Do

IV. DO

We will conduct a New Teacher Boot Camp the week before school starts in August. At this time each teacher will be introduced and assigned to an instructional coach who will serve as their mentor for the year. The coach will get to know the teachers assigned to them and set up a meeting schedule. These informal meetings will take place after school. They will be one on one or in a small group if there are a few new teachers at the same school. These meetings are designed to build relationships only, not deliver content specific instruction or coaching unless the teacher specifically asks for it. The goal is to provide support for the new teachers in any capacity that they need, whether it is curriculum support, management, or emotional support. If the assigned mentor is unable to provide specific needs they will be able to put that new teacher in touch with other coaches that can provide that support. We will create a Google Drive folder for each teacher to record any notes or resources that we share so they have a place to keep all of the information that we discuss. (Coaching and Mentoring - Connect colleagues based on strengths, needs, and personal qualities and determine methods to meet those needs.)

Giving these teachers a chance to build a relationship with their mentor will allow for opportunities to get to know more about their cultural background and needs. Once that is recognized and acknowledged then we can work on collaboration skills that may be a limitation. The first step is establishing that relationship. (Collaborate Purposefully - Determine and implement a plan to overcome obstacles.)

In year 2 of this plan these new teachers will attend LEAP (Learning, Engaging, and Applying Practices) training. This PD will allow me to lead sessions where I share content research and best practice and take teachers to see these practices in action in classrooms across the district. Teachers are encouraged to bring and share new ideas to help each other grow professionally. (Continued Learning - Create learning for others by utilizing job-embedded professional learning strategies as well as activities outside their school.) See evidence below.

Year 3 will provide opportunities for teachers interested in growing professionally. There are Math, ELA, and Tech Integration Cadres available by application if teachers want to further their growth in one of those areas. (Adult Learning - Develop professional learning opportunities for colleagues, targeted to their specific needs and designed to encourage growth.) (Coaching and Mentoring - Identify and promote colleagues who would be good mentors and/or leaders.) See evidence below.

We will hold monthly Curriculum Meetings where mentors can share their experiences and problem solve any issues that come up with the plan. This will give us the opportunity to learn from each other and grow the program collaboratively. In return, first year teachers will feel supported. They will have someone to ask questions and seek out resources. Teaching partners will not feel the burden of taking a new teacher under their wing and be their only source of support.

At the end of the 2019-2020 school year I will send out a teacher feedback survey to see how the program was received and implement any changes that teachers feel are necessary. I will check new teacher turnover rates and see if there has been any improvement from the previous year. I think the building Principal would provide some helpful feedback as well. See evidence below.

Due to the fact that this program will not be implemented until the start of the 2019-2020 school year I am unsure of how successful the plan of action was at addressing the challenge identified. One foreseen obstacle that I can identify so far is going to be time. I am worried that we are going to have more need than man power. I will have to wait and see the final number of teacher/mentor ratio before I can try and trouble shoot that. I am hoping that meeting with a few new teachers at a time may help the time issue.