1

Induction Plans for Beginning Teachers

Jorge Romero II

College of Education, Grand Canyon University

EAD-536: Strategic Leadership and Management in the Principalship

Dr. Roberts

April 27, 2022

 2

Induction Plans for Beginning Teachers

Agenda Items 1-7

Session 1

1) Room set-up:

Cafeteria with accessible smart board for PowerPoint presentation. Cafeteria tables for

participants. Table with coffee, juice, donuts, bagels, fruits, napkins, plates, spoons, cups

and water bottles.

2) Topic title:

“Welcome to your school: WCJ”

3) Facilitator’s name and title:

Mr. Romero (school principal) and Ms. Press (assistant principal).

4) A brief description of the session:

The session will be focused on welcoming all new faculty. Teachers will be introduced to

the administration team, achievement advisors, leadership team, and receive information

on the school’s mission/vision, history, traditions, values, and school calendar. Also,

teachers will introduce themselves and provide fun facts and hobbies. Lastly, teachers

will receive a school and office tour along with their assigned classrooms.

5) Materials required:

Smartboard, PowerPoint presentation, breakfast/tableware, tables,

6) Time allotted for the session:

One hour

7) Rationale for the session:

 3

The purpose of the session is to introduce new teachers to the school, administration

team, achievement advisors, and their colleagues.

The session promotes a culture of trust and collaboration as members build a rapport,

learn about each other, and become comfortable in their new campus and leadership

team.

The principal and assistant principal were selected to lead and facilitate the session as

they are the highest-ranked administrators in the school, and are responsible for major

tasks including teacher/student support, curriculum decisions, evaluations, and

maintaining the school culture and environment.

Session 2

1) Room set-up:

Third grade collaborative room, collaborative tables, chairs and smartboard.

2) Topic title:

Classroom rules & procedures

3) Facilitator’s name and title:

Ms. Ever (Teacher achievement advisor)

4) A brief description of the session:

The session will address classroom rules and procedures that will build an effective

classroom culture and prioritize the safety of teachers and students. Additionally, teachers

will collaborate to create a set a rules and procedures that will be implemented in their

classrooms.

5) Materials required:
 4

Smartboard, PowerPoint presentation, Presentation hard copies, note-taking sheet, blank

rules handouts for collaboration, Blank posters for rules, sharpies, markers, decorative

stickers.

6) Time allotted for the session:

One hour

7) Rationale for the session:

The purpose of the session is to address a model of rules and procedures that an effective

teacher has implemented in the classroom to sustain a successful classroom for

instruction and learning. This session promotes high expectations for student learning,

collaboration, and continuous improvement as teachers learn and implement their vision

of what their classroom rules and procedures will be. Additionally, participants gain

expertise and share ideas with peers to support their professional growth and classroom

management. Ms. Ever was chosen to lead this session based on her teaching experience

and expertise in relation to effective classroom management. As well, she will be an

instruction mentor for new teachers throughout the year, which will build rapport and

trust.

Session 3

1) Room set-up:

Third grade collaborative room, collaborative tables, chairs and smartboard.

2) Topic title:

Building relationships, communicating, and responding to students and families

3) Facilitator’s name and title:

Ms. Jon (Student Achievement Advisor)

 5

4) A brief description of the session:

The session focuses on teachers learning strategies and resources to develop rapport and

communicating with students and parents

5) Materials required:

Smartboard, PowerPoint presentation, Presentation hard copies, note-taking sheet, blank

rules handouts for collaboration, Blank posters, sharpies, markers, decorative stickers.

6) Time allotted for the session:

One hour

7) Rationale for the session:

The purpose of this session was to provide new teachers with strategies, resources, do’s

and don’ts related to building relationships and communicating with students and parents.

The session promotes a culture where teachers are committed to building positive

relationships with students to set high expectations for learning. Furthermore, it promotes

collaboration and trust between teachers and parents as they work together to support

students and their learning in and outside of school. Ms. Jon was selected as she has

experience communicating and collaborating with families in the school community.

Also, she works directly with students and has effective content of resources to connect

with them.
 6

Purpose and Criteria

Mentoring plan includes exceptional explanation of the purpose and criteria.

The purpose of the mentoring plan is to provide new teachers with guidance, support, and

mentorship as they begin their careers and grow professionally in education.

The criteria of mentor teachers are critical to build the school’s overall capacity, decrease teacher

turnover, and enhance student performance and achievement. Furthermore, new teachers need a

veteran teacher that has research-based practices to share, expertise on curriculum

implementation, provider of constructive feedback for improvements, and a support system to

adapt within the culture and environment of the school site.

Timeline

August: Administration once a week walkthrough (Day/time of the week varies)

Mentor First/Third Monday observation (Time varies)

Mentor observation (Monday, 1st period/Math subject)

Lesson planning period as a team (Last Friday of every month)

Goal-making (Areas of growth and achievement goals)

September: Administration once a week walkthrough (Day/time of the week varies)

Mentor First/Third Monday observation (Time varies)

Lesson planning period as a team (Last Friday of every month)

October: Administration once a week walkthrough (Day/time of the week varies)

Mentor First/Third Monday observation (Time varies)

Book study group every Friday during team PLT (Culturize: Every Student. Every Day.

Whatever It Takes)

Lesson planning period as a team (Last Friday of every month)

 7

November: Administration Pre-observation, announced observation, post-observation

(November 1st – November 5th)

Book study group every Friday during team PLT (Culturize: Every Student. Every Day.

Whatever It Takes)

Lesson planning period as a team (Last Friday of every month)

December: Administration once a week walkthrough (Day/time of the week varies)

Mentor First/Third Monday observation (Time varies)

Lesson planning period as a team (Last Friday of every month)

January: Administration once a week walkthrough (Day/time of the week varies)

Mentor First/Third Monday observation (Time varies)

Lesson planning period as a team (Last Friday of every month)

February: Administration once a week walkthrough (Day/time of the week varies)

Mentor First/Third Monday observation (Time varies)

Lesson planning period as a team (Last Friday of every month)

March: Administration once a week walkthrough (Day/time of the week varies)

Mentor First/Third Monday observation (Time varies)

Lesson planning period as a team (Last Friday of every month)

April: Administration Pre-observation, announced observation, post-observation (April 21st -

April 25th)

Lesson planning period as a team (Last Friday of every month)

May: Administration once a week walkthrough (Day/time of the week varies)

Mentor First/Third Monday observation (Time varies)

Reflection on year (Glows, grows, goals for next school year)

 8

Timeline Explanation

The timeline for the mentoring plan includes opportunities for administration and

mentors to provide support and guidance towards new teachers on a consistent basis throughout

the school year. As an athletic director, I created a schedule where a member of administration

provides walkthroughs weekly for constructive feedback on lesson instruction, classroom

management, and student learning. Also, I provided opportunities for mentor teachers to observe

new teachers twice a month. Additional timeline dates include two evaluations for performance

pay, a book study group within the grade team, goal-setting in August, and a reflection meeting

to analyze the school year in May. Lastly, I provided a lesson planning period for teams to

collaborate and support new teachers jointly. Based on the timeline I created, new teachers will

receive support from administration, mentors, and their collaborative teams on a weekly basis.

Induction Activities

The first induction activity I chose for mentors and new teachers is a book study group.

The goal of a book study group would be for teachers to gather as a collaborative team and

engage in productive discussions on specific books that address key areas of education. As

illustrated by Allison R. Firestone, Rebecca A. Cruz, and Janelle E. Rodl in Teacher Study

Groups: An Integrative Literature Synthesis (2020), “a TSG includes the provision of new

content in order to increase collective knowledge by leveraging some form of expert input (e.g.,

a university faculty member or master teacher) to facilitate integration of new knowledge and

skills into the inquiry process” (p. 677). Important areas that would be discussed include

classroom management, building rapport with students, collaboration in teams, and research-

based practices in the classroom.

 9

Another induction activity I would include to build trust and learning is providing new teachers

with opportunities to observe their mentors during specific lessons or subjects. This induction

activity helps new teachers implement ideas from peers and build their self-efficacy. As noted by

Avita Katal in Enhancing Teaching and Learning through Peer Observation: An Indian Case

Study (2022), “Observing other peers not only helps in increasing current knowledge but also

helps in building confidence and thus enhancing the self-efficacy for teaching” (p. 1).

The last induction activity I would implement is a lesson-planning period weekly for mentors

and new teachers to develop lesson plans jointly. Although every teacher has a unique lesson

outline or instruction delivery, collaborating and receiving feedback will help new members

identify areas of growth and improvement in their current practices. As stated by Warren C.

Hope (1999), “New teachers need the support of individuals with whom they can communicate

frequently about lesson planning, teaching pedagogy, problem solving, and classroom

management” (p. 55). With guidance and support from a mentor, new teachers will develop

themselves into active members of a collaborative culture with high expectations.

Professional Development Topics

The professional development topics I choose would focus on teacher professional

growth and student performance. Some topics that would be addressed include learning targets,

S.M.A.R.T. goals, metacognition, and sub-objectives. These areas will help enhance teacher

instruction and development of effective lessons. Additionally, I would implement grouping

strategies, guided reading models, student data analysis, and intervention plans to support student

growth academically. Overall, these professional development sessions will require new and

veteran teachers to collaborate for professional growth in the classroom.

Budgetary Implications
 10

The mentors are generally team leads and members of the leadership team. Therefore,

part of their stipend pay aligns with responsibilities associated with mentoring new teachers and

supporting them throughout the school year. An additional opportunity for mentors involves

creating and facilitating a first-year guidance program. This program would focus primarily on

instruction practices, classroom management, and providing feedback through observations and

walkthroughs.

Servant Leadership

As a future athletic director, it will be critical to demonstrate servant leadership in my

decisions and actions that impact those I support and serve in my school. My main priority is to

value and appreciate new teachers by making myself available for any concerns or suggestions

that they need to help their growth or for me to support them. Also, I will ensure mentors,

leadership team, and team leads are trained adequately to give quality guidance using personal

expertise, resources, and professional workshops for mentorship. Overall, new teachers will

perform and help enhance our academics and student performances based on my effort and

commitment to be their mentor and guide.

 11

References

Avita Katal, Vijay K. Singh, Tanupriya Choudhury, & Faisal Imran. (2022). Enhancing teaching

and learning through peer observation: An indian case study. Education Research

International, 2022. https://doi-org.lopes.idm.oclc.org/10.1155/2022/7825178

Firestone, A. R., Cruz, R. A., & Rodl, J. E. (2020). Teacher study groups: An integrative

literature synthesis. Review of Educational Research, 90(5), 675–709. https://doi-

org.lopes.idm.oclc.org/10.3102/0034654320938128

Hope, W. C. (1999). Principals’ orientation and induction activities as factors in teacher

retention. Clearing House, 73(1), 54–56.

https://doi-org.lopes.idm.oclc.org/10.1080/00098659909599641