INDUCTION PLANS FOR BEGINNING TEACHERS

Mary Kent
Grand Canyon University: EAD 536
11/22/16

INDUCTION PLANS FOR BEGINNING TEACHERS

This paper is representative of two elements of an induction plan for beginning teachers
within a school setting. The first element encompasses a school-based induction plan that will
include a purpose statement, materials needed, a list of session members that serve on the
committee, along with a sequence of collaborative induction activities based on topics ranging
from familiarizing the new candidate with the school campus and school culture to effective
instructional activities and classroom management strategies. The second element consists of a
mentoring induction plan that involves the identification of criteria for the selection of the
mentor teacher, outlining a mentoring schedule for the year to be followed, as well as identifying
specific professional development topics relative to the observed needs of the new teacher and
noting budgetary implications of the mentor teacher position.
School-Based Induction Plan
Effective administrators comprehend the importance of fostering a continuous learning
environment rooted in high expectations and growth for their newly hired teachers. Harry Wong
(2004) states that what retains a new teacher are structured, ongoing, professional development
induction programs that allow new teachers to observe others, be observed by others, and to be
part of networks or study groups where all teachers share together, grow together, and learn to
respect each others work (p. 41). With this in mind, a purpose statement for a school-based
induction plan would include the following: To provide a comprehensive and supportive training
process to guide new teachers through improvement, growth, and increasing their capacity for
effectiveness as educators.
The induction committee should not be solely relegated only to the principal and a
mentor teacher that is assigned by the building administration; rather, this committee should
encompass the principal, a teacher leader that instructs either within the same grade/discipline as

INDUCTION PLANS FOR BEGINNING TEACHERS

the newly hired teacher, instructional coaches and/or department chairs, as well as grade level
team members and guidance counselors. In each of these professional capacities, the team
members can provide perspectives and guidance related to the effective instructional and
behavioral processes of teaching that would most benefit the students. Materials to be included
within this process would be curriculum guides, district policies and staff handbook related to
district regulations and school procedures (e.g. lesson plans, discipline policy, grading system),
the map of the school, along with a supplied listing of effective, research-based classroom
management behavioral strategies. Additionally, providing the newly hired teacher with journal
articles to read for future discussion that pertain to the needs of beginning teachers and proven
strategies to enhance their methodologies and practices would increase communication, establish
trust, and allow for collaboration to occur.
In addition to the aforementioned materials, administration will support the endeavors of
the induction and mentoring process by providing ample time for collaboration amongst the
committee members through common planning time, as well as scheduled meetings during the
month at certain intervals to monitor and adjust the professional development offerings and
activities (Carver, 2003). These induction activities should address all areas of the school
environment in order for the newly hired teacher to familiarize themself with the educational
environment and culture of the building, along with instructional methods and classroom
management.
The principal should initially begin the induction process at least a week prior to the
beginning of school to facilitate an introduction to the building, and to highlight resources,
policies, and answer any questions from the new teacher (Carver, 2003). An additional activity to
incorporate to welcome the new teacher (and veteran teachers as well) is to embark on a

INDUCTION PLANS FOR BEGINNING TEACHERS

scavenger hunt during a staff meeting at the beginning of the school year (Independent School
Management, 2014). This activity is also an excellent opportunity to have the schools values of
high levels of achievement and respecting a culture of collaboration to come alive, along with
partaking in a annual ritual of the building to increase supportive and trusting relationships.
Throughout the remainder of the year, additional activities such as providing study
groups and opportunities for inductees to observe best practices from effective teacher leaders
within their field or grade level will build support and commitment within the learning
environment (Wong, 2004), which is in keeping with the schools vision and mission.
Furthermore, ongoing professional development centered on research-based effective
instructional techniques and classroom management will enable the new teacher to grow in an
environment rooted in continuous improvement.
Mentoring Plan Induction
The mentoring plan is another key component in the induction process for newly hired
teachers, and should incorporate relevant criteria for choosing the most beneficial candidate for
this meaningful position. To begin with, choosing a mentor teacher who has been rated as
effective or highly effective on teacher evaluations, as well as currently instructing in the same
grade level or discipline and within the same building as the newly hired teacher is a must. In
addition, the mentor must be experienced and cooperative and been recognized for their
helpfulness and expertise. Moreover, for a mentor to be effective, the teacher must be trained in
and apply the districts mission and vision (Wong, 2004).
The ongoing mentoring process must be scheduled throughout the year in order for
meetings, observations, and professional development opportunities to occur to nurture a
valuable and worthwhile induction process. Prior to the beginning of the school year, provisions

INDUCTION PLANS FOR BEGINNING TEACHERS

must be made to hold a welcome meeting to offer site orientation and identify resources and
materials needed for the upcoming school year (Carver, 2003). After this initial meeting, the
mentor and new teacher will meet once each week to discuss topics for discussion and
observations to develop a comprehensive, differentiated approach for professional development
targeted to the needs of the inductee. Every second week of the month on a designated day/time,
the mentor teacher will observe the new teacher within the classroom setting, and turnkey
strengths and areas of improvement afterwards, and to assist with setting reasonable goals
(Carver, 2003). Consequently, every third week of the month during a designated day/time,
observations will occur for the new teacher to observe the mentor teacher during instructional
time based on identified areas in need of strengthening from the previous weeks observations.
This collaborative effort will provide ample opportunities for support and guidance to be given
rooted in the foundation of trust and commitment to sustain a culture of continuous improvement
in relation to a professional learning community. At the conclusion of the school year, the last
meeting will summarize the first year and the growth that had been observed and noted, as well
as identifying goals and action steps for the inductee to incorporate for the following school year.
Professional development and discussion topics to include within the induction and
mentoring process must afford the new teacher with a well-rounded experience and perspective
of the roles and responsibilities of effective teaching. Particular topics for professional
development consist of curriculum implementation, technology integration, effective classroom
management strategies such as increasing students time on task, wait time, and behavior plans
by utilizing research-based, best practices. This comprehensive and rigorous preparation will
ensure that the newly hired teachers are perfecting their instructional practices in order to achieve
progress and growth, along with capacitating successful students (Wong, 2004).

INDUCTION PLANS FOR BEGINNING TEACHERS

Lastly, the compensation of the mentor teacher serving in this capacity is determined in
accordance with the State Board of Education, and is the responsibility of the newly hired
teacher. The amount of the compensation is deducted from the teachers salary in prorated
amounts throughout the course of the year. There are no identified budgetary implications due to
the newly hired teacher being held responsible for the payments to the mentor teacher.

INDUCTION PLANS FOR BEGINNING TEACHERS

References
Carver, C.L. (2003). The principals role in new teacher induction. Retrieved from
http://www.ascd.org/publications/books/104138/chapters/The-Principals-Role-in-NewTeacher-Induction.aspx
Independent School Management. (2013). Stories to inspire: Three creative teacher induction
strategies. Retrieved from https://www.isminc.com/article/stories-to-inspire-threecreative-teacher-induction-strategies
Wong, H.K. (2004). Induction programs that keep new teachers teaching and improving. NASSP
Bulletin, 88 (63), 41-58.