Teacher Induction

Mentor Program

Components of Teacher Induction:

Beginning teachers will work with mentor throughout the year and meet weekly.
Beginning teachers will have supportive communication with their principal/department
chair 2x per month.
Mentor will receive ongoing support in the form of common meeting time with beginning
teachers and support seminars to share experiences and assist in addressing problems.

Selection Process: A mentor will be selected from volunteers who have been provided a clear
description of the roles and responsibilities of a mentor. They should possess the following
characteristics:
Student-Centered
Possess Content Knowledge and Pedagogical Skills
Trustworthy
Have good communication skills
Seek input before making decisions
Collaborates
Supportive
Sufficient Experience

Once selected, mentors will complete professional development on the following:

Difficulties of beginning teachers
Adult Learning Theory
Observation Skills
Conferencing Skills

To finalize the process, a mentoring agreement will be created and signed by the mentor and
mentee; this will ensure that they develop a mutual understanding of expectations and to create
goals to work towards.
This contract will help each mentee/mentor pair:
Establish communication expectations
Identify goals for the mentoring relationship
Outline skill areas to be enhanced or developed

References
Glickman, C.D., Gordon, S.P. & Ross-Gordon, J.M. (2017). Supervision and
instructional leadership: A developmental approach (10th edition). NY NY: Pearson
Education, Inc.