Topic: Induction for New Teachers
Induction Support for New Teachers
Teacher induction supports new educators as they develop their skills. Comprehensive, high-quality induction systems can improve student learning and increase teachers’ confidence so they stay in the profession.
SREB offers induction programs for early-career teachers and partners with schools to review their existing programs. Our services are based in research on what works and grounded in SREB’s Teacher Induction Framework. They build on decades of experience helping teachers, principals and schools improve ─ and on generations of research and guidance on the teaching profession.
Why Teacher Induction Is the Missing Link in Educator Preparation – and How CarolinaTIP Is Getting It Right
Teacher induction is an important part of school leadership, but it can be difficult to know how best to run your induction program. In this post, we look at how CarolinaTIP’s induction program is doing things so well.
Teacher Induction Essentials Every School Leader Should Implement
Keeping the teachers you have is more cost-effective than hiring new teachers each year. That is just one reason that teacher induction is so important. In this post, we talk about teacher induction essentials that every school leader should be using.
SREB Teacher Induction Framework
Schools need many more great
teachers for our K-12 students. Induction is one critical element
in the solution to teacher turnover and
shortages. Early-career teachers need a comprehensive system
of support from districts, school leaders, mentors and more.
This guidance document brings together SREB’s experience
supporting new educators, our policy and data, and the
current research on what works in induction support to attract,
support and retain great teachers. It lays out SREB’s core
components for effective induction and specific actions for
districts, school leaders, mentors and professional learning
providers.
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SREB’s Teacher Induction Framework
at a Glance
Quality teacher induction is driven by the needs of individual educators at specific times in their careers. Beginning with a comprehensive tiered system, SREB’s framework outlines support from leaders, mentor teachers, coaches and other professional learning providers.
This at-a-glance introduction to SREB’s Teacher Induction Framework includes examples of support along a continuum from no support to people-driven support.
Teacher Induction Policies
This policy brief examines current state requirements for teacher
induction,
spotlights states and programs with exemplary components and
impact, and
introduces different funding models for induction. It also
highlights several
policy recommendations for high-quality teacher induction.
A Blueprint to Solve Teacher Shortages
For School and District Leaders
The solution to teacher recruitment, quality and retention requires a comprehensive, long-term approach and reliable data. This report offers a framework for district planning and action, covering policy and practice for pathways and preparation, licensure and advancement, professional support and mentorship, and compensation and working conditions.
Cultivating Talent: High-Quality Induction Programs Support and Retain Novice Teachers
Natasha is a first-year teacher who was hired on a provisional certificate to teach fifth-grade math and science in a high needs school. She is a career changer with 20 years as an engineer. The last time she was in a fifth-grade classroom was when she was 11 years old. She started in the fall with no experience writing lesson plans or managing large groups of children. Natasha is working toward her full certification by completing a master’s degree in elementary education.
Georgia Teaching Residents Give Middle Grades STEM a Boost
Curtis Martin’s dedication to teaching is reflected in the quote from Victor Hugo displayed in Martin’s email signature: “He who opens a school door, closes a prison.”
You see, before Curtis became a Georgia math teacher, he was a correctional officer for the state of Georgia and the Houston County Sheriff’s Department. Having seen too many children end up behind bars, Martin decided to work with middle-grade students to give them opportunities that can improve their chances for success in life.