Year 1
Build Deeper Awareness of Students, Content, and Pedagogy
Often, new teachers focus on the acts of teaching. They quickly discover the unique challenges that come from engaging a diverse group of students in learning; however, they may not feel that they are able to ensure each student reaches grade level expectations for a variety of reasons (including behavior challenges, not enough time, too many different abilities, too many expectations put on them, etc.) or they may not see a connection between what they do (the “acts of teaching”) and how that directly impacts what happens with students in the classroom.
Throughout this first year, those supporting new teachers should focus efforts on helping the new teacher navigate curriculum and content, different approaches to instructing, and engaging them in reflective conversation about the reasons behind their instructional choices. Principals, mentors, and instructional coaches should intentionally point out successes the new teacher is accomplishing through short cycle goals (typically more teacher centered) using specific evidence to help the teacher experience and feel success.
Layers of Support During Year 1:
New educator Orientation: New educators attend district sessions on general topics necessary for transitioning into the District.
Site Orientation: Mentor and building administrator provide site-specific information and connections for the new educator.
Ongoing Support Sessions New educators attend sessions with others in a similar content area, specialty, or grade level band. Each session will have a general topic applicable to all new educators and focus on topics of relevance specific to each cohort.
Mentoring: Mentors and new educators meet regularly to plan instruction, initiate learning- focused conversations, and collaborate on desired outcomes for student learning. Mentor and new educator’s relationship promotes professional growth and development.