CLASSROOM VISITS

Each teacher new to Hopewell is given release time to observe master teachers on their grade level or in their department.

COLLABORATIVE PLANNING

Each new teacher is a member of a collaborative planning group that support their grade level or department by planning together – sharing ideas, resources and best practices. The team works together on common assessments and in disaggregating data. The entire school works together to provide a safe learning environment where students can achieve.

NEW TEACHER ORIENTATION

Each teacher new to Hopewell participates in a thorough New Teacher Orientation before the school year begins At Orientation, they meet the central office and building administrators who will also support their induction into Hopewell Schools. During the school year the Central Office Instructional Team will be visible in the buildings, offering guidance and assistance.

PROFESSIONAL DEVELOPMENT

Hopewell Schools strongly believes in high quality professional development. All teachers are exposed to the latest educational research in best practices. Key trainers that have come to the schools have been John Strebe, Becky and Rick DuFour, Ruby Payne, John Antonetti, and Harry Wong.

 

  

 

WHAT IF I HAVE QUESTIONS ABOUT THE INDUCTION PROGRAM AND/OR ABOUT HOPEWELL SCHOOLS IN GENERAL?

Visit our schools on our website at www.hopewell.k12.va.us.

Contact:

Linda Hyslop, Assistant Superintendent for Instruction, at (804) 541-6400, ext 220 or lhyslop@hopewell.k12.va.us

Melody Bage, Director of Personnel at (804) 541-6400, or mbage@hopewell.k12.va.us

  

 

Joining the
Hopewell Team

 HOPEWELL’S
TEACHER
INDUCTION
PROGRAM

Hopewell Public Schools
103 North 12th Avenue
Hopewell, Virginia
804-541-6400

 
         

 

TRAINING AND SUPPORT FOR NEW TEACHERS ENTERING HOPEWELL SCHOOLS

In Hopewell Public Schools’ Induction Program, each new teacher is provided with three support people, all in the same building. They become a part of a collaborative, professional learning community.

NEW TEACHERS COME TO HOPEWELL FROM VARIOUS BACKGROUNDS

They may come with

  • teaching experience.
  • a college degree and teacher preparation.
  • With a college degree.
  • With a college degree and work experience.
  • work experience or its equivalent related to the desired area of teaching.
  • Coursework required for the desired teaching area as set forth in the Virginia regulations.

CRITICAL TRAINING NEEDED IMMEDIATELY FOR THE NEW TEACHER

  • Classroom Management

  • Organizational Skills

  • Effective teaching skills

  • Planning

 

  

 

THE SUPPORT TEAM

 The Hopewell support team consists of a buddy, a coach and a lead teacher.

 H.A.T.S. BUDDY

 The H.A.T.S. (Hopewell Assisting Teachers for Success) buddy is a strong teacher with three or more years of Hopewell experience. They are on the same grade level and/or in the same department. They are often in close proximity to the new teacher. They model professionalism.

 H.A.T.S. BUDDY’S RESPONSIBILITIES

  • Makes the new teacher feel welcome.

  • Helps the new teacher find the essentials.

  • Provides information on routines, procedures and the unwritten rules.

  • Shares ideas.

  • Provides a sounding board and some nonjudgmental advice.

  • Is a support.

LEAD TEACHER

The Lead Teachers are knowledgeable in the State Standards of Learning (SOLs). They have expertise in SOL test data interpretation. They understand the connections within and across disciplines to support student achievement. They identify best practices in instruction and model professionalism.

 

  

 

LEAD TEACHER’S RESPONSIBILITIES

  • Reviews scope and sequence of curriculum.

  • Reviews Standards of Learning Blueprints and Curriculum Frameworks.

  • Reviews curriculum maps.

  • Provides resources.

  • Provides technical assistance.

  • Provides staff development.

  • Models lessons.

SET II COACH 

SET (Skills for Effective Teaching) possess understanding of skills for effective teaching. They demonstrate best practices in instruction and classroom management. They demonstrate organizational skills and model professionalism.

SET II COACH’S RESPONSIBILITIES

  • Provides instruction in classroom management.

  • Provides instruction in skills for effective teaching.

  • Assists in procedures and routines

  •  Assists in planning instruction and refining organizational skills.

  • Models effective teaching.

  • Observes the new teacher.