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Induction Plans for Beginning Teachers

Leonard Martinez

August 24th, 2022

EAD-536-O500
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Agenda items 1-3

1. Topic title

a. Cardinal New Hire Orientation

2. Facilitator’s name and title, chosen from your school’s administration or other campus

leaders

a. Leonard Martinez - Principal

3. A brief description of the session

New hires will have an opportunity to attend a faculty meeting with fellow new hires in order

to be oriented on our school and what's ahead. The orientations will be led by myself as acting

principal and assisted by all other three administrative faculty in order to orient that new faculty

on policy, procedure, and job duties with support. Some other mentions who will be present are

principal secretary and bookstore manager who handles fiscal and technology rentals and usage.

Maintenance foreman will also be present to discuss other facilities information and so new hires

are aware who they are for assistance. New hires will then be able to be educated on extra duties,

clubs, and other activities on campus as well as the campus to see their own classrooms. The

community is also at the forefront of exposure so we will tour the community using school

transportation and finish our time together with supporting a local business with a lunch in. We

will conclude with arrival back on campus and prep time for classrooms with given materials. 

Agenda Items 4-6

1. Materials required

For our sessions, the only materials required will be handouts and the allowed new hire gifts.

For the presentation itself it will be verbal and more interpersonal. We will leave the

technological usage for more of a professional development and all faculty type meetings. This
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meeting will be catered to a smaller group and more interpersonal so we can allow for discussion

and relationship building. The motive will be to serve. The gifts will be classroom supplies and

office type supplies to support the classroom. Administrators will have the freedom to present

what they would like, we would like to keep the overload minimal so if they choose to have

handouts or any of that sort with support and information that is welcomed as well. We will

provide snacks, refreshments, and breakfast to allow the orientation to go smoothly. 

b) Time allotted for the session

The allotted time will be a three-hour session in the morning with provided break in between

for smooth transition between faculty and restroom and stretch breaks. We will ask for 30-45-

minute sessions from faculty and their support staff to speak to and talk with the new hires. The

tour around campus will be an hour after the initial orientation meeting. The tour around the

community and district borders will be around half an hour to 45 minutes. Lunch will be about

an hour and a half-given time to eat and so forth. Once we return the rest of the day will include

classroom prep for the new hire staff and handing out of keys as well. 

a) Rationale for the session that explains: the purpose of the session; how it promotes a culture

of collaboration, trust, high expectations for student learning, continuous improvement; and

why the particular leader was selected to facilitate the session

The purpose of the session as previously mentioned is to personally touch bases with the new

hires on a more interpersonal level. With formal and informal discussions taking place, we hope

to pilot the entire orientation process by simply breaking down barriers and talking about

ourselves and why we are at the school in order to start building that supportive nursing

relationship for the new faculty. As the first faces they get to see we will represent our campus in

the usage of community. With this we hope to promote a culture of collaboration as they get to
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see how we as administrators will feed off one another in a single room. Building one another

and speaking about one another we hope to present the type of culture we have on campus. The

small various ice breaker activities by admin will help with establishing those relationships

among new hires and with the administrators as well. With the continuous message being shared

of support and servitude, we hope to answer as many questions as possible while stating the

goals of all amine steps for the new hires to build that trust and guidance. The high expectations

for students will stem from the legacy sharing of our school and the community building aspect

expected. We will share the stages of mentoring for the following upcoming three years and how

that will look for the new hires. By touring the campus and explaining the history as the oldest

school in all of Arizona, we will communicate the legacy of success for many years for our staff,

community, and our students. The message will be how honored it is to work at a place such as

our school and how we hold high expectations for everyone’s growth and benefit. For this

session only, the administrators will be the ones who will lead the sessions. Later on, shared

responsibility from other leaders like department chairs, mentors, and other job specific c leaders

and support specialists on campus will come according to the job description of each new hire.  

Purpose and Criteria: 

Identify the purpose of the mentoring plan.

The purpose of the mentoring plan is to provide the needed support to transition into

teaching. As we know the entire process for first years to even second or third years can be

daunting. It takes time to develop skills, rapport, and knowledge with experience around your

teaching practice. The mentoring program is specific to the campus to apply the knowledge

learned as to how it relates to our campus. This program is not only the best way for support and

nurture but it also gives development on skills for classroom practices. From local or district
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workshops, professional development key for not only our campus but district wide. We want to

build leaders while also equipping them with the necessary knowledge of their ethical standards

and practices. The mentoring program is here for support first, guidance, and professional

growth. 

Identify basic criteria for being a mentor teacher.

To be a mentor teacher there needs to be a professional rapport around the leader teacher.

Practicing hours, leadership hours, experience in leadership like department chairs or other

activities will be greatly noted. Education like a master degree or above will follow the criteria as

well as we can trust that the teacher is educated and knowledgeable. References need to be

outside the school faculty and preferably our own district or local districts. A minimal experience

of ten years working in our school will be required that shows commitment and knowledge to

our school. Extracurriculars and coaching will be highly regarded as well. I’m short. We want a

teacher that has and is committed to Glendale that is a servant and has been around campus for

some time. 

Timeline: Outline a mentoring sequence for the coming year to include at least two coaching

sequences (pre-conference, observation, post-conference) for the beginning teacher to meet with

and be observed by the mentor. Include time for the beginning teacher to observe the mentor

teacher within at least one of the coaching sequences. 

 August: Year One Workshops and Professional Development.

 September: All district workshops for first through third year teachers

 October: Informal Drop in Evaluation

 November: Formal Evaluations by Principal

 December: Observe mentor teacher all hours of the day (Sub needed0
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 January: First year another campus leader teacher Observations

 February: Informal Drop in Evaluation and feedback session

 March: Second yearly Formal Evaluation with Principal

 April: First Year Retreat and Conference (One Day Commitment)

 May: Formal Evaluation with Mentor

Induction Activities: Develop three activities for the mentor teacher and beginning teacher, in

addition to those listed in the timeline, to implement at any point in the school year, which will

nurture a culture of collaboration, trust, learning, and high expectations. Support each activity

with 1-2 references.

1. Informal Drop in - This will be used to prepare first year teachers to their actual first

formal observation given by the principal. This random drop in observation will be

informal with no set date and will showcase all the exact grading methods of formal

observation in the principal evaluation. This informal observation will be a little more

interactive as the mentor teacher will communicate with students to see what they are

doing and grab feedback and there will be a post evaluation to discuss how everything

went. There will be tons of good news given with the exception of one area of growth

that the observed teacher will give to themselves. We will try to strike the ability of

feedback and self-analysis to find areas of growth. The mentor will use a variety of

strategic questions to try and make the mentoring process all about how well the new hire

can reflect on their own strengths and weaknesses. As mentioned by Wilcoxen and

Lemke (2021), Here we provide opportunities to reflect on one's abilities in the

profession they are in and collaborate with the teachers to reflect in a profound way to
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grow (p.1). This will be done and the preparation of what is expected will be laid out for

their first formal observation upon the thumbs up of the mentor teacher. 

2. District conference: Once a year, new hires will committee a Saturday where they meet

with first, second, and third years of all districts in a one-day conference in a state full of

professional development. Staff will be paid accordingly and all expenses taken care of

by the district. Here the mentors will walk the new hires on various professional

development opportunities where they can pick and choose where they want to attend as

well as see and collaborate with the stakeholders of the district and local school. These

stakeholders will team up with the mentor teacher to bring professional development such

as the district legal team, the union reps and their functions, trauma informed teaching,

cultural diversity in schools, Kagan, and so much more. This will be a great opportunity

for new hires to see the intentionality of the overall district but also all other mentor

teachers and how they collaborate for the success of the new hire programs. The

following week the new hires will meet with mentors and provide feedback on areas of

growth and highlights of the entire events. The Mentor will actually take this feedback

and responses and collaborate district wide to provide changes according to the feedback

given in this meeting following up the event. The motive of this weekend event is to see

the community effort that takes place behind closed doors to educate a child. As Clifford

(2010) mentions, Stakeholders provide the same information since we work for and uncle

the community, the members should join the committee in the decision-making process

to seek input from these salient groups, especially if the position requires working

alongside the community (p. 10). The Saturday event will finish with a big celebration
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where the entire district will be invited and families as well and it will turn into a

community bonding event planned by each school for their faculty. 

3. Observe and Work with Mentor Teacher: all new hire teachers will spend a day with the

mentor teacher in their respective classroom evaluation and observing the mentor teacher.

This collaborative approach is an attempt to allow the new hire to see exemplary teaching

practices that take place. The good thing here is that every new hire on campus will be

given a new unique experience in the mentor’s classroom. The prep hour of the mentor

teacher will be used to talk about what is planned and feedback for the new hire. The new

hire will have a sheet to fill out containing a variety of best practices observations and

questions and so forth. This sheet will be used to meet with and discuss with the principal

about what was observed and what the new hire teacher conducted in their classroom.

This strategy is for exposure and comparison to once again cater to the growth mindset

and allow for feedback and reflection for personal growth. 

Professional Development Topics: Identify specific professional development topics such as

time on task, classroom management, etc. for discussion that will help to ensure teacher and

organizational time is focused to support quality instruction and student learning.

A lot of the professional development has already been implemented but some of the

major ones that are accompanied by the vision of our school is first diversity. Any sort of

diversity PD like teaching diverse learners or inclusion of diversity on campus through

curriculum or decor is huge. Secondly, adult and student relationships. Balancing the ethical

standards of your calling while also making an impact through positive and reinforcing

relationships. Since our vision entails preparations for the 21st century for our student’s half of

that is the usage and exposure technology. So, we will provide PD with beneficial strategies of
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technology in the classroom to equip teachers in diversifying their curriculum with the assistance

of technology. Some other specific to the new hires are classroom management, legalities, social

and emotional trauma, mandated reporting, kinesthetic learning, and much more.  

Budgetary Implications: Identify any budgetary implications for the mentor position.

The mentor position will be supported through district pay and school pay. For example,

the mentor position is a district paid position used to serve the local school. It is an added

percentage on top of the pay of the teacher. Therefore, compensation is great as well given the

great commitment of the entire process. For activities, small budgets are given for snacks and

workshops necessities that come from district or federal grants. That money is disbursed from

instruction monies. Since the new hires along with second and third years go through rigorous

professional development our district allotments payment for such professional growth and the

documentation of hours. Celebrations and gifts and so forth are expenses that are hard to justify

when it comes to spending so we try to stay away from that unless we have some extra allocated

funds around the school that we can move around and adjust. 

Servant Leadership: Explain how you will remain a servant leader throughout the mentoring

program. Explain your role in supporting teachers, and how you serve them for the betterment

of the community.

As the shared leadership positions flourish my job is to hold accountability but most of

all support for all those involved. Since the nurturing aspect is taking place with a variety of

learning on campus, I must support and nurture my own leaders as well so they can freely serve

with innovative minds. Barriers should be non-existent although problems can persist. I must

provide the solutions necessary to give the backbone of the body to move. My role is to hear the

needs and tackle them with ethical and professional standards. Most of all approach every need
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as an opportunity to allow myself to grow and drake those along with me to witness it. As I

opened myself to serve others my testimony is in my actions as Jesus did the same on the cross.

This is not about Christian values but about gratitude knowing what God has done for us with his

son. Community is the essence of God and my goal is to do all I can to establish those

relationships where both faculty and staff feel wanted and supported. I will seek others' minds,

hearts, visions, goals, and passion to align them to the ultimate mission and mine as well. This is

the pursuit of seeking greater lives for all those involved in the educational community we are

trying to build. Servant leaders as explained by author Peter Northouse in his book Leadership

(2018), “place the good of followers over their own self-interests, emphasize follower

development, and demonstrate strong moral behavior towards followers, the organization, and

other stakeholders” (p. 324). The community reflects me and my standing in faith,

professionalism, and moral and ethical values. I must empty myself of what Jesus did for his

followers in order to earn the right to be heard; the right to be followed.

 
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Reference

Clifford, M. (2010). Hiring Quality School Leaders [Ebook] (pp. 8-10). Learning Points

Associates. https://files.eric.ed.gov/fulltext/ED509949.pdf.

Northouse, P. G. (2018). Leadership (8th ed.). Sage Publishing.

Wilcoxen, C. L., & Lemke, J. (2021). Preservice teachers’ perceptions of feedback: The

importance of timing, purpose, and delivery. Journal of University Teaching & Learning

Practice, 18(8), 1–28. https://doi-org.lopes.idm.oclc.org/10.53761/1.18.8.14