Teacher Induction Programs

1. ORIGINAL CONTRIBUTION – TEACHER INDUCTION PROGRAMS
HOLLI HERNDON
AMERICAN COLLEGE OF EDUCATION
EL5091 CAPSTONE
DR. SHON SMITH
SEPTEMBER 13, 2020

2. WHAT IS THE GOAL?
• Florida Statute 1012.98 specifies that, “The purpose of the
professional development system is to increase student
achievement” ( )
• The longitudinal study, “Public School Teacher Attrition and
Mobility in the First Five Years,” found that 10 percent of new
teachers in 2007-08 didn’t return the following year, increasing
cumulatively to 12 percent in year three, 15 percent in year four and
17 percent in the fifth year (Fensterwald, 2012).

3. IF WE NEED STUDENTS TO SUCCEED, WE NEED
TEACHERS TO SUCCEED FIRST.
• Faults in the current teacher induction program (TIP):
• Teachers are given a fast overview of important components such as the learning
management system and electronic file system.
• New teachers beginning TIP receive one partner teacher in the same grade level.
• The teacher on special assignment (TOSA) is in change of performing the
professional development classes, but some schools don’t have a TOSA to do this.
• Supporting teachers need to be trained to participate and trainings are once a
year.

4. TAKING WHAT IS GOOD , AND MAKING IT GREAT.
• New teachers will have three mentors to create a support network for the new
educator.
a.) Motivational and emotional support
b.) Evaluator and answers grade level questions
c.) Engagement and technology
• The new teacher will take professional development sessions two times a week
for thirty minutes which cover needed topics for that teacher or the group.
• Evaluations frequently by the grade level mentor and administrators.

5. MENTOR ONE- EMOTIONAL SUPPORT
• The most challenging is the first year, which involves six different
emotional phases, according to the New Teacher Center in Santa Cruz,
Calif. (Davila, 2013).
• Teachers need a caring mentor for emotional support and to be their
cheerleader.
• This mentor needs to be a good listener and have the ability to
replenish someone's feeling of loss in their control.

6. MENTOR TWO: EVALUATOR AND QUESTIONS
• The second evaluator will be in the new teachers team so that they share
common planning.
• The mentor teacher will go over and watch the new teacher teach and give
reviews and goals to work on.
• This teacher can also answer curriculum and standards questions.

7. MENTOR THREE- STUDENT ENGAGEMENT AND
TECHNOLOGY
• Mentor three is strong at teaching
the new teacher how to use
technology in the classroom as well
as go over with you what you teach
and how you teach it.
• She will work with you on building
engaging student lessons to work
towards student achievement.

8. PROFESSIONAL DEVELOPMENT WEEKLY CLASSES
• New teachers will attend classes two times a week for thirty minutes.
• Topics will be presented in auditory, visually, and with manipulatives or
paperwork.
• Classes presented by the TOSA or Assistant Principal
• Topics will be based off needed areas of improvement from the evaluations.
• An activity for new teachers to perform will be given each week so that new
teachers can apply their new knowledge.

9. REFERENCES
• Davila, F. (2013, December 16). The life of a first-year teacher, in six emotional
stages. KNKX | Your Connection To Jazz, Blues And NPR
News. https://www.knkx.org/post/life-first-year-teacher-six-emotional-stages
• Fensterwald, J. (2012, August 11). Student: Principal forced deletion of Facebook
posts. Ed Source. https://www.ajc.com/news/local/student-principal-forced-
deletion-facebook-posts/v1JbBe7iHNyctW7PMVQs7M/

10. BENEFITS
• By creating a multiple person support system, it allows the
new teacher to have three different personalities to work
with, gives three different perspectives, and it does not
ware down the one mentor that is currently doing
mentorship and running her own classroom.