Induction+Plan

Deanna Radcliffe
=Our Town High School Induction Plan =

**Induction Program Introduction:**
School induction programs for new teachers are a crucial ingredient in the recipe for developing and maintaining effective educators. Our induction program focuses on preparing, nurturing, maintaining, and incorporating new teachers into our school community. New teachers need to be provided the guidance and support in order to feel comfortable and prepared within a school. Our induction program will focus on the development of the new teachers within our building as well as mentoring them in taking the first steps in their professional careers.

Within our induction program our new teachers will be exposed to the direction and guidance they need in order to be successful. This includes scheduled observations, professional development opportunities, PLC’s, etc. Leaders can provide teachers with "continuous opportunities to enhance their efficacy in their primary roles." (Donaldson, 46). Ultimately, it will be the new teacher who takes advantage of these opportunities and manages to invest a consistent amount of their time and efforts into our program that will become a strong educator.

We understand that every school has its own tools and routines. Likewise, every teacher has particular strengths and weaknesses. It is very unlikely that a teacher will know everything that they need to know about teaching based solely on their teacher preparation program or previous experience. This is one reason why it is vital that when new teachers enter a school, teachers are entering into a “community of practice.” (Wenger, 1998). Basically, new teachers have to enter a school to teach, as well as to learn to teach. Within our plan we create interactions between staff that will benefit all. This is done through professional learning communities, mentor-mentee relationships, dialogue journals, and simply by having open communication among staff. Our school will become not only a place for students to learn, but teachers as well. By indoctrinating new teachers and new to the district teachers in the routines and practices of our school/district, we can more rapidly incorporate them into these same routines (Halverson 2005).

Shared leadership is created throughout our plan by delegating responsibilities. No lone person is responsible for the success or failure of the program. In order for an induction plan to be successful everyone has to be working towards the same common goal. "To the extent that all staff feel as sense of calling about their work." (Donaldson, 73). Everyone has to be on the same page. Induction plans help foster a sense of ownership among new teachers. Everyone wants and needs to feel as though they are important, that they belong, and that they have something to offer. In order to achieve this mutual respect for one another everyone has to be willing to find a way to work together and collaborate effectively. There needs to be a distinct partnership to guarantee capability for the entire year. No one can feel helpless, anxious, or ashamed when asking questions. There needs to be open communication among everyone, especially between a mentor and their inductee. "Working relationships need to be marked by trust, and openness is leadership is to thrive." (Donaldson, 67).

Our plan helps everyone feel important to the group. Everyone is his or her own unique puzzle piece, without one it would not look quite right, a little something would be missing. As mentioned earlier, for shared leadership to be present, we have to find a way to break up parts of an induction program and delegate responsibility.

Principals are responsible for choosing mentors, scheduling regular meetings and teacher observations, providing time for mentors to meet with their inductee, and giving new teachers opportunities to talk about their experiences with others. New teachers have just as much to learn from experienced teachers, as experienced teachers have to offer new teachers. All involved personnel will be provided the opportunity to review the value of the induction plan.

The principal is responsible for facilitating the implementation of a successful induction program. Leaders need to "foster connections, acknowledge feelings, clarify roles, and facilitate the group's ability to work within its limits." (Donaldson, 136). A formal leader needs to design and make sure that things are moving along, as they should be, however in the end it is up to the mentor and inductee to make the program valuable. It is not only about preparing new teachers, but also about creating the standard that you want to develop and maintain in your school for years to come. When teachers and administrators come together, they can create a learning environment that encourages and supports productive interactions among its teachers. (Luft, 2002). "The leader's challenge is to maximize opportunities for staff to come together for positive purposes." (Donaldson, 129). These positive interactions create a learning environment that contributes to the steady development of our teachers.

Our program tools have been specifically designed to meet the needs of all the stakeholders in the induction process. Administrators need to have a sense for the short term and long term stages in their induction program. While mentors often are familiar with the supports that new teachers need, it is essential that our program provide them a template for framing their mentoring as well as suggested supports that align with the emotional stages that they face (Moir, 1990). Additional tools are provided to help simplify the transition of a new teacher into a district and community. Providing a degree of independence to a new teacher, giving them a few tools in which they may turn to access resources can reduce apprehension and allow the mentor, inductee, and administrator to focus more of their valuable time on curriculum and instruction as opposed to procedures and administrative questions. We would prefer that the focus of mentor/inductee as well as administrator/inductee relationship be focused on this horizontal development as opposed to vertical and administrative matters (Glickman, et al., 2001).



**__Induction Timeline__**

==== The induction process must begin prior to the beginning of the school year. Once the school year has begun, mentor and inductee each have the added responsibilities of their classes. Providing both large group induction training as well as mentor/inductee time before classes begin is crucial for the success of the inductee. We have divided our induction plan based upon providing what is crucial and necessary for a new teacher as they are preparing to assimilate into a district. More skills and contacts are necessary as a school year develops. Our plan focuses on the needs of new teachers as they face a natural progression from the excitement and apprehension of the anticipation phase, through the extra support needed to push through possible disillusionment, until a teacher is finally able to step back and reflect upon what has, hopefully, been a successful first year (Moir, 2000). ====

==== There are a number of relationships and connections that districts need to provide time for prior to the beginning of the school year. The meetings will allow for induction supervisors to get to know the new inductees, for inductees to form relationships with each other, and for mentors to meet with their inductees. This positive interaction various formal and informal school leaders allows inductees to see how leadership is distributed throughout our school and district. These experiences can also contribute to a foundation of trust between educators that is crucial for student achievement (Halverson, 2005, 6). The content covered within this first set of meetings of our Induction Plan is intended to ensure our new teachers are prepared to manage their own classroom, teach district designed curriculum, and utilize the technological tools the district has placed at the teachers' disposal. Our induction program focuses heavily on connecting our new teachers to our district's and building's goals while also linking them to what we believe to be best practices for education(Michigan Board of Education Standards 1 and 2, 2004) Our initial meetings are meant to alleviate some of the anxiety that often accompanies the anticipation phase of a first year teacher(Moir, 1990). Additionally, numerous formal leaders and teachers will play a role in the induction of our new teachers. ====

__Mentor/Inductee Relationship__

Whether a rookie or a veteran, each teacher joining a new building will need assistance adapting to the culture and routines of a new school. Even though the mentor/inductee discussion topics are geared more towards a novice teacher, each month’s topics contain pieces that are unique to the operation of the school and would warrant discussion with seasoned educators. Realistically, all teachers, no matter which stages they occupy in their careers, would benefit from each of the discussion topics and observations that the plan requires. The monthly discussion topics between mentors and mentees are designed to serve two purposes:
 * 1) to ensure a smooth transition for any teacher joining a new learning community; and
 * 2) to take a proactive approach to discussing the challenges a typical first-year teacher or new to the district teacher can expect to face.

With the difficulties and uncertainties many first-year teachers experience, the monthly discussion topics are designed to be responsive to the challenges a beginning teacher is likely to face throughout his/her first year. From the basics of lesson planning and classroom management to more unique situations such as Back to School Night, Parent/Teacher Conferences, and procedures for wrapping up grading periods, the discussion topics are designed to ensure the novice teacher meets the needs of his/her students and can comfortably manage his/her professional responsibilities.

Many of the discussion items are designed to accompany the predictable phases new teachers experience based on research by Ellen Moir at The New Teacher Center in Santa Cruz, CA. Topics such as setting up the classroom, icebreaker activities, and reviewing school-wide procedures accompany the anticipation phase, a period in which excitement carries new teachers through the first few weeks of school (Moir, 1990). Classroom management and in-depth lesson planning topics are covered throughout the survival and disillusionment periods as new teachers accumulate more stress and fight through the new challenges they encounter. There are also required observations in these phases to allow new teachers to acquire strategies in classroom management and lesson implementation. Once new teachers enter the rejuvenation and reflection stages of their first year and have an improved attitude towards teaching, discussion topics focus more on becoming involved outside of the classroom, professional development opportunities, and goals for the following school year.

It is imperative that first-year teachers receive the type of support outlined in the mentor/mentee discussion topics list. It is not an all-inclusive list that anticipates each issue a novice teacher will experience, but recognizes the phases new teachers go through and provides a framework for mentees to provide a positive experience for the first-year teachers under their care (Moir, 1990).



Professional Learning Communities (PLC's) are very beneficial to new and experienced educators. They provide the opportunity to share, discuss and reflect upon practices and methods that are working (or not working) in the classroom. A PLC is a meeting among professionals with common interests, held at a designated time and location. This is a type of professional development a district can provide for its teachers at no cost, while reaping many benefits from it. A PLC enables everyone to learn what is happening in other classrooms, and gives the opportunity to improve ones own instructional methods.It allows a chance for everyone to communicate and work on the same level. It allows open communication and a shared vision or purpose to develop among educators (Halverson, 2005). PLC's have become a crucial tool for data analysis and collaborative problem solving within schools. This collaboration can lead to further innovation and improved student performance. Just as consequentially, PLC's help trust develop between new staff and experience staff. Trust that is necessary for a district/school to face its greatest challenges (Halverson, 2005). We believe it is important for our induction plan to both inform about and incorporate new teachers into the practice of regular participation in PLC's in our ongoing effort to operate as a high capacity district/school (Lambert, 2003).
 * Professional Learning Communities**




 * Family Inventory**

A family interest inventory is particularly helpful when entering a new school and/or a new classroom. It is a great way to find out information about a family. You can find out their talents, likes/dislikes, and their availability. This can help you find volunteers to help within our classroom, whether it is for literature groups, making copies, classroom parties, field trips, etc. These inventories can also help open the lines of communication between yourself (the teacher) and the families of your students. Communication is a big key to a successful school year. Learning about the different families in your classroom can also be a big help within your curriculum. Everyone has something to offer, an experience to share. This can be particularly useful when learning about different cultures, religion, customs, etc. Knowing what your families have to offer can only help enhance the learning environment within your classroom.




 * Community Resources List**

Having a list of the different organizations and groups within the community that you will be teaching in can be very helpful for a new teacher to have. These resources can provide many opportunities for your families that they may not even be aware of. These resources can help add to the learning opportunities and experiences of your students and their families. It is beneficial for teachers, parents and students to know what organizations are out there and are available to help them for whatever situation they made be in.




 * Observation Plan**

Classroom observations are a vital aspect of helping teachers of any experience level improve their planning, instructional techniques, classroom management, and relations with students. Observations take on particular importance for new teachers as they experiment with teaching methods, content, behavior, and deal with the unique situations that seemingly arrive daily throughout the first few months. Due to the trial and error approach to teaching and the uncertainties and frustrations that often accompany first-year teachers, it is important that they have the opportunity to observe seasoned colleagues and reflect on the experience in order to collect ideas and techniques they could implement in their own classrooms. It is just as important that first year teachers be observed by a mentor in a non-formal manner in order to be provided with feedback on improving instruction and better meeting the needs of all students. Providing multiple opportunities for new teachers to observe and be observed affords numerous occasions for mentors and first year teachers to tackle the changing issues and concerns that accompany the first year in the classroom (Rappin & Struthers, 2005). A peer observation program not only benefits the mentor and first year teacher, but the entire building by serving as an artifact that helps to build the type of relational trust and sense of professional community necessary for distributed leadership (Halverson, 2005). Peer observations help establish professional communities in which efforts to address the problems of instruction become the responsibility of mentors and veteran teachers alike, and not just the principal. The principal is still central, as the overseer of the induction and peer observation program, but relies on other teachers with strength and expertise in particular areas of content knowledge, classroom management, and content delivery to assist in acclimating new teachers into the profession (Printy, 2008).




 * Evaluation/Conclusion**

The conclusion of the school year calls for a number of reflective actions upon the part of the inductee. They must celebrate their individual teaching year as well as their own personal accomplishments. All mentors should specifically discuss the inductees professional goals for the summer. Summer workshops, beginning a masters of education program or starting a new certification program should all be discussed. Additionally, mentors should use some of their allotted meeting time to discuss their summer course development with the inductee as well as professional obligations that occur throughout the summer and year opening requirements in August.

Our program will be evaluated via a needs assessment checklist to be completed by the inductees and the mentors. As school and district initiatives change the needs of our inductees and mentor supports may change. The program will be formally assessed in the Spring via the gathering of anecdotal evidence and narratives from both mentors and inductees. These two items will be used plan for the following induction cycle.

The induction program will conclude with the documentation of the successful completion of the induction process by the inductee.

__**References:**__

Donaldson, Jr., Gordon A. (2006). //Cultivating Leadership in Schools: Connecting People, Purpose, and Practice//. New York, NY: Teachers College Press.

Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2001). //Supervision and instructional leadership//. Needham Heights, MA: Allyn & Bacon. http://assist.educ.msu.edu/ASSIST/school/principal/prinroleinduction/toolrightwork.htm

Halverson, Richard, (2005). //A Distributed Leadership Perspective on how Leaders Use Artifacts to Create Professional Community in Schools.// Paper presented at the 2005 Annual Conference of the University Council of Educational Administration Nashville, TN, November 11, 2005.

Lambert, L., (2003). //Leadership Capacity for Lasting Improvement.// Alexandria, VA: ASCD.

Luft, J., Roehrig, G., Patterson, N. (2002). Barriers and Pathways: A Reflection on the Implementation of an Induction Program for Secondary Science Teachers. //School Science and Mathematics//, 102.

Michigan Board of Education. (2004) //Michigan Teacher and Induction Standards.// Adopted January 13, 2004. http://assist.educ.msu.edu/ASSIST/school/together/michiganstandards.html.

Moir, Ellen. (1990). //Phases of First Year Teaching.// //This article was originally written for publication in the newsletter for the California New Teacher Project, published by the California Department of Education (CDE), 1990. http://www.newteachercenter.org/article2.php.//////////

Printy, S. (2008). How leadership content knowledge intersects with distributed leadership. Unpublished manuscript.

Rappin, J. & Struthers, V. (2005). Tool: Strengthening observational skills. ASSIST. E. Lansing, MI: Michigan State University. //

Scherer, M., (Ed.) (1999). A better beginning: Supporting and mentoring new teachers. Alexandria, VA: Association for Supervision and Curriculum Development. http://assist.educ.msu.edu/ASSIST/school/mentor/responsive/indexresponsive.htm//

Wenger, E. (1998). //Communities of practice: Learning, meaning, and identity.// Cambridge, UK: Cambridge University Press.