MICAH GONZALES EDCU 6331 INTERNSHIP II SECTION KKL Campus Improvement Project III New Teacher Campus Program

Competencies DOMAIN III—Administrative Leadership  Competency 004 The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance.  Competency 005 The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conductive to student learning and staff professional growth.

Abstract The purpose of this project is to:  Provide new teachers (first year and new to the campus/district) support and guidance throughout the school year  Provide new teachers staff development in keys areas  Provide a safe environment for new teachers to express concerns, ask questions, and voice their opinions without the fear of judgment or evaluation from their supervisor  Provide new teachers a coach/mentor to help them throughout the school year

Evidence of Need  This school year our campus had its first large staff turnover since opening in Our campus had a total of 12 new teachers, with four out of the twelve being first year teachers.  Our campus is a Great Expectation (GE) Model School, which requires additional understanding to the GE program and how it is implemented on our campus. Each year our campus is observed and rated by GE. In order for our campus to maintain Model School status, we must have 90% of our staff displaying the 17 practices of GE.  Spring ISD is undergoing many changes in staff as well as instruction programs. Our campus wants to ensure that all staff, especially new staff, is comfortable and trained in the different areas.

Strategies for Implementation Who:  Campus New Teacher Mentor (Myself)  Administration  Campus New Teachers What:  Campus New Teacher Group When:  Monthly Meetings  As needed How:  The new teacher group met once a month for an hour. The first 30 minutes was for all new teachers. This time was spent  The second 30 minutes was for all first year teachers. During this time we participated in a book study over the book What Great Teacher do Differently: 17 Things That Matter Most by Todd Whitaker.

Campus New Teacher Meetings  All teachers new to the district are required to attend the first 30 minutes of each monthly meeting. This time is spent reviews different campus requirements such as GE, implemented programs, observations/evaluations, campus procedures, etc.. This time was also opened for questions, concerns, or comments the teachers had.  The last 30 minutes is required for all first year teachers, however any new teacher to the campus/district is invited to attend. During this allotted time conducted a book study using the book What Great Teacher do Differently: 17 Things That Matter Most by Todd Whitaker.

Predicted Outcomes  I predict that the new teacher program will be successful in providing the new teachers with information, guidance, and support.  I predict that at least half of the new teachers will feel that the meetings as well as the book study was helpful in some way.

Evaluations A survey presenting three questions was conducted with the new teachers who participated in the monthly meetings. I used survey monkey to conduct the anonymous survey. Survey Questions: Did you find the monthly meetings helpful? Did you enjoy the book What Great Teachers do Differently? What changes would most improve this program?

Comparing Survey Data Survey Results Six out of the twelve teachers new to the campus were required to attend the first half of the monthly meetings. Did you find the monthly meetings helpful?  4 our of 6 of the teachers surveyed found the monthly meetings helpful. Four out of the six teachers required to attend the first half of the monthly meetings were also required to attend the book study the second half. Did you enjoy the book What Great Teachers do Differently?  3 out of 4 of the teachers who participated in the book study enjoyed the book and felt that it helped them in some way.

Artifacts

Improvements and Modifications Successful: Overall the campus new teacher program was successful. Several of the teachers expressed their thanks for making it easy to talk and ask questions as well as providing guidance. Improvement/Modifications: One modification I would make is assigning a month to leaders of the different programs on campus such as RTI, GE, Sped, ESL, iStation, AR, etc. to come in and talk with the new teachers about their specific program and answer any questions they have. A second modification I would make is organizing a way for the new teachers to go into a variety of classrooms and observe once a month. I believe this would allow them to gain knowledge of different teacher styles. Following the observations, I would allow time at the monthly meeting to discuss things they observed. A third modification would be me going into each classroom once a month and observing the new teachers. I believe this would allow provide me with ideas and ways to help them more on an individual level.