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.
1. Printed Materials:
- · 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
2. Activities and Events:
- · 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?)
3. Support Structures:
- · 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
4. Support People:
- · 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
5. Professional Development:
- · 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
6. Additional Requirements:
- · 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