Practical Model for New Teacher Induction
(Support, Train, Engage, Practice, Sustain)
Our Practical Model for New Teacher Induction is designed to support new teachers through their critical first 3 years. This model blends research-based best practices with real-world implementation strategies to foster teacher retention, professional growth, and student success.
Purpose of the Induction Model
To create a structured, supportive, and responsive induction experience that equips new teachers with the tools, knowledge, and confidence to thrive in their first years and become impactful, long-term educators.
The S.T.E.P.S. Induction Framework
S – Support Early and Often
Welcome Orientation:
- District mission, vision, and culture
- Key policies and compliance (FERPA, mandated reporting, etc.)
- Technology onboarding, HR, and benefits
- School tour & introductions
Mentorship Match:
- Pair each new teacher with a trained mentor in their content/grade band
- Provide structured meeting times and guidelines
- Include release time for observations
- Initial Needs Assessment:
- Use surveys and interviews to assess confidence levels in classroom management, curriculum, assessment, etc.
T – Train on High-Impact Practices
Foundational PD Modules (first 60 days):
- Classroom management & culture (e.g., CHAMPS, PBIS)
- Lesson planning using district-approved frameworks
- Differentiation and equity-centered instruction
- Formative assessment and data use
- Trauma-informed and SEL strategies
Job-Embedded Learning:
- Model lessons from coaches or mentors
- Co-planning sessions
- Reflective video analysis
E – Engage in Professional Communities
New Teacher Collaborative PLCs:
- Monthly or biweekly meetings led by an instructional coach or lead mentor
- Focused on timely themes (e.g., grading, parent-teacher conferences, IEPs)
- Book studies, peer shares, and strategy labs
Peer Observations & Feedback:
- Low-stakes, focused learning walks to observe veteran teachers
- Use a “look-for” tool aligned to instructional best practices
- Debrief sessions to reflect and refine personal practice
P – Practice with Purpose
Coaching Cycles:
- Targeted coaching for all new teachers (minimum 3–4 cycles per year)
- Focused goals (e.g., student engagement, questioning techniques)
- Observation, feedback, modeling, and follow-up
Action Research Projects (optional):
- Teacher-led inquiry into practice improvement (e.g., implementing a strategy and tracking student impact)
Growth Portfolio:
- Collection of lesson plans, student work samples, and reflections
- Aligned to evaluation standards (Danielson, Marzano, etc.)
S – Sustain Through Year 2 and Beyond
Year 2+ Pathway:
- Advanced PD (e.g., culturally responsive pedagogy, leadership training)
- Support to pursue micro-credentials or National Board Certification
- Opportunities to serve as peer mentors or PD facilitators
Checkpoints & Celebrations:
- Quarterly check-ins with administration or coaches
- Recognition of growth, innovation, and student impact
- End-of-year Induction Celebration & reflection session
Support Infrastructure Needed
| COMPONENT | DETAILS |
|---|---|
| Induction Coordinator | Oversees program, tracks data, and supports mentors |
| Mentor Training | Includes adult learning, observation, and feedback skills |
| Time Allocation | Protected time for mentor-mentee meetings and observations |
| Budget | Stipends, release time, PD resources, celebration events |
| Data Systems | To track participation, growth, and retention |
Success Metrics & Outcomes
Short-Term Indicators
Increased teacher confidence
Mentor/mentee engagement logs
Growth in evaluation ratings
Long-Term Indicators
Higher 3-year retention rate
Improved student outcomes
Leadership pipeline development
Deliverables for Implementation
- Induction Year-at-a-Glance Calendar
- Mentor-Mentee Log Template
- PD Session Decks & Facilitator Guides
- New Teacher Needs Survey & Self-Assessment
- Coaching & Observation Tools
- Teacher Growth Portfolio Rubric
- End-of-Year Reflection Guide