Induction & Staff

Development
Program
Lindsie Boykin & Harleen Singh
 “
“More of the time and money spent recruiting teachers should be
spent retaining them, according to educators and authors Annette
L. Breaux and Dr. Harry K. Wong. Schools and districts with
comprehensive, years-long induction programs for new teachers
and newly-hired teachers have less turnover and better trained
educators.”

Ellen R. Delisio, 2017

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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.
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Why do we need Teacher Induction Programs?

Comprehensive, long-term teacher induction

programs provide new teachers with the support
they need and sends the powerful message to
teachers that they are valued and we want them to
be successful
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Goal for the Teacher Induction Program

General Mentoring & Instructional
Information Professional Practices
Learning ▸ Provide
▸ Provide ▸ Work with information on
important assigned mentor specific
information on on various items instructional
general district ▸ Individualized practices and
and school professional strategies to
based items learning plan. deliver quality
instruction in the
classroom.
Difference Orientation Onboarding
Time Single Event Several months to a year
Message Global Information Customized information
based upon role
Delivery Classroom Style Scalable, requires two-
way type of information

Results Still considered “new” and Strengthens new

relies on the assistance of employees connection
their managers and with their role and the
colleagues company

Fully integrates
employees and gets them
productive faster
https://www.icims.com/hiring-insights/for-employers/article-onboarding-vs-orientation
Orientation vs Onboarding
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Structure of Induction Program

▸ 8 week cycles
▸ Two focal points for each cycle
▸ Self reflection for each cycle
The Why?
We want to provide new teachers the opportunity to become
stronger in two key areas at a time. This allows for greater depth
and provides time for teachers to implement new learning into
their teaching practices.
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Beginning of the Year

▸ August Pre-Service Items

▹ “Getting to know you”

▹ District’s mission, vision and values

▹ District’s goals and expected academic outcomes

▹ Student and staff culture

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September & October

Topic 1. Classroom Management
2. Restorative Practices to Build Community in the Classroom

Rationale Introduce new strategies for classroom management to all new teachers. This will allow teachers to
lay a strong foundation of routines and procedures so that the classroom will run efficiently. Also, by
infusing restorative practices into all team and community building exercises will ensure that positive
relationships are built not only with the teachers but with scholars peer to peer.

Presenter Principals and Assistant Principals

Mentors and Lead Teachers

Goals The goal for these two months is to support new teachers in establishing strong routines and
procedures in the classroom so that the environment can be calm and orderly for strong instruction to
take place. In addition to classroom management strategies, our goal is to train teachers on
implementing Restorative Practices in the classroom to build community.

Description New teachers will work alongside the assistant principals and mentors to design classroom
management plans to be submitted to the principal for approval. Also, assistant principals and
mentors will train new teachers on effective Restorative Practices in the classroom and also new
teachers will be observed implementing in the classroom.
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November & December

Topic 1. Professional Growth Plans
2. Job Embedded Professional Learning

Rationale Support new teachers in setting meaningful growth goals and understand how to best use
Professional Learning Opportunities to help the attain their personal goals.

Presenter Principals
Learning Services Instructional Leaders

Goals The goal for these two months is to support new teachers in setting meaningful, attainable goals to
help them be successful this year. In addition to setting purposeful goals, our goal is to guide
teachers in understanding how job-embedded professional learning opportunities can support them
in attaining the goals they have set for themselves.

Description New Teachers will work alongside an instructional leader to develop their own professional growth
plan. The Instructional Leader will then guide the new teacher in understanding what professional
learning opportunities they should engage in in order to attain growth in their goal area.
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January & February

Topic 1. Effective Instructional Practices
2. Data Driven Instruction- Using Data to Inform Lesson Planning

Rationale Support new teachers in utilizing effective instructional practices in the classroom in each lesson.
Also, a piece of implementing the right instructional practices is using forms of assessment to gauge
where scholars are academically. From these results, effective lesson plans are created.

Presenter Instructional Practices Specialist (Contracted Presenter)

Principal

Goals The goal for these two months is to support new teachers in identifying quality instructional practices
for the classroom while using formative and summative data sets to inform lesson planning.

Description New Teachers will work alongside the contracted Instructional Practices Specialist to analyze scholar
data and create lesson plans that incorporate effective instructional practices. New teachers submit
lesson plans that incorporate instructional practices that align to the data analysis performed.
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March & April

Topic 1. Differentiated Instruction
2. Types of Assessments: Summative, Formative, Interim

Rationale Support teachers in understanding how to support a wide range of needs within the classroom and
how to use assessments to make informed decisions for their instruction

Presenter Learning Services Instructional Leaders

Data & Assessment Coordinator

Goals The goals for this program would be to equip teachers with a variety of resources and information
they need to understand how to differentiate instruction within the classroom. New Teachers would
also explore a variety of different assessments to implement within the classroom.

Description New Teachers would work with Instructional Leaders to learn about several routines and practices
that help differentiate instruction within the classroom. Coupled with this, would be information
regarding the different types of assessments (Formative, Diagnostic, Summative, & Interim) and how
these assessments could help guide differentiating instruction within the classroom.
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May & June

Topic 1. Measuring Student Growth
2. Celebrating Successes

Rationale Support new teachers in measuring student growth by reviewing the expectations for various forms of
assessment so that they are able to properly assess students at the end of the school year. Also, it is
important to take a step back to reflect on growth and success over the course of the school year.

Presenter Instructional Practices Specialist

Principal
Mentor Teachers

Goals The goal for these two months is to support new teachers in the implementation of quality end of year
assessments to assess scholar growth. Another goal is for teachers to be able to use this data to
celebrate scholar growth in content areas and also in the classroom community at-large.

Description New Teachers will create a summative assessment to administer to ensure scholars have satisfied
the grade level content standards. Teachers will also plan celebrations for scholar growth
academically and socially in the classroom to take place in June.
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Year 2, 3, & 4
▸ Continue to work ▸ Continue ▸ Continue
with mentors collaboration with collaboration
▸ Deepen Professional colleagues and ▸ Start exploring
Practices mentors Leadership
▸ Reflect upon ▸ Continue to reflect opportunities that
learning and upon practices and highlight their
professional growth goals personal strengths
plan ▸ Continue building ▸ Create
▸ Set new goals for self-efficacy opportunities to
upcoming years grow collective
efficacy