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New Teacher Induction


Title: New Teacher Induction Author: MCPS Last modified by: Gail Epps Created Date: 2/8/2011 4:26:10 PM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: New Teacher Induction

New Teacher Induction
  • What MCPS Administrators
  • Need to Know

What is Teacher Induction?
  • The purpose of a new teacher induction program is
    to improve the capacity of schools to attract,
    induct, and retain talented, enthusiastic, and
    dedicated teachers.

Why Do We Need Induction?
  • Teacher attrition is a problem with a number of
    implications, not the least of which is the
    teacher shortage.
  • Most of teacher attrition is a result of factors
    such as inadequate pay, lack of administrative
    support, poor workplace conditions, student
    related issues, lack of collegiality with peers,
    low morale, and amount of time required for the
    paperwork involved (Bickmore, D. L., Bickmore, S.
    T., Hart, L, 2005).

  • Almost half of all new teachers leave the
    profession within the first five years, creating
    a difficult model where more teachers leave the
    teaching profession compared to teachers entering
    the profession (Ingersoll Smith, 2003).

Comprehensive Induction
  • Comprehensive Induction in MCPS program includes
  • New Educator Orientation
  • Mentor Program
  • Support teams (i.e. staff development teacher and
    consulting teacher)
  • Courses and Workshops for beginning educators
  • Courses and Workshops for mentors
  • Evaluation

What the Research Says
  • Comprehensive induction proves most effective at
    keeping good teachers in the classroom. Studies
    demonstrate that new teacher turnover rates can
    be cut in half through comprehensive induction a
    combination of high-quality mentoring,
    professional development and support, scheduled
    interaction with other teachers in the school and
    in the larger community, and formal assessments
    for new teachers during at least their first two
    years of teaching.
  • - T. Smith and R. Ingersoll. (2004)

Impact of Sustainable Induction Programs
  • Improved teacher retention and successful
    induction programs save districts money (cite New
    Teacher Center, Villar, Measuring the Benefits
    and Costs of Mentor-Based Induction.
  • Improved teacher retention and successful
    induction programs ensure increased levels of
    student achievement (Tapping the Potential, 2004).

  • The individual achievement of children is highly
    dependent on the effectiveness of the teacher,
    and the impact of ineffective or unqualified
    teachers across years dooms children to
    instructional losses that cannot be regained.

Administrators Role in Induction
  • Recruiting, hiring and supporting teachers as
    they learn how to teach well are at the heart of
    a principals job. Nothing is more important.
  • Lynn Stuart, Principal, Cambridgeport School,
    Cambridge, MA

Administrators Role in Induction
  • The effectiveness and success of an induction
    program has a great deal to do with the support,
    nurturing, modeling, and enthusiasm of school and
    district administrators. Administrators set the
    standard for the level of commitment that is made
    to ensuring that new teachers are successful and
    that those who support new teachers are given the
    time and resources that are needed.
  • Beyond Mentoring, Jon Saphier

What COMAR Says
  • The comprehensive induction program (law right
    now says shall provide) annual training for
    principals, assistant principals, and
    school-based professional development staff to
    familiarize them with the factors that contribute
    to teacher attrition and retention, the learning
    activities and schedule for induction program
    participants, the role of mentors and
    expectations for supporting mentors' work in
    schools, and the importance of school-level
    coordination of support for new teachers.

What Administrators Can Do at the School Level to
Support Induction
  • Become knowledgeable about the induction program
    and to factor the needs of the program into
    decisions made at the school such as scheduling,
    class assignments, etc.
  • Select mentors for new teachers from a pool of
    veteran teachers who have been trained as mentors
  • Make the matches between mentors and new teachers
    taking into consideration grade level, subject
    matter, proximity, and personal style
  • Respect the confidentiality of the mentor-new
    teacher relationship
  • Provide and protect mentor-mentee time for
    planning, observing, and conferencing

What Administrators Can Do at the School Level to
Support Induction
  • Inform prospective teachers about the induction
    program and its requirements
  • Coordinate an orientation program for new
    teachers and other hospitality events for new
  • Build an active support team around each
    beginning teacher
  • Model professionalism and support for the program
  • Participate in all phases of an on-going
    assessment of the induction program

Class Placement and Scheduling
  • School leaders are encouraged to participate
    directly so that new educators are assigned
    students and classes that are appropriate to the
    beginner status. This means, bluntly,
    administrators must make sure that new teachers
    do not get
  • Stripped down classrooms
  • Large classes
  • Difficult students
  • Many preparations for the day
  • A heavy load of extracurricular assignments

Class Placement and Scheduling
  • It also means that new teachers DO get schedules
    that allow for
  • Common planning time with their mentors for
    conferencing and other meetings
  • Opportunities to observe and be observed by their

Providing and Protecting Mentor-Teacher Time
  • Excuse beginning teachers from committee
    assignments to the maximum degree possible so
    they can concentrate on the all-important first
    year task of learning their curriculum and how to
  • Limit the committee assignments of mentors so
    they can focus on their mentee
  • Create a schedule that provides common planning
    time for mentor and mentee
  • Provide mentors time at faculty meetings to
    report on their involvement in the program and
    encourage other teachers to network with their
    beginning teachers

Fostering Instructional Development Through
Formative Assessment
  • Facilitate novices' participation in professional
    development opportunities
  • Provide opportunities and incentives for all
    teachers to work together
  • Provide opportunities for novices to gather and
    work together
  • Protect planning time for new teachers
  • Visit novices' classrooms and provide feedback
    help novices set reasonable goals
  • Review lesson plans offer instruction in
    teaching strategies
  • Facilitate novices' observation of other teachers
  • Engage in ongoing professional dialogue with new

Providing Formative and Summative Evaluation
  • Explain expectations and procedures at the
    beginning of the year
  • Schedule observations in advance provide new
    teachers with copies of evaluation records
  • Use standards to guide your assessment
  • Be positive but honest in your feedback
    recognize novices as beginners
  • Help new teachers set reasonable goals for their
    learning and development
  • Balance formal observations and conferences with
    informal observations and feedback
  • Coordinate evaluation activities with induction
    and mentoring program

Supervising and Evaluating New Teachers
  • Provide feedback that is selective and tackle
    doable chunks
  • Avoid overkill in the early months of the
    beginning teachers experience
  • Be sensitive to the developmental needs of
    beginning teachers
  • Focus on behaviors that reflect the deepest
    beliefs about the capacity of all students to
    learn at high levels

Supervising and Evaluating New Teachers
  • Provide consistent and repeated messages that
    they should expect good thinking and effective
    effort from all children
  • Ask open-ended questions that empowers the new
    teacher and allows them to examine their own
  • What exactly would be the next level of progress
    for him?
  • What have you thought about doing differently?
  • Who might help you get some ideas?
  • Send the key messages
  • This is important.
  • You can do it.
  • I wont give up on you.
  • Effective effort leads to achievement.

Questions for Administrators to Think About
  • How do you help beginning teachers understand the
    culture of the school?
  • How does an induction program fit into the
    culture of the school?
  • How do you make yourself accessible when
    beginning teachers need to talk to you?
  • What are some specific things you do to help your
    first year teachers feel more at ease and more
    comfortable in their new school environment?
  • Do you try to place new teachers in a grade level
    similar to that of their student teaching

Questions for Administrators to Think About
  • During the interview, do you mention anything
    about induction or mentoring opportunities that
    the new teacher can take part in?
  • Other than the formal observations throughout the
    year, do you meet with your beginning teachers to
    discuss strengths and weaknesses?
  • What do you believe are some of the unique needs
    of the first year teachers in your building and
    how do you meet those needs?
  • What do you view as the most important role of
    the principal in new teacher induction?
  • Which of your actions do you believe are most
    effective for your beginning teachers?

MCPS Programs That Support Induction New
Educator Orientation (NEO)
  • New educators complete a formal orientation
    program facilitated by staff of MCPS
  • Topics covered during NEO include
  • Curriculum trainings and modules, by grade level
    and/or subject, that incorporate assessment
    practices, lesson planning design, and classroom
    management strategies
  • Information regarding employee benefits
  • Workshop opportunities on classroom management,
    co-teaching, cyberspace and online resource,
    stress and time management, special education and
    working with paraeducators
  • Information regarding benefits and contractual
    segments from MCEA

MCPS Programs That Support Induction Onboarding
  • Onboarding is a business management term used for
    the process of helping new employees become
    productive members of an organization. The
    concept behind employee onboarding is best
    defined as a systematic and comprehensive
    approach to orienting a new employee to help them
    get "on board." 

MCPS Programs That Support Induction Onboarding
  • Since 2010, new hires to MCPS participate in a
    mandatory onboarding course to introduce them to
    the culture of our system.
  • By the end of the session new employees are able
  • Explain the culture of MCPS,
  • Articulate the MCPS mission and vision,
  • Identify the values of MCPS, and
  • Describe the opportunities to grow in MCPS.

MCPS Programs That Support Induction Onboarding
  • Specific topics explored in the onboarding course
  • Past and current demographics
  • Our Call to Action
  • The Compact for Culture of Respect
  • Red and green zone schools and support
  • 7 Keys to College and Career Readiness
  • Embedded support
  • Professional Growth System (I really dont think
    that any of the things in red are covered)
  • Consulting Teachers
  • Mentors
  • Equity and Excellence

Strategies That Support Induction Orienting New
  • Just in Time Training
  • Just in time information is meted out to
    teachers on a schedule that tracks their need for
    the information.
  • School Schedule
  • Develop a school schedule and calendar that
    highlights the important dates for which teachers
    need to be prepared.
  • Policies
  • Provide introductions to district policies and
    procedures at the building level, as it is in the
    school that these policies and procedures are
    usually implemented.
  • Tour of Community
  • Organize a tour that points out the
    neighborhoods, the hangouts, parks, and other
    features that can be resources for the classroom.
    It is also important to point out banks,
    drugstores, markets, and other sites that can be
    time-savers for busy new teachers.

Strategies That Support Induction Orienting New
  • Map
  • Provide a map of the school and give tours of the
    facilities. New teachers appreciate being
    informed about the resources of the new building
    that they may want to use during the year.
  • Staff Social
  • Have a staff social before school starts.
    Provide each beginning teacher with a designated
    host who will introduce them to other staff.
    Highlight the beginning teachers during the
  • Nametags
  • Have all faculty members wear nametags for the
    first two weeks of school to help beginning and
    veteran teachers get to know whos who,
    especially in big schools.
  • Bulletin Boards
  • Put up bulletin boards with pictures of the new
    staffor all staff.

Strategies That Support Induction Enlisting the
Whole Staff
  • The success of the beginning teacher is the
    responsibility of all staff in the building. No
    one mentor should have the responsibility of
    meeting all of the needs of his/her protégé.
  • Beyond Mentoring, Saphier

Strategies That Support Induction Enlisting the
Whole Staff
  • All staff in the building should understand that
    they play an essential role in the success of the
    beginning teacher.
  • In a comprehensive induction program, we might
  • Teachers opening their classrooms for
    observations and their file drawers for
    curriculum materials that will be helpful to the
    beginning teacher
  • Teachers conferring with the beginning teacher on
    strategies for meeting the needs of specific
  • Teachers sharing approaches to classroom
    management and discipline
  • Teachers sharing individual challenges with new
    teachers so they know they arent alone
  • Teachers attending a workshop to learn about the
    induction program
  • Teachers providing information about formal and
    informal policies, procedures and resources to
    beginning teachers
  • Structures, time, and leadership for these things
    to happen

Strategies That Support Induction Enlisting the
Whole Staff
  • Ask faculty members to write on a card something
    in their teaching that they would be willing to
    share, demonstrate, teach to, or have a beginning
    teacher observe. Post these cards in the
    teachers lounge in the fall on a bulletin board.
  • Encourage everyone to offer to share a practice,
    strategy, or a piece of curriculum. A few
    teachers may think they have nothing special to
    offer others may feel too busy. Poke your head
    in the door some afternoon of those people who
    dont reply the first time, Hey, Jane, would be
    willing to show one of our novices how you set up
    literature groups sometime next fall?
  • During pre-service in August, ask veteran
    teachers to share student work samples with
    beginning teachers that show a before and after
    snapshot of what students can be expected to
    produce at the beginning and end of the year.
  • Ask the PTA to arrange for someone to deliver a
    flower or congratulatory note to each beginning
    teacher at the end of the first day for having
    gotten over the first big hurdle.

Strategies That Support Induction Enlisting the
Whole Staff
  • Before school or in the early weeks of school,
    arrange for a gathering, so the beginning
    teachers can get to know community members and
    the parents of their children. It is important
    to build bridges between beginning teachers and
    the community and to educate the beginning
    teacher about the community, its culture, where
    things are, the local history, and the conditions
    in which their children live.
  • Ask each faculty member to write on a card the
    best teaching tip they ever got. Ask them to
    sign the card. Collect the cards in a basket and
    leave the basket in the lounge. Rule anyone can
    look at the cards but you cant take the card
    away. If you read a card and it isnt clear to
    you what the person meant, ask them.
  • Ask each faculty member to write down seven
    things they wish theyd known when they started
    teaching their first year. Have everyone say one
    item out loud as they do around the room.
    Collect the lists and have them typed up,
    eliminating duplicate items. Pass them out at
    the next faculty meeting to kick off the
    continuing discussion of how everyone will take
    part in supporting the new teachers.

Resources Available to Support Administrators
  • MCPS Resources
  • PGS Reminders advertises mentor-mentee workshops
    offered by the system
  • Websites
  • http//
  • http//
  • http//

Resources Available to Support Administrators
  • Websites
  • http//
  • http//
  • http//

Resources Available to Support Administrators
  • Articles/Books
  • Breaux, A., Wong, H. (2003). New teacher
    induction How to train, support, and retain new
    teachers. Mountain View, CA Harry K. Wong.
  • Britton, E., Raizen, S., Paine, L., Huntley, M.
    (2000). More swimming, less sinking
    Perspectives from abroad on U. S. teacher
    induction. Paper presented at the National
    Commission on Mathematics and Science Teaching in
    the 21st Century, San Francisco.
  • Fulton, K., Yoon, I., and Lee, C. (2005).
    Induction Into Learning Communities. Washington,
    DC National Commission on Teaching and
    Americas Future.
  • Saphier, J., Freedman, S., and Aschheim, B.
    (2001). Beyond Mentoring Comprehensive Induction
    Programs. Massachusetts TEACHERS21 (There is a
    much more recent edition of this book)

Resources Available to Support Administrators
  • Articles/Books
  • Smith and Richard Ingersoll, What Are the
    Effects of Induction and Mentoring on Beginning
    Teacher Turnover? American Educational Research
    Journal, 41, 2, Summer 2004).
  • Wong, J. K. (2001). Mentoring Cant Do It All
    New teachers learn best from systematic induction
    programs. Education Week.
  • Wong, H. (2003a). Induction programs that keep
    working. In M. Scherer (Ed.), Keeping Good
    Teachers. Association of Supervision and
    Curriculum Development (ASCD). Available at
  • Wong, H. (2003b). Induction How to train,
    support, and retain new teachers. Paper presented
    at the National Staff Development Council,
    December 10, 2003. Available at