Professional Learning and Support

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.

This brief highlights several grants funded by the U.S. Department of Education's Effective Educator Development Office that aim to increase educator retention through the implementation of an assessment process for micro-credentials to support professional development.

In collaboration with Digital Promise, the IRIS Center offers micro-credentials focused on specific competencies related to instructional accommodations for students with disabilities. Successful completers of an IRIS micro-credential will receive a digital badge to document the accomplishment.

This report investigates micro-credentials as a strategy to promote teacher professional development and includes lessons learned from three early adopters of this professional development practice.