Year 3

Those supporting new teachers have helped them apply strategies that are research-based effective teaching practices that theoretically will work for most students; however, the direct connection between the strategies and the outcomes of the strategies is on the specific children in front of the teacher has not been solidly established for the new teacher yet. Teachers at this stage are beginning to own the outcomes in their classrooms and mindfully select effective strategies, though they tend to follow strategies more lock step rather than applying and adapting to ensure student needs are met.

Those supporting new educators in year three should focus on supporting them in identifying the impact of strategies, help them reflect on alternative points of view, and dig deeply into the causes of student performance. Coaching cycles and engaging in continued professional learning that support classroom goals will be essential supports for educators at this point. Additionally, educators in year three will likely desire feedback from trusted partners.

Year 3 new educators will participate in Ongoing Support Cohorts 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.