Induction Plan for New Teachers
Artifact Date:
Course Name: EAD-Strategic Leadership and Management in the Principalship
Part 1: New Teacher Induction Meeting Agenda
Room Setup
The room will be arranged with seats in a circle. This will encourage open dialogue and communicate equality among participants. At each seat will be a welcome packet that includes the school’s vision, mission, and values statements, employee handbook, and curricular documents respective to their roles. The room will also be equipped with a whiteboard, and projector for presenting information and brainstorming. The intended atmosphere is one of warmth, welcoming, and collaboration.
Session One: Welcome and Introduction to School Culture
Facilitator: Principal
Time allotted: 30 minutes
Materials: Projector, handouts, whiteboard and markers, notepads, pens
Description: This session will introduce new teachers to the school’s culture, vision, mission, and values. Teachers will participate in a reflective exercise on how their teaching philosophy aligns with the school’s values, setting the tone for the year.
Rationale: Setting the stage for the school culture ensures that new teachers feel connected and valued. Collaboration and empowerment are integral to creating a sense of ownership and collective efficacy. The principal is selected to facilitate this session to provide a direct connection to the school's leadership and demonstrate the importance of shared values in educational practice.
Session 2: Team Building and PLCs
Facilitator: Assistant Principal
Time allotted: 30 minutes
Materials: Whiteboard, markers, "support network map" handouts, sticky notes
Description: This session focuses on the importance of collaboration within the school community. Teachers will engage in team-building activities that foster connections and establish a "support network map," which will help them identify mentors and collaborators. The goal is to empower new teachers to take ownership of their professional development by encouraging peer learning.
Rationale: Building relationships early on is essential. This session aims to create a supportive network where new teachers feel comfortable asking for help. The Assistant Principal is ideal for facilitating this session due to their expertise in instructional development and fostering collaboration.
Session 3: Policy, Procedures, Routines
Facilitator: Head of Operations (HOS)
Time allotted: 30 minutes
Materials: PowerPoint, printed policy manual, emergency procedure handouts
Description: The HOS will provide a clear overview of school policies, procedures, and essential daily routines. Teachers will be guided through using systems such as attendance, communication platforms, and emergency procedures, with time for questions and discussion. This session will focus on making new teachers feel confident in managing the non-instructional aspects of their roles.
Rationale: Providing a structured, supportive introduction to school policies helps reduce anxiety and allows teachers to focus on what matters most—teaching. The Head of Operations is the right facilitator, offering deep knowledge of logistical systems.
Session 4: Instructional Methods and Differentiation Strategies
Facilitator: Teacher Mentor
Time allotted: 45 minutes
Materials: Projector, lesson planning templates, whiteboard
Description: This session will focus on the principles of differentiated instruction. Teachers will learn how to adapt lessons to meet diverse student needs and engage in hands-on activities to create inclusive learning environments. Emphasis will be placed on applying these strategies immediately, with opportunities to reflect on personal teaching practices.
Rationale: Effective instructional methods are central to student success. Observing experienced peers and collaborating around instructional strategies is key to improving practice. The Teacher mentor is chosen because of their direct experience in instructional strategies and mentoring new teachers.
Session 5: Reflection, Feedback, and Goal-setting
Facilitator: Principal
Time allotted: 15 minutes
Materials: None
Description: The session will conclude with a group reflection and goal-setting activity. New teachers will assess their strengths, identify areas for growth, and set actionable goals for their first year. The principal will facilitate a discussion on the importance of continuous professional development and feedback, encouraging teachers to take ownership of their learning journey.
Rationale: Reflection and feedback are critical elements for developing teacher agency. The principal’s leadership in this session ensures that teachers feel supported as they take on the new academic year.
Part 2: New Teacher Mentoring Plan
Purpose
This mentoring plan provides a structured and supportive environment for new teachers to grow professionally improve their instructional practices, and integrate fully into the school culture. By connecting new teachers with experienced mentors, the plan fosters a culture of collaboration and continuous professional development, ensuring that new educators feel equipped, valued, and supported. The ultimate goal is to enhance teaching quality, increase teacher retention, and positively impact student learning.
Criteria
Mentor teachers play a pivotal role in guiding the development of beginning teachers. The following criteria will be used to select mentor teachers:
1. Experience: Mentors must have a minimum of three years of teaching experience with a proven record of success in the classroom.
2. Commitment to Professional Growth: Mentors should actively engage in their own professional development and demonstrate a commitment to fostering growth in others.
3. Strong Communication Skills: Effective mentors communicate clearly and provide constructive feedback that fosters growth and reflection.
4. Supportive Attitude: Mentors should create a safe, non-judgmental environment where mentees feel comfortable sharing challenges and seeking advice.
5. Alignment with School’s Values: Mentors should be well-versed in the school’s culture, values, and expectations, helping to guide the beginning teacher’s integration into the school community.
Timeline
The mentoring process will span the full academic year, providing consistent and timely support. Key milestones and activities include:
1. August – September, Introduction and Goal Setting:
a. Mentor and beginning teacher meet to establish personal and professional goals. This initial meeting provides an opportunity for the mentor to share insights about the school culture and expectations (Schrack, 2015).
b. First Observation: The beginning teacher observes the mentor’s class, focusing on classroom management and instructional strategies. This observation sets the stage for a deeper understanding of best practices.
2. October – November: Coaching Sequence 1:
a. Pre-conference: Discuss the upcoming lesson and identify goals for improvement (Martin, Buelow, & Hoffman, 2016).
b. Observation: The mentor observes the beginning teacher, focusing on implementation and engagement strategies.
c. Post-conference: Review the lesson, discussing what went well and areas for growth.
d. Ongoing Collaboration: Mentor and mentee continue to collaborate informally, addressing specific classroom challenges such as differentiation, time on task, and student engagement.
2. December – January: Peer Observation:
a. The beginning teacher observes other experienced teachers to gain diverse perspectives and strategies for effective teaching (Martin et al., 2016).
3. February – March: Coaching Sequence 2:
a. Pre-conference: Focus on differentiated instruction and classroom management.
b. Observation and Post-conference: Feedback centered on improving specific teaching strategies and student interactions.
4. April – May: Final Reflection and Evaluation:
a. The mentor and beginning teacher review the year’s progress, reflecting on the goals set at the beginning and setting new goals for the following year.
Induction Activities
To support the development of collaboration, trust, and high expectations, the following activities will be implemented:
1. Collaborative Lesson Planning: Mentors and beginning teachers will co-plan lessons, ensuring that the beginning teacher gains experience in creating standards-aligned, differentiated instruction (Schrack, 2015). This activity encourages active participation and shared ownership in the teaching process.
2. Professional Learning Communities (PLCs): Beginning teachers will be included in PLCs to promote collaborative problem-solving and peer support (Long, 2017). These communities allow teachers to share strategies, discuss challenges, and reflect on student outcomes together.
3. Student-Centered Reflection: Mentors will encourage the beginning teacher to focus on student engagement and outcomes, guiding them through a process of reflective practice that evaluates the effectiveness of their teaching and learning strategies (Martin et al., 2016).
Professional Development Topics
It is essential that the professional development topics that are discussed in the mentoring cycle are focused on areas that directly impact the beginning teachers' practice and student learning.
1. Time on Task: Strategies to ensure that classroom time is used effectively, minimizing distractions and maximizing learning opportunities (Martin et al., 2016).
2. Classroom Management: Effective classroom management strategies, including setting clear expectations, building routines, and using restorative practices to support positive student behavior (Schrack, 2015).
3. Differentiation: How to adjust instruction to meet the diverse needs of students, ensuring equitable access to content and supporting students at different readiness levels (Long, 2017).
4. Formative Assessment: Mentors will guide beginning teachers in using formative assessments to gauge student understanding and adjust instruction accordingly.
Budgetary Implications
Mentor teachers will receive stipends or professional development credits. Funds will have to be allocated to fund these stipends and professional development.
Servant Leadership
I will embody servant leadership by focusing on developing and being cognizant of the needs of both the mentor and beginning teachers. I will ensure that my faculty has the resources, time, and support they need to thrive. The servant leadership approach nurtures agency and shared responsibility will benefit both faculty and students (Long, 2017). As principal, I will model collaboration and empowerment and ensure that teachers feel heard, respected, and encouraged.
References
Long, K. (2017). Unlocking the secrets of agency. The Learning Professional, 38(4), 52-57.
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.
Schrack, R. (2015). Creating a culture for collaboration: Connecting with new teachers. School Library Monthly, 31(6), 35-37.