Coventry Public Schools

“Ensuring Educator Excellence”

Coventry Induction Program

“CIP”

Orientation & Mentoring Guidebook

For Facilitators & Inductees

"Effective induction programs not only retain highly qualified new teachers, they also ensure that these teachers are teaching effectively from the very first day at school." -- Harry and Rosemary Wong, Effective Teaching

Table of Contents

Program Outcomes………………………………………………………....3 & 4

Key Induction Elements for Orientation………………………………….5

Key Induction Elements for Mentoring……………………………………5

CIP Requirements…………………………………………………………….6 & 7

FAQs…………………………………………………………………………………….8

Program Objectives

"Research has confirmed, with increased methodical rigor, that teacher quality makes a difference in student learning. Researchers generally concur . . . that the teacher may be the most important factor in the academic growth of students."

--Who Stays in Teaching and Why: A Review of the Literature on Teacher Retention, Harvard Graduate School of Education

The Coventry Induction Program aims to:

ü Retain quality teachers;

ü Improve beginning teachers’ skills and performance;

ü Assist experienced teachers in new roles and positions;

ü Support teacher morale, communications, collegiality;

ü Build a sense of professionalism, positive attitude;

ü Facilitate a seamless transition into the first year of teaching or new position;

ü Put theory into practice;

ü Prevent teacher isolation;

ü Build self-reflection;

ü Assist in easing the transition from theory into practice;

ü Encourage collegiality;

ü Create valuable partnerships with colleagues from across Rhode Island; and

ü Recognize experienced teachers who share their valuable knowledge

and skills.

Outcomes for Inductees:

ü Rewarding first years of teaching or integration into new role or position;

ü Enhanced professional development;

ü Reflective practice;

ü Improved collegiality; and

ü Increased awareness of the richness and diversity in schools.

Outcomes for Facilitators:

ü Growth and reflection on their own practice;

ü Recognition and acknowledgment;

ü Enhancement of role as a teacher leader, coach, and resource specialist; and

ü Catalyst for collegiality.

Key Induction Elements for

Orientation & Mentoring

(Source: Induction Matters…

Educator Induction in Rhode Island)

ORIENTATION

Educators’ initial orientation to the district and their professional responsibilities provides them with information about the community and its members, the district and school(s) in which they will be fulfilling their responsibilities as well as information about specific employment benefits. While important aspects of orientation should occur prior to educators’ assuming their professional responsibilities, orientation to job responsibilities should continue once educators begin fulfilling their responsibilities. Ongoing orientation provides educators with information about the expectations for specific job responsibilities, to the resources available to fulfill those responsibilities, and to the contexts in which job responsibilities are to be completed. On-going orientation may be provided by mentors, administration, other colleagues, or a combination of these.

ü    Educators are welcomed and introduced to the school, district, and surrounding community.

ü    Educators are provided with guidance regarding expectations for setting up the classroom,          establishing classroom routines and planning instruction for the first few days of schools.

                        Educators are informed about the provision of resources and other pertinent information in a timely fashion.

ü    Educators are engaged in networking opportunities with colleagues.

ü    Educators are informed in a timely fashion about school/district induction and support for educators.

ü    Educators have opportunities to learn about the curricula and supporting teaching materials, instructional strategies, and resources appropriate to the educator’s assignment and responsibilities.

ü    The district/school educator evaluation and professional development procedures are explained to educators.

MENTORING

Mentoring from an exemplary educator selected for his/her mentoring skill provides mentees with the personalized orientation and support necessary for them to understand their professional responsibilities and to help them become more aware of their current professional practice. Quality mentoring is based on professional standards and should serve as a catalyst for engaging mentees in relevant professional development that increases their knowledge and skills.

ü    Mentoring/coaching is linked to school improvement and improved student instruction.

ü    The design of mentoring/coaching services is research-based and has clear purposes.

ü    The mentoring program has strong leadership and advocacy.

ü    Quality mentors are recruited and selected.

ü    Mentors are matched with mentees in a way that maximizes the benefits of mentoring/coaching services.

ü    Mentors are engaged in high-quality professional development to enhance their skills as mentors/coaches.

Requirements

Inductee Requirements:

Inductees are all first year teachers and new to their content or grade level educators (more than a two year grade level change).  At the principal’s recommendation, long term substitutes are also considered inductees once assigned their position and must join CIP.  Administrators may also suggest any educators participate in CIP at anytime.

Year One Inductees:

ü  Orientation Day-August;

ü  Monthly CIP meetings;

ü  At minimum, one 30 minute weekly meeting with facilitator and complete monthly log (found in CIP binder and available on-line);

ü  Three completed observation forms (found in CIP binder and available on-line) based on specific need and/or interest.  One observation must be in your facilitator’s classroom.

ü  Complete a “Mid Year” and “End of the Year Survey”.

Phase Two Cohort:

Second year teachers or experienced teachers (new to content or recommended by principal) are encouraged to remain a member of CIP and will be paid at the hourly contractual rate.  The phase two cohort also includes educators with more than one year experience in another district.

ü  Attend at least 5 CIP meetings, including the first session in September;

ü  Meet with their facilitator for at least one hour per month and complete monthly log(found in CIP binder and available on-line);

ü  Complete two observation forms (found in CIP binder and available on-line);

ü  Participate in the CIP Text Based Discussion Group (title TBD by the phase two cohort).

ü  Complete a “Mid Year” and “End of the Year Survey”.

Year One & Phase Two Inductees are required to submit the following documentation to the Facilitator Coordinator or designee

(found in CIP binder and available on-line):

1. Completed and signed Information Sheet (Orientation Day).

2. Calendar Log of monthly meetings, signed by both inductee and facilitator.

3. CIP will provide a substitute teacher in order for you to observe in your

facilitator’s classroom and educator of choice.  Observation logs are to be completed.

Facilitator Requirements (Trained National Board Certified Teachers and Trained Facilitators):

Facilitators are selected based upon educational leadership qualities and mentoring knowledge.  The CIP and administration recognizes the teaching talents and positive peer relations these educators possess and looks to them to provide an exceptional mentoring experience for all inductees.  The facilitators demonstrate a commitment to their own professional growth and learning.

ü  Orientation Day-August;

ü  Monthly CIP meetings or text based discussion group;

ü  At minimum, one, 30 minute weekly meeting with inductee or per month (phase two);

ü  Complete a “Mid Year” and “End of the Year Survey”.

(Trained facilitators are paid at the hourly contractual rate)

Inductee/Facilitator relationships are confidential.

There is absolutely NO evaluation involved!

FAQs

Who is involved?

All first and second year certified employees, educators new to their position, and new to district teachers are paired with an experienced colleague, preferably in their own school/area of expertise. 

How long is the program?

2 years

How are people evaluated?

There is NO evaluation, just support

Who are the contact people?

District CIP Coordinator(s)

When is text based discussion group?

The text based discussion group is scheduled concurrently with the CIP meetings.  All meetings begin with a brief whole group meeting.

"Mentoring and induction, when well-conceived, carefully implemented, and soundly supported by the schools in which new teachers work, have been shown to positively affect the retention of these teachers."(R. Ingersoll & Kralik, 2004) --Who Stays in Teaching and Why: A Review of the Literature on Teacher Retention, Harvard Graduate School of Education

Don’t forget to visit the CIP

Coventryschools.net/induction/