Continuous Growth
Supporting Continuous Growth for New Teachers:
Teacher Onboarding Seminar Series (TOSS--Part I). At the beginning of each school year, Instructional Coaches host a full-day, in-person seminar for teachers who are new to SECPSD. This first day is part of a series of onboarding seminars designed to bring you up to speed on the way we complete our core business in SECPSD. STF and SECTA representatives attend and share important onboarding information for new teachers.
For those teachers hired during the school year, instructional coaches arrange a half-day to go over TOSS--Part I (principals may provide a substitute teacher to allow release time if needed).
TOSS (Parts II and III) are also hosted in-person for full days, throughout the school year. The main topics include: student engagement, inclusive practices, indigenous education, high impact strategies, authentic assessment, teacher reflective practice, and planning using SECPSD templates.
Instructional Coach Visit (Noticing the Good). Instructional coaches reach out to set a date with the teacher, spend half a day, and then deliver a list of some of the great things teachers are doing in their classrooms.
During the post-conference, the coach shares the Teacher Self-Reflection Rubric, highlighting the domains outlined in the Beginning Teachers AP. (Superintendents and principals evaluate new teachers based on these rubrics.) Teachers self-assess, through discussion with their coach. Teachers remain in control of this conversation and reflection. Coaches plan a follow-up visits for those who express interest.
Instructional Coach Check-ins: Instructional coaches check in with new teachers, periodically, to book dates to visit classrooms or to share applicable PD opportunities.
Superintendent and Principal Observations. Continuous growth is a professional responsibility for teachers. To support new teachers with this goal, superintendents and principals visit classrooms and provide feedback to first- and second-year teachers, in particular. Superintendents and principals evaluate new teachers based on the Teacher Self-Reflection Rubric, (specifically the domains outlined in the Beginning Teachers AP.) This feedback is formalized in a report from your superintendent (for teachers on continuing and replacement contracts). Teachers can access their instructional coach for support in implementing superintendent/principal recommendations.
On-Demand Professional Development (optional). SECPSD has created professional development opportunities specific to the needs of our teachers, available on the PD Hub. In addition, all teachers have access to Witsby professional development.
Mentorship (optional). Research indicates that mentorship helps new teachers develop instructional skills, manage classroom dynamics, and navigate challenges, leading to increased confidence and teacher self-efficacy (Peker & Erol, 2018; Tschannen-Moran & Chen, 2014). Division-level funding is available to support this effective professional development strategy. New teachers interested in connecting with a mentor are encouraged to reach out to their Instructional Coach.
Professional Learning Communities (optional). Twice each year, division-level funding is made available for successful PLC applications. New teachers are encouraged to join existing PLCs or share their interests with their instructional coach who may be able to arrange an appropriate group.
Coaching Cycle (optional). Instructional Coaches support teachers who are interested in improving their practice. The coaching cycle includes several steps: identify a goal, learn or refine a strategy, implement the strategy and monitor the student progress that results. Coaches do not share their conversations with others, and it is the teacher who decides what strategies to implement or adjust in their own practice.
