What constitutes effective teacher induction?

• Working together – A key factor in effective induction
• Leadership to support beginning teachers
  • Principals create a school culture that supports successful induction of beginning teachers:
    • Assess school culture and its capacity for induction
    • Organize time and resources for professional learning communities
    • Associate new initiatives with familiar patterns
    • Provide key information to beginning teachers
  • Principals work with beginning teachers:
    • Understand the phases that beginning teachers are likely to experience
    • Address the challenges beginning teachers face
  • Principals and other district leaders address factors affecting teachers’ job satisfaction:
    • Workplace conditions
    • Principal leadership
    • Support and supervision of beginning teachers’ professional development
    • Track beginning teachers’ commitment
    • Assistance with the state required Individualized Development Plan (IDP)
    • Classroom support
    • Involvement of new teachers in leadership roles
    • Assist teachers with Individualized Development Plan
    • Supervision of beginning teachers
    • Direct assistance for improving instruction
• Leadership and support for mentor teachers
  • Selection of mentor teachers
  • Program supports for mentor teachers
  • Print and web resources about mentor support
• Access to tools and resources for professional learning