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Program Components
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Purpose:
The purpose of the induction program is to enhance student achievement by:

Fostering a better educational environment by promoting cooperation among teachers, administrators and support staff.
Easing the transition of the new staff and transferring staff into the school system.
Promoting personal and professional well being.
Enhancing teacher performance by defining and developing effective instructional practices and classroom management techniques.
Recognizing that the professional development of a teacher is an ongoing educational process, from pre-service to departure from the profession.
Increasing teacher retention in the profession.
Assisting mentees with effective performance of their duties and responsibilities.
Transmitting the culture of teaching.
Satisfying the requirements for certification where applicable.

Goals:
The goals of a successful induction program should include the following:

To assist beginning teachers with effective performance of their duties and responsibilities.
To recognize and strengthen the skills of veteran teachers who are rejuvenated by sharing their experiences and expertise with beginning teachers.
To increase teacher effectiveness.
To reduce the number of provisionally certified teachers.
To increase teacher retention.
To increase student achievement.

Content:
The content of the induction program should vary depending on the needs of the teachers, the goals of the school, and the specific population of students. Typically, programs contain elements of faculty and faculty introduction, classroom management, student discipline, professional conduct, instructional techniques, school and district expectations, and professional obligations.

Although there is no single model for such programs, effective ones tend to include the following components:

Induction workshops before school begins.
Professional development through systematic training over two or three years.
Strong administrative support.
Mentoring by experienced teachers.
Modeling of effective teaching during in-service training and mentoring.
Opportunities to visit demonstration classrooms.
Assessment and feedback of new teachers based on goals that are aligned with program standards.
Rigorous and ongoing evaluation of the induction program by teachers and administrators.
(used with permission from Oconee County Schools, Georgia)

Components of Effective Induction Programs

Research has shown that the most successful Induction Programs contain the following components:

an initial four or five days of induction (including professional development activities) before school begins
a continuum of professional development through systematic training over a period of two or three years
study groups and/or professional learning communities in which new teachers network and build support, commitment, and leadership
strong administrative support
a supportive mentoring component to the induction process
a structure for modeling effective teaching during in-service and mentoring
opportunities for inductees to visit demonstration classrooms
assessment and feedback of new teachers based on goals that are aligned with program standards
rigorous and ongoing evaluation of the induction program by teachers and administrators

Internet Links:

Word Documents Available for Download:

The Components of an Effective Induction Program
Components of a Quality Induction Program
Levels of New Teacher Support
(used with permission from Montgomery County Public Schools, Maryland)
Services Provided: A Developmental Overview
(used with permission from Oconee County Schools, Georgia)
Thoughts to Ponder in Developing Induction Programs

PowerPoint:

Components of a Quality Induction Program

Go to Induction Coordinator