The Components of an Effective Induction System

An effective school Induction System incorporates five components:

Orientation: Procedures to ensure district and school expectations are communicated to all stakeholders. The process should familiarize new members to the personnel, facilities, procedures and policies, instructional practices, and student demographics.

Site Support Selection: The process of selecting Support Staff who have effectively demonstrated skills in leadership, instructional delivery, curriculum, assessment, communication, organization, mentoring, and are committed to the schools vision. The pairing of a beginning teacher with a veteran teacher (instructional coach) is a hallmark of most teacher induction programs. Clarification of veteran teachers’ responsibilities is important.

Collaboration/Support: A system that provides appropriate time, expertise and resources to address the needs of all stakeholders. Administrators can provide release time for the new educators to work with instructional coaches (mentors) to analyze student work, attend staff development or to observe other teachers for a specific purpose.

Assessment/Accountability: A collaborative process that requires stakeholders to continually improve by collecting and analyzing data, implementing changes, and re-evaluating changes to ensure effectiveness.

Realistic Expectations for Novice Teachers: Can Induction programs really make a difference? You bet! And, although it takes time for practitioners to learn their craft, effective Induction programs can accelerate beginning teacher growth when the focus is on improving practice.

Submitted by: Dr. Sheila Lewis, NESS Program Facilitator