Order 2597946: Induction Plans for Beginning Teachers
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Induction Plans for Beginning Teachers |
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As a part of planning to hire the best teacher candidates, administrators must ensure new teachers feel comfortable and supported as they begin their work. Research shows that many new teachers leave after a few years in the field. Part of that is because these teachers feel overwhelmed and unsupported. By having an effective induction plan, you can help novice teachers learn the policies and practices related to the school site and strategies for meeting or exceeding expectations for their role.
For this assignment, take on the role of principal at the Elementary school of your choice. Plan a morning of activities that you could implement to welcome your six new teachers before the school year starts.
Create an agenda that includes a combination of presentations and activities that introduce new or beginning teachers to each other, the campus, the school culture (vision, mission, values, rituals, and routines), instructional methods, and other duties as required.
In a 525-word agenda, include a brief description of the room set-up, and then describe the following for each session that will be conducted that morning:
1. Topic title
2. Facilitator’s name and title, chosen from your school’s administration or other campus leaders
3. A brief description of the session
4. Materials required
5. Time allotted for the session
6. Rationale for the session that explains: the purpose of the session; how it promotes a culture of collaboration, trust, high expectations for student learning, continuous improvement; and why the particular leader was selected to facilitate the session
Part 2: New Teacher Mentoring Plan
In 825-words, create a mentoring plan for the beginning teachers to be mentored by your school’s more experienced and proficient teachers.
Include the following in your plan:
· Purpose: Identify the purpose of the mentoring plan.
· Criteria: Identify basic criteria for being a mentor teacher.
· Timeline: Outline a mentoring sequence for the coming year to include at least two coaching sequences (pre-conference, observation, post-conference) for the beginning teacher to meet with and be observed by the mentor. Include time for the beginning teacher to observe the mentor teacher within at least one of the coaching sequences.
· Induction Activities: Develop three activities for the mentor teacher and beginning teacher, in addition to those listed in the timeline, to implement at any point in the school year, which will nurture a culture of collaboration, trust, learning, and high expectations. Support each activity with 1-2 references.
· Professional Development Topics: Identify specific professional development topics such as time on task, classroom management, etc. for discussion that will help to ensure teacher and organizational time is focused to support quality instruction and student learning.
· Budgetary Implications: Identify any budgetary implications for the mentor position.
· Servant Leadership: Explain how you will remain a servant leader throughout the mentoring program. Explain your role in supporting teachers, and how you serve them for the betterment of the community.
APA Style Guide RUBRIC
(10) Agenda Items 1-3 Agenda includes a compelling topic title, facilitator’s name and title, and a skillful description of the session.
(10) Agenda Items 4-6 Agenda includes extensive information about materials required, time allotted for the session, and a specific rationale for the session.
(10) Purpose and Criteria Mentoring plan includes exceptional explanation of the purpose and criteria.
(10) Timeline Mentoring plan includes exceptional explanation of the timeline.
(10) Induction Activities Induction activities to nurture a culture of collaboration, trust, learning, and high expectations are insightful.
(10) Professional Development Topics Professional development topics expertly support quality instruction and student learning.
(10) Budgetary Implications Budgetary implications are insightful.
(10) Servant Leadership Explanation of servant leadership to support and serve teachers for the betterment of the community is compelling.
(20) Sources
Martin, K. L., Buelow, S. M., & Hoffman, J. T. (2016). New teacher induction: Support that impacts beginning middle-level educators. Middle School Journal, 47(1), 4–12. https://doi-org.lopes.idm.oclc.org/10.1080/00940771.2016.1059725
(As teachers begin teaching, they are faced with many challenges. New teacher induction programs are common yet less than 1% of teachers actually receive what is considered a comprehensive induction where new teachers have opportunities to work with other colleagues in learning communities, observe experienced teachers' classrooms, be observed by expert mentors, analyze their own practice, and network with other novice teachers. guiding teachers in their early years is critical to their success. Elements of support that teachers perceived as beneficial included included mentoring with educators whom they had developed a relationship with and trusted. In addition to mentoring, professional development practices, such as common planning times and analysis of student work, helped new teachers continually develop. The teachers' experiences highlighted a need for a more structured system of support for beginning teachers and mentors who were specifically prepared and provided time to nurture new middle level teachers
Correll, J. (2017). Unlocking the Secrets of Agency: New Teacher Induction Program Empowers Educator-Centered Growth. Learning Professional, 38(4), 52–57.
(The article offers information on New Teacher Induction Program, a method of professional learning for beginning educators in Texas. Educators on the school leadership team are using Innovation Configuration (IC) maps to measure their level of skill on the Learning Communities and Leadership standards of Learning Forward Standards for Professional Learning. Educational systems have an opportunity to advance agency among educators through the design, development, articulation, implementation, and stewardship of an infrastructure supporting agency and leading to collective efficacy, thereby improving student outcomes.)
Schrack, R. (2015). Creating a Culture for Collaboration: Connecting with New Teachers. School Library Monthly, 31(6), 35–36.
(The article discusses the importance of collaboration between school librarians and teachers for the development and success of students and establish their value to the academic achievement. It notes the Schoology, a learning management system, developed in the U.S. which aims to reinvent the implementation of technology in the classroom. The author mentions that the tool helped led his administration to reevaluate their collaborative program in order to enhance communication.)
Castner, D. J. (2017). Negotiating Curriculum-Based Teacher Leadership. Curriculum & Teaching Dialogue, 19(1/2), 149–151.
(The article discusses the requirement of negotiating curriculum-based teacher leadership. Topics include formation of Teacher Leadership Professional Learning Partnership (TLPLP) involving collaboration between educators from public schools in the professional learning partnership; understanding the requirement of paradigmatic shift of curricular problem solving orientation; and cultivating democratic curriculum-based teacher leadership.)
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy. Journal for the Education of the Gifted, 37(2), 111–127. https://doi-org.lopes.idm.oclc.org/10.1177/0162353214529042
(Teachers often struggle to provide all students access to specific learning activities that work best for them—and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child’s profile of strengths, interests, and styles. This study focused on teacher efficacy as a way to explain teacher willingness to differentiate instruction. We found that a greater number of professional development hours in differentiation of instruction was positively associated with both teacher efficacy and the teacher’s sense of efficacy beliefs. This study demonstrated that teacher efficacy is an important dimension in implementing the process of differentiation regardless of what level or what content area the teacher taught (elementary, middle, or high school). Implications and future directions for research are also discussed.)
BEST EXAMPLE OF INDUCTION PLAN: GREENVILLE…
greenville induction plan
NEW TEACHER INDUCTION PROGRAM - Greenville Public ...
www.gvillepublicschooldistrict.com › district › depts
in instructional planning and preparation; support in implementation and delivery ... The major goals of Greenville Public School District New Teacher Induction ...
What is a Teacher Induction Program?
The intent of a teacher induction program is to provide a systematic structure of support for beginning teachers. A comprehensive induction program may include components such as:
· New teacher orientation: An orientation program begins the comprehensive induction program. It provides an opportunity to learn key information about the district and school.
· Mentoring relationships: The mentoring relationship provides the beginning teacher with an opportunity to work closely with and learn from a veteran teacher. The mentoring relationship is shaped by the activities that the beginning teacher and mentor participate in together. Release time is a necessary part of the mentoring relationship as it enables mentoring activities such as observation, co-teaching, and lesson planning to take place.
· Support teams: The purpose of the support team is to link the beginning teacher with a network of veteran teachers, in addition to their mentor, that they can rely on for assistance and guidance.
· Workshops and training for beginning teachers: Beginning teacher workshops and training are professional development opportunities that are specifically designed for the beginning teacher. This professional development provides the beginning teacher with vital information on topics that are relevant to them during their first year in the classroom.
· Workshops and training for mentors: Mentors need to receive training in the skills of effective mentoring prior to their assignment to a beginning teacher as well as opportunities to meet with one another to share successes and trouble-shooting strategies. These opportunities are an important part of the mentor's professional development.
· Evaluation: In order for beginning teachers to gain an understanding of their strengths and weaknesses and to grow professionally, it is important for the teacher to participate in a formal evaluation administered by a supervisor. The beginning teacher, as well as the mentor, should be aware of the standards and processes by which the new teacher will be evaluated. The standards of the evaluation will form a "curriculum" for the joint work of the mentor and beginning teacher throughout the school year.
Why are Induction Programs Needed?
The 1993 Education Reform Act [Chapter 71, Section 38G] and the Massachusetts Regulations for Educator Licensure [603 CMR 7.00] require districts to provide a system of support for beginning educators in the form of an induction program. The regulations link licensure and induction programs by making participation in such a program one of the requirements for the Professional License. As a result, districts need to provide an induction program to all educators in their first year of practice. The regulations also outline the basic components that every Massachusetts' district induction program should have in place.
What are the Massachusetts Standards for Teacher Induction Programs?
Districts are encouraged to develop programs that meet the spirit of the statute and the basic standards included in the regulations while taking into account their own district needs and characteristics. District induction programs should include, at a minimum, the following components:
a. An orientation program for beginning teachers and all other incoming teachers.
b. Assignment of all beginning teachers to a trained mentor within the first two weeks of teaching.
c. Assignment of a support team that shall consist of, but not be limited to, the mentor and an administrator qualified to evaluate teachers.
d. Release time for the mentor and beginning teacher to engage in regular classroom observations and other mentoring activities. [603, CMR 7.12 (2)]
While the regulations took effect on October 1, 2001, it is the Department's expectation that districts are developing their programs and that most induction programs will be implemented with the start of the 2002-2003 school year. The Department remains committed to ensuring that districts as well as beginning and veteran teachers receive the information and support that they need to create and participate in quality induction programs throughout Massachusetts.
Running head: INDUCTION PLAN 1
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INDUCTION PLAN
Improving New Teacher Induction Plan
At my school, I was a first-year teacher last year. In August, before school started, I got introduced to all the teachers at our first faculty meeting. That was the end of the induction plan. After several hours of studying about new teacher induction plans, I felt that maybe I had not remembered everything, so I interviewed Raquel Hyer (2020), who was just hired in January 2020. It was a short interview because she had the same experience. Perhaps I needed to go back a year before my hiring, so I interviewed a lady who taught across the hallway from me, Christine Thomas (2020), who was hired the year before me with a different principal. After hearing the same words over and over, we have a beautiful culture at our school, we have talented teachers, but still no new teacher induction plan, so I got to work and created what I wish I would have seen.
New Teacher Induction Program
Building a sense of culture structured around the framework of student learning and success is the main objective of this new teacher induction program, with five areas of concentration for inauguration:
1. Effective instructional practices
2. Effective classroom management strategies and routine
3. Sensitivity and understanding of school and district culture
4. Life-long learning and ongoing professional growth
5. Unity and teamwork among collaborative team, administration, teachers, support staff, community, students and parents
Program Description
The new teacher program begins with seven days, two for orientation and five for New Teacher Academy, which will start before school begins. Participation is mandatory.
Day 1: Meet the Superintendent and other District employees who will welcome aboard the new team members and handout a copy of the district mission & goals. Discuss and introduce software used throughout the district.
Day 2: Divide new teachers into their cooperative groups where they can write instructional objectives and plan sample lessons.
Day 3: Teachers will go to their individual site buildings where meet staff and principals will outline their expectations for the upcoming school year. They will also review data from last year, and based on this data, they will set goals and strategies.
Day 4: Pacing guides will be distributed that will determine what curriculum concepts should be taught and when it should be taught. The Lead Teacher can go over bell work, routines, discipline plans with clearly stated rules and consequences. Also, the Teacher Leader can share lesson plans, and share what the first day of school may look like.
Day 5: Teacher Leader will give training of effective instruction strategies, differentiated, scaffolding, content-based learning, project-based strategies, technology resources, inquiry-based learning, and Gagne’s 9 Events of Instruction (2015).
Day 6: New teachers will be taught about formative and summative assessments, and formal and informal evaluations and their timeframes.
Day 7: Teachers prepare to teach by setting up their classroom, posting class schedule and rules, and getting ready to teach the first day of class.
This of course, will not be the end, only the beginning of the induction process. All new teachers will be assigned an onsite mentor. The purpose of the mentor is to reduce anxiety, support, uplift, coach, cheer on, and to give servant leadership to help the new teacher survive and thrive year one. They will meet weekly throughout the first year. Mentor/Mentee logs will be signed by both the mentor and the mentee and turned into the principal monthly.
Without support, the most talented educators may leave the profession. Students also suffer if new employees do not receive support. The benefits of this New Teacher Induction Plan are many. The new teacher will know in their minds what day 1 might look like. Managing behaviors will be easier because of preparations like posting class rules and setting daily and weekly schedules. Children need to know what is expected of them and the consequences of not obeying class/school rules. Because of my experience, and the two ladies I interviewed, it is very important to me when I become an administrator to use my professional capacity to have a welcoming culture and prepare future teachers to have meaningful, engaging first years of success, so they want to come back year two (Reston, 2015).