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Teacher induction is a huge deal that we should focus on in schools. It can be overwhelming to go into a new job as it is. Teachers have so much on their plates and no amount of coursework in college can prepare you for the many things teachers have to do on a daily basis. This year, we had many new teachers so I went around and introduced myself to them. I am not their mentor but I wanted them to know they could come to me for anything. This is not something I got when I first started teaching. I will never forget the first time we had a fire drill. Nobody trained my on what to do or how to handle the situation and I ended up getting reprimanded for something that was essentially out of my control. I did not want any new teacher to feel as lost as I did in my first year of teaching. This is why I make it a point to offer myself as a point of reference for any teacher new or veteran. Teacher induction doesn't need to stop at new teachers! Sometimes, new teachers can teach veteran teachers a thing or two. I found that in my first few years of teaching, I was doing activities and running my classroom in a way that veteran teachers would never dream of doing it. After talking to them about the rationale behind my decisions, they started to have a more open mind and wanted to try these new things themselves. Education is constantly changing and so are the students we are dealing with. Teachers need to be able to be "mentored" throughout their career. We sign up to be a forever-student when we become teachers. By showing students that we are always willing to learn, it shows them that it is okay to be open minded about new things.

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Teacher induction is very important and as I read the standards in the articles, I realized that they would definitely have to be modified for our school.  First, we would not have a full time mentor teacher as other schools may have.  Due to our small staff and the other responsibilities we already have besides teaching, a mentor teacher would have to have only one mentee, preferably in their grade or building.  We have been doing this for years. This can work at times, but not always.  In the last few years, due to the Master's program with St. Mary's we have set up a website to help our mentor teachers. It has a calendar of responsibilities, articles, and other information. We as mentor teachers have been making ourselves available during certain times of the year to help new teachers.  We have started to ask our new teachers what they need to be happy and successful.Second,  the hardest part of being a new teacher is usually classroom management.  Our middle school meets weekly during our lunch (we have no common prep time).  At this time we discuss issues during the week and anyone can add an item to the agenda. Many times our new teachers ask for help in managing some of the student behavior in their classrooms.  We try to help by giving what works for us and other options they may try.  I remember when I first started teaching middle school.  It took me several years to come up with a good classroom management plan, only to have a new class in which it didn't work well. Then I would ask my mentor again for some help. She was very patient.

I think the standards that help work to improve conditions that affect beginning teacher success and their students' learning is very important. What will be their responsibilities in and out of the classroom?  What times will they be able to meet with their mentor? What kind of technology will they need to know how to use?  What do you do when there is a schedule change and you didn't find out until the last minute?  They need to have access to this information before they start.  Our school has inservice days before school in which new teachers are given the answers to these questions and ask their own questions.
Lastly, some new teachers don't know what questions to ask until they have to ask them. They need to have a mentor available or another source (website) to answer these questions.

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Throughout my career, I have taught at three different schools.  Out of those three schools, only one had any kind of teacher induction/mentoring program.  My very first job out of college was teaching first grade in a little country school in northern Wisconsin.  This school did not have a language arts curriculum and I was left to figure out how to teach a classroom of first graders how to read.  Luckily, my mom was a teacher and administrator and she shared with me the program that her district used.  I was overwhelmed, unsure if what I was doing was going to work, and lonely.  There was only section of each grade and I was the only unmarried and childless teacher in the school.  I don't know what I would have done if I hadn't had my family to rely on to get me through that first year.  I was very discouraged that I had gone to college and fulfilled a lifelong dream only to be unhappy. Therefore, when I had the opportunity to move back home to teach in a school that I student taught in, I jumped at the chance.

My next school had an excellent teacher induction/mentoring program.  I was paired with a seasoned teacher who met with me daily.  I was able to bounce ideas off of her, get advice, plan, observe, and receive feedback on my teaching.  It was a wonderful year and I was at that school for four years.  I created wonderful relationships with the other staff members that have lasted over twenty years. I even keep in touch with some of my former students.  I truly believe that I could have stayed there for my entire career if I hadn't had to relocate due to my future husband.

These two experiences have helped me to recognize the importance of teacher induction/mentoring programs.  I truly believe that I would have left the field of education if I had had to continue in my first job.  I was overwhelmed with not having the curriculum supplies that I needed, lack of opportunity to build relationships with my colleagues, and no mentor to encourage and advise me.  School districts are doing a great disservice to their students and staff by not implementing teacher induction/mentoring programs in their districts.

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Upon reading the first few articles, studies found that having a new teacher induction program was beneficial for improving student learning and retaining teachers.  I especially liked the last article with the analogy between the first time  jumping from an airplane to a brand new teacher.  Perfect!

Even though it was many, many years ago, I still remember my first few years of teaching.  For my very first teaching job, I was hired to replace a teacher that had left mid-year.  The principal team that ran the school were implementing their own system of teaching that they had developed and it was not working well with the teachers or the school's community.  After one and one half years, I switched to a more traditional teaching style at a Catholic school in my hometown.  I was given subjects that I had to teach (religion, science, social studies, language arts, art, and music. We did have a P.E. teacher) but had to develop all my own lessons from a variety of outdated teacher manuals, and no help from administration or co-workers.  For the subjects of reading and math, I did have a teacher manual and student texts, although these too were over 5 years old.  I decided to stay home for a few years after the birth of our second child.  Even after having six years of experience under my belt, when I returned to teaching, there was no teacher induction or mentoring program.   We stayed in our own classroom and did our own thing (again, having to develop our own lessons for everything except for reading, math, P.E. and now, music.)  It wasn't until 2 years later when a new teacher (four years my senior) was hired for first grade.  It was only then that I had someone who would collaborate with me and we made a great team for 24 years.  So yes, I believe that having new teacher induction and a mentor program is crucial to have in place.  Now my wish is that I would have taken this course BEFORE I received a brand new teaching partner this year. There is much I have to work on myself before I can help a brand new teacher!

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Teacher induction is very critical in reducing teacher burn-out and increasing student success.  However, I think you have to be careful in how it all plays out.  For example, in our school district this year, the new teachers coming in had an extra week of inservice compared to the other teachers.  I understand that they are new and the information can be useful in teaching them about our schools.  However, especially if they are new teachers, they might already be feeling overwhelmed and would rather spend that time getting their classroom ready.  I know that when I started I wish I would have had more time in my classroom rather than going to meeting after meeting.
Specifically looking at mentoring, mentors play a huge role. Even though I am in my fifth year of teaching, it still feels great when a coworker checks in on me and meets with me to help work out kinks, plan lessons, or just visit. I could see how having a mentor would be very beneficial in reducing teacher burn-out because the mentee hopefully would feel supported. If teachers feel good about themselves and what they are doing, then the students will also benefit with the instruction they are receiving.

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Looking through the information provided on teacher induction I kept thinking “Man, where the heck was this when I needed it!” As I’ve said before, it’s a hard ticket to sell being a teacher of specials classes. Yes, I get the ‘fun stuff’ but also I get to feel like an island in a lot of ways. The mentoring in teacher induction is so very important to help create better, more motivated, supported, successful and sustainable teachers.

I’ve often heard the story of the kid who breaks the trail in an overgrown wood. In one version he goes back to the beginning of his route to help the next child along, while in another his trail is never crossed again and nature takes it back. By understanding that we can help the next person along, we truly are empowered to leave our personal mark on the system and society of education.

The proof is in the pudding: “two years of NTC induction support had a positive impact on teacher practice as measured by two components of the Danielson Group’s Framework for teaching…” as stated in Preliminary Impacts, September 2018. I wonder what impact we could be able to measure within our own school system. As I’ve previously stated, teacher turn-over rate concerns me. What could we do to deter this mass exodus and introduction of brand-new teachers? How can we put this into practice in our own house? Taking this course is the first step. Understanding the importance of reaching out is the next. Doing it is the final action.