«This Gallup poll shows how important it is to have
a strong teacher induction program,» said AFT President Randi Weingarten.
Not exact matches
These states» ESSA plans indicate that they will use Title II, Part A not just for professional development — the use of funds mostly commonly associated with this section of the law — but to build
stronger teacher pipelines through changes to recruitment, preparation, compensation,
induction, mentoring, and leadership opportunities as well.
High - performing countries recruit
strong teacher candidates, promote sound subject - matter preparation, offer
induction programs that support new
teachers during their first few years of teaching, and offer ongoing professional development.
Following
strong support, I'm happy to announce that we will be introducing an enhanced offer of support for new
teachers — including extending the
induction period to two years.
Strong induction and support for novice
teachers can increase their retention, accelerate their professional growth, and improve 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.10
States should incorporate language in their state plans about the fact that well - designed residencies and
induction programs are
strong, viable options for school improvement and
teacher development under existing Every Student Succeeds Act funding streams.
There are also urban districts that have not done that: that have, like San Francisco, put more money into the schools serving high - need kids with a weighted student formula; that have really worked to have a better,
stronger hiring process; that have put in place
induction [mentoring], and
stronger feedback, and
teacher evaluation systems.
Schools and school systems will need a laser - like focus on building the capacity of
teachers through
strong induction programs, job - embedded professional learning, support for implementation of the new Common Core Performance Standards with accompanying assessments and
teacher evaluation programs linked to student achievement outcomes.
Similarly, New
Teacher Center works with state departments of education, school districts, and other local educational agencies to design, develop, and implement successful and sustainable teacher induction programs.43 The center's programs support qualified, trained mentors; strong school leaders; positive school environments; and opportunities for professional learning for mentors and new te
Teacher Center works with state departments of education, school districts, and other local educational agencies to design, develop, and implement successful and sustainable
teacher induction programs.43 The center's programs support qualified, trained mentors; strong school leaders; positive school environments; and opportunities for professional learning for mentors and new te
teacher induction programs.43 The center's programs support qualified, trained mentors;
strong school leaders; positive school environments; and opportunities for professional learning for mentors and new
teachers.
Richard M. Ingersoll and Michael
Strong, «The Impact of
Induction and Mentoring Programs for Beginning
Teachers: A Critical Review of the Research,» Review of Educational Research 81 (2011): 201 — 233.
CPS has never had a
strong, districtwide program of
teacher induction and mentoring to stem an attrition rate that is higher than the national average.
New
teacher induction is an essential component in
teacher development and retention (Ingersoll &
Strong, 2011).
Comprehensive
induction programs have
strong implications for middle level schools — grade 5 to grade 9 — where
teachers often lack the specific preparation and experience for their role as a
teacher of young adolescents (Jackson & Davis, 2000).