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Mentor Induction Program

The Mentor Induction Program provides newly hired teachers with a systematic structure of support that helps them become familiar with their school and district, refine their practice and better understand their professional responsibilities. Thus, new teachers should refrain from participating in extra duty committees and/or coaching. The program is an integral part of a teacher’s first year of teaching and is the beginning of a teacher's professional development activities. 

Purpose
 
Improve student learning by accelerating the effectiveness of beginning teachers.
 
Central Components
  • Focused and guided planning sessions related to curriculum, instruction, classroom management and assessment; focused and guided reflection on school and student data; peer visit with reflection; school walk-throughs; and the analysis of teacher learning data from professional development opportunities.
  • Aligned rigorous curriculum, delivery of instruction, feedback, goal setting, assessment and an analysis of student results for continuous improvement of student achievement.
  • Job-embedded professional development for teachers aligned with the strategic plan and continuous improvement plan monitored to ensure it is having a positive effect on the quality of teaching and learning.
  • Monitored use of student and system performance data to improve student achievement.
  • Continued examination of and reflection on personal professional growth through individual professional development plans.

These efforts reflect research-based understanding of how to improve teaching and learning by encouraging professional learning communities, improving expectations, and monitoring data for specific evidence of student progress.
 
 

Beginning Teacher Support
 

Year One

District-embedded support is provided for beginning teachers by full-time release mentors in the following ways:

Professional Development classes delivered throughout the school year

  • Sharing best practices, managing knowledge critical to ability to prepare students for global work force
  • Opportunities for self-reflection and self-evaluation to improve teaching practices
  • Regularly scheduled observations and conferences with mentors. Teacher video review and analysis
  • Continued collaboration on curriculum, instruction, assessment, learning climate, and goal setting
  • The Plan Do Study Act improvement cycle is used to manage the change process and ensure that accountability and measurement are in place
  • Introduction to the DVUSD teacher evaluation tool

Year Two

This element is designed for educators in their second year of certified teaching. District-embedded support includes the following:

Continuation of developmentally-aligned seminars throughout the school year

  • Sharing best practices, managing knowledge critical to ability to prepare students for global work force
  • Continued opportunities for self-reflection and teaching practices
  • On-going opportunities for collaborative support
  • The Plan Do Study Act improvement cycle is used to manage the change process and ensure that accountability and measurement are in place