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Teacher Induction Notes

Bryk, A. & Schneider, B. (2002). Trust in schools: A core resource for improvement.

New York: Russell Sage Foundation

There are four components of relational trust: p. 23-26.

1. Respect for the importance of person’s role, as well as their viewpoint. Listening

carefully augments a sense of respect and builds trust.

2. Competence to administer your role. This includes one’s ability to act on what

was heard (above). On the building level, it is also associated with having

respectful discipline, an orderly and safe school, and meaningful instruction and

assessment.

3. Personal regard for others is highly associated with reducing others; sense of

vulnerability and with general caring. This is especially demonstrated by

extending oneself beyond the requirement of one’s role or normal duties – finding

out about a staff member’s personal challenges, helping teachers develop their

careers, etc.

4. Integrity in this context means alignment of words, actions, and ethics. Does this

person keep his or her word, and are the intentions ethical?

Teacher-Principal Trust Survey

1. It’s OK in this school to discuss feelings, worries, and frustrations with the

principal.

2. The principal looks out for the personal welfare of the faculty members.

3. I trust the principal at his or her word.

4. The principal at this school is an effective manager who makes the school run

smoothly.

5. The principal places the needs of the children ahead of his or her personal and

political interests.

6. The principal has confidence in the expertise of the teachers.

7. The principal takes a personal interest in the professional development of

teachers.

8. I really respect my principal as an educator.

9. To what extent do you feel respected by your principal?

Runyan, K. & Buche, J. (1991) Developmental induction programs with the mentorship

concept. Sanders Printing Company. Garretson, SD.

Teachers starting their careers need to feel successful at: p 22-24

Personal:

1. Detaching from their past and developing their own identity.

2. Establishing and developing new social relationships.

3. Assimilating new roles.

4. Balancing the demands of teaching and personal life.

5. Being appreciated by their friends and the community for their teaching.

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Professional:

1. Creating student learning and satisfaction.

2. Accomplishing the numerous tasks of managing a classroom.

3. Communicating with students’ parents and community.

4. Relating to their principal, other administrators, and teachers.

5. Evading isolation and doubts about teaching.

6. Perfecting new teaching skills.

7. Understanding the formal and informal rules, procedures, and expectations

of their new job, work site, and community.

Classroom Problems of a New Teacher p24

1. Classroom discipline

2. Motivation of students

3. Dealing with individual student differences

4. Assessing student work

5. Relationships with parents

6. Organization of class work

7. Dealing with problems of individual students

The three stages of development of beginning teachers are: P 29. 1. Concrete thinking, fixed knowledge, singular teaching methodology centered on

cognitive recall and the curriculum guide, low self initiative and direction, high

needs for structure, ambiguity dislike, and reluctance to talk about inadequacies.

2. A growing awareness or partial evidence of abstract thinking, separation of fact

and theory, multiple teaching methodology centered on student difference, partial

use of Bloom’s taxonomy, some sensitivity to students’ emotional needs, limited

level of autonomy, openness to innovation with capacity to make some

adaptations, and some self-direction towards analyzing own teaching.

3. Abstract thinking by understanding knowledge as a process of successive

approximations, innovative teaching methodologies using questioning and all

levels of Bloom’s taxonomy, emotional need response to all students, questioning

when given directions, high tolerance for ambiguity and frustration, and ability to

objectively analyze own teaching.

Goal statements of a developmental induction program:

1. To provide an orderly, personalized transition from preservice preparation to the

first year of teaching. (Orderly Transition)

2. To increase the likelihood that beginning teachers will continue in the teaching

profession as a productive and competent professional teacher. (Retention)

3. To provide an attractive program to prospective teachers interested in professional

development that would entice them to the school district. (Recruitment)

4. To provide additional knowledge, skills and attitudes necessary for successful

teaching performance. (Skill Development)

5. To reduce teaching problems known to be common or troublesome for the

beginning teacher. (Problem Reduction)

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6. To help in interpreting and coping with needs and problems that is individually

perceived by the beginning teacher. (Interpreting/ Coping with Needs)

7. To build a foundation for continued positive professional role development

through a structure link of master teachers, administrators, and teacher educators.

(Positive Role Development)

8. To help first year teachers overcome the sometimes-negative school climate and

develop their own self-image, self-confidence, positive attitude, and concern for

children. (Positive Climate)

9. To provide feedback and support, develop positive documentation, and remediate

(if necessary) the teaching knowledge, traits, and skills of beginning teachers to

assure an acceptable level of professional practice. (Feedback to Skill

Development)

Recommended that participants are limited to first year teachers in the district with or

without prior experience in the programs initial year.

Programs should have a long-term commitment to have a chance of providing a

multifaceted, growth-oriented program.

Participation requirements should be clearly outlined. P 45

Compensation for participants, mentor and new teacher need to exist to show

commitment to the program on the behalf of the district. P 46

Schools should strive to develop their own program or modify existing programs to fit the

needs and characteristics of its staff. P 47

Program Components

1. Orientation sessions – orientation time for new teachers and mentors

2. Seminar support – time for new teachers to discuss concerns and explore topics

3. Social functions – time to meet colleagues and develop relationships

4. Handbook support – develop a handbook for new teachers to follow including:

o Induction program

o School policies

o Instructional focus

o Support services

5. Peer observation – release time for new teachers to visit, observe, and acquire

material from others teachers.

6. Administrative support – by reducing class load, serving as an instructional

leader, and providing more frequent informal classroom visits and feedback.

7. Conference provisions – Hold joint principal – mentor – beginning teacher

conferences throughout the school year

8. Newsletters – develop pride in the program and communicating activities.

9. College courses / Inservice – provide opportunities to develop new teachers

10. Portfolio development – included would be: (To be kept in their PDP)

o Classroom rules

o Course syllabi

o Curriculum

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o Unique teaching units

o Induction program assessment materials

o Formal evaluations

o Professional development activities

11. Mentor support – Effective mentors:

o Adhere to the activity timeline

o Strive to modify their support around the needs of the beginning teacher

o Are adequately trained

o Compensated for their time

o Provided materials to use

o Attend periodic mentor seminars

12. Evaluation of the program – develop an instrument to assist in assessing,

modifying, and refining the program. P 52-57

Mentor Roles

1. Supporter, encourager, and promoter of beginning teacher initiatives.

2. Role model for professional growth.

3. Information provider

4. Organizational sponsor

5. Resource link

6. Counselor and consultant on personal and professional concerns

7. Facilitator and challenger of professional growth. P 61-62

Personal characteristics of the mentor

1. Acting in a trustworthy and dependent manner

2. Communication unambiguously

3. Seeing activities in a positive light

4. Being able to separate from the other

5. Allowing the other his/her separateness

6. Interacting with empathy, warmth, and respect

7. Accepting with unconditional regard the other

8. Behaving in a non-threatening, not evaluative manner

9. Treating the other as in the process of “becoming” p 63

Characteristics of a Successful Mentor

Mentors must:

1. Have a positive attitude

2. Be able to listen

3. Be trustworthy

4. Allow for individuality

5. Have empathy

6. Be able to operate in a non-threatening, sensitive, and caring manner

7. Not be judgmental

8. Not evaluate

9. Give positive support

10. Be helpers and role models

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11. Be providers of information, and brokers of resources

12. Function as intermediaries

13. Not give orders

14. Not preach or moralize

15. Not criticize

16. Not hang onto pet ideas

17. Not say – I do this, or I do that

18. Be dependable and consistent

19. Remember that challenge is healthy when support is present

20. Remember the individual is his/her own best problem solver

Selection criteria for the mentor: 1. One who has a positive attitude and models a professional commitment to

education.

2. A successful teacher who has a strong educational knowledge base but is eclectic

in particular methodologies.

3. One who has compatible beliefs about teaching with the beginning teacher.

4. One who is cooperative, empathetic, change oriented, unselfish, and respected by

others.

5. One who will consent to spend the extra time and emotional effort needed to be a

mentor.

6. One who teaches the same subject of grade level and is in close proximity to the

beginning teacher’s room. P64

Selection criteria for mentors:

1. Possession of a POSITIVE attitude

2. Willingness to commit

3. Success as a master teacher

4. Subject or grade level similarity

5. Proximity of classroom

6. Similarity of free time

7. Years of experience

8. Philosophical compatibility to the beginning teacher p 48

Mentor help needs to be in the areas of school and community adjustment, classroom

preparation and management, legal and ethical concerns, lesson organization,

instructional concerns, student relationships and evaluation, and intuition development.

Also areas of a personal nature need to be addressed early in the teacher’s career, such as,

adjusting to the realities of teaching, becoming familiar with the community, managing

time, avoiding isolation, relieving self-doubts, building new relationships, finding value

in teaching, adjusting to a new role, and balancing home and school demands. P 49

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Orientation checklist

I. Student policies

a. Attendance

b. Discipline procedures

c. Make-up class work

d. Medication

e. Fire drills

f. Withdrawal and transfer

g. Homework

h. Accidents / injury

i. Textbook distribution

j. Fund Raising

k. Early departures

l. Tardiness

m. Cafeteria Regulations

n. Hall conduct

o. Use of profanity or tobacco

p. Dress code

q. Display of affection

r. Assembly behavior standards

s. School off limits

t. Student grievance process

u. Corporal punishment

v. Student handbook

II. Teacher policies

a. Parking

b. Personal, sick leave

c. School calendar

d. Mailbox / email

e. Teaching schedule

f. Use of educational records

g. Progress reports

h. Grade cards

i. Field trips

j. Emergency plans

k. Supply requisitions

l. Referral procedure

m. Dress codes

n. Evaluation criteria

o. Tenure

p. Lesson plan formats

q. Grade book/ grade book program

r. Homeroom register

s. Faculty committees

t. Hall or special duties

u. Clubs

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v. PTA/parent-teacher conferences

III. Educational culture and climate

a. Community

i. Student population characteristics

ii. Community norms and expectations

iii. Community resources/historical support

b. School

i. Reputation of school

ii. Norms and customs

iii. Principal expectations

iv. Teacher cliques

IV. School personnel

a. Superintendent

b. Board members

c. Principal

d. Vice-principal

e. Counselors

f. Department head

g. Department members

h. Various other teachers

V. Classroom layout

a. Wall and bulletin board displays

b. Floor space efficiency

c. Location of supplies

VI. Classroom rules and procedures

a. Beginning class

i. Roll call, absentees, students leaving early

ii. Tardy students

iii. Behavior during PA announcements

iv. Warm-up or routines

v. Distributing supplies

b. Instructional activities

i. Student movement in room and out of room

ii. Signal for student attention

iii. Turning in papers

iv. Student talk during seat work

v. What students do when finished

vi. Safety rules

c. Ending class

i. Putting supplies away

ii. Organizing different class materials

iii. Dismissing the class

iv. Assigning homework

d. Other procedures

i. Student contacts with teacher’s desk

ii. Fire and disaster drills

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iii. Lunch procedures

e. Posted classroom rules

VII. Classroom management

a. Procedure policies

i. Heading on papers

ii. Use of pen or pencil

iii. Writing on back of paper

iv. Neatness

v. Incomplete work

vi. Late work

vii. Missing work

viii. Due dates

ix. Make-up work

x. Classroom behavioral rules

xi. Classroom discipline hierarchy

b. Homework policies and procedures

i. Posted assignments

ii. Missed assignments

iii. Assignment evaluation criteria

iv. Long-term assignments

v. Review of previous concepts and skills

c. Monitoring procedures

i. Monitoring all students during instruction

ii. Monitoring a student’s work-in-progress

d. Evaluating procedures

i. Exchange of papers

ii. Student procedures for marking papers

iii. Turning papers in

iv. Determining report card grades

v. Grading daily assignments

vi. Recording grades

vii. Student grade updates

viii. Parental notification p73-77

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New Teacher Needs Assessment Questionnaire

a. To what extent is the activity important in your teaching?

1. None

2. Very Little

3. Somewhat

4. High

5. Definitely

b. To what extent do you feel you accomplish the activity?

1. Hardly Ever

2. Seldom

3. Sometimes

4. Often

5. Almost Always

c. To what extent do you wish to improve on this activity?

1. None

2. Very Little

3. Don’t Care

4. Would Like To

5. Definitely

As a professional Educator, I typically:

Professionalism

1. Know the basics of school law and comply with all district and school policies.

2. Know and conduct myself in accordance with the code of professional ethics.

3. Am professional in my demeanor by being dependable and functioning in a

controlled manner under pressure.

4. Read various educational journals and attend inservice training to possess up-to-

date knowledge and further develop my professional skills.

5. Orient my professional practices around a specific philosophy that I can easily

communicate to others.

6. Believe that all my students can learn the intended curriculum and accept the

responsibility for the quality of education delivered to each of my students.

7. Understand and share in the general responsibilities and duties associated with

teaching such as hall duty, record keeping, etc.

Planning and Organization

8. Develop long and short term lesson plans that are sequential and based on the

district’s curriculum for my subject area/grade level.

9. Write individual lesson plans that have the particular indicator listed and use

various activities, materials, and evaluation techniques to teach those indicators.

10. Use alternative instructional material and teaching strategies to make provisions

for students who work at different rates with different learning styles and attention

spans.

11. Reteach material when needed by making changes in instruction based on

feedback from classroom observations, test results, and student comments.

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Communication Skills

12. Conduct class every day with enthusiasm, consistently looking for ways to

stimulate students

13. Use voice, movement, and nonverbal communication to motivate and hold all

students’ attention during lessons.

14. Use few, if any, vocal segregates (uh, ok, you know, etc.) and grammar mistakes.

Instructional Skills

15. Have all material organized before class and during class distribute material

effectively to avoid loss of instructional time.

16. Begin most lessons with a motivational set that communicates the instructional

objectives and purpose of the learning activities.

17. Review previous material in each lesson to provide continuity and sequence.

18. Know the elements of and consistently use a direct instructional model in my

teaching. (Such as the Madeline Hunter model.)

19. Assess my students’ learning styles and adjust my instruction accordingly.

20. Provide illustrations, examples, and applications of material during each lesson.

21. Try to mix literal, interpretive, and applied questions in an effort to develop

higher order thinking skills. (Bloom’s taxonomy)

22. Often use student names after a question is asked and then provide adequate wait

time for a response.

23. Use questioning techniques such as rephrasing, giving clues, or probing to obtain

a correct response when a student does not correctly answer.

24. Provide corrections and positive feedback to student answers.

25. Try to achieve an equal distribution of questions so all students participate during

each class period.

26. Use transitions between teaching points to focus student attention on important

points.

27. Use a number of different techniques to check the students’ understanding of

material as it is taught.

28. Check to see if students can successfully complete the homework assignment

before they work on their own.

29. Provide an opportunity for all students to apply or practice knowledge and skills

being learned through independent practice.

30. Achieve a closure or summary at the end of the lesson to focus student attention

on important points.

31. Know what multi-media material is available and try to use a variety of multi-

media teaching aids to reinforce instruction.

32. Give clear verbal and written directions to students by saying it, writing it, and

checking to see if they understood it.

33. Keep all students busy during the entire class period by organizing and pacing

instructional activity.

34. Use daily sponge activities to keep students thinking during non-instructional

times such as roll taking.

Classroom Management

35. Am aware of present learning environment research and use classroom space,

furniture, and general layout to faster the maximum learning climate.

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36. Have a written set of classroom rules or expectations that all students are taught.

37. Use a discipline hierarchy for rule infractions that consistently corrects

inappropriate behavior with appropriate consequences.

38. Have a positive reward system that strives to develop self-management skills in

students.

39. Monitor all student behavior and redirect off-task students in the least disruptive

manner to maximize student time on task.

40. Use movement around the classroom in a stimulating and effective manner.

41. Provide the time and atmosphere that allows students to develop self-management

skills and behaviors.

42. Exercises care for students’ physical safety and know how to effectively respond

to emergency situations.

Evaluation

43. Develop and communicate to students a fair evaluation system that uses various

methods of evaluating and assessing student performance.

44. Give immediate and specific oral and/or written feedback to students on all

assignments.

45. Daily monitor students progress and provide corrective action for students not

achieving so that all students succeed.

46. Develop and maintain a system of keeping students and parents aware of

individual progress.

47. Have high yet appropriate expectation levels for students through assignment and

assignment grading.

Relationship with Students

48. Try to establish rapport with students by showing patience, empathy, warmth, and

respect.

49. Maintain a consistently pleasant disposition to all students in and out of class.

50. Consistently communicate high expectations for each student through daily

interactions.

51. Make use of all available sources (student records, counselors, resource

specialists, test results, etc.) to assess the learning needs and capabilities of

individual students.

52. Model effective human relation skills in an attempt to promote wholesome

interpersonal student relationships that stress a consideration of the rights,

feelings and ideas of others.

53. Have knowledge of the referral process and can use specialized services as

student needs arise.

Relationship with Staff and Parents

54. Strive to work with and seek advice from the staff in my building as much as

possible.

55. Know all administrative staff in my district and try to keep them informed on

appropriate school-related matters.

56. Establish two-way communication with parents through letters, telephone calls, e-

mail, and conferences.

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57. Know the common procedures and use effective interpersonal skills such as

listening, attending, and responding in conducting effective parent-teacher

conferences.

p. 85-90

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The Mentor Self-Assessment Test

Scale: Always Usually Occasionally Rarely Never

5 4 3 2 1

1. When asked for my opinion, I am able to express my views in a way that is not

judgmental.

2. When asked for information I can answer precisely and provide the needed data.

3. I am able to communicate my thoughts in a clear and unambiguous manner.

4. I feel comfortable when sharing and expressing feelings such as caring,

acceptance, and mutual respect.

5. When asked for advice, I generally withhold any comment until I have explored

what is needed and why.

6. I prefer to get to know someone myself rather than listen to others’ “past history”

or interpretation.

7. I am able to experience the feelings of another by perceiving how the person feels

in that situation.

8. I am able to listen without turning the conversation to myself, and to my

experiences.

9. I am able to recognize when a person is having difficulty and accept that difficulty

without being judgmental.

10. I consider confidentiality an important part in any relationship.

11. I am able to sensitively interact in a relationship in a way that my behavior is not

perceived as a threat.

12. I am a trustworthy and dependable person

13. I think the main purpose of helping is to create independence.

14. I am able to effectively give alternate solutions to a situation without saying, “I do

this, and I do that.”

15. If necessary, I am able to effectively confront others in situations that require it.

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Checklist on Classroom Procedures

Posted Rules

Emergency Exit Signs

Bulletin Boards

Student Desks and Tables

Your Instructional Area

Teacher’s Desk

Teacher’s Edition Text

Extra Textbooks

Computer

Software

Storage Areas

Teacher Materials

Grade Book

Planning Book

Passwords

Keys

Grading Pens, pencils, staples, tape, etc.

Tardy, Lunch count, and discipline referral slips

Library Materials

Copy Machines

Lamination

Videos

Other Multi-Media

Computer Lab Scheduling

Beginning Class Procedures

Flag Salute

Taking Roll

Lunch Count

Absentees

Admit Slips

Tardy Students

Other Procedures

Recess Dismissal

Students Dismissed to Parents

Students Attending Special Classes

Classroom Helpers

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Library Scheduling

School Nurse

Phone System/Calls

Playground Duty

Morning Supervision

Lunchroom Supervision

End of Day Procedures

Dismissal Procedures

Storing Supplies

Custodial Preparation

Securing Classroom

After School Supervision

Teacher Dismissal Time

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Checklist on School Policies, Duties, and Culture

Student Policies

Attendance

Discipline

Makeup Work

Medication

Fire/Tornado Drills

Telephone

Cell Phone Policy

Homework Policy

Textbook Rentals

Cafeteria Rules

Hall Conduct

Hall Passes

Use of Profanity

Display of Affection

Use of Tobacco

Dress Code

Behavior at Assemblies

Activity Period

Behavior at Sporting Events

School Dances

Food, Gum, Candy, Drinks

Sales, Solicitation, Fund Raisers

Homecoming Activities

Hall Signs

Suspension

Student Handbook

Teacher Policies

Parking

Personal Leave

Sick Days

Mail Boxes

Intercom Usage

In-district Mail

E-Mail

Teaching Schedules

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Lunch Schedules

Leaving the School on Prep Time

Sponsoring Activities

Progress Reports

Field Trips

Substitute Folder

Lesson Plans

Requisitions/e-req

Use of School Vehicles

Use of School Facilities

Scheduled Evaluations

Use of Teachers’ Lounge

Drinks in Class

Smoking

School Keys

Extra Duties

Extra Duty Pay

Inservice

Dress Code

Long Distance Calls/Cell Phone Usage

Cultural

The Community

Resources

Customs

Power Structure

Identity

Emphasis

Values

Development

Student Characteristics

Social-Economic Status

Educational Attainment

Values

Emphasis

Problems (Drugs, Alcohol, etc.)

Norms and Expectations

Community

Board of Education

Superintendent

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Principal

Dynamics of the School

Hierarchy

Support Staff

Key Individuals

Supportive Individuals

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Checklist on Classroom Management

Have you posted your classroom rules, and do your students understand what you expect

from them?

Expected Classroom Behavior

Talking out of turn

Getting out of seats

Gum and/or candy in class

Passing notes

Have you informed your students what you will do if your classroom rules are broken?

Do you know what disciplinary actions are approved by the district

administration?

Written work

Stand student in corner

Send student to the office

Seat student in the hall

Schedule conference with parents

Check the handbook for the following:

Policy on makeup work

Grading scale

Detention

Student Discipline

Have you formulated management concepts concerning the following?

Student behavior during lectures

Student behavior during seat time

How students will signal for attention

Acceptable student behavior during class discussion

Policy concerning releasing students to go to the restroom

Seating arrangements and supervision during testing

Students working together on assignments

Discipline during group activities

Rules when escorting students to lunch

Policy concerning copying or cheating

Cell phone usage/Text messaging

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Checklist on Needs Assessment Index

Please indicate the level of importance by rating each item using a 1 2 3 4 5. (A 1

being the least needed and 5 being the most needed.)

As a professional Educator I typically:

1. Identify my students’ individual needs or problems and try to adjust my teaching

when needed.

2. Plan and use various learning materials and activities to meet the learning

objectives and needs of my students.

3. Interact with students in a positive manner, trying as much as possible to offer

positive feedback.

4. Handle most all discipline problems from a defined set of behavioral rules my

students have been made aware of.

5. Share in and understand the general responsibilities of the school such as routine

duties, including records, reports, playground, etc.

6. Use classroom space, furniture, and general layout to foster a maximum learning

environment and classroom climate.

7. Establish relevant and clear objectives for each lesson that follows my subject

curriculum.

8. Plan and use various methods of evaluation in assessing student performances.

9. Plan and use various methods to communicate student progress and problems to

parents and students.

10. Use a number of extrinsic motivational activities such as setting a pleasant

climate, doing novel things, or providing immediate feedback.

11. Use a number of varied and appropriate teaching techniques or models in the

classroom.

12. Spend time to teach expected behavior and responsibility and give students

opportunities to experience success with their actions.

13. Give clear directions to students by saying it, illustrating it, writing it, and

checking to be sure all members of the class understood it.

14. Know the common procedures and use effective interpersonal skills such as

listening, attending and responding in parent/teacher conferences.

15. Manage classroom time by organizing instruction and activity to keep all students

on task during the entire class period.

16. Offer immediate and specific feedback when collecting student homework or

class assignments that are more positive than negative.

17. Try to mix literal, interpretive, and applied questions with adequate think time

before calling on a student to answer.

18. Am familiar with district and building policies and see that they are followed in

my classroom.

19. Establish and maintain a climate that fosters high expectations from my students.

20. Have not become isolated, but relate to and work with my peers as much as

possible.

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Mentoring Activities Timeline

Beginning Teachers

Late summer:

An initial contact should be made with the beginning teacher. The Induction Handbook

should be given to them at this time.

August-September:

Day one before school begins meet to tour the building(s), their room, the teacher’s

lounge, bathrooms, custodian’s room, and various store rooms. Hand out and discuss the

checklist on Classroom procedures in the morning and the Checklist on School

Policies, Duties, and Culture in the afternoon. Offer to help them begin to set up their

classroom.

Day two before school begins meet to discuss their PDP and Curriculum in the

morning and hand out and discuss the checklist on Classroom Management in the

afternoon.

Day three before school begins handout and discuss the checklist on Needs

Assessment Index in the morning and finish getting their classroom prepared for the first

day of school.

Day four before school begins will be the district wide inservice. Introduce them to

staff members and try to include them as much as possible.

Experienced Teachers New to Our District

Day one before school begins meet to tour the building(s), their room, the teacher’s

lounge, bathrooms, custodian’s room, and various store rooms. Hand out and discuss the

checklist on Classroom procedures in the morning and the Checklist on School

Policies, Duties, and Culture in the afternoon. Offer to help them begin to set up their

classroom.

Day two before school begins meet to discuss their PDP and Curriculum in the

morning and hand out and discuss the checklist on Classroom Management. In the

afternoon, handout and discuss the checklist on Needs Assessment Index and finish

getting their classroom prepared for the first day of school.

Day three before school begins will be the district wide inservice. Introduce them to staff

members and try to include them as much as possible.

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Suggested topics for monthly meetings:

Beginning Teachers

September Lesson planning Design - Teacher Evaluation - Instrument

- Open House - Teacher/Principal Observation - Traditions

Share Time

October Keeping Records - Progress Reports - Report Cards - Preparing for

student Parent Conferences – Documentation – Setup an informal observation

Share Time

November Parent Teacher Conferences, How did it go? - Field Trips - Extra

Activities – Revisit teaching techniques.

Share Time

December Students with concerns, What do I do? Who can help? - Support

Teams - Access Help Forms – Documentation – Holiday decoration issues and parties –

semester exams.

Share Time

January Substitute for observing other teachers in the district - Aligning

Assessments to Curriculum - MAP, ITBS, and Kansas State Assessment.

Share Time

February Instruction Strategies for all students - Blooms taxonomy- Active

Participation- video tape a lesson and review.

Share Time

March Assessments - Testing Strategies - Preparing for testing

Share Time First Year Induction Program

20

April Celebrating - PDP Plan Completion of the documentation- Professional

Development -

Professional Responsibility - Research - Articles Supporting School

Initiatives

Share Time

May Planning for next year - Goals - Wrapping up the School Year – Check out

procedures – Hand out, complete, and review the checklist on Needs Assessment Index

and compare to the one at the first of the year.

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2nd Year Teachers & Experienced Teachers New to the District

⇒ Answer questions and provide information

⇒ Listen to concerns and help solve problems

⇒ Advise, support and encourage

• Suggested topics for:

October Classroom management, working with curriculum guides,

teaching selected topics, PDP.

Share Time

Nov./Dec. Model teaching strategies, teacher selected

Topic, observe other teachers in the building.

Share Time

February Teacher selected topic, certification,

program evaluation

3rd year teachers

⇒ Answer questions and provides information

⇒ Listen to concerns and help solve problems

⇒ Advise, support and encourage

• Suggested topics for ½ day meetings:

October Classroom management, working with curriculum guides, teacher selected

topics, PDP, re-certification process

Share Time

March Assessment strategies, curriculum, teacher selected topic, re-certification

process, program evaluation

Share Time

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Other Good Quotes

Blankstein, A. (2004). Failure is not an option. Corwin Press. Thousand Oaks,

California.

Relationships are at the core of successful learning communities as well as student

achievement. P. 58

In general, the effective leader will create relational trust through showing a genuine

regard for the professional role, interest in the concerns of others (respect), awareness of

their personal interests (personal regard), and a willingness to act on those concerns

(competence) toward an ethical outcome (integrity). P. 63

Rossi, R. & Stringfield, S. (1997). Education reform and students at risk. Washington,

DC: Office of Educational Research and Improvement, U.S. Department

of Education.

Students felt cared about and respected, teachers shared a vision and sense of purpose,

teachers and students maintained free and open communication, and all parties shared a

deep sense of trust.

Schlechy, P. & Vance, V. (1983). Recruitment selection, and retention: The shape of

the teaching force. The Elementary School Journal, 83, 469-87

Estimates indicate that up to 30 percent of America’s beginning teachers will

leave the profession within two years and nearly 50 percent will leave after four years.

Odell, S. (1987). Induction support of new teachers: A functional approach. Journal of

Teacher Education, 37, 26-29.

Emotional support is the most beneficial element in an induction program.

Runyan, K. & Buche, J. (1991) Developmental induction programs with the mentorship

concept. Sanders Printing Company. Garretson, SD.

There will be a future shortage of teachers with the expectation that demand will

exceed the supply of teachers. P.11

Many beginning teachers are bearers of unrealistic expectations, which may at

times produce disillusionment, job dissatisfaction, and a yearning to leave the profession.

P.11

Survival of a first year teacher is not always based on ability or training in

academic areas but rather upon the ability to cope with nonteaching duties, administrative

details, human relation skills, teacher professionalism, and job perception difficulties. P.

12

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The best hope for teacher retention rests with developmental induction programs

that help meet the individualized, personal, and professional needs of beginning teachers.

P. 13

With diversity in people and variations in specific school climates, it is apparent

that induction programs to be effective have to offer individualization and diversity. P.

14

Emotional support was considered so important, it was concluded that

instructional matters were dealt with more effectively once emotional support was

established. P. 14

Breaux, A. & Wong, H. (2003). New teacher induction: How to train, support, and

retain new teachers. Harry K. Wong Publications. Mountain View,

California.

Induction is a structured training program that must begin before the first day of school

and continue for two or more years. P5

Mentoring is only one component of an induction program. Orientation is another.

Mentoring and orientation by themselves will do little to aid in the retention of highly

qualified new teachers. P15

The induction process is ongoing and systematic. It provides information, assistance,

support, feedback, coaching, guidance, modeling, and much more. P15

A large-scale study found that every dollar spent on raising teacher quality netted greater

student achievement gains than with any other use of school resources. P 22

Teachers learn more in teacher networks and study groups than with mentoring and in

traditional classes and workshops. P31

Elements of successful induction programs

1. Start with an initial four or five days of induction before school begins.

2. Offer a continuum of professional development through systematic training over a

period of two to three years.

3. Provide study groups where new teachers can network and build support,

commitment, and leadership in a learning community.

4. Incorporate a strong sense of administrative support.

5. Integrate a mentoring component into the induction process.

6. Present a structure for modeling effective teaching during in-services and

mentoring.

7. Provide opportunities for inductees to visit demonstration classrooms.

P33

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You can have an induction program without mentors, but you cannot have effective

mentoring without a formal induction program. P55

Mentoring is one component of induction. P59

Each new teacher has three support people:

1. Mentor – Someone a novice teacher can turn for immediate, simple assistance,

such as answers to school procedural questions or quick advice.

2. Coach – Each building has a coach who is an expert in classroom management

and instructional skills.

3. Lead teacher – This a representative of the various curriculum teams to assist with

subject matter questions.

P64