• New Teacher Induction and Mentoring 

    A primary charge for the PDC in the Missouri Professional Development Guidelines is shepherding our new teacher induction system. (Appendix 1)  The PDC is charged with establishing and monitoring assistance for beginning teachers, but is also responsible for working with experienced teachers.  The Clayton new teacher image induction system has always included all teachers new to Clayton. 

    We generally have a cohort of 20 – 30 new teachers each year.  These teachers are first introduced to Clayton during a four-day new teacher induction in August.  This induction is designed to allow our new staff to be introduced to key staff, Clayton’s mission, vision and guiding principles, the curriculum they will be responsible for, the technology they need to immediately access, the building they will be assigned to, the evaluation system that will guide their growth, and other important needs such as payroll, insurance, compliance training, etc.  There is then a two-year plan of ongoing support sessions in which teachers meet after school to address more specific areas such as instructional strategies, assessment, communication, differentiating for special populations, and other topics that arise based on the needs of the group.  New teachers are paid $90 per day for their summer induction days only.

    At new teacher induction, a mentor is assigned to each teacher.  The mentor will advise and guide the new teacher as s/he becomes more acclimated to the Clayton school district.  From 2007 – 2010, one Elementary Coordinator and one Secondary Coordinator mentored all new teachers to ensure a common experience for all teachers.  In 2010, Instructional Coordinators were hired in each elementary building to provide a more building based induction experience.  In the middle and high school, a building mentor was identified for each teacher, generally in the same department as the new teacher.  New teachers were surveyed both after the creation of the Elementary and Secondary Coordinators, as well as after the change was made back to building mentors. (Appendix 13)  What the survey data shows is the mentor program is strong in supporting our new teachers.  There was a slight drop in the areas of regular communication and mentor observation and feedback when we shifted back to a building mentor, as those mentors have a great deal of other responsibilities.  But overall, teachers feel supported and that they are improving as teachers as a result of the mentoring program.  Mentors are paid $25 an hour for their after school training sessions only.

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