New Employee Induction Program By Shawn Huntley

Define the Issue: New teachers are faced with many challenges when beginning their career in special education. Some of theses challenges include: Unfamiliar with district initiatives No prior knowledge of district curriculum Classroom management Due process paperwork

What’s the Research? “It is estimated that between 40% and 50% of new teachers leave within the first five years of entry into teaching.” “One negative consequence of the high turnover in teaching is its link to the teacher shortages that seem to annually plague many schools.” “Data shows that beginning teachers, in particular, report that one of the main factors behind their decision to depart is a lack of adequate support from school administrators.” “Data also indicates that induction can help retain teachers and improve their instruction. The data also show that the kinds and amounts of support vary. And some research suggests that content, intensity, and duration are important.” Data retrieved from: http://www.edweek.org/ew/articles/2 012/05/16/kappan_ingersoll.h31.html

The Adaptive Challenge A school district should adopt a teacher induction program that provides a framework for supporting new teachers. A comprehensive induction program would benefit a district by: Increase retention rates Provide high quality services to students Ensure alignment with district initiatives Increase teacher performance due to feeling adequately supported

Desired Outcome To ensure that new teachers are supported by expert teachers in similar positions, that enables new teachers to deliver high quality instruction to students that aligns with the district’s curriculum and initiatives. Stakeholders Required: Superintendent Human Resources Teachers’ Union Principals Special Education Administration Expert Teachers New Teachers

Special Considerations The plan must be supportive in nature and in no way be construed as, or involved in, the evaluation of teacher performance. Teachers union must vote and approve new induction program. Mentor rubric must be created to ensure equitable access to become a mentor since a stipend is part of the position Determine an adequate number of mentor/mentee meetings Not to extend beyond contractual agreement. Mentor teacher will receive a stipend of $50 per visit. For example: Mentor visits new teacher 9 times during first year = $450.

Developing the Plan Expectations of Mentor and New Employee Monthly Meetings: The mentor and new employee must meet on a regular basis. Nine visits are required during a new teacher’s first year. Six visits are required for second year teachers. Three visits are required for third year teachers. Meetings will require mentor to obtain a half-day substitute teacher so visit allows for the mentor to observe the teacher and provide modeling and coaching.

Additional Expectations Monthly Mentoring Log: The monthly mentoring log must be filed out jointly by the mentor and mentee. The log should include observation notes and area of focus along with an action plan for new teacher to complete over the next month. This log must be turned in to supervising administrator.

Mentoring Required Mentoring Training: Why is mentoring important Mentor expectations and roles Support strategies Typical new staff member concerns Building relationships Communication and listening skills Use of mentoring logs Coaching and observation techniques What to do if relationship is strained Roles and Responsibilities of Mentor: Attend mentor trainings Participate in professional learning community Serve as a coach and resource person Encourage new employee Conduct informal observations Allow new employee to develop own personal style Maintain documentation Guide new employee in reflection, self-assessment and establishment of professional development plan.

New Employee Role of the Mentee: Develop a trusting relationship with mentor Attend professional learning community Meet with mentor designated amount of times Use data to inform and improve Accept, learn and grow from constructive criticism Develop and reflect on goals for continuous improvement

Financial Impact The cost to the district uses the average of new teachers the district employed over the past 10 years. Given this information and for informational purposes we will use the average of 20 new teachers each year in special education. This gives us 2o first year teachers, 20 second year teachers and 20 third year teachers. Cost for Mentor Stipend = $18,000.00 Cost of half-day substitutes (given $60 per sub)= $21,600.oo Cost of Mentor training (2 full days during summer for new mentors) = $10,304.00 Total cost to district: $49,904.00 (roughly the cost of one teacher)

Evaluation Plan The number of highly qualified teachers should increase with this program thus decreasing the number of new hires required each year. Mentee survey completed by all mentees that shows how they benefited from the program and ask questions for continued improvement.