Page 21 - EdViewptsSpring2020

asking those teachers newest to the stages go from anticipation and excite- meetings are two-fold; they create an
profession to not only figure out what to ment to worrying about just surviving environment that values the needs of
teach and how to tackle the curriculum, and keeping your head above water all the new teacher enough to discuss
but also to learn how to teach and how the way to the end of the first year and and support them and they give the
to deal with all the intricacies and nu- beginning of the second year when the administrator the opportunity to hear
ances of the art form. focus becomes more on the students first hand, what some of the difficulties
and mastering the craft of teaching (Moir are in order to understand them from a
A Comprehensive Approach 99). In order to ensure our new teach- different perspective.

“The term mentoring is often ers get through these phases and grow Short, Informal, Intentional,
misused for induction when they are as educators, the support that schools Walkthroughs
two different parts of the process. A offer has to acknowledge these phases “Through frequent, short
comprehensive program includes an and adjust the types of support along observations, you become familiar
induction program and a mentoring the way. with teaching patterns and decisions
component that is ongoing and teacher are making on a daily
structured" (Wong 2005). Administrators Play an basis." (Downey, 2004)
Too often, new teachers attend manda- Important Role in Developing You can learn a lot about a situation
New Teachers
tory induction workshops that take place by observing with intention. Support-
in late August and last for a few days. There are a few small but powerful ing new teachers goes beyond talking
The focus of these workshops is usu- things administrators can include in about what they might need. Seeing
ally on introducing the new employee the comprehensive approach: them in action can paint a picture that
to the district and providing him or her Informal Discussion can then be used to create poignant and
with information that they will need to appropriate professional development
perform day-to-day tasks. The format Setting up a few “check in” meetings at opportunities. During an informal visit to
for these induction programs is largely different points in the year to discuss a new teacher’s classroom, the observer
“sit and get” and over the course of the things that are going well along with should look for something specific each
program, a lot of information is trans- things that aren’t going well can be time. It might be management tech-
ferred. Retaining all of the information a great way to create a supportive niques or questioning skills or student
is nearly impossible, especially when environment in your school. Part interaction. The walkthrough might even
given out of context, and can actually of the comprehensive approach is focus on something that was discussed
be counterproductive given the added providing support throughout the year at a “check-in” meeting. The main
stress it creates. in different ways. Informal meetings purpose of the walkthrough is to gener-
A comprehensive approach to induction scheduled throughout the year with an ate discussion and, most importantly, to
administrator are a great way to get an
means that the support is sustained and understanding of how things are going. foster an environment of learning and
evolving along with the changing needs These meetings do not replace “mentor” reflection.
of the novice teacher as he or she meetings and are kept informal, non- Including these elements in your induc-
progresses throughout the year. Ellen evaluative and in a comfortable setting. tion process can create an environment
Moir writes about the different phases Open format meetings with no real of trust that values reflection and growth
a new teacher goes through in the first agenda can be a great way to create an and encourages teachers to play an ac-
year of teaching. Moir’s developmental environment of safety and trust. These tive role in their evolution as teachers.
References
Anhorn, R. (2008). The Profession That Eats Its Young. The Delta Kappa Gamma Bulletin, 74(3), 15–26.
Hewitt, P. M. (2009). Hold on to Your New Teachers. Leadership, 38(5), 12–14.
Goldrick, L., Osta, D., Barlin, D., & Burn, J. (2012). Review of State Policies on Teacher Induction. Santa Cruz, CA: New
Teacher Center.
Ellen Moir, & Janet Gless. (2001). Quality Induction: An Investment in Teachers. Teacher Education Quarterly, 28(1), 109.
Wong, H. K., Britton, T., & Ganser, T. (2005). What the World Can Teach Us About New Teacher Induction. Phi Delta
Kappan, 86(5), 379–384.
Downey, C. J. (Ed.). (2004). The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One
Teacher at a Time. Corwin Press.

About the Author
Brad Davis has been in public education for 20 years as an English teacher in both middle and
high school, in Paterson, NJ and then in Mahwah, NJ. He is currently in the Sparta Township School
District as a Middle School Assistant Principal. He is a doctoral candidate at Centenary University in
Hackettstown, NJ, researching the effects induction programs have on the retention of new teachers.
Follow him on Twitter @bdavisSMS and follow him at Medium.com using @BradDavis1973.

Educational Viewpoints -19- Spring 2020