Strengthening the Hampstead School

District’s Orientation for New Professional

Staff

To intensify the orientation program for new professional staff so they have the knowledge and skills to strengthen their instructional practices and enhance the learning of Hampstead students

PRIMARY GOAL

SECONDARY GOALS1. To orient new professional staff to:

the culture of the Hampstead community the culture and organization the curricula and instructional and

assessment practices district’s teacher evaluation and

professional development plans

2. To ensure new professional staff are familiar with the key people, resources, and expectations of the district

Current Orientation Program

Topics addressed in 3.5 hours:Time Clock Plus Phones/Voice MailCrisis management Volunteer programTaking attendance Open HouseStudent assignment books Calendar of EventsReimbursements/PO’s Teacher evaluationProfessional development Substitute calling and foldersCopying and laminating machines

ResearchBieler, D. (2012). What new teachers want from colleagues. Alexandria, VA: Educational Leadership. Lunenburg, F. (2001). Orientation and induction of the beginning teacher. Houston, TX: National Forum of Educational Administration and Supervision Journal.Scherer, M. (2012). The challenges of supporting new teachers. Alexandria, VA: Educational Leadership. Olebe, M., Jackson, A., & Danielson, C. (2012).

Investing in beginning teachers—the california model. Alexandria, VA: Educational Leadership.

Proposed Three-Day OrientationDay 1 AMBuild an understanding of the culture of the town, district and two schools, including:• Tour of Hampstead with the town historian

to develop an understanding of the town’s history, culture, government structure, etc.

• Tour of the schools and further discussion with veteran staff regarding culture of the two schools: norms, values, beliefs, rituals, ceremonies, symbols and stories

PMAddress many of the topics in Slide 4: Time Clock Plus, use of the machines, PO’s, subs, etc.

Day 2Address grade level curricula, instructional and assessment practices

Day 3 AMAddress the teacher evaluation and professional development plans

PMAddress:• classroom management • special education process • RTI process

Catalysts - Current and past mentors - Current and past mentees - Mentoring Committee

Barriers- School Board approval- Two additional contract days for new professional staff: discussion with the union- Stipends for staff involved in the orientation- Funds for a bus tour and food for three days

Steps for Instituting an Intensified Orientation Program

1.Gather data from mentor and mentee surveys from the inception of the mentoring program in 2010 until spring 2013.

2. Share proposed intensified orientation program with the Hampstead administrative team and Mentoring Committee for their input and feedback.

- Revise program based on feedback

3.Present the revised program, with the associated costs, to the School Board for their consideration and approval.

- Additional orientation days will require reopening negotiations with the union or waiting until contract negotiations in three

years.

Intended Outcomes of an Intensified Orientation Program

1. Tweeners “…find stability within the organization and understand how he or she fits within the cultural and political goals of the organization.”

2. Tweeners “…will achieve longevity in the field and adopt the types of philosophies and practices that INCREASE STUDENT LEARNING.”

Muhammad , A. (2009). Transforming school culture . Bloomington, IN: Solution Tree Press.