Field Study - Final 1

New Teacher Induction 1
A NEW TEACHER INDUCTION PROGRAM THAT WORKS
Richard C. Heitmeyer
Central Michigan University, Mt. Pleasant, MI

Table of Contents
Abstract.............................................................................................................3
Introduction to the Problem.............................................................................4
Current Information.........................................................................................9
Suggestions for Creating a Program.................................................................17
References.........................................................................................................27
Appendix...........................................................................................................32
Abstract
New teachers often have spent the previous five years of their lives taking college
courses and preparing to become a teacher. Often, the previous semester to the first real
job is spent student teaching. Sometimes, the previous year is spent student teaching.
Too often, schools hire new teachers and expect them to know everything that a veteran
teacher knows. Schools forget that new teachers are often new to communities, new to
the work world, and new to teaching. Teaching in the real world is different from college
courses, observations, and student teaching. When a teacher has his first teaching job,
he is on his own. Schools expect the new teacher to be familiar with procedures and
routines. Schools expect new teachers to be familiar with curriculum and be prepared to
move forward with a district’s curriculum with little preparation. A new teacher
induction program can work wonders in the development of teachers. Some schools
have found success in developing programming for new teachers. A difference exists
between mentoring and induction. Each new hire comes from a different background.
This field study will examine several programs in existence, a number of research-based
practices that others are using, and additional research that supports the need for new
teacher programs. Finally, this field study will present a framework for A New Teacher
Induction Program That Works.

“An energetic superintendent may mandate a best way for a school system, but it is
doubtful that it gets implemented in every school. An energetic principal may mandate a
best way for his school, but it is doubtful it gets implemented in every class.” – Nathan
Glazer, 2003
Introduction to the Problem
Many educators today probably remember their first year of teaching. For most,
it was a year filled with trying to survive and learning what it really means to teach.
Really, many of us were given a key to a classroom and told “good luck.” Orientation
programs for teachers have traditionally been basic in nature. Often, schools hold a one-
day program for new teachers during which district employees share some information
about the district and usually have the new teachers fill out tax, insurance, and payroll
forms. Rarely do schools offer more than a one-day program.
As a recent college graduate in 1994, I worked as a substitute teacher at
Cherryland Middle School in Elk Rapids, MI. During a preparatory period, I visited the
library media center and found an interesting book: The First Days of School (Wong,
1991). Wong’s book is filled with insider information on how to manage a classroom and
actually teach to mastery. Because I was a substitute teacher, the librarian would not
allow me to check the book out, so I went to Traverse City that night and purchased the
book at Horizon Books. Wong’s book taught me more about managing a classroom and
teaching to mastery in a couple of hours reading than I had learned as an undergraduate
student or during my classroom experiences prior to student teaching.
I read the book and thought I really knew what it would take to be a teacher. In
the fall, I guest taught at Ithaca High School in Ithaca, MI Ithaca is near both Central
Michigan University in Mt. Pleasant, and Alma College in Alma, so Ithaca traditionally
hosts a great deal of student teachers. As a 22-year old rookie getting ready to student
teach, the other teachers did not even notice me or the other six novice teachers working
as interns. We weren’t welcomed, never spoke to the principal, and were basically
expected to know what we were doing. My student teaching experience was a positive
one; however, my colleague from CMU did not enjoy the same results with both of his
teachers. Overall, everyone treated us like people who took up space except our
supervising teachers. The experience was okay but really did not teach me how to be
ready for my own classroom. Even Wong’s book failed to prepare me for the harsh
realities of the everyday teaching world. In fact, the Wongisms I suggested to my
supervising teacher were scoffed at because she was a 15-year veteran and would prefer
that her student teacher not make any suggestions that are based on a book. I figured I
would have to wait until I had my own classroom to try anything that Wong suggests.
The following summer I interviewed at a number of school districts and
consistently finished second because I had no actual experience. I remember talking to
Mr. Gunnard Johnson, then the high school principal in Haslett High School. “Rick,
you’re going to be a great teacher, a great attribute someplace. You don’t have any
experience, though, and that’s what keeps us from hiring you.” That was a disappointing
phone call and I made it on a break while bartending at the Grand Traverse Resort
Village Pool Bar. I was beginning to think that I might be looking toward a career as a
bartender. A few days later, I enjoyed a great interview at Glen Lake High School. The
position was for an English/journalism teacher. I was a great fit for the district and the
interview went really well. I left the district positive I had the job. A day later, then-
principal John Scholten: “Rick, you were a great candidate, but the person chosen for
the position has two years of teaching experience.” Talk about disappointment. I started
looking for apartments in Traverse City.
After apartment hunting one night, the Central Michigan University Jobs
Bulletin arrived. A position for English, reading, and yearbook was posted for
Vestaburg, MI. I figured I was one of the few people who knew where Vestaburg was
because during college I had taken a friend from Morrice, MI., there to watch his
brother play basketball. I turned to my friend, Bill, and said, “That’s the one. That’s the
job I’ll get.” I sent my packet to Mr. Glen Stevenson, then the high school principal at
Vestaburg. I interviewed the following week and actually received a job offer. Only about
five days remained before the start of the school year, but I had been hired in time to
take part in the new teacher orientation program.
So, three other new teachers and I converged on Vestaburg one Tuesday
morning. Our orientation consisted of meeting with the district’s two counselors and
learning about the students of Vestaburg, filling out some tax forms that were poorly
explained to us, and going to lunch at a nice restaurant called Maxfield’s. Really, it is a
very pleasant place with fine food out in the middle of nowhere. Then, we went back to
Vestaburg and were allowed to work in our classrooms, so the principals gave us our
keys. I had no clue what to expect for the upcoming year. I was the only new high school
teacher hired and I did have the key. The year that followed was disappointing. I was
assigned a mentor who never met with me or offered me any advice. The person I
learned the most from that year was the principal because I continuously went to him
with questions and ideas, things I probably should have been sharing with colleagues,
but there was no system in place to get to know the colleagues. I read a great deal about
teaching and kept in touch with some colleagues who were teachers in other places. I
asked questions whenever I got the chance, usually during lunch in the lounge. A
negative place, the lounge, I soon found myself eating in my classroom. Isolated, but not
taking part in the negativity. And thus, the first year, one filled with surviving, was spent
all alone. And I hated teaching.
Something about a second year at anything, though, brings out the best in me. I
developed a plan for my second year of teaching and I was going to have a great year.
Without any guidance from my colleagues, the second year did go much better. The
district hired a new art teacher – a first-year teacher – and I worked a great deal with
him and together we made our way through the year. We both developed a good
relationship with Stevenson and learned much from him and his guidance. Following
the second year, though, both the art teacher and the principal left the district for
employment elsewhere and it was back to step one. I felt comfortable after two years of
teaching and entered a graduate program at CMU, seeking a master’s degree in
Educational Administration and Community Leadership with a focus on the Secondary
School Principalship. Within the courses, I met a great deal of colleagues who I could
turn to with questions about teaching.
This could continue to be an exposé of my frustrations with the lack of new
teacher induction programs in our schools, but I really need to explain where I plan to
go with this material. After finishing my degree, I worked as an athletic director for two
years and then as a curriculum director for another two years. When I became the
director of curriculum, professional development, and technology for Vestaburg

Community Schools, one of my missions was to develop a program for the induction of
new teachers. I figured that other districts were way ahead of us, being a small Class “D”
district in the middle of Michigan. To my surprise, very few districts did anything other
than the one-day program. The superintendent, Ronald W. Milks, allowed me to put
together a program in the summer of 2000 and our first program was held that August.
A three-day program in which we covered everything we thought the new people would
need to know. We happened to hire eleven new teachers that summer, so the program
was timely.
As I continued to have a passion for the induction of new teachers, I researched
the topic a great deal. In the following pages I will present the information that I have
found about the importance of quality induction and mentoring programs. I will
explain, also, that induction and mentoring are not the same thing, and the importance
of realizing this. In the end, I will make some recommendations and suggest some ideas
that district leaders can use to create programs that will not only allow us to hire new
teachers but also keep them.

The Current Information
I mentioned Wong earlier and I would like to begin my examination of the data
by once again referring to him. In a book written with Annette L. Breaux, New Teacher
Induction: How to Train, Support, and Retain New Teachers (2003) the authors stress
that “every child – and every new teacher – should be treated with dignity and respect”
and “every child – and every new teacher – can learn and succeed.” Wong is quick to
mention the similarities between new teachers and their students. School districts make
a point to do everything that is “best for the students.” Wong believes that one thing that
is best for students that gets ignored too often is the induction of new teachers.
“New teachers must be trained if we want them to succeed; it is much better to
train new teachers and risk losing them than not to train and risk keeping them (v),”
according to Wong and Breaux. Furthermore, “An induction process is the best way to
send a message to your teachers that you value them and want them to succeed and stay
(v).”
Research suggests that many teachers leave education within their first three- to
five-years of teaching (Darling-Hammond & Schlan, 1996). Wong and Breaux further
suggest that 9.3 to 17 percent of urban teachers will not even last their first year in
education (2003). The duo also list a number of reasons that research suggests these
folks leave education: lack of support, disenchantment with teaching assignments,
difficulty balancing personal and professional demands, excessive paperwork,
inadequate classroom management, inadequate discipline, and high stress.
Similarly, Simco (2000) compared the stories of two teachers, one in 1986 and
one in 1993. Succeeding in the Induction Year suggests that their first years of teaching
had similarities: a lack of structured support and monitoring, a lack of opportunity for
systematic, focused, individual professional development … Furthermore, he suggests
that there existed a great inconsistency between the two in terms of the nature of
informal support in the school and the process of assessment of the year.
The Educational Research Service, Inc. published Orientation Programs for New
Teachers (1977). Editor Sullivan-Kowalski stated that “School district and school
building administrators have a responsibility to help familiarize new teachers with their
work assignments and to assist them in becoming acquainted with and adapted to the
school district, the students, the other staff members, and the local community.” They
found, even then, that schools did not do anything extensive for their new teachers.
Burke’s Teacher Development (1987) also says that teachers are learners. His
book focuses on the individual teacher and his/her growth as a person and professional
in the teaching arrangement. His focus in the book is on self-development and
management of strengths and deficiencies. One point he makes is that, “ … you will
realize that your supervisor, by whatever title, is there as the most easily accessible
person in the whole school organization who can offer concrete assistance to you or can
become that other person who would be valuable in listening to you about your self-
analysis.”
Donaldson (1999) discusses a look at growth as well. “But nothing, despite my
experiences as a student and novice teacher, and no one, despite my matriculation at
Harvard Graduate School of Education, prepared me for my first year of teaching.”
Donaldson’s first teaching job was a history position in Framingham, MA. She said,
really, she took the position because it chose her since she was a “dime-a-dozen” social
studies teacher. She said she could not be excessively selective. Many of us have
probably felt that way at a time or another. However, her experience included many
challenges. Things changed when she arrived, including finding out her salary would be
less than the principal had led him to believe. The reason: “This first-year salary
reduction, explained the 55-year-old union president, served to increase the salaries of
veteran teachers and administrators with more than ten years in the system.”
Furthermore, she traveled between classes to teach her five courses. Then, the guidance
department added students to her class in October to ease overcrowding. Donaldson
was also publicly humiliated in front of 40 other parents at an open house because a
parent’s daughter did not receive an “A” in advanced placement history.
Mathner (1999) expresses concerns about education and its induction for new
people. She shares some thoughts from her coauthor, including isolation, following a
recipe for teaching, feeling alone, feeling like a cog in a wheel, teaching being an
extension of who we are, etc. The important words, though are alone and isolation. So
many new teachers feel that way and administrators and colleagues do not do enough to
help alleviate that feeling.
Palonsky (1986) tells of his first year in teaching in 900 Shows a Year. Polansky
details his first day: “Seven-thirty in the morning. It was the earliest I had arrived at
work since I had been discharged from the army … From the first bell to the last, every
minute was accounted for, and everyone followed the same time schedule.”
He also details that in the main office he could smell coffee and the
administrators were drinking it – and even though they greeted him cordially, no one
offered him any because it was their coffee. This was at seven-thirty in the morning.
There was no place to buy coffee until 9 a.m.
“Troy Thayer walked down to my classroom with me and gave me a key to the
door. He wished me good luck and promised to return later in the day with class rosters,
course outlines, and a book inventory.”
The second edition of Secrets for Secondary School Teachers (Kottler, Kottler, &
Kottler, 2004) offers many suggestions for success. Some may be considered common
sense; however, when you are the new person in town and overwhelmed, common sense
may not be readily available. Kottler, Kottler, & Kottler offer many suggestions, which
include getting an unofficial tour with a veteran teacher of the school building – and
learning all the nooks and crannies. After all, the book states, this is where you will be
spending a great deal of your time during the coming years. Another suggestion that is
important is simply, “Make friends with the school secretaries.” This is important and
often overlooked by new teachers. “Most people think that the principal is the key
person to know in the school. Well, she or he is certainly the designated authority figure
and is ultimately responsible for what happens in the school. But the people who control
access to the administration, the ones who are connected to all facets of the school’s
operation, those who know the most efficient way to get things done, as well as the most
important gossip, are the school secretaries.”
Induction (Richin, Banyon, Stein, & Banyon, 2003) suggests implementing a
year-long orientation program and creating connections for first-year staff. The book
also suggests helping first-year staff learn school and district policies, practices, and
procedures. In addition to activities during the school year, Richen, et al., recommend
inviting new teachers to activities prior to the school year and introducing them to key
community members, such as real estate agents. Another important suggestion is to
offer a district orientation packet that includes the dates and agenda for the Summer
Orientation Program, which was required of all new educators to Centerville; a
Professional Portfolio binder dived into five seconds and correlated to the Building
Blocks of Induction; an outline of the core curriculum for all Centerville educators; a
copy of the Professional Development/Course Offerings Handbook for the summer and
fall sessions; an updated list of district and community events a new educator might
want to attend; and a district calendar. Many people feel a part of the school community
upon receiving such information. This is something that other research suggests as well,
including Wong.
Jonson’s The New Elementary Teacher’s Handbook (2002) offers the thought
that “You Are Not Alone.” She makes suggestions such as visit your assigned school at
least one or two weeks before classes begin and that it is important to learn about the
social and cultural climate of your school and the surrounding neighborhood. Get to
know the community and read (subscribe to) the local newspaper. She also suggests
learning staff member’s names and always using good manners. Similar to Induction,
these items are common sense. Furthermore, become acquainted with one or more
teachers in neighboring classrooms and compliment a teacher who has an especially
attractive, well-arranged classroom. Ask for tips. Learn the norms and expectations,
including dress code – both for students and teachers. Learn the procedures for student
discipline and records. What are you supposed to do during hall duty, lunch duty, or
with student late passes or fire-disaster procedures.
Many of the books reviewed suggest that it is important to learn the procedures
for the school district and building as well as learning who some of the key people are in
your building. Fostering relationships with your colleagues and supervisors is
important. Learning the community norms is also something quite necessary and
relevant to success in the classroom.
Induction and mentoring are not the same thing. Graziano suggests that new
teachers are expected to assume a full schedule of classes, create their own lesson plans,
and develop teaching techniques and classroom-management strategies in relative
isolation. They are also expected to learn quickly the administrative ins and outs of the
job, from taking attendance and communicating with parents to navigating the schools'
computer network and finding the faculty bathrooms. The result: New teachers must
weather a frazzling first year that many veterans come to view as a rite of passage
(2005). Wong says the first year of teaching is the most critical in a teacher’s career
(1991).
Successful teachers and administrators want a mentor—someone who serves as
an inspiration and because of that person’s stature and success in life, that is what you
aspire to become. The accomplished, effective teacher and administrator who wants to
move on in the profession values the help of a mentor (Wong, 2003). The term
“induction” is often mistakenly used synonymously with the terms mentoring and
orientation. Mentoring is only one component of an induction program. Orientation is
another. Mentoring and orientation in and of themselves will do little to aid in the
retention of highly qualified new teachers. However, as integral components of a
structured induction program, they are valuable. Induction is an ongoing and systematic
process that provides assistance, support, information, feedback, coaching, guidance,

modeling, and much more. It unfolds in progressive stages, following the teacher’s
development over a period of time (Wong, 2003). The goal of hiring and retaining
effective teachers is student achievement. Research suggests that teachers affect
achievement more than any other factor.
New teacher induction is more than a program, it’s a process. Mentoring is part
of the program, clearly. But, mentoring is not induction. Induction is the process of
developing a teacher. Wong (2003) defines induction as a “structured training process
that must begin before the first day of school. Induction introduces new teachers to the
culture, mission, procedures, and philosophy of their new school or district.” Simply
giving a new teacher a mentor is not induction. The beginning teacher has to learn a
mentor’s philosophy, schedule, competence, and training (if any!) Teaching mentors is a
part of the induction process, as well.
E. Kottler (personal communication, July 15, 2004) suggests that there are two
districts that have had induction programs in place for years: Clark County School
District in Las Vegas, NV, and Anaheim Union High School District in Anaheim, CA. In
addition, California has had induction programming in place for a long time.
Teachers suggest that mentors should be able to competently provide the
following: advice, proper communication, help with the daily routine, flexibility, ability
to anticipate concerns, trustworthiness, ideas, ability to listen, ability to provide support
(personal survey, 2001; See Appendix A). Mentors are an important part of induction. It
is important for districts to realize that providing teachers with mentors is not enough.
In Michigan, in fact, induction programs are now mandated (See Appendix B).
The Teacher Induction and Mentoring Program Standards (2003) in Michigan

include six standards. Standard 1 says, “The teacher induction and mentoring program
is designed and implemented to specifically meet local and state standards for teaching
and learning.” The other five are “Professional development opportunities for new
teachers and mentors meet quality professional development standards” ;
“Administrative policy is explicit in providing time, equity of responsibility, and
personnel to design, implement, and maintain the local teacher induction and
mentoring program” ; “The teacher induction and mentoring program is comprised of,
and functions through, a well-informed community of learners” ; “Cultural proficiency,
which means esteeming cultures, knowing how to learn about individual and
organizational culture, and interacting effectively in a varity of cultural environments, is
a program component” ; “Initial on ongoing evaluation of the teacher induction and
mentoring process is a program component.” The State of Michigan is clear in its
expectations regarding the training and support of new teachers.

Suggestions for Creating a Program That Works
District leaders can create a New Teacher Induction program in a few steps.
Those steps include identifying the need for a program, developing a program based on
local needs, and implementing the program. The author developed the program the first
time in 2000 at Vestaburg Community Schools in Vestaburg, MI. We identified the need
to induct new teachers, and, at the time, we were hiring ten to fourteen new teachers
each year. We were at a point that we could not afford to just hand people a key and say
“good luck.” Those days were long gone – and should be at all districts.
An appropriate New Teacher Induction program begins with an intense end-of-
summer program that can last from three to five days (See Appendix C). All newly hired
teachers should be invited to take part in the program; furthermore, they should be
expected to participate. The program should include as many different locations in a
school district as necessary, but it should be based in one of the cleanest, well-lit places
the district offers. Often, that locale is a in a school’s library.
Once all new teachers are hired, the superintendent should send a welcome letter.
The correspondence should welcome the new teacher to the district, offer some
perspective on the district, and include a clear invitation to the New Teacher Induction
Summer Program. This correspondence gives the program immediate credibility and
establishes its importance to all participants. Even if a teacher is joining the district
from another district and has several years of experience, he should be expected to
participate. It is not necessary to include newly hired counselors, social workers, or
other similar positions, according to the State of Michigan. This should be considered a
district choice.
Often, the initial day of training will begin with an ice breaker so all participants
can get to know each other and become familiar with their backgrounds. These
individuals will get to know each other really well during the next three years. In 1993,
Michigan mandated a New Teacher Induction/Teacher Mentoring Program (NTI/TMP).
It required that three years would be the mandatory period of time that a new teacher
would have a mentor and take part in 15 days of professional development in the state of
Michigan. The NTI/TMP expectations by the State of Michigan would expand, and in
2003, the Teacher Induction and Mentoring Program Standards (See Appendix A) were
approved by the State of Michigan.
Following the ice breaking activity, a tour of the school district is beneficial for
new teachers so they have a grasp of the scope and size of the school district. Of course,
urban school districts may not include a complete tour. The tour should end in the
central office. This serves two purposes. The individuals will have an opportunity to
meet with the superintendent, hear a message from him, and have the opportunity to
ask questions. Another reason to stop at the central office is so the newly hired can
spend some time filling our appropriate tax, insurance, and other applicable forms with
people who can guide and assist them. Whichever company a district uses for insurance
may be willing to come to the meeting and answer any questions that the teachers may
have.
Next, the group will return to the central location of the induction program, the
library. Time should be taken to discuss mentors and their relationship to new teachers.
It is important to allow new teachers to create ideas on their expectations of mentors
because everyone’s ideas about mentoring and induction may be different. Time should
be spent discussing the difference between a mentor and the induction program.
Furthermore, the new teachers will have thought about mentoring and generated some
ideas on their expectations of a potential mentor. The members of a district’s mentor
team will be invited in for lunch with the new teachers and have the opportunity to
spend time with them, discussing teaching, education, and the community. Another
aspect of this lunch time may be to bring in some second- and third-year teachers to
spend some time with the new hires. Providing a pizza lunch from a local restaurant is a
possibility for the lunch. This bridges a gap between the new teachers and the
community.
The afternoon on the first day can start off with the mandatory blood-borne
pathogens training. Depending on the district’s application, i.e. video, Web-based, etc.,
about 45 minutes can be used for this important annual training.
Following the blood-borne pathogens training, it’s time to hand out what one
may refer to as “the Bible of new teacher induction,” Harry K. Wong’s 1991 publication,
The First Days of School. Many colleges and universities also include Wong’s book;
however, it is important to keep the ideas and information within the book in front of
the new hires. At this time, showing The First Days of School video number 1, “What
kind of teacher do you want to be?” helps to synergize the relationship between the new
book, the video, and the actual teaching job. It also should serve as a way to inspire the
new teachers.
Following the video presentation and short discussion of the book, the new
teachers should go to their school buildings to meet with their principals. Principals will
spend time going over building procedures, offering a tour of the building, and a chance
for the new hires to meet various folks, e.g. secretaries, custodians, and others who are
already present. The first day, while overwhelming, provides the newly hired teachers a
chance to meet a number of school employees as well as their newly hired colleagues.
The day started at 8:30 in the morning and now it’s 2:45. It’s time to adjourn for the
day. Many of induction program members will spend time in their classrooms.
Day number two will also start at 8:30 a.m. A nice touch is to have coffee, juice,
and donuts available. One could choose to make donuts available one day, bagels
another day, and fruit a third day. The program leader often finds out these details when
reviewing the first day, which is how the second day should begin: with a review. A
quality-enhancement tool incorporated at some districts is the plus/delta. A plus is
something that is a positive part of a program, training, or event. A delta is something
that should be changed in the future. This is a simple tool that can be used in the
classroom or any professional development session. Introducing this tool at the
beginning of day two and modeling its use is important. This is the time you will find out
how day one went. It also provides a chance to evaluate the program daily and regularly,
as well as answer any questions or ideas that may arise.
The next part of day two is to watch the second video in the Harry Wong series.
Following the video, a supplement can be shared. Wang, Haertel, and Walberg wrote an
article called “What Helps Students Learn” and it motivates teachers to realize that the
most important element in student success is the teacher. Time should be spent
discussing the importance of the teacher in helping all children succeed.
Next, the teachers will spend time with the building principals learning more
procedures and finding out more about the new job assignment. Principals will handle
this time on their own, some may have a different approach at this time.
The morning will conclude with a bus trip through the district. This should focus
on all types of students and families in the school district. Many times, new teachers
come from middle class backgrounds and they are not familiar with students who come
from backgrounds of poverty. Schools should want their teachers to understand and
have empathy for all students. One point of the bus trip through the district is to show
that children come from all kinds of backgrounds. It is important to point out that,
“When Billy seems like he might have been up all night,” there is a good chance that he
was. Certainly, children come from all sorts of backgrounds, but in Montcalm County,
we are faced with extremely high free and reduced lunch counts. New teachers must
understand that not all children come to school every day ready to learn.
Next, and ironically, a trip to Maxfield’s in northern Montcalm County, is a
special treat for new teachers. Maxfield’s is a fine dining establishment that is renowned
throughout Michigan. It is a good time to allow the new hires to relax and spend some
quality time just talking with their fellow new hires as well as administrators. This is
really an opportunity to see who you have hired. You find out how they interact with
others. It’s also interesting to find out who actually says, “Thanks.” It’s surprising!
After returning to the district via a district bus and seeing a few more houses and
places, it is time to receive a welcome package. You can often use parent groups to help
defray the cost of a welcome package. You can include many different things in a
welcome package, but we generally included pens, markers, highlighters, some snacks,
note pads and other similar items. It is interesting to find out how many people make
comments such as, “Wow, that’s a good idea, I didn’t even think to stock up on note
pads.”
Following a look at the third Harry Wong video, we visited a special place located
within the district. At Vestaburg, we had a professional library in a central location in
the high school library media center. We had a number of books, videos, and other items
that could be used for professional growth. Actually, this is where we kept our Harry
Wong video collection. Anyone could check any of the eight videos out at any time. We
allowed the new hires time to look around at the library and investigate whether they
were interested in checking anything else. After the visit to the professional library, we
were back where we began for the day, so it was time to adjourn.
The third and final day of New Teacher Induction begins with a review of the
previous day. Time should be spent discussing anything that the new teachers may have
a question about. The first activity of the day is to introduce the new hires to the
technology of the district. The district’s technology director or trainer is a great resource
for this activity. In addition to learning about the district’s expectations and a brief
introduction to the technology curriculum, this is a chance for the newly hired to learn
about the district’s network, e-mail system, student management system and anything
else of importance to technology. Often, the superintendent has already sent the new
teachers a welcome e-mail, so there will already be a message waiting for them when
they login for the first time. Technology is a major part of any school district and this
time should be handled carefully. Often, the new teachers are technology literate, but
they still need to be introduced to a district’s culture.
One area that many districts fail to shine is in developing individual development
plans (IDP) for new teachers. This is an important aspect of a new teacher’s career; a
chance to design learning and growing opportunities for each new teacher. Time should
be spent with the new teachers spending time with their principals in a session to
develop an IDP. When the new teachers are working on the IDP, this is an opportunity
for each principal to get to know his new hires and spend time helping to develop the
IDP. It does not necessarily have to be completed during the induction days, but it
should be started.
Following an introduction to the IDP process, it is important to spend time
explaining the district’s teacher evaluation process. Some districts have things very
spelled out. For example, if you use Charlotte Danielson’s work to create a framework
for your evaluation process, it would be a good time to share her book with everyone and
explain the four domains of teaching as outlined by Danielson in her book Enhancing
Professional Practice: A Framework for Teaching. It would be good to explain and
discuss the four domains and allow the new teachers to explore the book and its
relevance. If a district does not have a developed evaluation program, it is still important
to explain the process to the new teachers. Time could also be spent with new teachers
working with their principals.
A controversial activity is next. It is important that new teachers learn about their
education association. If a district has a good working relationship with the association,
this can be a smooth process; however, sometimes things do not go as smoothly as one
would hope. It is important that the association spend time with the newly hired, hand
out master agreements, and perhaps highlight some important items within. It should
not be the role of the administration to give any parameters to the association regarding
their time with the newly hired because professionalism is expected. However, one
should not be surprised to hear interesting feedback from probationary teachers
regarding this half-hour to hour they spend with the association. One teacher informed
administration that the new hires were “yelled at” and told “not to be overly cooperative
even though the administration is taking special time with you.” Again, this is a
controversial activity, but necessary.
Following the meeting with the association is a good time to watch another Wong
video. This time, it’s good to should Part IV, which is an hour long and a good lead to
lunch. Lunch at a local establishment is fun for everyone, and again, the newly hired get
to meet members of the community. After lunch is a good time to introduce the plan for
the remainder of the school year’s new teacher induction meetings. The final activity for
the new hires is to allow them additional time in their classrooms. The third day
concludes around one o’clock. Realize that in three days you covered a great deal of
material with the probationary teachers. Much of the information is overwhelming.
Realize that you did not reach mastery with most of them and remind the principals to
remember this when the probationary teachers come to them with questions, often
about things that were covered during these three days – usually about procedures. It is
a good three days, but full of information.
A successful induction program takes a great deal of planning and preparation.
The initial three days a new teacher uses to get acquainted with a district are crucial. The
early investment of time and energy into the new teachers is generally appreciated. The
bulk of your program, however, happens during the school year. Depending on the
district’s make-up, teachers in their first three years of teaching and their mentors can
meet during the school day or after school (See Appendix D). If the district makes the
decision to meet during the school day, activities can be planned for four days per year
for six hours a day. If the district meets after school, then monthly two-hour meetings
are appropriate. Topics to cover during the various meetings include, but are not limited
to parent-teacher conferences, standardized testing (Michigan Educational Assessment
Program), impact of holidays on classrooms and families, end-of-marking
period/semester business, CA60s, how to handle records day, time management for
educators, end-of-the-year business, etc. Often, it is important to conclude the year with
a celebration luncheon. Probationary teachers and their mentors can share successes
from the year and time can be spent celebrating the year. Other activities during the
year for probationary teachers and mentors include opportunities for advanced degrees,
what the intermediate school district is and what it can do for you, and other similar
topics.
During the school year, it is also important to keep “hot” topics like curriculum
and classroom management. Furthermore, bringing the superintendent in to the
meetings and allowing him some time to share (perhaps at a round-table discussion) his
philosophy and some thoughts makes that person more real to the probationary
teachers. In a year where the budget is tight, the superintendent can spend time
explaining the budgetary process and alleviate fear on the part of the probationary
teachers. Educational, yet fun, ideas include showing the Fish! Philosophy video, any
video from Wavelenth, Inc. (a good one is “The Seven Habits of Highly Ineffective
Educators”), and any of several videos produced by educators and available easily
online. A great one to get people thinking is “Did You Know?” by Karl Fisch and
available on his Weblog, The Fischbowl. Anything to get the probationary teachers and
their mentors talking about education is important.
A highlight to a program is to allow teachers the chance to observe each other.
Probationary teachers can observe their mentors and other teachers in the district.
Moreover, the mentors can observe the probationary teachers, as well. This type of
observation leads to conversation and questions and answers. Taking the time to
observe during the meetings is acceptable. A post-observation discussion is crucial. This
does not involve any type of evaluation. But observing using the context provided by
Danielson is important. Stressing the importance of teachers working together helps to
make this an important and appreciated activity.
Depending on the community, many guest speakers may be available. Local
businesses or service organizations may wish to spend time working with new teachers
and explaining how they can help children. Local health agencies may be able to provide
services, as well. Wellness experts may be able to share some important information
with new teachers about healthy behaviors and choices. The person who creates and
facilitates your program will need to do a needs assessment to see what types of
activities are necessary. Remember, that in a three-year cycle, you want to avoid
repetitive activities from year to year. It is now time for school districts to realize that we
must work hard to develop great teachers, the people who will lead our youth New
teacher induction is important. Not only is it important, it is necessary and should
become a part of every single district. One can think about the importance of a great
teacher in the phrase, “I touch the future. I teach.”

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Appendix A
We used an affinity diagram to create a needs assessment for our new teachers
at Vestaburg. The affinity diagram is used to gather large amounts of verbal data
and organize it into groupings based on the relationships between the items. It is
a creative, rather than logical process. Number 1 above provides a survey for the
participants.
Appendix B
Appendix C
Appendix D

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New Teacher Induction 1

A NEW TEACHER INDUCTION PROGRAM THAT WORKS

Central Michigan University, Mt. Pleasant, MI

Introduction to the Problem.............................................................................4

Suggestions for Creating a Program.................................................................17

Induction Program That Works.

forms. Rarely do schools offer more than a one-day program.

As a recent college graduate in 1994, I worked as a substitute teacher at

teaching to mastery in a couple of hours reading than I had learned as an undergraduate

student or during my classroom experiences prior to student teaching.

realities of the everyday teaching world. In fact, the Wongisms I suggested to my

The following summer I interviewed at a number of school districts and

consistently finished second because I had no actual experience. I remember talking to

looking for apartments in Traverse City.

take part in the new teacher orientation program.

all alone. And I hated teaching.

teaching and entered a graduate program at CMU, seeking a master’s degree in

Educational Administration and Community Leadership with a focus on the Secondary

turn to with questions about teaching.

This could continue to be an exposé of my frustrations with the lack of new

director of curriculum, professional development, and technology for Vestaburg

As I continued to have a passion for the induction of new teachers, I researched

teachers but also keep them.

“New teachers must be trained if we want them to succeed; it is much better to

folks leave education: lack of support, disenchantment with teaching assignments,

difficulty balancing personal and professional demands, excessive paperwork,

inadequate classroom management, inadequate discipline, and high stress.

systematic, focused, individual professional development … Furthermore, he suggests

in the teaching arrangement. His focus in the book is on self-development and

Donaldson (1999) discusses a look at growth as well. “But nothing, despite my

experiences as a student and novice teacher, and no one, despite my matriculation at

Harvard Graduate School of Education, prepared me for my first year of teaching.”

department added students to her class in October to ease overcrowding. Donaldson

parent’s daughter did not receive an “A” in advanced placement history.

help alleviate that feeling.

There was no place to buy coffee until 9 a.m.

course outlines, and a book inventory.”

important gossip, are the school secretaries.”

Induction (Richin, Banyon, Stein, & Banyon, 2003) suggests implementing a

community members, such as real estate agents. Another important suggestion is to

Orientation Program, which was required of all new educators to Centerville; a

teachers in neighboring classrooms and compliment a teacher who has an especially

with student late passes or fire-disaster procedures.

your building. Fostering relationships with your colleagues and supervisors is

relevant to success in the classroom.

and develop teaching techniques and classroom-management strategies in relative

Successful teachers and administrators want a mentor—someone who serves as

orientation. Mentoring is only one component of an induction program. Orientation is

retention of highly qualified new teachers. However, as integral components of a

process that provides assistance, support, information, feedback, coaching, guidance,

effective teachers is student achievement. Research suggests that teachers affect

achievement more than any other factor.

developing a teacher. Wong (2003) defines induction as a “structured training process

part of the induction process, as well.

Teachers suggest that mentors should be able to competently provide the

to anticipate concerns, trustworthiness, ideas, ability to listen, ability to provide support

The Teacher Induction and Mentoring Program Standards (2003) in Michigan

teachers and mentors meet quality professional development standards” ;

“Administrative policy is explicit in providing time, equity of responsibility, and

and functions through, a well-informed community of learners” ; “Cultural proficiency,

organizational culture, and interacting effectively in a varity of cultural environments, is

a program component” ; “Initial on ongoing evaluation of the teacher induction and