRNCING

elected Danielson Framework(s)

4c: Communicating with Families

Timeline

Year 1 Fall

ACCOMMODATION AND ADAPTATION FOR DIVR LARNR

elected Danielson Framework(s)

1e: Designing Coherent Instruction

Timeline

Year 1 ummer, Year 1 pring, Year 1 Winter, Year 1 Fall

1: Demonstrating Knowledge of tudents
3e: Demonstrating Flexiilit and Responsiveness

DATA INFORMD DCIION MAKING

elected Danielson Framework(s)

1f: Designing tudent Assessments 3d: Using Assessment in Instruction 4a: Reflecting on Teaching
4: Maintaining Accurate Records

Timeline

Year 1 pring, Year 1 ummer, Year 1 Fall, Year 1 Winter

MATRIAL AND ROURC FOR INTRUCTION

elected Danielson Framework(s)

2c: Managing Classroom Procedures 1d: Demonstrating Knowledge of Resources
2e: Organizing Phsical pace

Timeline

Year 1 Fall, Year 1 ummer

CLAROOM AND TUDNT MANAGMNT

elected Danielson Framework(s)

1: Demonstrating Knowledge of tudents
2a: Creating an nvironment of Respect and Rapport
2: stalishing a Culture for Learning

2d: Managing tudent ehavior

Timeline

Year 1 pring, Year 1 Fall, Year 1 Winter, Year 1 ummer

PARNTAL AND/OR COMMUNITY INVOLVMNT

elected Danielson Framework(s)

4d: Participating in a Professional Communit
4c: Communicating with Families

Timeline

Year 1 pring, Year 1 Winter

OTHR

elected Danielson Framework(s)	Timeline

Year 1 ummer, Year 1 Fall, Year 1 Winter, Year 1 pring

VALUATION AND MONITORING

Descrie the procedures emploed to monitor and evaluate the ducator Induction Program. As part of this process LAs should sstematicall collect data on the educator induction program design, implementation, and outcomes. This data ma include:

a. urve of participants – new teachers, mentors, principals, and other memers of the ducator Induction Program to determine levels of satisfaction and to understand the strengths and weakness of the program
. Analsis of activities and resources used in the program

c. Aligned program evaluation instruments that provide quantitative and qualitative data (e.g., surve/questionnaires, individual and group interviews, and oservation tools) to determine the impact of participating teachers and their students

VALUATION AND MONITORING

Yearl review of Inductee valuation of Program, Mentor Teacher evaluation of Program, and Principal valuation of Program Induction. Committee review of program at minimum each 3 ears and as frequentl as needed.

DOCUMNTATION OF PARTICIPATION AND COMPLTION

Identif the methods used to record inductee participation and program completion.

Participation

Mentor documents his/her inductee’s involvement in the program.

Completion

Yes

A designated administrator receives, evaluates, and archives all mentor records.	Yes

chool/LA maintains accurate records of program completion and provide a certificate or statement of completion to each	Yes inductee who has completed the program.

Completion is verified  the LA Chief Administrator on the Application for Level 2 Certification.	Yes

Confirm that all first-ear teachers are required to participate in the induction program.	Yes

IF “NO” I LCTD, PLA XPLAIN WHAT INDIVIDUAL WR NOT INCLUDD IN TH INDUCTION PROGRAM AND WHY.

DUCATOR INDUCTION PLAN TATMNT OF AURANC

We a rm that this ducator Induction Plan has een developed in accordance with the laws, regulations and guidelines for the development, implementation and evaluation of the Induction Plan as designated in Chapter 4 of the Pennslvania Department of ducation chool Code.

We a rm that this ducator Induction Plan focuses on the learning needs of each professional sta memer to ensure high qualit instruction for all students.

mil Clare

ducator Induction Plan Coordinator

08/03/2023

Date

I a rm that this Induction Plan provides sta learning that improves the learning of all students as outlined in the National ta Development Council's tandards for ta Learning.

Chief chool Administrator	Date