Each summer, we host a four-day orientation for all new faculty and administrators. This presentation is given throughout the four days. Topics include Culutre, Law, Policy, Discipline, and Mentoring.

1. Welcome

2. New Faculty Orientation Week
Presentations
Teaching Culture Evaluation System
Mentoring Program
Discipline Process
Laws & Policy
Special Education
Dr. Parent & Mr. Johnson
Dr. Parent & Mr. Johnson
Dr. Parent & Mr. Johnson
Ms. Paterson
Mr. McDaniel
Ms. Rizzo
Monday Tuesday Wednesday

3. Our Culture
Dr. Parent & Mr. Johnson

4. Values
Commitment to CTE
Enthusiasm for the
work
Teaming of
resources
Providing a
challenging
environment
Honesty with
colleagues

6. Behaviors
Strong work ethic
Demonstrating
responsibility
Ethical and moral
approach
Dedication to the
legacy, pride, and
traditions
Respect for students

8. Beliefs
Community first
We serve…
Students can…
Change is good
People are our
business

10. Attitudes
Progress is important
Teamwork is good
Positivity that it will
work
Encouragement
when they think it
can’t
Inspire kids
We are models

12. Everyone is able to engage in a process of in-depth, critical
thinking to develop and apply innovative solutions in an
ethical manner for an interconnected, global society.

13. Paradigm Shift
▶Time
▶Instructional Delivery
▶Assessment
▶Grading
▶It’s about proficiency –
not compliance

14. Future
Ready
2023

15. Our Future Ready Foundational Texts
▶ Reshaping the experience
that all PCTI students have
▶ Rethinking generations of
pedagogy and education
practices

16. Teaching &
Leading

17. New Approach Required
▶ Old Ways
▶ Copies
▶ Everything done in the classroom
▶ Limited feedback
▶ Posters/Crafts
▶ Timed assignments
▶ Get it done to say it’s done
▶ New Ways
▶ Shared documents
▶ School isn’t from 8-3
▶ Flipping the script
▶ Digital portfolios/projects
▶ Deep feedback
▶ Project-Based assessments
▶ Communication

18. Assessments
Formative (often)
•Homework
•Quizzes
•Drafts
Summative (sparingly)
•RSTs
•Unit Exams
•Portfolio
•Project
There are only
two types…

19. Success isn’t
always
measured
by a
grade…

20. Q
A
and

22. Discipline
ProcessesMs. McDaniel

23. Classroom Management
▶ Establishing Expectations
▶ Communicating with parents
▶ Grade Level Coordinators

24. Regulations, Policy, Processes
▶ Discipline & Attendance Referral
Forms
▶ Detention Form
▶ Discipline Infraction Form
▶ Tardy / Cut Form
▶ School Uniform
▶ Student ID Badges and Temporary IDs
▶ Verbal Warnings, ASD, ISS, OSS,
Expulsion Hearings, RTD
▶ Bathroom Passes & Hall Passes
▶ Harassment, Intimidation & Bullying
▶ Headphones, Bluetooth Speakers,
Mobile Phones, Etc.

25. Q
A
and

27. Law & Policy
Dr. Parent & Mr. Johnson

28. • Reporting of Abuse
• Harassment,
Intimidation, and
Bullying
Law
• Cheating/Plagiarism
• Email
• Social Media
• Suicide Prevention
• Pledge of Allegiance
• Inappropriate Conduct
Policy
Agenda

29. • Any staff member who believes, or has reason to believe, a pupil is
seeking a relationship with the staff member beyond his/her
professional responsibilities must promptly report this information to
the Building Principal or immediate supervisor.
• Any staff member who believes, or has reason to believe, a pupil is
seeking a relationship with another staff member beyond the
professional responsibilities of the other staff member or believes, or
has reason to believe, another staff member is seeking a relationship
with a pupil beyond the professional responsibilities of the other staff
member must promptly report this information to the Building Principal
or immediate supervisor.
• Failure of a staff member to report conduct they know, or had reason
to know, is prohibited by this Policy and Regulation and will result in
appropriate disciplinary action.
Reporting Abuse Law

30. • School staff having reasonable cause to believe a pupil has been
subjected to child abuse or neglect or acts of child abuse or neglect as
defined under N.J.S.A. 9:68.10 are required to immediately report to the
DCPP in accordance with N.J.A.C. 6A:1610.1 et seq. and inform the
Building Principal or immediate supervisor after making such report.
• Any person having reasonable cause to believe that a child has been
subjected to child abuse or acts of child abuse shall report the same
immediately to DCF's Child Protection and Permanency (DCPP) by
telephone or otherwise. Such reports, where possible, shall contain the
names and addresses of the child and his parent, guardian, or other
person having custody and control of the child and, if known, the child's
age, the nature and possible extent of the child's injuries, abuse or
maltreatment, including any evidence of previous injuries, abuse or
maltreatment, and any other information that the person believes may be
helpful with respect to the child abuse and the identity of the perpetrator.
Reporting Abuse Law

31. The law defines harassment, intimidation or bullying as “any
gesture, any written, verbal or physical act or any
electronic communication, whether it be a single incident or
series of incidents, that is reasonably perceived as being
motivated either by any actual or perceived characteristic….
that takes place on school property, at any school –
sponsored function, on a school bus, or off school grounds…
that substantially disrupts or interferes with the orderly
operation of the school or the rights of other students, and
that a reasonable person should know, under the
circumstances, will have the effect of physically or
emotionally harming a student or damaging a student’s
property, or placing a student in reasonable fear of physical
or emotional harm to his person or damage his property.”
Harassment, Intimidation,
and Bullying Law

32. • Sadloch v. Cedar Grove SD – June 23, 2015 Commissioner affirmed ALJ. HIB
Allegations against coaches dismissed – Failed to provide coaches with written
summary of allegations, findings and denied right to appear before the BOE
prior to Board vote
• Karp v. Barnegat SD – Tenure charges filed against teacher. On May 26,
2016, Arbitrator dismissed allegations against teacher involving alleged sexual
harassment of students. There were no certifications from direct witnesses or
victims, no ability to cross examine.
• Smith v. Wayne Township BOE 8/26/16 – BOE filed Charges of Conduct
Unbecoming and Other Just Cause against tenured Physical Education / Health
teacher alleging that he engaged in a physical altercation with a high school
student during the 2014-15 school year, and a series of incidents during the
2015-16 school year involving charges of HIB of several students. Tenure
charges upheld.
Harassment, Intimidation,
and Bullying and employees Law

33. • Cheating on examinations, including but not limited to, the non-
authorized use of books or notes, the use of crib sheets, copying from
other pupils’ papers and exchanging information with other pupils
orally, in writing, or by signals, obtaining copies of the examination
illegally and other similar activities.
• Plagiarism is not permitted in term papers, themes, essays, reports,
images, take-home examinations, and other academic work.
Plagiarism is defined as stealing or use without acknowledgment of
the ideas, words, formulas, textual materials, on line services,
computer programs, etc. of another person, or in any way presenting
the work of another person as one’s own.
• Falsifications, including forging signatures, altering answers after they
have been graded, the insertion of answers after the fact, the erasure
of grader’s markings, and other acts that allow for falsely taking credit.
Cheating and Plagiarism Policy

34. A pupil found guilty of academic dishonesty may be subjected to a
full range of penalties including, but not limited to, reprimand and
loss of credit for all of the work that is plagiarized.
• The teacher is authorized to withhold credit in the work tainted by
the academic dishonesty.
• Notification to the students’ parent or guardian via telephone or
email.
• The teacher will file a discipline referral with the Discipline Office.
• The Discipline Office will determine if further discipline of the pupil
is appropriate, will determine the nature of the discipline on a
case-by-case basis, and will log the infraction in the student’s file.
• Each verified case of Cheating or Plagiarism will remain a part of
the student’s records.
Cheating and Plagiarism Policy

35. School district e-mail messages, like paper records, must be retained
and destroyed according to established records management
procedures as required by New Jersey’s Division of Archives & Records
Management (NJDARM). E-mail messages are electronic documents
created and sent or received by a computer system. This definition
applies equally to the contents of the communication, the transactional
information, and any attachments associated with such communication.
Thus, e-mail messages are similar to other forms of communicated
messages, such as correspondence and memoranda.
Email Policy

36. The school district strongly encourages all staff
members to carefully review the privacy settings
on social networking sites they use and exercise
care and good judgment when posting content
and information on such sites. Staff members
should adhere to the district’s workplace
standards on harassment, pupil relationships,
conduct, professional communication, and
confidentiality.
Social Media Policy

37. • Should not make statements that would violate any
of the district’s policies, including its policies
concerning discrimination or harassment;
• Must uphold the district’s value of respect for the
individual and avoid making defamatory statements
about the school district, employees, pupils, or their
families;
• May not disclose any confidential information about
the school district or confidential information
obtained during the course of his/her employment,
about any individual(s) or organization, including
pupils and/or their families;
• Shall not use social networking sites to post any
materials of a sexually graphic nature;
Social Media Policy

38. • Shall not use social networking sites to post any
materials which promote violence;
• Shall not use social networking sites which
would be detrimental to the mission and
function of the district;
• Are prohibited from using their school district
title as well as adding references to the district
in any correspondence including, but not limited
to, e-mails, postings, blogs, and social
networking sites unless the communication is of
an official nature and is serving the mission of
the district. This prohibition also includes
signature lines and personal e-mail accounts;
Social Media Policy

39. • Shall not post updates to their status on any
social networking sites during normal working
hours including posting of statements or
comments on the social networking sites of
others during school time unless it involves a
school project. Employees must seek approval
from the Superintendent of Schools for such use;
and
• Shall not post or publish any information the
Commissioner of Education would deem to be
inappropriate conduct by a school staff member
Social Media

40. Teacher writes post on her Facebook page:
• “I’m not a teacher – I’m a warden for criminals! They had a scared straight program in school -- why
couldn’t I bring 1st graders?”
• Teacher was not a novice – She held a certification in elementary Education as well as a supervisory
certificate and she had a Master’s degree in education.
• Student body at the school where she taught was primarily Latino and African-American students and
school was in an impoverished area fraught with crime.
• She taught 1st grade – students were 6 year olds.
• News of the Facebook post spread quickly causing community outrage and much media attention. The
atmosphere at the school was described as a “Firestorm”, which was a distraction for the entire school
community including the administration, faculty and the students.
IN THE MATTER OF THE TENURE HEARING OF JENNIFER O’BRIEN AND THE STATE-
OPERATED SCHOOL DISTRICT OF THE CITY OF PATERSON 2011 WL 5429055 (N.J.
ADM. 2011)

41. • Teacher charged with unbecoming conduct for posting various comments on Facebook.
• Teacher was “friends” with the student on Facebook.
• She responded to a post by a student with the comment “LOSER!!!” and again, with the comment “See!
Again! You ASSume.”
• Comments occurred when school was out of session.
• Court found Weckesser’s comments arguably more egregious than O’Brien’s comments because
Weckesser’s comments were specifically directed at her students and she intended the students to see
the comments
• The court found Weckesser was communicating inappropriately with students, and that constituted
conduct unbecoming.
IN THE MATTER OF THE TENURE OF THE TENURE HEARING OF PAULA WECKESSER
AND THE SCHOOL DISTRICT OF THE TOWNSHIP OF WOODBRIDGE 2013 WL 299675
(N.J. ADM. 2013)

42. • The Board directs all school personnel to be
alert to the pupil who exhibits signs of potential
self-destruction or who threatens or attempts
suicide.
• Any such signs or the report of such signs from
another pupil or staff member should be taken
with the utmost seriousness and reported
immediately to the Building Principal, who shall
notify the pupil’s parent(s) or legal guardian(s)
and other professional staff members in
accordance with administrative regulations.
Suicide Prevention &
Awareness Policy

43. • Any student who has conscientious
scruples against the pledge shall not be
required to participate but should stand
and show full respect while the pledge is
being recited.
Pledge of Allegiance Policy

44. School staff’s conduct in completing their professional responsibilities shall be appropriate
at all times.
• School staff shall not make inappropriate comments to pupils or about pupils and shall not engage in
inappropriate language or expression in the presence of pupils.
• School staff shall not engage in inappropriate conduct toward or with pupils.
• School staff shall not engage or seek to be in the presence of a pupil beyond the staff member’s
professional responsibilities.
• School staff shall not provide transportation to a pupil in their private vehicle or permit a pupil into their
private vehicle unless there is an emergency or a special circumstance that has been approved in advance
by the Building Principal/immediate supervisor and the parent/legal guardian.
Inappropriate Conduct Policy

45. • PCTI Professional Portal
• PCTI Student Site
• NJ Arbitration Decisions
• ACLU Student’s Rights Handbook
Know These Links

46. Q
A
and

48. EvaluationsDr. Parent & Mr. Johnson

49. Why Are We Evaluated?
Federal Policy
▶ NCLB has been reauthorized, as ESSA
▶ NJ has been given a waiver from
ESSA requirements. As such, NJ
adopted TEACHNJ
State Law
▶ Teacher Effectiveness and
Accountability for the Children of
New Jersey (TEACHNJ) Act
▶ Many believed that our past systems
were ineffective, inconsistent, unfair,
arbitrary, and dis not fairly evaluate
teachers

50. TEACHNJ Requirements
▶ Evaluations Based On…
• Job Description
• Professional Standards
• Measures of Student Progress from Multiple
Data Sources
• Performance measures rubrics that are linked
to student achievement
• Multiple observations during the school year...
and at least one annual summative evaluation
for the school year
▶ Four annual rating categories for
teachers, principals, assistant
principals, and supervisors
Highly Effective
Effective
Partially Effective
Ineffective

51. Summative Evaluations Changes
Rating
Administrators determine
which of the following four
ratings a teacher receives:
Ineffective
• Partially Effective
• Effective
• Highly Effective
Corrective Action
If a teacher receives a
rating of "ineffective" or
"partially effective" on an
annual summative
evaluation, a corrective
action plan must be
developed by the
administrator and the plan
must include how the
school district will assist and
provide help.
Intervention
The School Improvement
Panel must evaluate this
teacher the following mid-
year.

52. School Improvement Panels
Oversee mentoring for first year
teachers
Identify professional development
“Conduct evaluations, including a
mid-year evaluation of any
teacher rated ineffective or
partially effective in the most
recent annual summative”

53. Tenure
Changes
Tenure is gained after four years
and one day... after the
employee receives a rating of
effective or highly effective in
each of three consecutive
annual summative evaluations
with the first effective rating being
received on or after the
completion of the second year of
employment.
A teacher shall complete a
district mentorship program
during the initial year of
employment and receive a
rating of effective or highly
effective in two annual
summative evaluations within
the first three years of
employment after the initial
year of employment in which
the teacher completes the
district mentorship program.

54. Tenure
Changes
Within 30 days of the filing, the board of
education shall forward a written
charge to the commissioner, unless the
board determines that the evaluation
process has not been followed.
…the superintendent shall
promptly file with the
secretary of the board of
education a charge of
inefficiency whenever the
employee is rated ineffective
or partially effective in an
annual summative evaluation
and the following year is
rated ineffective in the
annual summative evaluation

55. The Stronge
Evaluation Model
James H. Stronge is the Heritage
Professor in the Educational Policy,
Planning, and Leadership Area at the
College of William and Mary,
Williamsburg, Virginia.
He has been a teacher, counselor, and
district-level administrator. His doctorate
is in the area of educational
administration and planning from the
University of Alabama.

56. Why
Choose
Stronge?
▶ It meets the state mandates
▶ It provides for flexibility
▶ Its rubric closely reflects many of the elements
currently contained on our evaluation rubric
▶ It helps ensure objectivity by including input
from teachers and educational specialists
▶ Its software-arm did NOT include installing
cameras in every classroom
▶ It supports the continuous growth &
development of teachers
▶ It contributes to the successful achievement
of goals and objectives defined in the vision,
mission, and goals of the district
▶ It promotes collaboration between the
teacher and the evaluator

57. Essential
Questions
• What are the components of a an
evaluation?
• How will teacher performance be
documented?
• How will teacher performance be rated?

58. Teacher Performance Standards
Professional Knowledge
Instructional Planning
Instructional Delivery
Assessment of/for Learning
Learning Environment
Professionalism
Student Progress

59. Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
2.1 Uses student learning data to guide planning
2.2 Plans realistically for pacing, content mastery, and transitions.
2.3 Plans for differentiated instruction.
2.4 Aligns lesson objectives to the school’s curriculum and student learning needs.
2.5 Develops appropriate long- and short-range plans, and adapts plans when needed.
Highly Effective
Effective
Effective is the expected
level of performance.
Partially Effective Ineffective
In addition to meeting the
standard, the teacher actively
seeks and uses alternative
data and resources and
consistently differentiates
plans to meet the needs of all
students.
The teacher plans using the
state’s standards, the
school’s curriculum, effective
strategies, resources, and
data to meet the needs of all
students.
The teacher inconsistently
uses the school’s curriculum,
effective strategies,
resources, and data in
planning to meet the needs
of all students.
The teacher does not plan, or
plans without adequately
using the school’s curriculum,
effective strategies,
resources, and data.
Performance
Appraisal
Rubric
Standard 2: Instructional Planning
The teacher plans using the state’s standards, the school’s curriculum, effective strategies,
resources, and data to meet the learning needs of all students.
Performance
Standard
Performance
Indicators

60. Performance Standard 1
Professional Knowledge
The teacher demonstrates an understanding of
the curriculum, subject content, and the
developmental needs of students by providing
relevant learning experiences.

61. Performance Standard 2
Instructional Planning
The teacher plans using the state’s standards,
the school’s curriculum, effective strategies,
resources, and data to meet the needs of all
students.

62. Performance Standard 3
Instructional Delivery
The teacher effectively engages students in
learning by using a variety of instructional
strategies in order to meet individual learning
needs.

63. Performance Standard 4
Assessment of / for Learning
The teacher systematically gathers, analyzes,
and uses all relevant data to measure student
academic progress, guide instructional content
and delivery methods, and provide timely
feedback to both students and parents
throughout the school year.

64. Performance Standard 5
Learning Environment
The teacher uses resources, routines, and
procedures to provide a respectful, positive,
safe, student-centered environment that is
conducive to learning.

65. Performance Standard 6
Professionalism
The teacher maintains a commitment to
professional ethics, communicates effectively,
and takes responsibility for, and participates in,
professional growth that results in enhanced
student learning.

66. Performance Standard 7
Student Progress
The work of the teacher results in
acceptable, measurable, and appropriate
student academic progress.
What is the basis of teachers’ evaluation?

67. Essential
Questions
• What are the components of a an
evaluation?
• How will teacher performance be
documented?
• How will teacher performance be rated?

68. Student Growth
Objectives
• Appropriate measures of academic progress are determined
• Teachers set objectives for improving student progress based on the
results of performance measures
• Quality of the objectives and their attainment provide an important data
source for evaluation
Observations
• Teachers observed at least three times per year
• “Long observation” is minimum of 40 minutes or one class period
• “Short observation is minimum of 20 minutes
• Additional observations at building administrator’s discretion
• Observations include a post-conference
Documentation
Log
• Includes both specific required artifacts and teacher-selected artifacts
• Artifacts provide evidence of meeting selected performance standards
• Provides teacher with opportunity to demonstrate quality work
Student Surveys
• Teachers survey their students using one of four survey instruments
• Teachers enter summary of the results in their Documentation Log
• Surveys provide additional data to teachers than can influence teaching
strategies
Multiple Data Sources

69. Data Collection Responsibility
Data Collection
Procedure
Form(s) Evaluator Teacher
Measures of
Academic
Progress
Student Growth Objectives Form
Reviews/
approves
Selects/
develops
Informal
Observations
Informal Classroom Observation Form ✓
Formal
Observations
Formal Classroom Observation Form ✓
Student Surveys
Student Survey Forms
Student Survey Summary
✓
Documentation
Logs
Documentation Log Cover Sheet ✓
Self-Assessment Teacher Self-Assessment Form ✓

70. Observations/Evaluations
Interim
Evaluation
(non-tenured
teachers)
• Used to document evidence of meeting standards
• Does NOT include rating of performance
Summative
Evaluation
• Comes at end of evaluation cycle
• Four point rating scale
• Performance rubric for every standard

71. Terms Used in
Rating Scale
▶ The language of the rubric
determines the ratings issued

72. Rating
Weighting

73. What is an SGO?
▶ Standards-based statement
in specific and measurable
terms
▶ Describes what learners will
know or be able to do as a
result of mastering the skills
and knowledge in the
curriculum.
▶ As an example, teachers may
assess students at the beginning
of the year and set objectives,
and then assess again at the end
of the year (pre- and post-
testing).
▶ The supervisor works with teachers
to approve the SGO and
determine success.

74. September
October
May
SGOs DRAFTS due
in October

75. *
HOW DO WE
CREATE
SGOS?
▶ Specific
▶ What exactly are you
measuring and
improving?
▶ Measurable
▶ Can it be verified?
▶ Appropriate
▶ Is it standards-based?
▶ Realistic
▶ Can you do it?
▶ Time-Bound
▶ Does it have a time-
frame?
Mr. Dixon – Government
Teacher
For the current school year, my
students will have the
knowledge and skills to be
productive members of their
society because they will be
able to analyze primary and
secondary source documents.

76. *
HOW DO WE
CREATE
SGOS?
▶ Specific
▶ What exactly are you
measuring and
improving?
▶ Measurable
▶ Can it be verified?
▶ Appropriate
▶ Is it standards-based?
▶ Realistic
▶ Can you do it?
▶ Time-Bound
▶ Does it have a time-
frame?
Mr. Dixon – Government Teacher
80% of students will score at
“proficient” or above on the US 1
End of Course Benchmark
Assessment.

77. Focus on
Effectiveness

78. Effectiveness is the goal
Evaluation is merely the means

79. Q
A
and