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New Teacher Development Program . Tamika Estwick-Sen. Program Manager Elizabeth Kurkjian Henry- New Teacher Developer Alexis Harewood - Year II Teacher . Give One/Get One. List two ways you plan to orient and support your new teachers?. Outcomes .

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New teacher development program

New Teacher Development Program

Tamika Estwick-Sen. Program Manager

Elizabeth Kurkjian Henry- New Teacher Developer

Alexis Harewood- Year II Teacher


Give one get one
Give One/Get One

List two ways you plan to orient and support your new teachers?


Outcomes
Outcomes

  • To discuss why induction matters and underscore the role of the principal in ensuring new teacher success

  • To gain a deeper understanding of how BPS NTD program can align with school support for beginning teachers

  • To share resources for school-based induction


Agenda
Agenda

  • The Tenants of New Teacher Induction

  • Overview of the components of the BPS New Teacher Development Program

  • The Role of the Principal in New Teacher Induction

    • Sharing of Resources

  • A testimonial from a new teacher – Alexis Harewood


Why induction
Why Induction?

The 1993 Education Reform Act [Chapter 71, Section 38G] and the

Massachusetts Regulations for Educator Licensure [603 CMR 7.00] require

districts to provide systems of support for all incoming and novice

educators. The regulations place special emphasis on mentoring for novices,

even making participation in a mentoring program a prerequisite for the

Professional License.


Teacher induction what induction looks like in bps

The mission of the New Teacher Development program is to accelerate the academic success of Boston Public School students by providing rigorous instructional mentoring to novice teachers.

Teacher Induction: What Induction Looks Like in BPS


The role of the new teacher developer
The Role of The New Teacher Developer

Resource

  • Problem-Solver

  • Advocate

  • Teacher

  • Trusted Listener

  • Facilitator

  • Coach

  • Assessor

Accelerate New Teacher Practice

Increase Student Learning

  • Learner

  • Collaborator






Creating networks of support for new teachers
Creating Networks of Support for New Teachers

Principals’ support for mentoring and induction programs – particularly, those related to collegial support – also appears to play a prominent role in beginning teachers’ decisions to quit or remain on the job. Smith and Ingersoll (2004) found that those who experience such support are less likely to leave teaching or change schools.

From Teacher Retention Issues: How Some Principals are Supporting and Keeping New Teachers, Journal of School Leadership, v. 17 November 2007, by Kathleen Brown and Susan Wynn



Best practices for administrators
Best Practices for Administrators

  • Be explicit about your goals for school-based induction and invite incoming teachers to share their goals in return.

  • Share not only formal information about policies and norms but also informal stories that highlight the history and culture of the school and its community.

  • Be proactive: ask incoming teachers “How can I make your life easier?”

  • Encourage incoming teachers to be proactive: ensure that they know where to direct questions and concerns.

  • Treat induction as an ongoing process, with orientation as only the first step in that process.

  • Enlist exceptional veteran teachers, teachers inducted the previous year, grade level and department heads, support staff, specialist teachers, students, families, and community members in your induction efforts.


My story
My Story

A testimonial from Alexis Harewood- New Teacher


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