collaboration
Districts create time and space for collaboration and networking which is focused on induction for new teachers, instructional coaches, proximity mentors, induction leaders, and principals.
Beginning teachers yearn to work together in collaborative networks to share innovative practices and find their collective voice. In addition to connecting novice teachers together, quality induction programs provide opportunities for early career teachers to collaborate with veteran teachers and administrators. In addition, teachers remain in the field when they belong to collaborative networks that are built on trust and appreciation for each other’s contributions.
Beginning teachers yearn to work together in collaborative networks to share innovative practices and find their collective voice. In addition to connecting novice teachers together, quality induction programs provide opportunities for early career teachers to collaborate with veteran teachers and administrators. In addition, teachers remain in the field when they belong to collaborative networks that are built on trust and appreciation for each other’s contributions.
When building collaborative networks for novice teachers, districts should:
- Create professional learning communities (PLCs) where new and veteran teachers work together with the outcome of student achievement by examining daily practice.
- Offer structured, sustained, intensive professional development programs that allow new teachers to observe others, be observed by others, and be part of networks or study groups where all teachers share together, grow together, and learn to respect each other’s work.
- Create opportunities for all colleagues to contribute to leadership and professional development.
- Trust new teachers to share and create knowledge together, while including veteran teachers, and communicate the message that quality teaching is a group responsibility.