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Gail A. Epps
Program Manager
New Teacher Induction Program
Office of Staff Development
Montgomery County Public Schools
Beyond Mentoring Jon Saphier, Susan Freedman, Barbara Aschheim
A comprehensive induction program involves more than just mentors. In fact, mentors alone, though a critical part of good induction, cannot hope by themselves to provide the range of input, feedback, and support beginning teachers’ need. Well-designed induction programs include specific roles for principals, superintendents, central office personnel, the teacher's union, parents, school board, and particularly the other staff members in the school or department where the beginning teacher works.
Abstract
A comprehensive induction program provides professional growth for the new teacher, increases professional collegiality among all staff, and enhances student learning. The Montgomery County Public Schools (MCPS) has developed a quality comprehensive induction program. The induction program in MCPS accommodates a variety of backgrounds and needs of new teachers. To sustain new teachers several aspects of induction are used including: New Educator Orientation, peer mentor program, professional development, technology networks, MCPS support, peer support, and university partnerships.
Essential Question
What do school districts and their leadership teams need to know and do to create a comprehensive induction program for new educators in their schools?
Research Says:
Which strategy do principals believe is the most effective for recruiting and retaining teachers?
a. Providing financial incentivesb. Providing mentoring and on-going support
for new teachersc. Involving teachers in the creation of
policies that they will be implementingd. Providing career growth opportunities
Research Says:
What percentage of public school teachers believe that being mentored formally by another teacher at least once a week improves their classroom teaching moderately or better?
a. 58%
b. 68%
c. 78%
d. 88%
Research Says:
According to the public, what is the most important characteristic for teachers to possess?
a. Ability to communicate with parentsb. Thoroughly educated in subject areac. Understanding how people learnd. Well-trained and knowledgeable about
how to teach effectively
Michigan State University College of Education
The researchers also call for using a greater variety of induction activities, including improving initial teaching assignments, enhanced mentoring practices, more variety of teaching observations, and facilitating peer support.
New Educator Orientation
Build an orientation that would take place over several days
Include topics such as curriculum, professional learning community, benefits, state standards, union, school policy and networking
Embed skill builders such as classroom management, diversity training, technology and special education/ESOL strategies into the orientation
Build in incentives for attending such as door prizes, stipends, and/or salary
New Educator Orientation
At the school level, include the following: Tour of the building Introductions of key personnel Distribution of classroom supplies Time to organize the teacher’s classroom Time to have an initial meeting with an
assigned mentor Prepare for the 1st day, 1st week or 1st unit of
curriculum
Peer Mentor Program
What is a mentor?
A mentor is a wise and trusted teacher, guide, and friend.
Webster’s Dictionary
Mentor Criteria
Exemplary classroom teaching experience for the past three years
Commitment to constant learning about the craft, collegiality, and experimentation in one’s teaching
Effective communication and interpersonal skills
Able to maintain confidential relationships
Appointment by principal, supervisor, or coordinator
Completion of the Mentoring the New Teacher (TOT-02) course
Mentor Duties
Meet with the new educator weekly for at least one hour or monthly for 4 hours
Maintain a mentor log and electronically submit it monthly
Establish a supportive relationship with the new teacher
Promote the socialization of the new teacher in the school setting
Help the new teacher identify pressing duties and prioritize time
Mentor Duties
Assist the new teacher with ideas to organize and manage the classroom
Recommend ways to plan and deliver instructional materials
Conduct observations which includes pre and post conferences
Help the new teacher access resources
Suggest ways to communicate effectively with parents
Work collaboratively with the Staff Development Teacher and other staff in the school setting
Mentors are guides. They lead us along the journey of our lives. We trust them because they have been there before. They embody our hopes, cast light on the way ahead, interpret arcane signs, warn us of lurking dangers, and point out unexpected delights along the way…
Mentor: Guiding the Journey of Adult LearnersLaurent A. Daloz
Professional Development
Courses for mentors and new teachersWorkshops for mentors and new teachersSeminars given by experts in the field of
induction such as Ellen Moir, Laura Lipton and Jon Saphier
Conferences and workshops such as the Induction Institute hosted by The New Teacher Center at the University of California
Local symposium within districts
Technology Networks
Newsletters, The Mentor Communicator
Newsletters, The Newbie Press
Electronic communication, The Mentor Update
Website
MCPS Support
Mentors for novice and new–to–MCPS teachers
Staff Development Teachers in every school
Consulting Teachers for every novice teacher
Administrators as instructional leaders of the school
Peer Support
Councils of Teaching and LearningProfessional Learning CommunityMonthly new teacher committee meetings at
the school levelMentor ForumsMentor Focus GroupsDirectory of demonstration classes
University PartnershipsRuss Fazio, Ph.D.
Coordinator of University Partnerships, MCPS
At some point, the public schools will recognize their responsibility toward developing teacher candidates; and higher education will see teacher education that goes beyond graduation. Only then, will the real value of induction become visible. The ideal would be for higher education and the public schools to act as one in teacher education with induction as the teacher candidate’s transition between the two experiences.
University Partnerships
Professional Development Schools (PDS)
Creative Initiatives in Teacher Education Program (CITE)
Special Education Teacher Immersion Training Program (SET-IT)
Full-time Mentoring Program
Summary
Implementing a high quality induction program helps attract and retain high quality teachers
Selecting and training quality mentors will improve the program so that new teachers will be retained
District–wide planning process, including all stakeholders, is needed for success
On–going assessment is critical for continuous improvement