As a result, our November 2 chat topic was «How should
a principal support a new teacher?»
Not exact matches
* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education &
Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick,
Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California
Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough,
New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change
New York State United
Teachers, the state's largest teachers union, supported the movement and leveraged it in the battle over teacher and principal eval
Teachers, the state's largest
teachers union, supported the movement and leveraged it in the battle over teacher and principal eval
teachers union,
supported the movement and leveraged it in the battle over
teacher and
principal evaluations.
The
New Teacher Center at the University of California, Santa Cruz, is a national, nonprofit organization that works to provide systematic support to new teachers, and more recently principals, through the use of full - time mento
New Teacher Center at the University of California, Santa Cruz, is a national, nonprofit organization that works to provide systematic
support to
new teachers, and more recently principals, through the use of full - time mento
new teachers, and more recently
principals, through the use of full - time mentors.
But one thing is clear:
new teachers are depending on their
principal to let them know what their expectations are and to
support them in getting there.
My research reveals that resistance to the
new law was, in many schools and districts, quite intense, indicating the depth of
support for bilingual education among
teachers and
principals.
How a
principal works to mentor, guide and
support new teachers is critical to the success of that
teacher, not to mention the students in his or her care.
She asked if I knew the best way a
principal should work to
support new teachers on their campus.
The 2010 PDK / Gallup poll reported that, when asked whether they preferred to keep a low - performing school in their community open with the existing
teachers and
principal and provide comprehensive
support, to temporarily close the school and reopen it with a
new principal or as a charter school, or to shutter the school, 54 percent chose to leave the school open.
The
principal at West Middle School in Mount Gilead North Carolina, Derek took an active role in participating in the chat on November 2 and was a voice of
support to
new teachers during that hour.
The role of the
principal is complex, particularly in relation to
support for
new teachers.
However, for policymakers there are three major questions to answer with the adoption of any change or
new program: how effective will the change be; how much will it cost; and what are the problems of implementation, including the
support or opposition of the stakeholders — in this case
principals,
teachers and parents — and those who implement it.
Its efficacy depended on
principals» capacity to provide targeted instructional guidance,
teachers» ability to respond to the instructional feedback in a manner that generated improvements in student achievement, and the extent of district - level
support and training for
principals who were primarily responsible for implementing the
new system.
Strategies to increase leadership opportunities and provide mentoring in this area included the
New South Wales education department's Rural School Leadership Program targeting early career ATSI
teachers and
Principals Australia Institute's Dare to Lead program,
supported by the Australian Council for Educational Research.
Teachers attend a week of professional development sessions before classes start in September, and new teachers receive ongoing support from veteran teachers and pri
Teachers attend a week of professional development sessions before classes start in September, and
new teachers receive ongoing support from veteran teachers and pri
teachers receive ongoing
support from veteran
teachers and pri
teachers and
principals.
One of the most encouraging results is to what extent the role of
principals is evolving to
support teachers through
new types of leadership styles.
«I didn't
support teachers in the way that I should've, and could've, because I was a
new principal and I just didn't know how,» he says.
-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent
Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Teachers — January 15, 2015 Nashville's Student
Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Teachers Earn, Learn, and
Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM
Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid
Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014
New Website on
Teacher - Led Professional Learning — July 23, 2014 Getting the Best
Principal: Solutions to Great -
Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent
Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on
Teacher Pay — May 5, 2014
New videos: Charlotte schools pay more to attract, leverage, keep best
teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity
teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do
teachers say about an Opportunity
teachers say about an Opportunity Culture?
Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning
Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth,
Teacher Pay and
Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great
Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for
Teacher &
Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered
Teacher - Leaders: Tools for
Principals — June 9, 2016 What 4 Pioneering
Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with
New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great
Teachers» Reach — May 13, 2016 Measuring Turnaround Success:
New Report Explores Options — May 5, 2016 Every School Can Have a Great
Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful
Principals Use
Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
Between 2004 and 2009, Cerf was Deputy Chancellor of the
New York City Department of Education where he led organizational strategy, innovation, labor relations, and all matters pertaining to recruiting,
supporting, developing, and evaluating the nearly 80,000
teachers and 1,450
principals who work in the nation's largest school district.
Principals will acquire an understanding of resources to
support teachers in using
new technology and skills to solve real - world problems, implement Project - Based Learning and STEM in classrooms.
Among the thousands of participants who engaged in professional education at HGSE this past summer,
new college presidents worked together to prepare for their roles as leaders of higher education institutions; scores of academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career
principals developed leadership skills to better
support teacher development and student achievement.
They must also create comprehensive systems of
teacher and
principal development, evaluation and
support that include factors beyond test scores, such as
principal observation, peer review, student work, or parent and student feedback... they must set
new performance targets for improving student achievement and closing achievement gaps.
Projects have included:
teacher career pathway programs that diversified roles in the teaching force;
teacher career pathways that recognize, develop, and reward excellent
teachers as they advance through various career stages; incentives for effective
teachers who take on instructional leadership roles within their schools; incentives that attract,
support, reward, and retain the most effective
teachers and administrators at high - need schools; rigorous, ongoing leadership development training for
teacher leaders and
principals, leadership roles for
teachers aimed at school turnaround; and the creation of
new salary structures based on effectiveness.
Principals lack the experience and expertise in early childhood education that is needed as pre-K programs expand in public elementary schools and that could inhibit their ability to manage and
support pre-K
teachers, according to a
new report.
Teachers in elementary schools whose
principals score in the top 20 % on Factor 1 say that «things [
new initiatives] will be
supported because they are related to a greater vision.»
These systems also require that all
teachers and
principals receive robust, timely, and meaningful feedback on their performance and
support in order to inform and improve instruction so that all students meet the expectations of
new CCR standards.
We asked
teachers about their approach to teaching, the lessons we had observed, the
principal «s role in guiding and
supporting their work, factors that have the greatest influence on student learning, district influences, professional development opportunities, the school community, the extent of parental involvement, and what they would tell a
new teacher about what it is like to work at this school.
Following a charter school model,
principals in the state - run
New Orleans schools will have the independence to recruit and hire their own
teachers and academic
support staff, and control the use of federal Title I grant money, beginning next school year.
In order to meet these
new demands, states will need to restructure work along several fronts, including brokering
support to struggling schools and districts, raising standards and expectations, addressing weaknesses in the
teacher and
principal labor market, and strengthening connections between early childhood education, K — 12, higher education, and careers.
The Maryland State Department of Education (MSDE) is a national exemplar in being transparent as it rolls out and
supports a
new teacher and
principal evaluation (TPE) system statewide.
«We need time, we need resources, and we need additional
support for
teachers and school leaders to fully understand the Common Core,» said Patricia Wright, director of the
New Jersey
Principals and Supervisors Association.
Each school will receive
new mentor
teachers, another administrator, additional counselors or social workers, additional assistant
principals,
support positions for special education students,
support for special training at each of the schools, incentives for leadership stability, and more planning time for
new teachers.
According to a
new report, most
teachers in urban, high - poverty schools are remarkably motivated to meet the challenges at hand, but they need and want schoolwide,
principal - led
supports in order to succeed in the face of the uncertainties that economic privation brings.
BTR staff also survey participants regularly to ensure that they feel
supported and well - prepared, hoping that satisfied alumni, collaborating
teachers, and school
principals will continue to refer
new candidates with frequency and enthusiasm.166
The
new law (E2SSB 6696 - Regarding Education Reform (2010)-RRB-, enacted in
support of the state's efforts to participate in Race to the Top, requires Washington's Office of the Superintendent of Public Instruction (OSPI) to partner with the Washington Education Association, Washington Association of School Administrators, the Association of Washington School
Principals, and the Washington State Parent
Teacher Association to design a process for improving the state's principal and teacher evaluation s
Teacher Association to design a process for improving the state's
principal and
teacher evaluation s
teacher evaluation systems.
«Also, the bill's call for professional development for all educators — not just classroom
teachers — allows school
principals to become instructional leaders, instead of building administrators, and provides the mentors with professional development to help them effectively
support new teachers.»
Alexandria, VA --(04/26/10)-- The 170,000 educator members of ASCD today announced their
support for legislation that would provide resources to school districts to implement comprehensive induction programs for
new teachers as well as targeted professional development for all
teachers,
principals, and administrators.
It's time to stop relying on one - size - fits - all workshops that don't match educators» needs and priorities, asking educators to collaborate on their own time, and expecting
new teachers and
principals to succeed with no
support.
Supporting Principals in Implementing Teacher Evaluation Systems offers policymakers and district leaders seven recommendations to bolster principals as new evaluation systems
Principals in Implementing
Teacher Evaluation Systems offers policymakers and district leaders seven recommendations to bolster
principals as new evaluation systems
principals as
new evaluation systems take root.
Allegheny Intermediate Unit (aiu3) Alliance for Excellent Education (AEE) American Alliance of Museums (AAM) American Association of Classified School Employees (AACSE) American Association of Colleges for
Teacher Education (AACTE) American Association of Community Colleges (AACC) American Association of School Administrators (AASA) American Association of State Colleges & Universities (AASCU) American Council on Education (ACE) American Counseling Association (ACA) American Educational Research Association (AERA) American Federation of School Administrators (AFSA) American Federation of State, County, and Municipal Employees (AFSCME) American Federation of
Teachers (AFT) American Institutes for Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association of Community Colleges (ASACC) Apollo Education Group ASCD Association for Career & Technical Education (ACTE) Association of American Publishers (AAP) Association of American Universities (AAU) Association of Community College Trustees (ACCT) Association of Jesuit Colleges & Universities (AJCU) Association of Public and Land - grant Universities (APLU) Association of Public Television Stations (APTS) Association of School Business Officials International (ASBO) Boston University (BU) California Department of Education (CDE) California State University Office of Federal Relations (CSU) Center on Law and Social Policy (CLASP) Citizen Schools Coalition for Higher Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in Education (COE) Council of Chief State School Officers (CCSSO) Council of the Great City Schools (CGCS) DeVry Education Group Easter Seals Education Industry Association (EIA) FED ED Federal Management Strategies First Focus Campaign for Children George Washington University (GWU) Georgetown University Office of Federal Relations Harvard University Office of Federal Relations Higher Education Consortium for Special Education (HESCE) indiCo International Society for Technology in Education (ISTE) Johns Hopkins University, Center for Research & Reform in Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music Education (NAFME) National Association of Elementary School
Principals (NAESP) National Association of Federally Impacted Schools (NAFIS) National Association of Graduate - Professional Students, Inc. (NAGPS) National Association of Independent Colleges and Universities (NAICU) National Association of Private Special Education Centers (NAPSEC) National Association of School Psychologists (NASP) National Association of Secondary School
Principals (NASSP) National Association of State Directors of Career Technical Education Consortium (NASDCTEc) National Association of State Directors of Special Education (NASDSE) National Association of State Student Grant & Aid Programs (NASSGAP) National Association of Student Financial Aid Administrators (NASFAA) National Center for Learning Disabilities (NCLD) National Center on Time & Learning (NCTL) National Coalition for Literacy (NCL) National Coalition of Classified Education
Support Employee Unions (NCCESEU) National Council for Community and Education Partnerships (NCCEP) National Council of Higher Education Resources (NCHER) National Council of State Directors of Adult Education (NCSDAE) National Education Association (NEA) National HEP / CAMP Association National Parent
Teacher Association (NPTA) National Rural Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University of
New Jersey School Social Work Association of America (SSWAA) Service Employees International Union (SEIU) State University of
New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University of California (UC) University of Chicago University of Maryland (UMD) University of Maryland University College (UMUC) University of Southern California (USC) University of Wisconsin System (UWS) US Public Interest Research Group (US PIRG) Washington Partners, LLC WestEd
«As Congress moves forward with a
new appropriations package we hope federal lawmakers will disregard the Administration's proposed approach to eliminate funding entirely for
teacher and
principal support and student enrichment programs.
Under a
new contract competitively awarded by the Department of Defense Education Activity (DoDEA), Education Northwest will work to
support the academic success for students of military families through the improved implementation of professional learning communities for
principals and
teachers at U.S. military schools across the globe.
Tennessee's
new multiple - measures
teacher and
principal effectiveness evaluation system will enhance our current ability to identify performance levels of educators and be a much more strategic tool for
supporting them.
NAESP, NASSP, and
New Leaders commend USED for continuing this invaluable initiative, which has helped shine a spotlight on the important role
principals play as instructional leaders who
support teachers to elevate their instruction and enhance student learning.
The state's
new evaluation system will serve to assist these
teachers and
principals, as well as all
teachers and
principals needing improvement, by providing an array of customized
supports that includes coaching and professional development.
Georgia's
new appraisal system is facilitating this shift, but
principals and leaders need help to effectively
support teachers in the many aspects of teaching and learning.
Teacher effect data and the new annual teacher and principal evaluation data will drive all professional development investments made in the state of Tennessee, leading to unprecedented and targeted support for our te
Teacher effect data and the
new annual
teacher and principal evaluation data will drive all professional development investments made in the state of Tennessee, leading to unprecedented and targeted support for our te
teacher and
principal evaluation data will drive all professional development investments made in the state of Tennessee, leading to unprecedented and targeted
support for our
teachers.
Informed by the Memphis strategy, Tennessee will work with and provide
support for its LEAs to create clear, differentiated career paths for
teachers and
principals, based on their performance levels using the
new evaluation system.
New Teacher Center describes strong induction programs as those that include instructional mentoring for new teachers by carefully selected, well - prepared mentors; formative assessment for teachers and support systems to drive continuous improvement; professional learning communities for mentors and new teachers; engaged principals; and supportive school environments and district policies.9 Research suggests that regular contact between beginning teachers and mentors over a period of at least two years can propel improved teaching and greater student learning
New Teacher Center describes strong induction programs as those that include instructional mentoring for
new teachers by carefully selected, well - prepared mentors; formative assessment for teachers and support systems to drive continuous improvement; professional learning communities for mentors and new teachers; engaged principals; and supportive school environments and district policies.9 Research suggests that regular contact between beginning teachers and mentors over a period of at least two years can propel improved teaching and greater student learning
new teachers by carefully selected, well - prepared mentors; formative assessment for
teachers and
support systems to drive continuous improvement; professional learning communities for mentors and
new teachers; engaged principals; and supportive school environments and district policies.9 Research suggests that regular contact between beginning teachers and mentors over a period of at least two years can propel improved teaching and greater student learning
new teachers; engaged
principals; and supportive school environments and district policies.9 Research suggests that regular contact between beginning
teachers and mentors over a period of at least two years can propel improved teaching and greater student learning.10