1. TEAM Coordinating Committee Training (TCC)

2.  Introductions  Mission of the TEAM Program  Design of the TEAM Program  Overview of the Module Process  TEAM Coordinating Committee (TCC)  District Support Plan Template  Sample Support Plans  TCC Support Plan (Draft Work) 2

3.  The mission of the Teacher Education and Mentoring (TEAM) Program is: ◦ to promote excellence, equity and high achievement for Connecticut students by engaging teachers in purposeful exploration of professional practice through guided support and personal reflection. 3

4.  Beginning teachers holding an initial, interim initial or 90 day certificate  Trained mentors  District administrators  Coordinating committees  Review committees  Higher Education  Professional Organizations  Regional Education Service Centers (RESCs)  CT Department of Education (CSDE) 4

5. A professional growth model aligned with five domains of the Common Core of Teaching  Classroom Environment  Planning  Instruction  Assessment  Professional Responsibility 5

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7.  CCT Performance Profile (self-analysis)  Professional Growth Action Plan (PGAP) ◦ Module Goal ◦ Anticipated Impact on Student Performance ◦ Learning Activities/Classroom Applications ◦ Timeline for Module Completion ◦ BT and Mentor Meeting Log  Journal for Beginning Teacher  Journal for Mentor 7

8.  Sample Modules  Sample Reflection Papers  Recommended Resources  TEAM Coordinating Committee Guidelines  Sample District Support Plans  Review Committee Guidelines and Criteria  Tutorials 8

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15.  A district committee that oversees, plans, implements and monitors the district’s Teacher Education and Mentoring (TEAM) Program. 15

16. Developing…  a three year district support plan.  an annual budget to support the activities of the three year plan. 16

17. Recruiting…  new mentors for TEAM training, anticipating the need to match content, grade level and school whenever possible.  previously trained mentors for update training. 17

18. Ensuring…  alignment of the TEAM Program with the district’s teacher evaluation and professional development program.  ongoing mentor/mentee conversations and interactions.  review and approval of the beginning teachers’ two year support plans/timelines.  organization of mentoring opportunities.  registration of beginning teachers in the TEAM program. 18

19. Accountability for…  overseeing the receipt of state money for mentor stipends using the online data system.  coordinating the process for reviewing reflection papers.  verifying successful completion of required modules for confirmation by the Superintendent.  submission of an annual activity report to the Superintendent. 19

20. I. Include your district’s three year objectives and supporting activities related to the mission of the TEAM Program. Consider: ◦ Alignment to school/district initiatives ◦ Teacher retention ◦ Professional development 20

21. II. Describe the criteria and process for identifying TCC members, establishing term length and timeline for the TCC to meet and communicate with the Superintendent and central office. Consider: ◦ Roles and responsibilities of the TCC 21

22. III. Describe the criteria and process used to select mentors, ensure that they have received appropriate state training and are assigned to beginning teachers based on subject areas, levels and need. Consider: ◦ Opportunities for professional development for mentors to address further development of best practices and essential content knowledge 22

23. IV. Based on district selection (regional or district) for review of reflection papers, describe the criteria and process used to identify who will participate on the review committee. Consider: ◦ Ability to provide release time for reviewers to attend state trainings and review papers 23

24. V. Describe the procedure for dissolving mentor placements, if not working, and for the removal, for good cause, of teachers from the eligible pool of mentors and/or cooperating teachers, if necessary. 24

25. VI.Describe the process used to collect beginning teachers’ two year support plans and ensure that mentors and beginning teachers are working together to complete the beginning teachers’ Professional Growth Action Plan (PGAP). 25

26. VII. Describe the process that the district will use to resolve internal disputes or appeals. Consider: ◦ Disputes concerning the mentoring module process, the PGAP, mentor/mentee relationships and/or reflection paper outcomes ◦ Requests for special accommodations based on disabilities 26

27. VIII. Describe the resources needed and the budget required to carry out the activities described in the plan to support beginning teacher and mentor activities as outlined here and in the Professional Growth Action Plans. Consider: ◦ Time for beginning teachers and mentors to meet ◦ Time for individuals to serve on the TCC and/or Review Committee ◦ Substitute coverage 27

28. IX. Complete the Annual Activity Report: Evaluation of the implementation of the three-year plan annually to inform changes as necessary for the following year. Consider: ◦ Documentation of support provided to beginning teachers ◦ Feedback from program participants 28

29.  In your packet, you will find sample plans representing districts of varied sizes and demographics. 1) Review sample plans with your district team. 2) Use information gained through the sample review to begin to outline a 3 year support plan for your district. 29