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 Teresa Epperley (email@example.com).
Effective and Comprehensive Support for Improving Professional Practice (SIPP)
**See Example Induction Program at the end of this document
(Teachers new to the school, but not necessarily new to the profession, will also benefit from mentoring in focused school-based practices)
(Done in collaboration with principal or the principal's designee and induction coach)
**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)
***Example Induction Program
From Beginning Teacher to Experienced Teacher
Emphasizes three critical attributes:
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:
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 --
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.
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:
* June 2012 - 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
* October 2012 - The Division of Educator Quality and System Support convened a District Stakeholder Workgroup to create the template (below) for districts to submit their WVSIPP Plans and share their current work around supporting teachers.
* January 2013 - The Office of School Improvement finalized the template and placed examples of county practices and plans (below).
* March 15, 2013 - Plans to be developed by each district using the template (below) and submitted as an attachment to firstname.lastname@example.org
* July 1, 2013 - Plans that do not meet the required components must be revised and resubmitted for approval.
**Please use the template above when writing your WVSIPP plan for 2014. Notice the addition of two components to the plan — Support for "Other" Personnel (administrators, paraprofessionals, academic coaches, counselors, etc.), and support for highly qualified teacher status. An additional funding source, Title III, is also new this year. The window for submitting plans is July 15 - 30, 2014. Plans will be reviewed as soon as possible after being received, and counties whose plans require revision will be notified by email. Revised plans will be due by September 1, 2014. For questions please contact Teresa Epperley, Teacher Quality Coordinator, Office of Professional Preparation at 304.558.7010 or by email at email@example.com.
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)