We believe that all teachers experience high-quality coaching and mentoring, understand and implement research-based and culturally responsive instructional practices so that all students can learn, and that they truly believe students of every ethnicity, socioeconomic status, gender, and ability can learn at high levels. New teachers to our district receive effective mentoring, guidance, and support through a comprehensive Teacher Support and Mentor Program with developmentally appropriate conditions, resources and supports that allow for equitable teaching and learning tailored to meeting their varying needs
Design Principles
Teachers new to our district will receive effective mentoring, guidance, and support through a comprehensive New Teacher Support and Mentor program. New teachers to Madera Unified will be provided conditions that allow for equitable teaching and learning. At Madera Unified, we expect…
…new teachers to believe that students of every ethnicity, socio-economic status, gender, and ability can learn at high levels.
,,,new teachers to understand and implement research-based and culturally responsive instructional practices so that all students can learn.
…every new teacher to have a dedicated, well-prepared, and qualified mentor.
…new teachers to have a shared responsibility in their professional learning.
…learning experiences for new teachers to model effective learning experiences for students.
…new teachers will engage in data-driven and data-informed professional learning experiences.
…site-based and district-based supports for new teachers to complement one another.
…that all new teachers will be provided the resources to be successful in their roles.
…new teachers to have opportunities to learn, apply, analyze, reflect and continuously improve professional understanding around research-based and equitable grading practices with ample support when necessary.
How do these Design Principles reflect the comparative research?
A key element in the strategy high-performing countries employ to ensure all students have access to well-qualified teachers is making sure teachers are carefully selected. They do so by encouraging highly-capable individuals to consider teaching and screening the applicants carefully to ensure that the most committed and able pursue a teaching career. In that way, the countries can ensure that those who enter the profession are able to take advantage of high-quality preparation programs and become ready to teach effectively on Day One. Although countries expect teachers to continue learning—and provide ample opportunities for them to do so—the initial recruitment and selection of teachers is a critical step toward a highly- qualified profession.
Recruitment and Selection are part of a system. The selection process is just the beginning of a continuum of teacher policies in high-performing countries. The process includes a rigorous preparation program to ensure that all prospective teachers develop the knowledge and skills they need to become effective, induction programs to ease new teachers’ entry into teaching, professional learning opportunities to enable teachers to work with peers to develop and improve their competencies, and professional growth opportunities to enable them to use those competencies to take on greater responsibilities.