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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.

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.

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.

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.

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.

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.

This framework from the Tennessee Department of Education outlines essential aspects for the development, implementation, and monitoring of partnerships between educator preparation programs and local education agencies in the state.

This guide from the Missouri Department of Elementary & Secondary Education is intended to support districts across the state in planning and evaluating the professional learning they provide their educators. 

Developed by the Vermont Task Force on Teacher & Leader Effectiveness, this program aims to establish statewide standards for teacher and leader development and evaluation through collaboration with in-service teachers and administrators.

The School District Collaboration Grant Program (SDCG) provides funding for school districts to improve student achievement through the  collaboration of teachers and administrators to implement new approaches to career pathways, evaluation processes, compensation models, and enhanced professional development opportunities.