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David Bollish

Personnel Administration
Enos 638
Chapter 5 Placement and Induction
Ding!! The bell rings. Day one has begun, your first batch of students arrive for
the firs time in your new classroom, in your new district. Your lessons are crisp, ready,
fine-tuned, youre excited, and youve got your game face on. But what did it take to
get here?
The answer to this question in our district is a lot of prep time. At Scottsbluff all
new teachers to the district regardless of previous years experience start school 4 days
prior to all other returning staff. Their mentor teacher accompanies the new staff as they
move through district paper work, policies, programs, curriculum, and basic building
function. Also, built into these 4 days is one on one meeting time with mentors as well as
time for teachers to work in their class rooms and return to their mentors and building
administrators with any questions or material needs. This according to Rebore, is a
essential item that must be guaranteed to all first years teachers.
Having been a mentee and mentor in our program Ive been able to work with our
administrators for our program. To date there is no set program, but rather a like teacher
in style or content paired with a new employee to serve as both a support system and
resource to new staff members. The purpose of the district with mentors is to help
establish at least one strong, healthy relationship for the incoming members within the
staff. Also, being a large district, the mentor serves as a guide to help the mentee be
successful in a variety of issues, from curriculum, management, gaining resources, filing
forums, requesting funds or transportation, etc... While no clear program is outline in our
text or district it is clearly stated by Rebore that mentoring when done thoughtfully, with
experienced persons is effective for both teachers and administrators. Two components

David Bollish
Personnel Administration
Enos 638
Chapter 5 Placement and Induction
that our district is currently working on refining are setting up a clear role and program
for mentees and mentors as well as providing some training and professional
development for mentors so that they can truly be assets to the district, human resources
department and new employees.
Ronald Rebore brings two other human factors to consideration. He suggests that
a connection with the community be established as well as a strong effort be made to
create a situation for the new staff to adjust on a personal level. First, our district
introduces the new staff at a luncheon, and at our district wide opening day ceremony.
Also, the mentor teachers generally introduce their mentee to their department at the
luncheon and for the first PLC. The purpose of this is to begin to familiarize not only the
mentee but also the community and colleagues with the new hires. It should be exciting
for everyone involved; the administration, stakeholders, parents, community and new hire
to welcome as well as become part of a new community and district. Next, I believe the
second component of allowing and facilitating some comfort on a personal level is
largely a reflection of the leadership. A principal who utilizes an induction program,
mentors, luncheons, staff development, is available, excited, and supportive of the new
teachers should find it relatively easy to create some comfort for the new staff. This
being said, as Rebore suggests a teachers first years should be set up for success.
However, there must still be clear boundaries and expectations established. I believe this
can be done during the all staff meetings and time when the entire group is addressed. It
seems to me it is becoming a lost art, or at least it is not talked about that administrators
as leaders need teachers to want to work for them out of trust and quality leadership, not

David Bollish
Personnel Administration
Enos 638
Chapter 5 Placement and Induction
out of fear. I believe that the Principal that can establish those boundaries and make the
necessary decisions while gaining new staff as well as veteran staff support will have a
successful career and create a positive building. This being said, the best place to start
building culture is most defiantly with newly recruited, handpicked teachers.

Rebore, R. (2011). Placement and Induction. In Human Resources Administration in
Education: A Management Approach (9th ed.). Boston: Pearson.