Sy15-16 Im Implementation Continuum

Standard 1: Systemic Support for High Quality Induction Programs
1
2
Program
Component
ESTABLISHING
APPLYING
Complex area has a
Superintendent approved
1a. Induction
written
induction
program
complex area induction plan
Program Plan
plan.
includes:
Possible
*Three-year induction pathway
Evidence:
with a minimum of two years
*Complex Area
of intensive mentoring and
Induction Program
program completion
Plan
requirements
* Program
*Alignment with the Hawaii
completion
Teacher Induction Program
Standards
requirements
*Annual online
survey data and
other forms of
feedback from role
groups
3
INTEGRATING
4
SYSTEMATIZING
Superintendent approved
complex area induction plan
includes:
*State vision of induction
*Three-year comprehensive
induction pathway for every
beginning teacher with two
years of intensive mentoring and
program completion
requirements
*All components of the Hawaii
Teacher Induction Program
Standards
*Clearly outlined responsibilities
for all role groups and
communicated with stakeholders
In addition to
Integrating,
stakeholders collaborate
with program leadership
to:
*Assess, review and
revise the complex area
induction program plan
for continual
improvement
Implementation Continuums will be used to assess schools progress implementing the 6 Priority Strategies
July 2013
Program
Component
1b. Stakeholder
Commitment and
Support
Possible
Evidence:
*Complex Area
Induction Program
Plan
*Professional
development
agendas
*State, complex or
school agendas
referencing
professional
development and
networking
*PDE3 credit
courses/ release
time/stipends as
evidence of
support for nonreleased mentors
1
ESTABLISHIN
G
2
APPLYING
3
INTEGRATING
Complex Area
Superintendent
(CAS) is
knowledgeable of
the state vision of
induction.
Complex Area Superintendent

(CAS) communicates the
state vision of induction to
the complex area team.

(CAS) communicates the state
vision of induction to all principals
and the complex area team.
Complex Area
Superintendent
assigns an
induction program
coordinator for the
complex area
induction program.

selects and supports an
induction program
coordinator
(I & M CAST) for the complex
area induction program.

selects and supports an induction
program coordinator (I & M CAST)
who is responsible for all aspects
of the complex area induction
program and provides appropriate
support for non-released mentors.
*System for
assigning mentors
to beginning
teachers is
developed
*Engagement in
professional
development
activities around
supporting
teachers
*Every beginning teacher is

assigned an instructional
mentor
*Full-release mentors have no
greater than 15 teachers to
mentor (15:1 ratio) and nonreleased mentors (i.e.,
classroom teachers) are
assigned no more than one
beginning teacher
*Engagement in professional
development that focuses on
induction and mentoring
*Every beginning teacher is

assigned a trained instructional
mentor
*Full-release mentors have no
greater than 15 teachers to
mentor (15:1 ratio) and nonreleased mentors (i.e., classroom
teachers) are assigned no more
than one beginning teacher with
sanctioned time to mentor
*Engagement in professional
development around the design
and implementation of a highquality induction program
Stakeholders are
informed of the
Stakeholders give input on

policies and practices around
Stakeholders create policies and

practices that support the
4
SYSTEMATIZING
Program leadership
communicates the state vision
of induction and the complex
area induction program plan to
all administrators, school
personnel, and the complex
area team.
In addition to Integrating,
collaborates with induction
program coordinator (I & M
CAST) and stakeholders to
continually improve the
complex area induction
program.
continuous engagement in
professional development
opportunities that focus on
program improvement,
accountability, and
sustainability of a high-quality
induction program.
stakeholders communicate the
July 2013
Program
Component
1
ESTABLISHIN
G
complex area
induction program.
2
APPLYING
the development of the
program. Stakeholders
participate in the annual
online teacher induction
survey.
3
INTEGRATING
continual development of a high
quality induction program.
Stakeholders participate in data
collection activities, program
improvement & program
accountability.
4
SYSTEMATIZING
significance and impact of
induction and mentoring for
beginning teachers and
students within their own
complex area and the state.
July 2013
July 2013
Program
Component
1c. Principal
Engagement
Possible Evidence:
*Annual online survey
data
*Faculty meeting
minutes/agendas
referencing
communication of
complex area
induction program
plan
*Clear protocols for
ensuring
confidentiality of
mentor & beginning
teachers relationship
*Formative
observation &
feedback session
documentation
*Communication logs
referencing mentorprincipal meetings
1
ESTABLISHIN
G
2
APPLYING
3
INTEGRATING
Principals are aware

of appropriate
working conditions
for teachers.
Principals address issues of

working conditions for
beginning teachers.
Principals provide positive

working conditions for
beginning teachers.
Principals are
informed of the
mentors role and
relationship with the
beginning teacher.
Principals are knowledgeable of

the mentors role and
confidential relationship
between mentor and beginning
teacher.
Principals support the

development of the mentors
role and respect the
confidential relationship
between mentor and
beginning teacher.
Principals
communicate the
mentors role to
school personnel.
Principals communicate the

mentors role and share the
program plan to school
personnel.
Principals know who

the mentor(s) and
beginning teacher(s)
are in their school.
Principals communicate
informally with mentor(s) and
beginning teacher(s).
Principals clearly
communicate the complex
area induction program plan,
the mentors role, and
beginning teacher supports
to school personnel.
Principals communicate
regularly (i.e., quarterly) with
mentors and beginning
teacher(s) to focus on
induction and mentoring.
Principals/VicePrincipals conduct
formative
observation and
feedback sessions
for their beginning
teachers.
Principals/Vice-Principals
conduct a minimum of four
formative observation and
feedback sessions for their
beginning teachers.
annually conduct a minimum
of four formative observation
and feedback sessions
scaffolded on an
examination of the beginning
teachers instructional
practice and student work.
4
SYSTEMATIZING
Principals collaborate with
others on how to improve
and ensure positive working
conditions for beginning
teachers.
program leadership in the
development of the mentors
role to ensure that it is an
integral part of the system of
support for beginning
teachers.
Principals foster a culture
where all school personnel
support the complex area
induction program plan,
mentor(s), and beginning
teacher(s).
mentors and beginning
teachers regularly, identify
and address the specific
needs of both, and provide
appropriate support.
conduct ongoing formative
observation and feedback
sessions to assist beginning
teachers in improving their
instructional practice and
impacting student
achievement.
Principals/vice-principals
guide beginning teachers
with their overall
professional growth.
July 2013
July 2013
Standard 2: Mentor Selection, Development and Support

Program
Component
2a. Mentor
Recruitment and
Selection
Possible Evidence:
*Selection criteria,
rubric & interview
questions
*Agendas
referencing
communication of
mentor recruitment
& selection criteria
to the field
*Induction program
Collaborative
Assessment Log
1
ESTABLISHIN
G
Program leadership
communicates
mentoring
opportunities in a
variety of formats
within the complex
area.
Mentors are selected
based on availability
and/or willingness to
mentor.
Mentor application,
interview or
selection process is
inconsistent.
2
APPLYING
3
INTEGRATING
4
SYSTEMATIZING
Program leadership
invites principals to
recommend potential
mentors in their
school or complex
area.
Program leadership actively seeks

potential mentors by communicating
with principals and other members of
the school community.
Program leadership establishes a

system-wide selection process for
recruiting and selecting mentors.
Criteria are aligned with researchbased effective mentoring
practices.
Program leadership
distributes mentor
selection criteria to
principals.
Program leadership articulates

mentor selection criteria that include
a range of characteristics indicating
mentoring potential.
Stakeholders collaboratively refine

mentor selection criteria.
Mentor application,
interview and
selection process is
defined and
documented.
Mentor candidates provide evidence

of successfully working with Hawaiis
diverse student population, including
underperforming subgroups.
Mentor application, interview and
selection process is transparent and
uniformly applied.
Mentors provide ongoing evidence

of successfully working with
Hawaiis diverse student
population, including
underperforming subgroups.
Mentor recruitment, application
and selection process is
transparent, uniformly applied,
and communicated by program
leadership and principals.
July 2013
Program
Component
1
ESTABLISHIN
G
Mentors set up a
schedule to meet
with beginning
teacher(s).
2b. Mentor Role

Possible Evidence:
*Mentor roles &
responsibilities
*Formative
assessment tools
*Professional growth
plan & selfassessment
Mentors provide
logistical and
emotional support to
beginning
teacher(s).
Mentors initiate
conversations with
in setting
professional goals.
Mentor roles are
defined and shared
with mentors.
2
APPLYING
3
INTEGRATING
4
SYSTEMATIZING
Mentors meet
regularly with
Mentors provide
definition of their
role to beginning
teacher(s).
Mentors focus
support on improving
instruction using an
instructional
mentoring approach.
Mentors build a trusting relationship

and are attuned to the needs of the
Mentors become a trusted

member of the beginning
teachers support system and are
responsive to the changing needs
of the beginning teacher.
Mentors focus support on improving

instruction and student learning
using an instructional, collaborative
and/or facilitative approach to meet
the needs of the beginning teacher.
Mentors introduce
to a goal setting
process and guide
reflection of the
beginning teachers
practice.
Mentor roles are
clearly defined and
communicated with
mentors and
beginning teachers.
Mentors support beginning

teacher(s) in setting professional
goals, developing a professional
growth plan and reflecting on their
practice.
Mentors move between the three

mentoring approaches
(instructional, collaborative and/or
facilitative) to guide beginning
teacher(s) toward improving
instruction and student learning.
Mentors co-assess the beginning
teachers practice and support
them in developing a professional
growth plan. Mentors guide
beginning teachers in reflecting
on their growth using data.
Mentor roles and responsibilities are

clearly defined and communicated
with mentors, beginning teachers
and within the school community.
Stakeholders collaborate in
refining and contextualizing
mentor roles and responsibilities
and develop protocols for
communicating them.
July 2013
Program
Component
1
ESTABLISHIN
G
2c. Mentor
Professional
Development
Possible
Evidence:
*Training agendas,
materials & sign in
sheets
*Scope &
sequence of
mentor training
curriculum
*Mentor selfassessment tools
& professional
growth plans (i.e.,
MAGA)
*Record or
transcript of
completed NTC
trainings
2
APPLYING
3
INTEGRATING
Mentors participate
in some
instructional
mentor training.
Mentors participate in
and complete all
required instructional
mentor training as part
of the complex areas
induction program.
Mentors are
provided with goal
setting and
reflection
opportunities.
Mentors reflect on their

use of mentoring tools,
protocols and
formative
assessments, and set
professional goals.
Mentors are invited to
professional learning
communities to refine
mentoring skills.
In addition to having
completed all instructional
mentor training, mentors
participate in ongoing
professional development to
advance their knowledge
and skills.
Mentors reflect on their use
of mentoring tools,
protocols and formative
assessments, and set
professional goals aligned
with mentor standards.
Mentors participate in
ongoing professional
learning communities of
mentoring practice
(quarterly, monthly or
weekly) to refine mentoring
skills, advance induction
practices and improve
student learning.
Mentors participate
in professional
learning
communities.
4
SYSTEMATIZING
On-going professional development is
provided for new and veteran mentors that
build upon instructional mentor training and
enhances mentoring skills.
In addition to Integrating, mentors assess

their growth using data, including feedback
from beginning teachers and principals.
In addition to Integrating, mentors

participate in ongoing professional learning
communities to support complex area/state
instructional initiatives.
Mentors engage in observing and coaching
mentor colleagues.
Mentors build their leadership capacity by
designing and facilitating mentor learning
opportunities.
July 2013
Standard 3: Mentoring for Instructional Excellence
July 2013
10
Program
Component
3a. Time
Possible
Evidence:
*Documentation of
protected time
provided by
principals
*Mentor Contact
Logs
*Annual online
survey data
3b. Instructional
Focus
Possible
Evidence:
*Beginning
teacher
professional
growth plan
*Mentor contact
logs
*Classroom
observation tools
*Lesson plans that
include modeling
& co-teaching
*Analysis of
student work tools
& data
*Program
completion
requirements
1
ESTABLISHING
2
APPLYING
3
INTEGRATING
4
SYSTEMATIZING
In addition to Integrating, mentors
are regularly present in the
beginning teachers classroom and
are provided with time to model,
co-teach and provide additional
support as needed.
Stakeholders regularly monitor &
analyze data to ensure fidelity and
develop ways to safeguard time for
mentoring.
Mentors work with

beginning teachers
based upon their
availability.
Mentors work with

beginning teachers once
a week.
Mentors meet with beginning

teacher(s) for a minimum of
one to two hours a week to
improve instruction and
student learning.
Protected or sanctioned
time is not available to
mentors and/or
beginning teachers for
mentoring and other
induction-related
activities.
Some schools provide

protected and sanctioned
time for mentors and
beginning teachers to
engage in weekly
mentoring and other
induction-related
activities.
Mentors and beginning

teachers are provided
protected and sanctioned
time to engage in weekly
mentoring and other
induction-related activities to
improve instruction and
student learning.
Mentors are informed of

the Hawaii Professional
Teaching Standards
(InTASC).
Mentors use the Hawaii

Professional Teaching
Standards (InTASC) to
guide conversations and
help beginning teachers
reflect on their practice.
Mentors analyze and reflect on the

beginning teachers practice
according to the Hawaii Professional
Teaching Standards (InTASC) and
the mentoring strategies used to
advance teacher practice and
student learning.
Mentors provide tools

and strategies to
beginning teachers on
classroom
management; standards
based lessons,
instruction and/or
assessments.
Mentors provide
resources and tools on
differentiating
instruction in the
beginning teachers
classroom.
Mentors discuss
classroom management,
standards-based lessons
and delivery of instruction
with beginning teachers.

Professional Teaching
Standards (InTASC) and a
variety of mentoring
strategies to guide, refine
and deepen their work with
beginning teachers to
advance teacher practice
and student learning.
Mentors provide classroombased support focused on
classroom management,
standards based lessons,
delivery of instruction and
authentic assessments.
Mentors guide beginning
teachers in differentiating
instruction to meet the
diverse needs of their
students and promote high
levels of learning.
Program leadership, mentors and

beginning teachers analyze data to
determine if differentiation
strategies resulted in improvement
in teaching practice and student
achievement.
Mentors help beginning

teachers use multiple
formative assessments to
identify learning gaps and
build upon student assets.
Mentors and beginning teachers

analyze data to determine if the
classroom-based support resulted
in improvement in teaching practice
and student achievement.
July 2013
11
July 2013
12
July 2013
13
Program
Component
3c. Formative
Assessment
Possible
Evidence:
* Beginning
teacher
professional
growth plan
*Classroom
observation tools
& documents
*Analysis of
student work
3d. Issues of
Diversity
1
ESTABLISHIN
G
2
APPLYING
3
INTEGRATING
4
SYSTEMATIZING
Mentors have been

trained in using a
formative
assessment system
of tools.
Mentors use formative

assessment tools with
their beginning
teacher(s).
Mentors use a formative assessment

system of tools and processes for
ongoing data collection, analysis,
reflection, and implementation of next
steps to improve beginning teachers
practice and student learning.
Mentors participate
in training on
developing
professional growth
plans with
beginning
teacher(s).
Mentors discuss the

Hawaii Professional
Teaching Standards
(InTASC) with
and assist in setting
professional goals.
Mentors use a formative

assessment system of tools (i.e.
analysis of student work, selective
scripting, lesson planning, etc.)
and processes to gather data on
classroom practice and student
learning to guide their work with
Professional Teaching Standards
(InTASC) to assist beginning
teacher(s) in reflecting on their
practice and developing a
professional growth plan.
Mentors provide
beginning
teacher(s) with
induction program
completion
requirements.
Mentors assist
beginning
teacher(s) in
identifying
diversity amongst
their students.
Mentors have
conversations with
on how to gather data
and archive it for
ongoing use.
Mentors provide the
with tools and
strategies to meet the
needs of diverse
learners.
Mentors assist beginning

teacher(s) in gathering data that
will be archived in a program
completion portfolio.
Mentors and beginning teachers utilize

the beginning teachers portfolio as an
ongoing tool to document and identify
areas of improvement and reflections
of instructional practice.
Mentors support beginning

teacher(s) in creating a positive,
inclusive and respectful
environment for a diverse
population of students.
Mentors guide beginning teacher(s) in

fostering a positive, inclusive and
respectful learning environment.
Mentors support beginning teacher(s)
in reflecting on their own thoughts of
diversity and how it impacts their
teaching.
Mentors collaborate with beginning
teacher(s) in adapting and delivering
instruction responsive to the individual
strengths and needs of all students.
Possible
Evidence:
*Tools & protocols
to support
Mentors show
Mentors assist
Mentors guide beginning
differentiated
evidence of
teacher(s) in designing instruction
instruction
knowledge in
in identifying the
that addresses the diverse learning
equitable and
diverse needs of their
needs of students.
*Observation of
inclusive learning
students.
instructional
environments for
strategies &
students.
assessments
sensitive to
diverse learners
*Pre-assessments
*Culturally
sensitive lesson
plans
Mentors revisit the professional growth

plan with beginning teacher(s)
throughout the school year to identify
areas of progress and work on
improving skills and content gaps.
July 2013
14
Standard 4: Beginning Teacher Professional Development

1
2
Program
Component
ESTABLISHING
APPLYING
Beginning teachers
Beginning teachers are
4a. Beginning
receive
a
structured
invited to complex area
Teacher
orientation at their
and school orientations.
Professional
school.
Development
Possible
Evidence:
*Meeting
agendas/minutes
of scheduled
professional
development
*Attendance
rosters
*Evaluations &
surveys
*Needs
assessment
*Professional
growth plan
3
INTEGRATING
Beginning teachers participate in
both complex area and school
orientations.
Beginning teachers
new to Hawaii are
provided with
information about the
islands.
Beginning teachers new

to Hawaii are provided
with information about
Hawaiis demographics.
Beginning teachers new to Hawaii

are provided with information
about Hawaiis cultures and norms
as part of their orientation.
Program leadership
ensures all beginning
teachers are informed
of the complex area
induction program and
are assigned a trained
mentor.
Program leadership
ensures all beginning
teachers participate in
the complex area
induction program that
includes working with a
trained mentor.

assigned a leadership
role at their school.

informed of leadership
opportunities.
Content area specific

support is offered to all
teachers.
Content area specific

support is provided for
beginning teachers,
Program leadership ensures all

beginning teachers participate in a
comprehensive induction program
that includes working with a
trained mentor, developing a
professional growth plan, and
participating in professional
learning communities.
Complex area induction program
offers and communicates
leadership opportunities for
beginning teachers to grow and
develop with colleagues and
contribute to advancing the
profession.
Content area specific support is
provided for all beginning teachers
through weekly instructional
4
SYSTEMATIZING
Beginning teachers participate in
both complex area and school
orientations. Program leadership
collaborates to ensure
orientations are differentiated to
meet the unique needs of
beginning teachers.
Program leadership collaborates
in a systematic effort to ensure all
beginning teachers in Hawaii are
provided with information about
Hawaiis diverse cultures and
norms including information
specific to their school and
complex area.
In addition to integrating, all
stakeholders engage in
collaboratively updating and
contextualizing the professional
learning communities offered to all
beginning teachers.
Program leadership continuously
designs and expands leadership
opportunities in schools and the
complex area.
Complex area induction program

develops ongoing content specific
support, training and PD
July 2013
15
especially in math and

science, as needed.
mentoring and training (i.e.,

content workshop, PD course)
especially in math and science.
opportunities to meet the unique

needs of beginning teachers,
especially in math and science.
July 2013
16
Standard 5: Program Assessment and Evaluation

Program
Component
5a. Program
Evaluation
Possible
Evidence:
*Data: retention,
types of support,
student growth
*Professional
development
evaluations
*Annual online
survey results
*Mentor &
beginning teacher
program
completion
requirements
*Formative
assessment tools
*Online mentor
contact logs
1
ESTABLISHIN
G
2
APPLYING
Complex area
induction program
collects basic data
on program
implementation.
Complex area induction

program identifies the
data needed to make
decisions regarding
program
implementation.
All role groups are

informed of the
annual online
survey.
Annual online survey

information and
instructions are sent to
all role groups.
Program leadership
identifies
successes and
challenges of the
complex area
induction program.
Program leadership
provides a method
for mentors to
document their
induction related
activities.
Program leadership uses

one or more sources of
data to identify
successes, challenges
and trends.
Program leadership
communicates mentor
accountability through
professional goal setting
and documentation of
induction related
activities.
3
INTEGRATING
4
SYSTEMATIZING
Complex area induction

program collects and
analyzes data on
implementation and
impact on students,
beginning teachers,
mentors and schools.
Annual online survey data
is collected from all role
groups specific to the
components of the
program. The data is
used to drive reflection on
program implementation.
Program leadership uses
multiple sources of data
to identify successes,
challenges and trends to
ensure on-going program
improvement.
Program leadership
implements a system for
mentor accountability in a
supportive environment
through a defined process
of mentor professional
goal setting,
communication and
documentation.
Complex area induction program develops an

infrastructure to collect and analyze data on
program implementation and impact. Data
on beginning teacher effectiveness and
student achievement is used to guide
program improvement. Results and next
steps are shared with stakeholders.
Annual online survey data is shared with
stakeholders. Program leadership uses the
data to improve induction program and
develop next steps.
Stakeholders and program leadership

collaborate using multiple sources of data to
implement changes for program improvement
and sustainability of the complex area
induction program.
Program leadership reflects on the system for
mentor accountability and collaborates with
stakeholders to make improvements.
July 2013
17
July 2013
18

Sy15-16 Im Implementation Continuum

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Standard 1: Systemic Support for High Quality Induction Programs

Complex Area Superintendent

Complex Area Superintendent

Complex Area Superintendent

Complex Area Superintendent

*Every beginning teacher is

*Every beginning teacher is

Stakeholders give input on

Stakeholders create policies and

Principals are aware

Principals address issues of

Principals provide positive

Principals are knowledgeable of

Principals support the

Principals communicate the

Principals know who

Standard 2: Mentor Selection, Development and Support

Program leadership actively seeks

Program leadership establishes a

Program leadership articulates

Stakeholders collaboratively refine

Mentor candidates provide evidence

Mentors provide ongoing evidence

2b. Mentor Role

Mentors build a trusting relationship

Mentors become a trusted

Mentors focus support on improving

Mentors support beginning

Mentors move between the three

Mentor roles and responsibilities are

Mentors reflect on their

In addition to Integrating, mentors assess

In addition to Integrating, mentors

Standard 3: Mentoring for Instructional Excellence

Mentors work with

Mentors work with

Mentors meet with beginning

Some schools provide

Mentors and beginning

Mentors are informed of

Mentors use the Hawaii

Mentors analyze and reflect on the

Mentors provide tools

Mentors use the Hawaii

Program leadership, mentors and

Mentors help beginning

Mentors and beginning teachers

Mentors have been

Mentors use formative

Mentors use a formative assessment

Mentors discuss the

Mentors use a formative

Mentors assist beginning

Mentors and beginning teachers utilize

Mentors support beginning

Mentors guide beginning teacher(s) in

Mentors revisit the professional growth

Standard 4: Beginning Teacher Professional Development

Beginning teachers new

Beginning teachers new to Hawaii

Beginning teachers are

Beginning teachers are