New Teacher Center Induction Program Standards 2010 New Teacher Center. Do not Duplicate Without Permission.

page 1
page 2 2011, 2015 New Teacher Center. All rights reserved.
Induction Program Standards Contents
An Introduction
Over more than a dozen years, New Teacher Center (NTC) has worked with state Induction Program Standards: An Overview 4
agencies, school districts, policy-making organizations, and a range of educational
institutions to define the characteristics and fundamental elements of high quality Induction Program Standards 6
induction programs that accelerate the development new teacher effectiveness,
improve teacher retention, strengthen teacher leadership, and increase student Foundational
learning. NTCs Induction Program Standards (IPS) build upon and are
Program Vision, Goals, and Institutional Commitment 7
informed by those many years of study, consultation, collaboration, and program
implementation across many contexts throughout the United States and abroad. Program Administration and Communication 8

The IPS are designed to provide program leaders, policymakers, and researchers
with an aspirational framework for program design, implementation, and
evaluation. The following key understandings provide the foundational
bedrock for these program standards:
the first two to three years of a teachers career (induction) is an important and
unique phase of teacher development;
an induction program should be part of a larger system of teacher development,
support, accountability, and evaluation;
well-qualified, carefully-selected, extensively-trained, and ongoingly supported
mentors are as important to a new teachers success as is the classroom teacher
to the success of his/her students;
effective induction programs are focused on teacher practice and student learning;
processes of formative assessment guide the work of the mentor along with the
development of the new teacher;
Principal Engagement 9
Program Assessment, Evaluation, and Accountability 10
Structural
Mentor Roles and Responsibilities, Selection, Assignment,
and Assessment 11
Mentor Professional Development and Learning Communities 12
Formatively Assessing Beginning Teacher Practice 13
Beginning Teacher Professional Development and
Learning Communities 14
Instructional

intentional, strategic alignments and redundancies build capacity and strengthen Focus on Instructional Practice 15
program implementation.
Focus on Equity and Universal Access 16
Although the IPS are intended for use across a wide variety of program contexts,
including consortia, small and large school districts, K17 partnerships, and charter
schools, the standards are carefully framed to support maximum impact on teaching
and learning, regardless the context.

New Teacher Center Induction Program Standards 2010 New Teacher Center. Do not Duplicate Without Permission. page 3
Induction Program Standards
An Overview
s Improvem
ti nuou en The accompanying schoolhouse graphic represents three programmatic aspects
C on e n t , E va l u a t i o n , a n
t
sm
As
ses d Ac
co
that are addressed by the Induction Program Standards:
m un
ra ta
P ro
g bi 1. Foundational the platform upon which an induction program is built

lit
2. Structural program components, practices, and activities

y
3. Instructional strategic focus on classroom practice and student learning

A cycle of Continuous Improvement encircles the graphic to highlight the

importance of ongoing program assessment and accountability informed by data of
implementation and impact.
The Foundational standards identify three important areas of consideration that
form the basis for program design, implementation, administration, and growth.
Instructional Standards
These standards highlight the importance of strong leadership, a clearly articulated
Focus on Instructional Practice
Focus on Equity and Universal Access and widely owned vision, and the realistic allocation of resources to achieve that
vision. Active and meaningful principal engagement is fundamental to a programs
Structural Standards success and must be considered at every stage of program implementation.
Mentor Roles and The Structural standards outline four essential program components:
Responsibilities, Selection,
Assignment, and Assessment mentors that provide focused instructional assistance to beginning teachers;
Mentor Professional
Development and
preparation, development, and ongoing support for those mentors; a collaborative
Learning Communities
system of formative assessment for beginning teachers; and targeted, differentiated
Assessing Beginning
Teacher Practice professional learning opportunities for beginning teachers. These standards invite
Beginning Teacher
Professional Development programs to consider the array of services and supports for both mentors and
and Learning Communities
beginning teachers that will ensure the programs positive impact on teacher
practice and student learning.
Foundational Standards
The Instructional standards focus on the knowledge, capabilities, and dispositions
Program Vision, Goals, and Institutional Commitment
Program Administration and Communication that are critical for new teachers to develop in their first two to three years of
Principal Engagement practice. The two standards are guided by New Teacher Centers commitment to
principles of reflection, collaboration, equity, cultural responsiveness, differentiation,
and inclusive learning environments. NTC believes that if induction programs
seek to impact teacher practice and student learning, then these outcomes must be
Co clearly articulated and considered as program leaders create systems of support for
nti t
nuo en
u s I m p r ove m beginning teacher development.

page 4 2011, 2015 New Teacher Center. All rights reserved.

Each of the ten Induction Program Standards is subdivided into two
basic components:
1. Key Elements
2. Reflective Questions
The Key Elements are in boldface type and describe four to six important aspects that
further define a given program standard. These Key Elements help program leaders
approach the complexity of program design and implementation in a systematic
manner that addresses all aspects of effective teacher induction. [NOTE: A circle in
the middle of each page contains all four to six Key Elements.]
Each Key Element is further described by a set of Reflective Questions that invite
program leaders to consider specific ways in which and/or to what extent a given
element is being implemented in practice. They are largely framed by concrete
questions such as: How do we? To what extent do we ? When, how, and how often
are ? In what ways are ?
The standards are intentionally not numbered to avoid conveying that one
standard has greater priority than another. Effective induction programs recognize
that all ten standards are equally important and interrelated; strong practices in all
areas are essential for maximum impact.
New Teacher Center Induction Program Standards 2010 New Teacher Center. Do not Duplicate Without Permission. page 5
Use of Program Standards
The NTC Induction Program Standards are designed to inform policymakers and
program leaders as they seek to create the most effective teacher induction systems
possible. By articulating the full range of programmatic considerations, NTC hopes
to guide and support program development.
The standards and reflective indicator questions can help programs:
Support internal alignment by providing common language
Facilitate the creation of a shared vision
Convey the complexity and importance of effective induction programs
Reflect upon induction practices
Formulate goals to enhance program implementation
Guide the collection and analysis of program data
Evaluate program implementation
Communicate with a range of stakeholders regarding program goals, successes,
areas for growth, impact, and next steps
Engage in a program peer review process
New Teacher Center also publishes a Continuum of Program Development
that is aligned with the IPS. This separate publication describes four levels of
development for each of the program standards.
Induction Program Standards
Program Vision, Goals, and Institutional Commitment Mentor Professional Development and Learning Communities
Program and institutional leaders create a program vision focused on teacher effectiveness and Program leaders design and implement a mentor learning community for professional learning,
student learning that is part of a coherent development system for all educators. They develop problem-solving, and collaborative inquiry. They provide mentor professional development that
specific goals, accompanied by clearly articulated rationales and informed by research, policy, and is guided by research, standards, local priorities, and the developmental needs of mentors and
practice, to guide the work of program leaders, principals, mentors, beginning teachers, and other beginning teachers.They engage mentors in goal-setting and reflection, implementing inquiry
educational partners. Program and institutional leaders design and implement an induction program action plans, analyzing data of beginning teacher development, field observations, and peer
in response to the assessed needs of beginning teachers, students, and school communities while coaching. Program leaders ensure that mentor professional development is provided by
they work to improve conditions that affect beginning teacher success and their students learning. well-qualified presenters and facilitators.
Program and institutional leaders allocate time and resources needed to accomplish
program goals and support continuous program improvement and ensure
Formatively Assessing Beginning Teacher Practice
Program leaders assist mentors in utilizing a beginning teacher formative assessment system
that a broad coalition of stakeholders demonstrates knowledge about,
that involves ongoing cycles of inquiry through plan, teach/observe, and analyze/
collaborates on, and advocates for quality program implementation.
A comprehensive reflect. They ensure that mentors use formative assessment processes to accelerate
Program Administration and Communication teacher induction program is part of a beginning teacher effectiveness as defined by professional teaching standards and
Designated program leaders with adequate status, authority, larger system of teacher development, support, in alignment with P12 academic content standards. They ensure that mentors
support, time, and resources guide program implementation and and accountability. Effective programs are led by and beginning teachers use multiple sources of evidence to assess teaching
accountability. Program leaders have the knowledge, interest, capable, well-informed, and adequately resourced strengths and areas for growth, and to guide one-on-one interactions and
and experience required to lead the program and participate other professional development activities. Program leaders guide mentors
leaders who have institutional buy-in and support. New
in opportunities to refine and extend their capacity. They to collaboratively develop goals and plans based on each beginning
teachers work collaboratively with a skilled, knowledgeable,
develop various two-way communication systems and teachers context and developmental needs and ensure that the formative
and well-trained instructional mentor who has sufficient time
organizational structures that solicit stakeholder input assessment system supports beginning teachers in meeting standards
to tailor support to each individual teachers developmental and requirements for licensure and/or local evaluation.
and collaborate with organizational leaders to ensure needs. A range of professional development opportunities, a
that program goals and practices align with those used in collaborative learning community, and engaged principals/site Beginning Teacher Professional Development
teacher preparation, teacher and administrator professional and Learning Communities
administrators provide the optimum conditions for each new
development, leadership development programs, and Program leaders design and implement beginning teacher learning
teachers success. Standards-based, formative assessment
teacher/administrator evaluation. Program leaders communities for professional learning, problem-solving, and collaborative
of a teachers practice guides the mentors work and the
coordinate efforts with other site and district P12 initiatives. inquiry. They provide professional development that offers choice and
new teachers development. Quality instruction, student
flexibility and is guided by research, standards, local priorities, and the
Principal Engagement learning, equity, and universal access are at the core
developmental needs of beginning teachers. Program leaders guide mentors
Program leaders support principals to implement policies, of mentor-new teacher engagements. Data of
to assist beginning teachers in applying new learning and ensure that well-
provide resources, and create conditions that promote beginning program implementation and impact are
qualified presenters and facilitators conduct the professional development.
teacher success. They support principals and mentors to work thoughtfully and continually collected
in partnership to improve beginning teacher instructional practice and analyzed to inform program Focus on Instructional Practice
and provide principals with professional development that builds their refinement. Program leaders accelerate the ability of beginning teachers to assess and reflect
capacity to advance beginning teacher development and mentor effectiveness. upon their practice in relation to professional teaching standards. They emphasize the
Program leaders support mentors and principals to coordinate induction activities importance of teachers knowledge and utilization of content standards as well as grade-level
with other school-based initiatives and evaluation procedures. and subject specific pedagogical skills. They assist mentors to enhance the capacity of beginning
teachers to analyze student work and interpret formative and summative data to plan and
Program Assessment, Evaluation, and Accountability differentiate instruction that engages all learners. Program leaders assist mentors to collaborate
Program leaders guide the development and implementation of a comprehensive system of with beginning teachers to ensure students physical, cognitive, emotional, and social well-being.
program evaluation and continuous improvement based upon induction program standards. They champion the ethical and equitable application of technology by mentors and beginning
They collaborate with evaluation specialists, researchers, and stakeholders to collect data from teachers to support assessment, planning, instruction, and learning. Program leaders assist
multiple sources to demonstrate implementation and impact. Program leaders systematically mentors to support beginning teachers to collaborate with colleagues, families, and the
share evaluation findings with stakeholders for the purposes of collaborative programmatic broader educational community to ensure the success of all students.
decision-making, improvement, and accountability, and participate in external reviews designed
to examine program quality and effectiveness. Focus on Equity and Universal Access
Program leaders help mentors support equitable and inclusive learning environments regardless
Mentor Roles and Responsibilities, Selection, Assignment, and Assessment of students ethnicity, race, socio-economic, cultural, academic, linguistic, or family background,
Program leaders develop and widely communicate clearly defined mentor roles and responsibilities gender, gender identity, sexual orientation, disability, or giftedness. They guide mentors to assist
that focus on the advancement of beginning teacher practice and teacher leadership. They design beginning teachers in using culturally responsive pedagogical practices to provide all learners
a formal, rigorous process for mentor recruitment and selection that is based on criteria consistent with equitable access to the curriculum. They prepare mentors and beginning teachers to gain
with the roles and responsibilities and involves multiple stakeholders. Program leaders manage the proficiency in teaching students with special needs and to uphold all laws related to special
assignment of mentors to beginning teachers according to relevant factors and in a timely manner. population students. Program leaders guide mentors to support beginning teachers to recognize
They engage mentors in a system of ongoing assessment for growth and accountability. students strengths and employ a strengths-based approach to meet the needs of all students,
including the full range of special populations.

page 6 2011, 2015 New Teacher Center. All rights reserved.

Foundational

Program Vision, Goals, and Institutional Commitment

Program and institutional leaders create a program vision focused on Program and institutional leaders work to improve conditions that
teacher effectiveness and student learning that is part of a coherent affect beginning teacher success and their students learning.
development system for all educators. How do we assess the context for beginning teachers in terms of:
How do we align and provide continuity from teacher hiring policies, teaching assignments, site practices, resources?
preparation to recruitment and initial hire, the first years of Program and institutional How are beginning teacher assignments determined?
teaching, and on through advanced levels of practice? leaders create a program vision What considerations are made for novices?
What goals and outcomes ensure a positive focused on teacher effectiveness and student What collaboration structures exist for teachers at school
impact on retention, teacher effectiveness, and learning that is part of a coherent development sites? In what ways do teachers use collaboration time?
student achievement? system for all educators. Program and institutional What additional resources and support are provided
leaders develop specific goals, accompanied by clearly to beginning teachers in challenging situations?
Program and institutional leaders develop articulated rationales and informed by research, policy,
specific goals, accompanied by clearly and practice, to guide the work of program leaders, Program and institutional leaders allocate
articulated rationales and informed by principals, mentors, beginning teachers, and other educational time and resources needed to accomplish
research, policy, and practice, to guide partners. Program and institutional leaders design and program goals and support continuous
implement an induction program in response to the assessed program improvement.
the work of program leaders, principals, needs of beginning teachers, students, and school communities.
mentors, beginning teachers, and other How are resources distributed and what
Program and institutional leaders work to improve conditions
educational partners. adjustments might be necessary to ensure that the
that affect beginning teacher success and their students
resource needs of the program are fully met?
How do we establish program goals? learning. Program and institutional leaders allocate time
Who is involved? and resources needed to accomplish program goals Who is involved in resource allocation?
and support continuous program improvement. Who else might need to be included?
What are our programs overall goals?
Program and institutional leaders ensure that a How can we assemble the funding to support and
What is the rationale for our programs design? grow the program?
broad coalition of stakeholders demonstrates
In what ways is our rationale informed by knowledge about, collaborates on, and What is the plan for program sustainability?
research, policy, and practice? advocates for quality program
What specific outcomes do we have for beginning teachers, implementation. Program and institutional leaders ensure that a broad
mentors, principals, and program leaders? coalition of stakeholders demonstrates knowledge about,
collaborates on, and advocates for quality program implementation.
Program and institutional leaders design and implement an induction Who are the parties in this agreement? [e.g., site administrators, community
program in response to the assessed needs of beginning teachers, groups, teacher preparation programs, district leaders, unions/teacher associations,
students, and school communities. school board members, program alumni, teacher leaders, etc.]
In what ways do we assess beginning teachers developmental, cognitive, What are the benefits to and responsibilities of stakeholders?
and situational needs? How do stakeholders know their level of involvement in program implementation
How do we assess students linguistic, cultural, and academic needs? and decision-making?
How do we take into account the context and demographics of the school How do we build support for the program and follow through with key
and community? decision makers?
How is our program contextualized to meet student, teacher, school, and What is our plan for maintaining program stability as individual
district needs? stakeholders change?

New Teacher Center Induction Program Standards 2010 New Teacher Center. Do not Duplicate Without Permission. page 7
Foundational

Program Administration and Communication

Designated program leaders with adequate status, authority, Program leaders collaborate with organizational leaders to
support, time, and resources guide program implementation ensure that program goals and practices align with those
and accountability. used in teacher preparation, teacher and administrator
In what ways have we clarified roles with regard to professional development, leadership development
decision-making, supervision, and evaluation? programs, and teacher/administrator evaluation.
Designated program leaders
How do our organizational structures fully How do we define roles, responsibilities, and
empower program leaders? with adequate status, authority,
relationships among members of the partnership
In what ways do communication structures support, time, and resources guide to support our program?
maintain high levels of clarity regarding program implementation and accountability. What are our goals for school district and
the leadership of this program? Program leaders have the knowledge, interest, and higher education articulation?
What adjustments are needed?
experience required to lead the program and participate How do we work with universities to ensure
in opportunities to refine and extend their capacity. that their graduates are prepared to succeed in
Program leaders have the knowledge, the induction program?
interest, and experience required to Program leaders develop various two-way communication
What are our goals for the support
lead the program and participate in systems and organizational structures that solicit stakeholder and/or advisory groups for each constituent
opportunities to refine and extend input. Program leaders collaborate with organizational group and how often do they meet?
their capacity. leaders to ensure that program goals and practices align
How does the selection process ensure that with those used in teacher preparation, teacher Program leaders coordinate efforts with
the primary contact person and program and administrator professional development, other site and district P12 initiatives.
leaders have the necessary skills and interest
leadership development programs, and teacher/ What school and/or district initiatives need to
in leading the program?
be linked to our induction efforts?
How do we identify the background and skills of administrator evaluation. Program leaders
How do we envision the mentors role in our site
program leaders to plan appropriate, immediate, coordinate efforts with other site and
and/or district initiatives?
and ongoing professional development? district P12 initiatives.
How can the induction program enhance other
important educational reform initiatives?
Program leaders develop various two-way
communication systems and organizational structures
that solicit stakeholder input.
What are our goals for communication?
How do we meaningfully involve various stakeholder groups?
How do current communication structures ensure clear and ongoing
two-way communication between program leaders and appropriate groups?
To what extent do we have a systematic plan for communication?

page 8 2011, 2015 New Teacher Center. All rights reserved.

Foundational

Principal Engagement
Program leaders support principals to implement policies,
provide resources, and create conditions that promote
beginning teacher success.
How do principals make mentoring possible?
What school policies and practices are supports for
or barriers to collaboration among beginning and
experienced teachers? How can we support or
overcome them?
In what ways do working conditions support or
hinder beginning teacher success?
How do we help principals and other site
leaders create positive environments for
beginning teachers?
Program leaders support principals
and mentors to work in partnership
to improve beginning teacher
instructional practice.
What communication goals and expectations do
we have for mentors, principals, and site leaders?
What structures can we create to ensure multiple
opportunities for two-way communication?
How do we clarify roles to ensure effective partnerships on
behalf of beginning teacher success?
Program leaders provide principals with professional
development that builds their capacity to advance beginning
teacher development and mentor effectiveness.
What essential information do principals need to support
program success?
How do we communicate with principals and site
Program
leaders to strengthen their knowledge and support
leaders support of our program?
principals to implement
How do we involve principals and other site
policies, provide resources, and leaders in dialogue and professional development
create conditions that promote beginning regarding our program?
teacher success. Program leaders support
In what ways do we support principals and
principals and mentors to work in partnership other site leaders in learning how to create
to improve beginning teacher instructional positive environments for beginning teachers?
practice. Program leaders provide principals with
professional development that builds their capacity
to advance beginning teacher development and Program leaders support mentors
mentor effectiveness. Program leaders support and principals to coordinate induction
mentors and principals to coordinate activities with other school-based initiatives
induction activities with other and evaluation procedures.
school-based initiatives and How do we work with all school site leaders to
evaluation procedures. build support for the induction program?
How do mentors work with principals to ensure that
beginning teachers have access to appropriate professional
development and support?

How does our program approach the intersection of beginning How do we strengthen the linkages between teacher induction and
teacher development and teacher evaluation? other site-based initiatives?

How do we approach issues of confidentiality with regard What is the intersection between formative assessment and teacher
to a beginning teachers performance? evaluation? How does one support the other within our program context?

New Teacher Center Induction Program Standards 2010 New Teacher Center. Do not Duplicate Without Permission. page 9
Foundational

Program Assessment, Evaluation, and Accountability

Program leaders guide the development and implementation Program leaders systematically share evaluation findings with
of a comprehensive system of program evaluation and stakeholders for the purposes of collaborative programmatic
continuous improvement based upon induction decision-making, improvement, and accountability.
program standards. How do we engage partners and participants
Program systematically in the analysis and use of evaluation
What is our comprehensive design for
program evaluation? leaders guide data for program improvement?
the development and How do we inform the broader educational
What qualitative and quantitative evidence
can be used to evaluate and document the implementation of a comprehensive community regarding program evaluation and
quality and effectiveness of the program? system of program evaluation and continuous plans for program improvement?
How can our system of ongoing program improvement based upon induction program How do we help decision makers understand
evaluation demonstrate desired results? standards. Program leaders collaborate with the programs value and how the program
contributes to other improvement efforts?
Who should be involved in evaluation specialists, researchers, and stakeholders
evaluating and documenting the to collect data from multiple sources to demonstrate
mentoring program?
implementation and impact. Program leaders
Program leaders participate in external
systematically share evaluation findings with
reviews designed to examine program
Program leaders collaborate with stakeholders for the purposes of collaborative quality and effectiveness.
evaluation specialists, researchers, programmatic decision-making, improvement,
How do we maintain regular communication
and stakeholders to collect data and accountability. Program leaders participate with state leaders and with external review
from multiple sources to demonstrate in external reviews designed to examine teams to ensure a smooth and effective process
implementation and impact. program quality and of external review will occur?
What criteria and evidence do we need to effectiveness. How might we engage outside evaluators in our
evaluate and document the effectiveness of program review? What resources might be available?
the participants?
What data collection systems do we need to tap
into or put in place to efficiently and accurately collect
relevant data?
Who is involved in evaluation/assessment and documentation of
the effectiveness of participants and leaders?
What elements of the program benefit from ongoing adjustment and
therefore require formative assessments of some kind?
What is our approach to summative assessment of the program?

page 10 2011, 2015 New Teacher Center. All rights reserved.

Structural

Mentor Roles and Responsibilities, Selection, Assignment, and Assessment

Program leaders develop and widely communicate clearly defined Program leaders manage the assignment of mentors to beginning
mentor roles and responsibilities that focus on the advancement teachers according to relevant factors and in a timely manner.
of beginning teacher practice and teacher leadership. For whom is the mentoring provided?
Who is involved in clarifying the roles and responsibilities, What are appropriate criteria for matching mentors with beginning teachers?
and period of service for mentors?
To what extent do our mentor-beginning teacher assignments allow for
To what extent is the mentors role explicitly focused on grade-level or subject area matching when possible? Geography?
instruction and student learning?
Program leaders How do mentor caseloads maximize time for weekly
How do program participants learn about the develop and widely mentor-beginning teacher interactions?
roles and responsibilities of mentors?
communicate clearly defined What steps will be followed if a mismatch
How do we clearly define and communicate mentor roles and responsibilities that has occurred?
to all stakeholders the confidential and
focus on the advancement of beginning
non-evaluative nature of the mentor-
beginning teacher relationship? teacher practice and teacher leadership.
Program leaders design a formal, rigorous Program leaders engage mentors in
process for mentor recruitment and selection that a system of ongoing assessment for
Program leaders design a formal, is based on criteria consistent with the roles and growth and accountability.
responsibilities and involves multiple stakeholders. How does our assessment system promote
rigorous process for mentor
recruitment and selection that is Program leaders manage the assignment of mentor growth and effectiveness?
mentors to beginning teachers according to How do we hold mentors accountable for
based on criteria consistent with the
relevant factors and in a timely manner. effectiveness and results?
roles and responsibilities and involves
Program leaders engage mentors in a
multiple stakeholders. Who is responsible for the assessment of mentors?
system of ongoing assessment for
Who is involved in designing the selection criteria? How do we make assessment processes transparent
growth and accountability. to mentors?
How do we share selection criteria with candidates,
program stakeholders, and those involved in How do we utilize the trends represented in mentor
mentor selection? assessment to guide mentor professional development and inform
program improvement?
How do we recruit the best candidates to become mentors?
How do we ensure a fair and equitable process for selection?
How do we prepare our selection team?

New Teacher Center Induction Program Standards 2010 New Teacher Center. Do not Duplicate Without Permission. page 11
Structural

Mentor Professional Development and Learning Communities

Program leaders design and implement a mentor learning Program leaders engage mentors in goal-setting and reflection,
community for professional learning, problem-solving, implementing inquiry action plans, analyzing data of beginning
and collaborative inquiry. teacher development, field observations, and peer coaching.
What are the goals and outcomes for mentor What is the relationship between initial and ongoing
professional learning? professional development and follow-up assessment
When, how, and how often are mentors brought Program and support?
together for collaboration with mentor leaders design and What structures and assistance help mentors be
colleagues to meet their immediate needs and implement a mentor learning accountable for application of new learning into
refine their mentoring practice? their mentoring practice?
community for professional learning,
How do we foster shared mentor How does our program structure and support
problem-solving, and collaborative inquiry.
leadership within their professional peer coaching among mentors?
learning community? Program leaders provide mentor professional
How do we systematically engage and
development that is guided by research, standards,
support mentors in the collection and analysis
local priorities, and the developmental needs of of their own data of practice?
Program leaders provide mentors and beginning teachers.Program leaders
mentor professional development engage mentors in goal-setting and reflection,
that is guided by research, implementing inquiry action plans, analyzing Program leaders ensure that mentor
standards, local priorities, and the data of beginning teacher development, field professional development is provided by
developmental needs of mentors well-qualified presenters and facilitators.
observations, and peer coaching. Program
and beginning teachers.
leaders ensure that mentor professional What criteria do we use for selecting
How does our mentor professional presenters of mentor professional development?
development is provided by well-
development develop their understanding and
use of coaching strategies and techniques? qualified presenters and How do we support program leaders and
facilitators. mentors to be effective in presenting and facilitating
How does our mentor professional development learning for adults?
support them in meeting the diverse needs of
beginning teachers?
What initial supports (professional development, learning
experiences, etc.) promote an understanding of the goals and scope
of formative assessment?
How do we schedule introduction of the use of formative assessment tools
and also provide follow-up dialogue and support to ensure effective use of
the tools?
What data and information are we using to develop the mentor curriculum
scope and sequence?

page 12 2011, 2015 New Teacher Center. All rights reserved.

Structural

Formatively Assessing Beginning Teacher Practice

Program leaders assist mentors in utilizing a beginning teacher Program leaders ensure that mentors and beginning teachers
formative assessment system that involves ongoing cycles use multiple sources of evidence to assess teaching strengths and
of inquiry through plan, teach/observe, and analyze/reflect. areas for growth, and to guide one-on-one interactions and other
How do we ensure the selection and/or development of a professional development activities.
quality formative assessment system? How do we help mentors understand how to contextualize their
How does our formative assessment system promote mentoring support and the selection of formative assessment tools?
beginning teacher growth and effectiveness and hold Program
In what ways do we support mentors in analyzing the
participants accountable for results? leaders assist mentors
results of individual and multiple formative assessments
in utilizing a beginning teacher to inform strategic mentoring discussions?
What information do we need to gather from
formative assessment system that involves
mentors, beginning teachers, and program How do we utilize the trends represented in
ongoing cycles of inquiry through plan, teach/
leaders to inform improvements to the teacher formative assessment to guide teacher
assessment system? observe, and analyze/reflect. Program leaders ensure
and mentor professional development and
that mentors use formative assessment processes to
To what extent is our formative inform program improvement?
accelerate beginning teacher effectiveness as defined
assessment system supporting new
by professional teaching standards and in alignment with
teacher development?
P12 academic content standards. Program leaders ensure Program leaders guide mentors to
that mentors and beginning teachers use multiple sources of
collaboratively develop goals and plans
evidence to assess teaching strengths and areas for growth,
Program leaders ensure that based on each beginning teachers
and to guide one-on-one interactions and other professional
mentors use formative assessment context and developmental needs.
development activities. Program leaders guide mentors
processes to accelerate beginning to collaboratively develop goals and plans based on How do beginning teachers use evidence of
teacher effectiveness as defined by each beginning teachers context and developmental teaching practice to determine professional goals?
professional teaching standards and needs. Program leaders ensure that the formative How are beginning teachers contexts taken into
in alignment with P12 academic assessment system supports beginning account during the development of goals and plans?
content standards. teachers in meeting standards and How do mentors utilize beginning teachers goals
How do we support mentors to understand requirements for licensure and/ and action plans to inform their mentoring?
a continuum of new teacher development and or local evaluation.
appropriate expectations for new teacher growth
throughout a year? Program leaders ensure that the formative assessment
How do we support mentors to analyze and reflect on system supports beginning teachers in meeting standards and
formative assessments linked to professional standards as requirements for licensure and/or local evaluation.
evidence of new teacher growth?
How do we ensure alignment of teacher formative assessment practices to
How do we ensure observations are calibrated and consistent applicable state requirements for credentialing?
among mentors?
In what ways do we align the teacher formative assessment system with
To what extent do our formative assessment protocols align with local policies and practices for teacher performance evaluation?
and integrate common core standards.

New Teacher Center Induction Program Standards 2010 New Teacher Center. Do not Duplicate Without Permission. page 13
Structural

Beginning Teacher Professional Development and Learning Communities

Program leaders design and implement beginning teacher learning Program leaders guide mentors to assist beginning teachers in
communities for professional learning, problem-solving, and applying new learning.
collaborative inquiry. How do mentors link initial and ongoing professional development to
When are beginning teachers brought together for one-on-one mentoring interactions?
collaboration with their beginning teacher colleagues In what ways do we assist beginning teachers in applying
and to address issues of unique importance for new learning to their classroom practice?
beginning teachers?
Program
What ongoing support activities and groups help leaders design
address beginning teachers needs? and implement beginning Program leaders ensure that well-qualified
How are these learning communities designed teacher learning communities presenters and facilitators conduct the
and facilitated? for professional learning, problem- professional development.
To what extent do they support beginning solving, and collaborative inquiry. What are our qualifications for selecting
teacher leadership? Program leaders provide professional presenters of professional development for
development that offers choice and flexibility beginning teachers?
and is guided by research, standards, local How do we support mentors and others to
Program leaders provide professional
priorities, and the developmental needs of become effective in presenting and facilitating
development that offers choice beginning teachers. Program leaders guide learning for adults?
and flexibility and is guided by mentors to assist beginning teachers In what ways do presenters and facilitators
research, standards, local priorities, in applying new learning. Program leaders model best teaching practices that foster success
and the developmental needs of ensure that well-qualified presenters for a diverse student population, understand the
beginning teachers. and facilitators conduct developmental nature of teaching, and promote
What local research do we have or need to do reflective practice?
the professional
on our beginning teachers needs, what does it tell development.
us, and how do those data inform our planning?
How do we provide professional development
to beginning teachers to deepen their pedagogical
content knowledge?
How do we integrate and coordinate local priorities for professional
development and align with professional standards
or expectations?
How do we ensure that there will be time in professional development
devoted to meeting needs expressed by beginning teachers?
To what extent do we differentiate professional development opportunities
for beginning teachers?

page 14 2011, 2015 New Teacher Center. All rights reserved.

Instructional

Focus on Instructional Practice

Program leaders accelerate the ability of beginning teachers to assess and Program leaders assist mentors to collaborate with beginning teachers to
reflect upon their practice in relation to professional teaching standards. ensure students physical, cognitive, emotional, and social well-being.
What systems do we have or can we create to help mentors and beginning teachers How do we ensure that mentors have adequate knowledge of child psychology,
use professional teaching standards as they reflect upon and assess teaching practice positive-behavior support principles, and social service networks?
and student learning? What is our protocol if a mentor observes or senses a teaching environment that
What do we do to align mentoring with professional teaching standards? is emotionally or physically unsafe to a student/students?
To what extent are we embedding the use of professional teaching How do we prepare mentors to help beginning teachers establish an
standards throughout the program and beyond? Program environment conducive to the learning of all students?
leaders accelerate the In what ways do mentors help beginning teachers develop
Program leaders emphasize the importance of teachers ability of beginning teachers to
resiliency in their students for academic achievement?
knowledge and utilization of content standards as well assess and reflect upon their practice in
as grade-level and subject specific pedagogical skills. relation to professional teaching standards.
Program leaders champion the ethical and equitable
Program leaders emphasize the importance
How do we help mentors and beginning teachers acquire of teachers knowledge and utilization of content
application of technology by mentors and beginning
and understand content and grade-level expectations? standards as well as grade-level and subject specific teachers to support assessment, planning, instruction,
What programmatic structures and supports help pedagogical skills. Program leaders assist mentors to and learning.
mentors and beginning teachers plan instruction enhance the capacity of beginning teachers to analyze What is our definition of ethical and equitable
aligned to appropriate standards? student work and interpret formative and summative application of technology?
How do we help mentors differentiate their support data to plan and differentiate instruction that engages all How do we ensure that mentors and beginning teachers
and help beginning teachers develop their own learners. Program leaders assist mentors to collaborate with
have access to and technical proficiency with technology?
beginning teachers to ensure students physical, cognitive,
instructional voice while maintaining fidelity to
emotional, and social well-being. Program leaders champion In what ways do mentors encourage teachers to use
curriculum standards? technology in their instruction to support student learning?
the ethical and equitable application of technology by
What additional structures, resources, and activities mentors and beginning teachers to support assessment, How do we facilitate mentor and beginning teacher
do we offer to help beginning teachers develop content planning, instruction, and learning. Program leaders knowledge of legal issues regarding the use of technology?
and grade-level knowledge? assist mentors to support beginning teachers to
In what ways do we appropriately use technology to
collaborate with colleagues, families, and
Program leaders assist mentors to enhance the support mentor and beginning teacher development and
the broader educational community
capacity of beginning teachers to analyze student work to ensure the success of instructional practice?
and interpret formative and summative data to plan and all students.
Program leaders assist mentors to support beginning
differentiate instruction that engages all learners. teachers to collaborate with colleagues, families, and the broader
How does our program deepen mentors ability to analyze and interpret educational community to ensure the success of all students.
formative and summative data?
How do mentors and other program stakeholders support beginning teachers in
How do we protect time for mentors to collaborate with beginning teachers becoming productive members of their schools professional learning community?
to analyze student work and plan differentiated instruction?
How do mentors help beginning teachers develop collaborative relationships with
What are our programs expectations for analyzing student work and using colleagues, resource personnel, families, and the broader educational community?
that information to guide instructional practice?
In what ways do mentors help beginning teachers develop and maintain, two-way
How do we structure alignments with other district or site procedures partnerships with parents and guardians?
and processes for analyzing student work?

New Teacher Center Induction Program Standards 2010 New Teacher Center. Do not Duplicate Without Permission. page 15
Instructional

Focus on Equity and Universal Access

Program leaders help mentors support equitable and inclusive learning Program leaders prepare mentors and beginning teachers to gain
environments regardless of students ethnicity, race, socio-economic, proficiency in teaching students with special needs and to uphold
cultural, academic, linguistic, or family background, gender, gender all laws related to special population students.
identity, sexual orientation, disability, or giftedness. How do we ensure that mentors are knowledgeable about laws related to
How does our mentor selection process assess a candidates ability to students with special populations?
create equitable and inclusive environments for all students?
What resources, materials, and processes do we have to support
How does our mentor professional development beginning teacher proficiency with special needs students?
help mentors minimize bias in beginning Program leaders help
teachers classrooms? mentors support equitable
and inclusive learning environments Program leaders guide mentors to support beginning
How do we uphold our programs commitment to
regardless of students ethnicity, race, teachers to recognize students strengths and
equity in front of mentors and beginning teachers?
socio-economic, cultural, academic, linguistic, employ a strengths-based approach to meet the
What opportunities do we provide for or family background, gender, gender identity, needs of all students, including the full range of
beginning teachers to explore issues of equity sexual orientation, disability, or giftedness. Program special populations.
and diversity as they relate to the classroom? leaders guide mentors to assist beginning teachers
In what ways does our program uphold a view that
How do we utilize supports available in using culturally responsive pedagogical practices all students can learn and that by building on each
within the district, school, or organizational to provide all learners with equitable access to the students strengths, beginning teachers can endeavor
partners to advance equitable, inclusive, curriculum. Program leaders prepare mentors and to meet the needs of all learners?
and bias-free environments? beginning teachers to gain proficiency in teaching
students with special needs and to uphold all laws How does the mentor selection process utilize an
related to special population students. Program
understanding of strengths-based instructional design?
Program leaders guide mentors to assist In what ways do mentor learning communities
leaders guide mentors to support beginning
beginning teachers in using culturally enhance the mentors application and teaching of
teachers to recognize students strengths
responsive pedagogical practices to provide all and employ a strengths-based approach strengths-based approaches?
learners with equitable access to the curriculum. to meet the needs of all students,
If equitable access to the curriculum is not seen in including the full range of
a classroom, school, or district context, how will our special populations.
program address the issue?
In what ways do mentors work with beginning teachers to
encourage culturally responsive pedagogy?
How do we help mentors tap into local resources that can help beginning
teachers more effectively serve students with special needs?
How do we support mentors in developing their own repertoire of skills
related to culturally responsive pedagogical practices?

page 16 2011, 2015 New Teacher Center. All rights reserved.

ABOUT NEW TEACHER CENTER

New Teacher Center focuses on improving student learning by

accelerating the effectiveness of new teachers and school leaders.
NTC partners with states, school districts, and policymakers
to design and implement systems that create sustainable,
high-quality mentoring and professional development; build
leadership capacity; work to enhance teaching conditions;
improve retention; and transform schools in vibrant learning
communities where all students succeed.

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