This document outlines an induction training for new teachers. It includes an agenda for professional development sessions focused on establishing positive parent relations, analyzing student assessment data, and teaching organizational skills. The training will use activities like roleplaying parent communication, analyzing sample student test data, and creating lesson plans for teaching organizational skills. Formative feedback will be collected through parking lot notes, surveys, and exit slips to inform future professional development.

1. Salena Denton-Festa
Human Resource Development Internship Activity
American College of Education

2.  Todays professional development session will
take place from 8:00am -3:00pm.
 There is a sticky note parking garage in
which you can feel free to write down any
questions or comments you have during any
of the professional development activities.
 At the end of the sessions you will complete
a survey, and fill out an exit slip.

3.  Our mission is to provide support and assistance
necessary for teachers and beginning teachers to
enter the teaching profession, progress their
abilities, and obtain knowledge as beginning
practitioners.
 Our new teacher Induction Program focuses on
providing a support mechanism in which the
advancement of skills and knowledge is a
continuous progression supported through
mentors, experienced teachers, professional
development opportunities, and self-reflection.

4.  This is a new teacher induction training that will
provide you with support and assistance as a
beginning practitioner.
 This session is based on the results of new
teacher need surveys, and is intended to help
you transition into your new school as
successfully as possible.
 This is a beginning mechanism in which you will
continuously progress your professional abilities,
and obtain relevant knowledge as beginning
practitioners.

5.  Establishing and maintaining positive
relationships with parents.
 Student assessment use, purposes, and data
analysis.
 Developing and teaching organizational skills.

6.  8:00-9:00am Refreshments/Continental
Breakfast/Get to know each other.
 9:30-10:00am Introduction and overview of mission,
objectives, and agenda.
 10:00-11:00am
 Activity 1: Establishing positive relations with parents
 11:00-12:00pm Lunch
 12:00-1:00pm
 Activity 2: Student assessment use, purposes, and data
analysis.
 1:00-2:00pm
 Activity 3:Developing and teaching organizational skills.
 2:00-2:10 Survey/Exit slips
 2:10-3:00pm Time with your mentor

7.  Purpose/Description: Teachers must
effectively communicate student excellence
and performance in a constructive manner to
establish positive relations with parents.
This will aid in the formation of a parental
partnership, and positively impact student
performance.

8.  Step 1: Identifying effective communication practices
to form a partnership with parents.
-We will discuss and review the provided handout which
you will keep as a communication resource.
 Step 2: Practice communicating effectively with each
other to demonstrate the effective communication
practices we have identified and discussed.
-Teachers will be grouped into think pair share groups,
and will be provided with student/parent scenario’s.
Teachers will demonstrate and practice effective
parental communication with their peers.
 Step 3: Assemble a communication binder to
organize communication logs for each student.

9.  Purpose/Description: Student assessments serve
as meaningful sources of information, and
reflect genuine student learning. Teachers must
understand how to analyze test results to
identify student need, and drive instruction. This
activity will assist you in implementing the most
effective instructional strategies to address
student needs, and encourage academic
achievement for all learners.
 Teachers that use assessments to gain
information on students are more prepared to
modify their teaching practice by making
curricular and instructional decisions to ensure
student achievement (Oberg, 2010).

10.  Step 1: Identifying the different forms of
assessment and their purposes.
 Step 2: Introduce Data Warehouse and
demonstrate the data available for each student.
 Step 3: Practice Data analysis and test item
analysis.
 Teachers will be grouped into think pair share groups,
and will be provided with sample student data.
 Each group will be responsible for deciding which
benchmarks should be re-taught to remediate student
needs.
 All groups will compare their results with other groups to
determine the accuracy of results.

11.  Purpose/Description: Educators play an
important role in providing an appealing,
organized environment that is a conductive
to learning. To do so, you must maintain a
clear structure of organization to effectively
plan for instruction. Teachers act as role
models for their students, greatly impacting
student abilities, and the development of
organizational skills. When students develop
organizational skills, it will establish their
successful academic development
(White,2010).

12.  Step 1: Identify the ways teachers model effective
organizational skills.
 Step 2: Discuss the organizational plan implemented
district wide in each grade level, and provide a list of the
district suggested websites to use for the instruction of
organizational skills.
 Step 3: Take all teachers to the computer lab where the
will work in groups to create an organizational skills lesson
plan for the first week of school, utilizing the list of the
district suggested websites.
 Step 4: Share and copy the organizational skills lesson
plans for each of the teachers to have as a resource.
Teachers will use this information to teach their
organizational skills lesson the first week of school.

13. Sticky note parking garage for
questions throughout the training
sessions and activities.
Teacher surveys to indicate future
needs, and rate your ability to
implement the introduced information.
Exit Slips to indicate what was learned
and suggest future professional
development sessions.

14. Differentiated Professional Development Evaluation Form
What Went Well? What Could Have
Gone Better?
How can you use
this information
to improve
instruction?
What
implications
would you
suggest for
future
Professional
Development?
Did the presenter
Demonstrate
Leadership?
Did the presenter
Know the
content?
Did the presenter
answer all of
your questions?
How would you
rate this
experience as a
whole? 1-10

15.  Additional professional developments will be
implemented according to the data collected
from the surveys, parking garage, and exit
slips.

16.  Oberg, C.. (2010). Guiding classroom instruction through
performance assessment. Journal of case studies in
accreditation and assessment, 1, 1-11. Retrieved May
9, 2012, from ProQuest Education Journals. (Document
ID: 2170122431).
 White, A.. (2010). Organizational skills for educators and
students alike. Retrieved from
http://www.angelicafwhite.com/OrganizationalSkillsforEd
ucatorsandStudentsAlike.pdf