Principals in schools play a very important part in the success of the TeacherInduction Program in CCSD. Principals are expected to:

• Establish a culture that creates and supports an effective teacher induction program aligned with the district mission and vision of the program (Principal Engagement)

• Provide and support on-going professional learning that is aligned with the needs of induction phase teachers to ensure student success (Principal Engagement)

• Actively identify and endorse mentors in schools (Principal Engagement)

• Assign instructional placements in a manner that consider the needs of induction phase teachers and every learner (Principal Engagement)

• Assign additional duties and responsibilities in a manner that considers the induction phase teachers (Principal Engagement)

• Provide the induction phase teachers with appropriate materials and resources (Mentor roles and responsibilities, selection, assignment, and assessment)

• Serve on the Induction Teacher Support Team (Principal Engagement)

• Engage in the development and implementation of an Induction Teacher Support Plan (Principal Engagement)

Through performance driven collaboration, the instructional coach serves as a support to the new teacher to facilitate higher performance. The instructional coach enhances current skills or assist in the development of new skills. The work of the instructional coach is focused solely on building teacher capacity to obtain professional growth and improve student outcomes. In addition, the instructional coach will serve on the Induction Teacher Support Team to support the induction teacher meet his/her professional goals.

Mentor Framework:

In the Clarke County School District (CCSD) we have chosen the New Teacher Center (NTC) Framework and Standards for Teacher Induction, which has been adopted by the State of Georgia. The NTC has worked with many different stakeholders from the classroom, district and state levels to define the characteristics and fundamental elements of a high quality mentoring program. The framework is designed to provide:

1. Accelerate the development of induction teacher effectiveness

2. Improve teacher retention

3. Strengthen teacher leadership

4. Increase student learning, and

5. Support equitable outcomes for every learner

Mentor Practice Standards: Three Defining Aspects

1. Foundational—Critical knowledge, skills, and professional goals necessary for effective

mentoring

2. Structural—Partnerships that characterize and support quality mentoring

3. Instructional—Strategic focus on optimal and equitable classroom practice and student

learning

Six Mentor Practice Standards:

Foundational:

1.0 Develops as an instructional leader to advance mentoring the teaching professional, and equitable outcomes for every student.

2.0 Deepens and maintains own knowledge of rigorous content standards, social and emotional learning, learner variability, and culturally responsive pedagogy.

Structural:

3.0 Creates and maintains collaborative, respectful, instructionally focused mentoring partnerships to foster beginning teacher ownership of continuous improvement of practice and advance the learning of every student.

4.0 Engages school leaders and instructional leadership team in productive partnerships to advance beginning teacher effectiveness and the learning of every student.

INSTRUCTIONAL:

5.0 Builds beginning teacher capacity to advance equitable learning by providing rigorous,  standards-aligned instruction that meets the needs of every student.

6.0 Build beginning teacher capacity to advance equitable and inclusive learning by providing an environment that meets the diverse academic, social, and emotional needs of every student.

New Teacher Center Guide- Phases of a New Teacher

The Role of Principal in Beginning Teacher Induction