Field Experience B-Induction Strategies

Clinical Field Experience B: Improving New Teacher Induction Strategies
Leah N. Maclin
Grand Canyon University: EAD-523-0501
December 8, 2021
Clinical Field Experience B: Improving New Teacher Induction Strategies
The following interview was conducted with a fourth-grade teammate who is in her first
year of teaching. We had a verbal discussion, and she answered all questions. For Beginning
Teachers, the district provides an orientation, orientation packet, and mentor teacher.
Interview 1
What did your induction include?
The teacher was given the position and then attended a virtual orientation. The
orientation was conducted by the district Beginning Teacher Coordinator and lasted one
day. There were also modules provided on Canvas for teacher candidates to complete.
During the beginning teacher workdays, she came in on Monday and was shown her
classroom. She was never given a full tour of the building, introduced to others, and is
only accustomed to her specific hallway.
The orientation packet consists of Google Documents for a Beginning Teacher and their
mentor to complete. The Google Documents consist of monthly forms, a First 10 Days of
School form, and a New School Orientation Checklist. The forms are extensive to work
through, but they are the responsibility of the Beginning Teacher and Mentor Teacher. The
monthly forms are for Beginning Teachers and their mentors to complete when they meet.
Their discussion should include constructive feedback and how it relates to professional
growth and evaluation standards. Checklists provide Beginning Teachers and their mentor
teachers with topics to discuss by the end of each quarter. These topics include items such
as inputting grades, touring the building, and locating supplies. These documents are
useful, but again, it is solely up to the mentor teacher to relay this information. Lastly, the
First 10 Days of School document provides Beginning Teachers and Mentor Teachers with
topics to discuss for the first ten days of school. These topics are key elements to keep in
mind and include in order to have a successful start to the year, but the information
provided is solely dependent on the mentor teacher.
 How beneficial was the induction in:

 Setting up your classroom
There was no support provided from administration or district. Her main support was
given from her grade-level teammates, and she worked independently to provide for and set
up her classroom.
 Getting ready for and starting the first day

Again, the Beginning Teacher packet includes a First 10 Days document. This
document consists of topics to introduce but does not provide rationale and strategies for
discussing the topics. With her team, she planned lessons and discussions.
 Managing your class and students individually

No classroom behavior plan was provided. Nothing was given for time management or
scheduling. IEPs were discussed and a copy provided. No support for interventions,
differentiation, diverse learners, or lesson planning.
 Understanding the school culture, mission, and vision

Is unaware of the school’s mission and vision statements. She made it known that
culture thus far has been taught by the students. There has been no discussion or
introduction by administration in regard to school culture or traditions.
 Getting to know other faculty and staff

When hired, the teacher was introduced initially to her teammates, REACH team,
administration, and one fifth grade teacher. Her teammates relayed most of this
information to her. She is still unaware of everyone’s names.
 What went well?

The things that the Beginning Teacher mentioned went well were very limited. She
stated that her introductions with teammates and getting to know the assistant principal has
been well. The assistant principal has been a constant, sole support for her.
 What could be improved?

1. More, frequent check-ins by admin.
2. Discussions about school culture, mission and vision
3. Walk-thrus to provide constructive feedback
4. Tour of the building
5. Budget for Beginning Teachers to setup their classroom
6. Background of students in your classroom
 What do you know now that should have been included in the induction plan?
The first thing that should be included in the induction plan is the school’s expectations
for staff and students. Once this is provided, strategies for how to relay this information
can be included. Next, she mentioned how helpful it would be to have strategies on hand
that related to common disruptive behaviors or examples of classroom management plans.
It would allow her to have instant solutions should problems arise throughout the year.
 Were you provided with training on technology, programs, or applications?

No formal training was provided. Her teammates explained and supported her through
technology and programs.
 Have you been provided with the opportunity to observe other teachers? If not,
what would you like to observe?
The Beginning Teacher has not had the chance to officially observe other teachers. She
has observed her mentor teacher but for a 5 minute period. If given the opportunity, she
would like to observe another teacher who is strong in conducting morning meetings and
classroom transitions and would like to observe a fifth-grade science lesson.
 Were you provided with a Student / Staff handbook?

No, but she would love to see one.
 What support do you currently receive from your school/district?

Currently, this Beginning Teacher is not receiving adequate support from her
administrators. When asked how they support her, she replied, “They are around.” They are
visible to students and staff, but they are not providing support, mentorship, and feedback for
teachers. From the district level, the Beginning Teacher is invited to monthly Teacher Talks,
which occur virtually. These discussions typically involve district Instructional Coaches
providing teachers with instructional strategies to use in the classroom. The Beginning
Teacher Coordinator is responsive, but her presence within schools is sporadic and
unannounced.
Implication for Future Practice
PSEL Standard 6.a states, “Recruit, hire, support, develop, and retain effective and caring
teachers and other professional staff and form them into an educationally effective faculty”
(NPBEA, 2015). From my interview discussion, there is very little support offered to the
Beginning Teacher from school administration and district personnel. If schools and districts
want to retain teachers, this must change. The first few years of teaching are difficult. Without
the extra support, teachers will leave the career field and cause a school’s faculty to continuously
be affected. For future reference, administration should provide Beginning Teachers with
observation opportunities. Rather than expecting the teacher to figure it out and research
independently, schedule times for the Beginning Teacher to observe veteran teachers and be
observed. Depending on the area that needs improvement, I would allow the teacher to observe
another teacher who is strong in that area. These observations could be conducted in our school
or another school in our district. I would also conduct informal observations at least once a
month to check-in with the teacher, provide feedback, and assist with strategies and resources.
PSEL Standard 6.c states, “Establish and sustain a professional culture of engagement
and commitment to shared vision, goals, and objectives pertaining to the education of the whole
child…” (NPBEA, 2015). Currently, Beginning Teachers are not provided with any
understanding of the school’s mission, vision, goals, expectations, and protocols. This causes
each teacher to be on a different page and does not build a united culture. Every teacher will
interpret and handle situations differently. For future reference, administration can first provide
each teacher with a staff and student handbook. This allows all personnel to be in complete
understanding of the school’s policies and procedures. Second, Beginning Teachers should be
provided with a school vision, mission, and culture talk. Upon accepting the position, the
Beginning Teacher can have a discussion with veteran teachers to understand the school’s
culture and atmosphere. They can learn the school’s traditions so that they can better understand
why certain elements are the way they are. This would also allow the Beginning Teacher to
become acquainted with other colleagues and form relationships.

References
National Policy Board for Educational Administration (2015). Professional Standards for
Educational Leaders 2015. Reston, VA: Author.

Field Experience B-Induction Strategies

Uploaded by

Copyright:

Available Formats

Field Experience B-Induction Strategies

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Field Experience B-Induction Strategies

Uploaded by

Copyright:

Available Formats

Clinical Field Experience B: Improving New Teacher Induction Strategies

Grand Canyon University: EAD-523-0501

What did your induction include?

only accustomed to her specific hallway.

provided is solely dependent on the mentor teacher.

 How beneficial was the induction in:

 Getting ready for and starting the first day

 Managing your class and students individually

differentiation, diverse learners, or lesson planning.

 Understanding the school culture, mission, and vision

introduction by administration in regard to school culture or traditions.

 Getting to know other faculty and staff

information to her. She is still unaware of everyone’s names.

 What went well?

 What could be improved?

that related to common disruptive behaviors or examples of classroom management plans.

 Were you provided with training on technology, programs, or applications?

technology and programs.

classroom transitions and would like to observe a fifth-grade science lesson.

 Were you provided with a Student / Staff handbook?

 What support do you currently receive from your school/district?

Implication for Future Practice

become acquainted with other colleagues and form relationships.

Educational Leaders 2015. Reston, VA: Author.

You might also like