Professional Learning for All New Instructional Staff
What
Description
When
New Staff Orientation
New employees attend prior to the first day of school. These informational sessions are provided to acclimate new staff to Monroe One programs, policies and procedures.
Professional Learning for New Teachers and Related Service Providers
What
Description
When
Mentor Program for BUP Teachers & RSP
The new teacher or related service provider will be assigned a mentor whom will support the teacher’s induction, considering all aspects of education at Monroe One BOCES. Mentorships include; weekly coaching meetings, monthly goal-setting and informal observations, as well as professional learning sessions.
Professional Learning for Classroom Teachers (Creekside; Bird/Morgan; eSTART; OCA)
What
Description
When
Teacher as Leader
Second year classroom teachers participate in a job-embedded coaching partnership with an instructional specialist to enhance leadership and communication skills within the classroom team. The classroom’s ATs and paras also participate in classroom-embedded professional learning.
Second–fourth year of employment
Student-Centered Coaching
Second year classroom teachers participate in a job-embedded coaching partnership with an instructional specialist to enhance pedagogical and assessment practices.
Professional Learning for Classroom Teachers (MOF and EMCC)
What
Description
When
Student-Centered Coaching
Second year classroom teachers participate in a job-embedded coaching partnership with an instructional specialist to enhance pedagogical and assessment practices.
The State Education Department requires all evaluators of teachers to be certified through an appropriate training process. This training is for program administrators who conduct summative annual performance reviews.
Shortly after being hired
Mentor Program for Administrators
The new administrator will be assigned a mentor whom will support induction, considering all aspects of education at Monroe #1 BOCES.
New paraeducators attend additional orientation/training. At these sessions, paraeducators learn more about Monroe One programs, policies and procedures and are introduced to some of the skills they will need in their role.
Paraeducators attend half day sessions of professional development based on para input, Monroe One initiatives and program initiatives. These half day sessions continue to prepare paraprofessionals for working with the students within our programs.
