WVSIPP Plan Update
In support of the West Virginia Educator Evaluation, in 2012, Governor Tomblin proposed House Bill 4236, requiring counties to create a Support for Improving Professional Practice (WVSIPP) plan. The WVSIPP plans (which must be approved annually by the WVBE) document the counties' data-driven commitment to professional development and continuous support to ALL educators. HB 4236 allows flexibility for combining available funds (including mentoring funds) for that purpose. For additional information, please contact Brian Withrow (email@example.com)
Effective and Comprehensive Support for Improving Professional Practice (SIPP)
**See Example Induction Program at the end of this document
- Mentoring –Beginning teacher orientation into the school/transmitting the culture
(Teachers new to the school, but not necessarily new to the profession, will also benefit from mentoring in focused school-based practices)
- Promoting the personal and professional well-being of beginning teachers
- Optimum Working Conditions for Beginning Teachers
- assignment in the area of licensure
- available induction coach/mentor assigned early
- orientation that includes state, district and school expectations
- limited preparations
- limited non-instructional duties
- limited number of students with “exceptional” situations
- no extracurricular assignments unless requested in writing by the beginning teacher
- Core expectations for professional practice (dress, punctuality, conduct, etc.)
- School-based procedures; district-required practices
- Proactive management of student behaviors; Reactive protocols (discipline)
- Sanctioned time for mentors and beginning teachers to work together: observe practices, analyze student learning data and participate in targeted professional development activities
- Effective Planning
- Curriculum/Assessment/Lesson Design to incorporate formative assessment processes
- Classroom organization for students to work together
- Beginning Teacher Professional Development Plan-- connects classroom performance, the WVPTS and the WV Educator Evaluation System
(Done in collaboration with principal or the principal's designee and induction coach)
- The plan, guided by the West Virginia Professional Teaching Standards, includes the beginning teacher’s selection of an area of growth and periodic, formative assessment of progress in improving content knowledge and professional, pedagogical skills.
- Induction support--multi-year technical assistance (such as coaching) for beginning teachers and also support for the technical assistance providers
- Instructional Support /Coaching for Teachers in the Initial Progression
- technical assistance in reflective practice
- modeling and co-teaching to learn a strategy
- peer observation and collaboration with peers (assistance in working with collaborative teacher-teams)
- evaluation of student learning and using results to improve student learning
- Selection of Technical Assistance Providers (Induction Coaches)
- Have proven expertise in focusing on instruction through examination of student learning (formative assessment/continuous improvement)
- Articulate about their practice
- Temperamentally suited to collaborative processes
- Skilled in observation skills & support for personalized learning
- Have specific strategies for working with adults
- Ability to maintain confidentiality
- Systematic, Ongoing Support for/Monitoring of Mentors and Induction Coaches:
- Initial Training in Coaching for Learning processes
- High-quality, needs-based, ongoing professional learning in Coaching for Learning
- Networking structure
- Collective inquiry and reflective practice
- Monitoring and documentation process
**Many systems use contracted, exemplary, retired educators for technical assistance providers & induction coaches.
Continuous Improvement for ALL Educators (Initial, Intermediate & Advanced Progressions)
(Connects performance/achievement data, the WVPTS and the WV Educator Evaluation System)
- DISTRICT LEVEL: Structure for communication and supporting a learning community of practice
- District leaders collaborate to continuously improve their knowledge and skill for supporting school-based educators
- District leaders strongly align new educator evaluation and with other district goals
- District leaders collaborate to review data to determine county-level PD priorities and how those will be addressed
- District Leaders provide structure for support/monitoring of school leaders
- Create system of support for ALL educators to include technical assistance (TA)
- Assist school leaders in developing a system of distributive leadership at the school level by creating a school leadership team whose members are representative of the content/grade levels of the school
- Create a system of ongoing communication with school leadership team and TA providers
- Collaborate with school leadership in reviewing data to determine school-level PD priorities and how district can support school in providing the PD
- Determine resources--human personnel, materials, finances for providing technical assistance and job-embedded PD
- SCHOOL LEVEL: School-based support for improving professional practice
- School leaders schedule time for teacher collaboration, peer assistance and networking (common planning time for regularly-scheduled interaction with other “like” teachers)
- School leaders provide opportunities for teachers to participate in workshops and job-embedded, focused professional development and for access to TA providers
- Support personnel (coaches, peers, district/regional coordinators, etc.) provide technical assistance for developing collaborative inquiry protocols for curricular decisions and reviewing lesson plans/enactments & student work (continuous improvement processes)
- Ongoing formative assessment of the teachers’ practice to guide learning experiences and professional goal-setting
- School leaders or coaches facilitate group observation opportunities with reflection discussions
***Example Induction Program
From Beginning Teacher to Experienced Teacher
Emphasizes three critical attributes:
- Effective instructional practices (formative examination of student results)
- Effective classroom procedures for lesson enactment and maximum engagement
- Unity and teamwork among administration, teachers, support staff and community members
Four days of training before the school year begins: Participation is required for first-time teachers (extra days are added to their contracts).
Day 1: New teachers are greeted by the induction team, the superintendent and district support staff. The feelings of teamwork and collegial support are immediately evident as the new "team members" are welcomed aboard. The setting is that of a model classroom with the induction team representing the teachers and the new teachers representing the students.
The focus for the next four days is on appropriate curriculum, classroom organization and research-based instructional practices. Procedures and routines for the induction classroom are established, modeled and practiced from the very beginning. Materials provided to new teachers include the following:
- A copy of Harry Wong’s The First Days of School
- A letter of welcome from the superintendent
- A copy of the district's mission and goals
- Information on schools in the district
- Information on "what induction looks like" throughout the first year of teaching and beyond
- Classroom management tips
- A glossary of education terms
- Sample first-day checklists (where to find Common Core CSO’s, etc.)
- A copy of the Critical Questions of Teaching and Learning
Day 2: Day 2 focuses Implementing state/common core standards, balanced assessment practices and how to examine student learning to determine the most effective instructional practices. New teachers, in “job-alike” collaborative groups, actually determine and sequence essential curriculum objectives and plan sample lesson enactments.
Day 3: New teachers learn about insurance, health care, the culture of the school district and the unique needs of the population. They view a video titled Our Community in Action. Then, new teachers board a bus with the superintendent for a guided tour of the community. A luncheon is sponsored by the local education association. That afternoon, new teachers report to their respective schools for planning time with principals. Curriculum, texts, and school procedures are discussed.
Day 4: Classroom management & organization: New teachers learn the importance of structure and of teaching those processes to students. They also learn to formulate clear, effective discipline plans. Teachers view videos of example scenarios.
Next, the new teachers visit the classrooms of some of the district's distinguished teachers in elementary, middle and high schools. New teachers tour the classrooms and receive advice from the experienced teachers. Finally, on the afternoon of Day 4, the new teachers report to their own classrooms to begin first-day preparations.
Year 1: Coaches/Support Coordinators --
- Assist beginning teachers in understanding and implementing the Common Core Standards
- Provide high-quality feedback that is targeted at improving their teaching
- Engage beginning teachers in "backwards planning" to meet all essential curriculum for the courses and grades they will be teaching
- Provide skills for succeeding in the school environment including collaboration with parents and the community
Three face-to-face workshops in data-driven instructional and formative assessment strategies and classroom organization are scheduled throughout the school year. Monthly online networking meetings are scheduled and new teachers protect that time on their calendars. The final face-to-face gathering includes an awards ceremony when the superintendent presents new teachers with framed certificates.
Throughout the year the support person provides servant leadership to all new teachers. The technical assistance helps new teachers to focus on continuous improvement through professional learning and collaborating with other educators. Also, each school site has a “site coordinator” who meets bimonthly with new teachers to hear concerns and offer support.
Instruction coaches/coordinators work with individual teachers and teacher collaborative teams as part of the induction program. Topics include instructional strategies, professional skills, classroom management techniques, balanced assessment practices and reflective practice through continuous improvement process.
Year 3 & 4
Teachers participate in advanced study of instructional strategies, collaborative processes, collective inquiry, higher-level thinking, and more. Instructional coordinators/coaches continue to support teachers.
Other Resources: Online Support for Beginning Teachers
The New Teacher Center’s largest endeavor is called e-Mentoring for Student Success (eMSS), a year-long, nationwide mentoring program that pairs novice science, math, and special education teachers with those with experience. Begun in 2002 through a grant from the National Science Foundation, the program offers new teachers constant interactivity with a content-specific mentor as well as research-based curricula.
- Illinois New Teacher Collaborative-Online: A statewide support program for new teachers in Illinois that offers real-time chat using Moodle, content-specific online resources, videoconferencing, and group discussion forums.
- WINGS (Welcoming Interns and Novices with Guidance and Support): Offered through UTeach, a science and math teacher preparation program at the University of Texas at Austin, WINGS provides private online discussions between mentors and mentees and pedagogical resources for new teachers during their first few years.
- ENDAPT (Electronic Networking to Develop Accomplished Professional Teachers): A collaboration between the school of Education at Virginia’s College of William & Mary and the Center for Teaching Quality’s Teacher Leader Network includes large online group discussions, private chat between mentors and mentees, and an online community of practice using a platform called Tapped In.
- PACT (Performance-based Academic Coaching Team): A Texas-based program that provides an e-mentor, online forums, chat rooms, teaching tools, and other resources for new teachers.
- UWeb Teacher Support Network : Based out of the University of Washington College of Education, UWeb also uses Tapped In to support both pre-service and in-service teachers by offering curriculum and instruction resources, group discussions, and a helpline.
- http://www.ncpublicschools.org/recruitment/beginning/ Sample web page for beginning teachers
WV Support for Improving Professional Practice (WVSIPP)
At the conclusion of the 2012 Legislative Session, Governor Earl Ray Tomblin signed House Bill (HB) 4236 regarding Educator Evaluation. The purpose of the legislation is to create a comprehensive infrastructure that routinely supports a continuous process for improving teaching and learning. This legislation significantly impacted the Beginning Mentor Teacher/Principal Program grant award beginning in 2013-14 and gives counties flexibility to combine their mentoring funds with other funding sources to complete this support system. It also initiated the following key provisions:
The West Virginia Board of Education adopted guidelines for "System of Support for Improving Professional Practice" (WVSIPP) http://wvde.state.wv.us/policies/professional-practices-implementation-guidelines.doc
Plans are a part of the strategic plan.
Plans that do not meet the required components must be revised and resubmitted for approval.
Learning Forward Professional Learning Plans
The following resources have been submitted from various counties to assist all West Virginia districts in the implementation of WV Support for Improving Professional Practice (WVSIPP)