Here are the Options for DEVELOPING

The Range of Induction Program Components

© Barry Sweeny, 1996

Return to the Model Program Introduction Page

The following is a comprehensive list of components assembled from many induction programs. No program needs to do all of these things. Use this list as a starting point for selecting the program components you need to meet beginning teacher needs in your district and to accomplish your program's purposes.

INDEX:

1. Printed Materials

2. Activities and Events

3. Support Structures

4. Support People

5. Professional Development

6. Additional Requirements

• · District recruitment literature with description of benefits of mentoring support provided
• · Employment conditions. District regulations, policies, expectations & teacher responsibilities
• · Explanation of the mentoring program purposes & processes, new teacher & mentor expectations
• · Check lists of possible start up and mentoring pair activities and tasks
• · District calendar, schedules of professional development opportunities, other deadlines, etc.
• · Induction program newsletters, program reminder letters, teaching tips, or mentoring tips
• · Case studies of previous new teachers or new mentors to illustrate the learning process
• · Mentor and/or new teacher mentoring program hand book, including phone numbers of key folks
• · Mentor program evaluation instruments. Information on the district's teacher evaluation process

• · Orientation Week / days, includes time for district, community, and school orientations, as well as time for grade/course level curriculum workshops, and time with the mentor in the classroom
• · Curriculum overview workshops (by grade/course) with a lead teacher
• · Opening of school "Welcome Luncheon" for new teachers, principals & mentors sitting by bldg
• · Beginning teacher contract signing ceremony (at Board of Education meeting?)

• · Release time for mentoring pair to plan, observe, conference, prepare room/lessons, problem solve
• · Video taping services to allow a new teacher or mentor to critique own teaching or mentoring
• · Support group meetings/study groups, specifically for new teachers, or mentors separately
• · Caring mentors selected & matching criteria for close proximity and common job assignment
• · Induction hot line or web site with new teacher tips & ideas, lesson plan helps, e-mail mentors
• · Reduced teaching load, number of preparations, number of students with known discipline problems, reduced supervision/chaperone/extra duty requirements for new teachers & mentors
• · Assignment of new teacher to a team teaching situation with the mentor
• · Daily common planning time with support providers/mentor
• · Monthly meetings of new teachers and the building principal for discussion, support & training
• · Mentor and new teacher recognition program, incentives/stipends for mentors, graduate credit

• · Buddy teachers, or guides, or resource teachers (usually low levels of on-demand support)
• · Mentor teachers, for individualized orientation, training, coaching, encouragement, and support
• · Academic/grade level team to mentor and provision of daily team meeting time
• · Panel discussion at support group meetings of beginning teachers from last year

• · Mentor teacher initial & follow up training, mentor & protege training in peer coaching skills
• · Building administrator training in mentoring roles, strategies, process, & administrator roles
• · Workshops on effective teaching strategies, classroom management, parent communication, etc.
• · Demonstration teaching to model strategies in district initiatives
• · Observation of experienced teachers (may be with mentor to promote reflection afterwards)
• · Peer coaching observations and conferences with mentor and protege, focused on meeting the
• standards for teaching, & implementing strategies from staff training/ new teacher workshops
• · Credit courses with local college/university, fifth year master's degree cohort classes on-site

• · Professional development plan, "action research" plan, or a professional development portfolio
• · Contract-specified number of clock hours of observation, workshops, meetings, etc.
• · Contract-specified variations in required days of orientation, based on amount of experience.
• · Communication expectations for mentors with a program coordinator (mentor of mentors),
  • ie. use of mentoring log, dialog journal, telephone contacts, face-to-face conferences, e-mail, etc.

You may print out this page as long as...

You do not sell the information.

You use the page as it prints out from the web site, retaining the following citation about the author and the header on each page.

Barry W. Sweeny, 26 W 413 Grand Ave., Wheaton, IL 60187, 630-668-2605, email at

Web site at http://www.teachermentors.com