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Week 2: Induction Plans for Beginning Teachers

Bridgett M. Bates

Master of Education in Educational Administration, Grand Canyon University

EAD 536: Strategic Leadership and Management in the Principalship

September 27, 2023

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Week 2: Induction Plans for Beginning Teachers

Part 1: Agenda for New Teacher Induction

Room Setup

The meeting space will be arranged in a semicircle, with name tags and welcoming

materials placed on each participant's desk. Posters representing the school's vision, goal, and

values will be used to decorate the space, making it feel cozy and friendly.

Session 1: Introduction and Welcome

1. Topic Title: New Teacher Induction at Pinecrest

2. Facilitator: Principal Bridgett Bates, Principal of Pinecrest Cadence

3. Description: Summary of the induction day, including an introduction to the institution,

its culture, and its mission. The new teachers' introductions and icebreakers.

4. Materials Required: Name badges, welcome packets, markers, whiteboards, and

projectors.

5. Time Allotted: 45 minutes.

6. Rationale: This session builds the atmosphere for the day and creates a welcome and

inclusive environment. It encourages teamwork and trust from the start and fosters

friendship among new teachers. This workshop is facilitated by the principal to show

the school's dedication to the induction procedure.

Session 2: School Culture and Values

1. Topic Title: Vision, Mission, and Values

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2. Facilitator: Assistant Principal Rachel Galbraith, Assistant Principal of Pinecrest

Cadence

3. Description: An in-depth examination of the school's vision, mission, and values with a

focus on how they influence the school's culture. A discussion of the customs and

practices that uphold these principles.

4. Materials Required: Whiteboard, markers, visual aids, handouts containing the school's

vision, mission, and values.

5. Allotted Time: 60 minutes.

6. Rationale: By developing a feeling of shared purpose, this workshop assists incoming

teachers in becoming aligned with the school's culture and values. The assistant

principal's visionary leadership exemplifies the importance of these values in day-to-

day operations at the school.

Session 3: Effective Instructional Methods

1. Topic Title: Instructional Techniques and Strategies for Excellent Teaching

2. Facilitator: Instructional Coach Melissa Seltenreich, Instructional Coach at Pinecrest

Cadence

3. Description: An investigation of effective teaching strategies, such as differentiated

instruction, assessment, and classroom management strategies.

4. Materials Required: Handouts, model lesson plans, markers, whiteboard.

5. Allotted Time: 75 minutes.

6. Rationale: Setting high standards for student learning, this training course provides new

teachers with crucial strategies for instruction. This workshop is led by

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the instructional coach, a subject matter expert in instructional strategies, to guarantee

that teachers receive helpful direction.

Session 4: Managing Administrative Tasks

1. Topic Title: Administrative Responsibilities

2. Facilitator: ELA Department Chair Stacy Thompson, ELA Department Chair at

Pinecrest Cadence

3. Description: An introduction of administrative responsibilities includes tracking

attendance, grading assignments, and communicating with parents. Introduction to

educational methods and software.

4. Materials Required: Handouts, a computer lab, and access to educational software.

5. Allotted Time: 60 minutes

6. Rationale: The purpose of this course is to give new teachers the best possible

preparation for administrative duties. With their knowledge of how schools operate, the

school assistant principal guides this session and offers helpful advice.

Session 5: Establishing a Support System

1. Topic Title: Collaboration and Networking with Colleagues

2. Facilitator: Science Department Chair Kat Rosenberg, Department Chair at Pinecrest

Cadence

3. Description: Introduction to department teams, discussion of the value of teamwork,

and opportunities for peer and mentor support.

4. Materials Required: Department-based seating and materials for networking activities.

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5. Allotted Time: 45 minutes

6. Rationale: By facilitating connections between new teachers and their colleagues, this

workshop builds cooperation and confidence. As seasoned teachers, the department

chairs will serve as the session's facilitators to encourage peer networking.

Session 6: Questions, Answers, and Closing

1. Topic Title: Your Questions, Our Commitment

2. Facilitator: Principal Bridgett Bates, Principal at Pinecrest Cadence

3. Description: An open Q&A session where incoming teachers can ask any last-minute

queries and get reassurances of assistance from the school administration. Final

thoughts and an analysis of the day.

4. Materials Required: Whiteboard, markers, microphone.

5. Allotted Time: 30 minutes

6. Rationale: This session makes sure that all issues are covered and gives new teachers a

sense of security and support from the administration.

The school's culture, instructional strategies, administrative responsibilities, and support

system are all covered in this thorough induction plan for new teachers. From the very

beginning of a teacher's time at Pinecrest Cadence, we try to foster teamwork, trust, high

standards for student learning, and ongoing growth.

Part 2: New Teacher Mentoring Plan

Purpose
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Our mentoring program's goal is to offer new teachers at Pinecrest Cadence extensive

support and direction. Our goal is to support new teacher professional development, increase

classroom performance, and ultimately enhance student learning outcomes by matching new

teachers with skilled and knowledgeable mentor teachers. This mentoring program

demonstrates our dedication to creating a climate in our school community that values

cooperation, trust, and high standards.

Criteria

The following requirements must be met by teachers in order to be chosen as mentor

teachers:

 Experience: Mentor teachers must have completed at least five years of effective

teaching at any Pinecrest location.

 Effective Performance: They must exhibit proficiency in classroom management,

teaching strategies, and student engagement.

 Effective Communicator: To effectively mentor and provide beginning teachers

constructive criticism, mentor teachers need to have great communication skills.

 Commitment: Mentors must make a full-year commitment to the mentoring position.

 Professional Development: Mentor teachers must be prepared to participate in ongoing

professional development activities pertaining to coaching and mentoring.

Timeline

 August – September

o Pre-Conference 1: Mentor and new teacher meet to discuss expectations and

goals for the mentoring relationship.

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o Induction Activity 1: Cooperative lesson planning for the mentor teacher's class

is the first induction activity.

 October – November

o Observation 1: The mentor observes the new teacher's classroom and

concentrates on the areas that need to be improved.

o Post-Conference 1: Feedback session in which the mentor and new teacher go

over the lesson they saw and decide on next steps for improvement.

o Introduction Activity 2: Co-teaching a lesson with the new teacher in leading.

 December – February

o Pre-Conference 2: Developing new objectives and standards for ongoing

professional development.

o Observation 2: The new teacher watches the mentor teacher's class to learn

about effective teaching methods.

o Post-Conference 2: Discussion of the lessons learned and consideration of the

methods used.

o Induction Activity 3: Collaborative evaluation of student formative and

summative data as well as CERT data to guide instruction.

 March – May

o Final Reflection: The mentor and the beginning teacher discuss their growth for

the year and potential professional development needs.

Induction Activities:

 Professional Learning Communities (PLCs): Mentors and new teachers take part in

PLC sessions with other teachers to talk about best practices, share resources, and
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cooperate on instructional strategies. According to Vescio et al. (2008), this exercise

promotes a collaborative teaching and learning environment.

 Instructional Rounds: A mentor and the beginning teacher visit each other's classrooms

to observe and offer feedback during instructional rounds. This encourages a culture of

confidence and ongoing development (Loertscher, 2010).

 Professional Learning Communities (PLCs): Beginning teachers and mentors

participate in PLCs that are centered on certain issues like classroom management,

differentiated education, or assessment techniques. High standards for student learning

are supported by these conversations (Learning by Doing, 2007).

Professional Development Topics

During the mentoring relationship, the mentor and the beginning teacher will discuss a

range of professional development opportunities, such as:

 Classroom management techniques

 Differentiated instruction

 Data-driven decision making

 Culturally sensitive instruction

 Effective time-management techniques

 Planning instruction and creating assessments

Budgetary Implications

I would budget money for resources required for mentor-mentee collaboration,

professional development, and mentor stipends to support the mentor role.

Additional budgetary consequences include substitute teachers to cover during mentoring

activities and supplies for group lesson planning and data analysis.
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Servant Leadership

Being a servant leader throughout the mentoring program is something I'm dedicated to

doing as the principal. My responsibility is to help teachers advance their careers and work

with them to improve the school environment. Resources should be made available,

mentorship should be promoted, and a culture of trust and cooperation should be fostered. To

make sure their needs are fulfilled and to provide any assistance required to improve their

mentoring experience, I will also meet with mentors and beginning teachers on a regular basis.

In conclusion, our mentorship program is intended to give new teachers at Pinecrest

Cadence the direction and encouragement they need to succeed. It includes specific guidelines

for choosing mentors, a well-organized schedule, team-building exercises, professional

development themes that are relevant, financial concerns, and a dedication to servant leadership.

We hope to foster a community of teachers that relentlessly pursue excellence and student

achievement by putting this strategy into action.

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References

Learning by Doing: A Handbook for Professional Learning Communities at Work.

(2007). Teacher Librarian, 34(4), 46.

Loertscher, D. V. (2010). Instructional rounds in education: A network approach to improving

teaching and learning. Teacher Librarian, 37(3), 69.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional

learning communities on teaching practice and student learning. Teaching and Teacher

Education, 24(1), 80–91. https://doi-org.lopes.idm.oclc.org/10.1016/j.tate.2007.01.004