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Induction Plans for Beginning Teachers

Jason Ma

Master of Education in Leadership, Grand Canyon University

EAD 536: Strategic Leadership and Management in the Principalship

Dr. Michael Sollitto

March 15, 2023

Agenda Items 1-6

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Room Setup: We will start in the school library with large tables set up around the room.

Topic title: Welcome, Introduction, School Tour

Facilitators: Principal and vice principals

Description of the session: To welcome the teachers, introduce the administration, show them

around the school, and show them their classroom

Materials required: School Handbook

Time allotted for the session: 45 minutes

Rationale: This is the time for the teachers to get to know their administrators and learn about

where things are on campus.

Topic title: Review school handbook

Facilitators: Administrators, School TOSA, and leaders

Description of the session: The facilitators will review school policy, vision, mission, and

value. The school leaders will explain their roles as campus teachers.

Materials required: Handbook

Time allotted for the session: 45 minutes

Rationale: The teachers will see what the school values and know what the school policies are.

This is where they will learn about some of the ins and outs of the school.

Topic title: Icebreakers

Facilitators: TOSA

Description of the session: Teachers will play some games to get to know each other

Materials required: Icebreaker Games

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Time allotted for the session: 30 minutes

Rationale: We want the teachers to feel more comfortable with each other.

Topic title: Department Meetings

Facilitators: Department Chairs

Description of the session: Teachers will meet with their department chair to discuss materials

used in the year as well as the established curriculum for the year

Materials required: School textbooks/materials, the outline of the year’s curriculum

Time allotted for the session: 30 minutes

Rationale: The department chairs can show what the teachers will be teaching for the year.

Topic title: Professional Development

Facilitators: TOSA

Description of the session: To teach the focus success drivers the district is implementing.

Teach lesson strategies, tools, and materials as well as classroom management strategies.

Materials required: PowerPoint slides, notes, and a pencil

Time allotted for the session: 45 minutes

Rationale: This will help set the teachers up for success when they start teaching.

Topic title: Individual Prep Time

Facilitators: New teachers

Description of the session: Give teachers time to set up their room, and start prepping for the

start of the year.

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Materials required: Whatever the teacher needs

Time allotted for the session: 2 hours

Rationale: This will give the teachers time to figure out how they want to run their class and to

figure out or ask questions to anyone they need to talk to. They can start to organize their room

to their liking.

Purpose and Criteria

The purpose of a mentoring plan is to create a plan for mentors to follow when mentoring

a new teacher. Some mentors are veteran mentors that know how the induction process works

and know how to properly mentor a young teacher through the induction process. On the other

hand, some mentors are new to being mentors or it has been a while since they’ve mentored.

Having a mentoring plan will help guide these mentors along their mentoring journey.

The criteria for being a mentor teacher is someone who has a long experience in the

teaching career. A veteran teacher who has been teaching at their current position for more than

five years with positive observation reviews a qualified to be a mentor. The mentor should be

someone who is constantly seeking to better his or her skills as a teacher. The mentor should also

help push young teachers to do the same. Positivity is important for a mentor because that’s how

they can help their mentees grow and point out the great things that they are doing before

providing feedback for the mentee to learn from.

Timeline

August: Mentor and mentee pair together

October: Mentee observes Mentor

November: Start pre-observation, observation, and post-observation cycle.

February: Start the second pre-observation, observation, and post-observation cycle.

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March: Mentee observes Mentor.

April: Start the third pre-observation, observation, and post-observation cycle.

Induction Activities

Throughout the induction program, the mentor and mentee should conduct observations

of one another (American Institutes for Research, 2015). The purpose is to provide beginning

teachers with a way to reflect on their teaching and improve and implement evidence-based

instructions. Having mentees observe mentors provides the beginning teacher a way to be able to

see examples of what veteran teachers are doing in the classroom.

Mentors and mentees should set aside regularly scheduled meetings weekly to focus on

beginning teachers’ development (New Teacher Center, 2017). This time should be set solely to

perform mentoring activities. The mentor should use this time to provide ongoing support to the

mentee in the classroom. This is where they can plan and workshop strategies to use in the

classroom as well as discuss upcoming observations.

Both mentor and mentee should attend professional development meetings through the

induction program. These meetings provide support for both the mentor and mentee as they

navigate through the induction program. For newer mentors, these meetings give them things to

talk about and address with the mentee. For mentees, these meetings give the mentees things to

think about as they continue with the program as well as teach these mentees how to get ready

for the colloquium at the end of the program to complete the induction program.

Professional Development Topics

A professional development topic that would be beneficial would be classroom

management. This is an important skill to develop as a young teacher so they know how to

navigate teaching their lessons and handling student disruptions if situations arise. This topic can
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also act as a preventative means to help teachers develop the skill to efficiently run their

classrooms. Another topic for professional development would focus on time management. We

want our teacher to provide bell-to-bell observation for the students so they are learning during

the 55 minutes within our classroom. Learning how to properly manage time in the classroom

will help provide the teacher with the skill to effectively organize each part of the lesson fluidly

to fill all the allotted time in a class period.

Budgetary Implications

When a mentor goes through the induction program, they receive a stipend from the

induction program for being a mentor. If the induction program is part of the school district, the

district will be paying the mentors directly. If the induction program is part of a consortium

outside of the district, the consortium will pay the mentor. Many induction programs will give

mentors post-baccalaureate units so some mentors may be able to use these units to move over to

the next salary schedule column. This could mean that the district will end up paying more for

the salary of the mentor.

Servant Leadership

As a principal, my job is to serve the school and provide for the school. This means I

have to serve my teachers and provide them with the assistance and help they need to be

successful. If a new teacher is participating in the induction program, my job is to provide them

with any resources they require to complete the program with the experience they need to be

successful. This means providing financial assistance to participate in the program, assistance in

attending professional developments outside of the school and program, and providing time off

to be able to properly observe veteran teachers. Lastly, I will provide my beginning teacher with

an environment that is suitable for growth. I want to make sure the teachers know that my goal is
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for the teacher to succeed and they can rely on me to provide them with the tools and resources

to be successful.
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References

American Institutes for Research. (2015, July). Promoting Teacher Effectiveness: Teacher

Induction and Mentoring Brief. Literacy Information and Communication System

(LINCS). Retrieved March 16, 2023, from

https://lincs.ed.gov/publications/te/mentoring.pdf

New Teacher Center (NTC). (2017, June). High Quality Mentoring & Induction Practices.

Urban Schools Human Capital Academy (USHCA). Retrieved March 16, 2023, from

https://www.humanresourcesineducation.org/wp-content/uploads/2017/06/NTC-High-

Quality-Mentoring-Induction-Practices.pdf