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II. Working with beginning teachers

As principal, you will continue to have responsibilities related to induction even after the beginning teachers in your building are matched with mentors. New teachers will look to you because they want, need and value support and guidance from you! You have the potential to be a vital force in their development and ensuring they remain in our profession.

This part of the For Principals section of the ASSIST website provides you with several tools for use in directly and indirectly working with new teachers. These tools will help you address the following questions:

  • What are the induction challenges that beginning teachers face?
  • What are the principal’s responsibilities with regard to induction?
  • What does research say about the effects of mentoring and other induction activities on teacher retention?
  • What is the difference between instructional supervision activities for evaluation purposes and principal actions  to support new teacher induction and development?
  • What does instructional supervision for new teachers look like?
  • What are other ways for principals to support new teachers?

Tools and resources

Meeting the challenges of induction

Monitoring teacher commitment and abstraction

What the new generation of teachers seek for job satisfaction

What beginning teachers need, want and value in the principal

Making the IDP plan consistent with principles of adult learning

Is developmental supervision working?

Direct assistance to improve instruction

Helping beginning teachers in the classroom

Dealing with bullying

Engaging 2nd- and 3rd-year teachers in professional activities and leadership roles

Selecting and assigning mentors