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Role and Responsibilities
Role and Responsibilities
Establish a culture that creates and supports an effective teacher induction program aligned with the district mission and vision of the program.
Provide and support on-going professional learning that is aligned with the needs of induction phase teachers to ensure student success.
Actively identify and endorse a Site-Based Induction Specialist (SBIS) in schools.
Actively identify and endorse mentors in schools.
Assign instructional placements and additional duties in a manner that considers the needs of induction phase teachers and every learner.
Assign additional duties and responsibilities in a manner that considers the induction phase teachers’ time constraints.
Provide the induction phase teachers with appropriate materials and resources.
Facilitate Induction Support Team meetings at least twice a year (mid-year and end of year review).
Determine PD needs of induction phase teachers based on observations, teacher and student assessment data, and input from the other members of the induction support team.
Mentor/SBIS Selection Criteria
Mentor/SBIS Selection Criteria
SBIS
Teacher leader experience
Experience with TLAC strategies (preferred)
Available to conduct monthly meetings
Available to conduct site-based orientation in late July (preferred)
Able to collaborate regularly with principal
Able to maintain induction documentation
Available to check on induction phase teachers and mentors regularly
Effective communication skills
Strong organizational skills
Mentor
At least 3 years of successful (Level 3 or 4 summative evaluation) P-12 teaching experience as a certified teacher
A valid, clear renewable professional teaching certificate
Compliance with all the requirements of the GA Code of Ethics for Educators
Current knowledge of teaching styles and philosophies
A commitment to his/her own professional development
Ability to serve as a positive role model for the mentee
Able to meet regularly with mentee
Proficiency in the use of instructional technology
Induction Support Teams
Induction Support Teams
Induction support teams will be created by the administrator to ensure a collaborative approach to support for induction phase teachers. Induction support teams should be created as quickly as possible for each THRIVE teacher following the hiring date. Teams should operate as a support system for the THRIVE teacher sharing a common goal of effective professional development. Decisions made by the team should be supported with evidence/data that is documented in the Teacher Induction Plan.
Teams will consist of the induction phase teacher and a combination of two or more of the stakeholders listed below:
Mentor
School administrator
TSLA supervisor
Academic coach
Site-based induction specialist
District specialist
Other specialists supporting the THRIVE teacher
Induction support teams should meet at least 2 times a year:
End of semester 1 following or in conjunction with the mid-year conference.
End of semester 2 following or in conjunction with the summative conference.
GaTAPP CST meetings can double as an Induction Support Team meeting. Documentation should still be recorded in the induction plan.
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