Institutional Commitment &
It is imperative to have support from the superintendent, administrative team, union,
principals, teachers, and school board for a comprehensive induction program.
In demonstrating commitment and support, leaders have a responsibility to:
- make time to engage in ongoing formal and informal dialogue with new teachers to foster their professional growth.
- design an induction program that allocates time and resources needed to accomplish program goals and support continuous program improvement
- work to improve conditions that affect beginning teacher success and their students’ learning
- balance the site and district reform initiatives with the steep learning curve of new teachers.
- advocate for quality program implementation.
- support those who are working with new teachers, including but not limited to: instructional coaches, mentors, department members, grade level teams, etc.
- communicate the induction plan and vision to the district and community in order to promote the support of new teachers.
- designate program leaders (standards) in order to ensure there is a point person in the district to whom mentors and instructional coaches can communicate questions or needs.
- work with program leaders to coordinate and facilitate induction and implement components.