Induction and Mentoring

Establish Cross-District Principal Mentor Networks

Establish cross-district principal mentor networks to build the capacity of principal-mentors to give actionable feedback and helpful support. 

Lessons Learned From Peer Assistance and Review (PAR) Implementation in Montgomery County, Maryland

The National Comprehensive Center for Teacher Quality (now the Center on Great Teachers and Leaders [GTL Center]) identified several lessons learned from implementation of the program. Although Montgomery County uses PAR for its evaluation system, some of the lessons learned can apply to the implementation of PAR for induction and mentoring purposes. As with other PAR program implementation efforts, the Professional Growth System (PGS)  development came from collaboration between the teacher and administrator education associations and the school district.

New Teacher Center Program Theory of Action

The New Teacher Center (NTC) is a national nonprofit organization that works with school districts and states to develop and implement induction programs. Its theory of action is based on research of effective induction programs. These programs, according to the NTC, should include a mentoring program, but also additional supports to ensure a comprehensive introduction to the district, school, or teaching profession. NTC divides components of effective mentoring programs into one of the four following categories:

Connecticut Teacher Education and Mentoring Program (TEAM)

The Connecticut Teacher Education and Mentoring (TEAM) Program provides differentiated support to beginning teachers based on their individual contexts and needs. It is a collaboration between the state department of education, institutes of higher education, and regional education service centers. The TEAM induction and mentoring program is designed to help teachers transition into the classroom, develop a common language about effective teaching, and provide professional growth opportunities for new teachers based on an action research project.

Identify Local Partnerships to Enhance Inservice Supports

Enlist partner schools, as appropriate, in developing or making changes to an educator preparation program’s inservice offerings.

Evaluate Current Inservice Support Programs

Evaluate any current efforts to provide inservice support, through a survey of preparation program graduates who have received it. 

Identify Best Practices in Providing Inservice Support

Identify the most beneficial inservice assistance that educator preparation programs can provide for their graduates and partner schools. Assistance should:

  • Draw on the strengths of program staff and faculty.
  • Avoid duplication of support that graduates can more readily obtain from the district and other sources.
  • Leverage the program’s unique relationship with its graduates and unique program resources. 

Identify Strengths and Weaknesses of Inservice Supports

Assess the strengths and weaknesses of new teachers as the basis for developing inservice support:

  • Survey educator preparation program faculty, staff, and graduating students about their perceptions of program strengths and weaknesses.
  • Survey recent graduates in their first year or two of teaching, especially graduates who have placements in high-need schools, about the most challenging problems they face in their work.
  • If possible, survey principals and mentor teachers about program graduates’ on-the-job performance. 

Research Effectiveness of Inservice Supports

Determine the success of current efforts to provide inservice support for educator preparation program graduates. 

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