Wisconsin Induction Guidelines |
Rationale |
- Initial Educators and their students benefit from a wide level of support.
- Promoting collaboration and shared expertise builds instructional continuity and increases professional expertise.
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Components |
- Ongoing orientation related to school/district policies, contract information, and other relevant information.
- Support seminars provided by either the school district or in collaboration with other professional organizations which are professional growth opportunities reflecting the educator standards.
- Qualified and trained mentor* for the Initial Educator providing support on a variety of levels (1-2 years recommended). District support to provide release time is a priority. (* holds a license and trained to provide input into the confidential formative assessment of the initial educator).
- Professional Development Plan support provided by administration and other district staff members (years 2-5).
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Goals of the New Teacher and Mentor Programs:
-To acclimate new teachers to Tomahawk, the school, and community.
-To familiarize new teachers with curricula, support staff, materials, and professional development opportunities.
-To enhance mentees' and mentors' professional skills through peer coaching, self-reflection, and on-going professional development.
-To retain skilled, committed teachers who will provide continuity of high quality instruction.
Year |
Support Structure |
1 |
New Teacher Orientation, Mentoring, Collaborative Teaming, & EE |
2 |
Collaborative Teaming, & The EE Coaching Process |
3 |
Collaborative Teaming & The EE Coaching Process |
4 |
Collaborative Teaming, & EE the EE Coaching Process |
5 |
Collaborative Teaming & EE the EE Coaching Process |
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