Retain > Professional Learning and Support
| Title | Description |
|---|---|
| Arizona Teach Camp |
This program, aimed towards novice special education teachers, provides these teachers with day-long training sessions and ongoing year-long virtual and face-to-face professional development. |
| Indiana Department of Education Mentoring and Induction Module |
This module, from the Indiana Department of Education’s Office of Innovation, provides guidance to districts looking to develop strong mentorship processes for new teachers. |
| Georgia Mentoring and Induction Modules |
This program supports schools in Georgia to establish and/or strengthen mentoring programs for new teachers and also supports mentor teachers to obtain endorsements that offer compensation for the role of mentor. |
| Oklahoma State Department of Education, Teacher Induction Program |
This program supports early-career educators by pairing them with extensively trained mentors during their first years in the classroom and provides both the novice teacher and mentor with ongoing professional development. |
| Virginia Department of Education, Pilot Program Supports First-Year Special Education Teachers |
This program, created in partnership with the Council for Exceptional Children (CEC), provides first-year special education teachers with a free membership to CEC and access to its resources, as well as in-person professional development conducted by CEC experts. |
| National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP) Induction Insights |
Induction Insights are a collection of briefs derived from longer research syntheses that target topical areas in special induction and mentoring. The briefs are geared to specific audiences, including administrators, policymakers, teacher educators, beginning teachers, and parents. |
| Corona-Norso School District's Teacher Induction Program |
This program assigns first- and second-year participating teachers with individualized one-on-one weekly mentoring and support during their first 2 years participating in the induction program. This job-embedded mentoring and coaching is based on the individual needs of new teachers, as identified through a self-assessment using the California Standards for the Teaching Profession. |
| Kansas eMentoring for Student Success (eMSS) |
eMSS (eMentoring for Student Success) provides new and veteran teachers with content, endorsement, and grade-level focused mentoring through an online technology network. Through eMSS, teachers collaborate in an interactive community to facilitate the exchange of information, ideas, and experiences in order to advance high-quality instruction for all students. |
| New Teacher Center, State Policy Reviews |
For each state in New Teacher Center’s Review of State Policies on New Educator Induction, this report summarizes the presence or absence of policies related to nine key criteria that are most critical to the provision of high-quality induction and mentoring support for beginning educators. Each review captures all relevant policies, statutes, regulations, induction program standards, and other guidances. |
| GTL Center Mentoring & Induction Toolkit 2.0 |
This toolkit provides regional comprehensive centers and states with ready-to-use tools and resources to facilitate meaningful conversations with local education agencies about the design and implementation of effective, high-quality mentoring and induction programs. Toolkit materials summarize research and best practices, highlight relevant examples, and provide streamlined processes for action planning. |
| Evidence-Based Practices to Support Equity: A Snapshot on Mentoring & Induction |
This brief helps state and district leaders make informed policy decisions that take into account the evidence base for mentoring and induction strategies in order to improve supports for and equitable access to great teachers and leaders. The snapshot describes mentoring and induction strategies, how states and districts have implemented these strategies, and the empirical studies and evidence demonstrating the strategy’s effect on educator and student outcomes. |
| Supporting New Teachers: What Do We Know about Effective State Induction Policies? |
This policy snapshot highlights research about effective induction programs and strategies for setting effective policy related to induction plans. It also includes short spotlights on existing state induction programs, as well as sample regulatory language. |
| Solving the Teacher Shortage: How to Attract and Retain Excellent Educators |
This paper reviews an extensive body of research on teacher recruitment and retention, and identifies five major factors that influence teachers’ decisions to enter, stay in, or leave the teaching profession. Induction and support for new teachers is discussed as a strategy to attract and retain teachers. |
| Mitigating Teacher Shortages: Induction and Mentorship Programs |
This brief explores induction and mentoring as an effective strategy to retain teachers. A definition of induction and mentorship programs is provided, followed by a summary of supporting research on this strategy, state policy examples, and considerations for policymakers. |
| Teacher Shortage Solution Toolkit |
This toolkit, developed by the Learning Policy Institute, provides resources to understand and address teacher shortages through effective training and support for new teachers. |
| Supporting Effective Educator Development (SEED) Grant Program |
The SEED grant program from the U.S. Department of Education provides funding to increase the number of highly effective educators by supporting the implementation of evidence-based preparation, development, and enhancement opportunities for educators. |
