​​​​​Instructional Assessment, Professional Learning, Title IIA

Code of Maryland Regulations (COMAR) – Comprehensive Teacher Induction and Mentoring

.01 Scope.

This chapter applies to a comprehensive induction program for new teachers. The purpose of this regulation is to provide guidance for local school systems to establish a high-quality induction program that addresses critical professional learning needs of new teachers, improves instructional quality, and helps inductees achieve success in their initial assignments, resulting in improved student learning and higher retention in the profession.

The induction program that each local school system designs shall reflect coherence in structure and consistency in focus to ensure an integrated, seamless system of support.

Recognizing that "one-size-fits-all" induction programs do not meet the needs of new teachers, these regulations establish the components of an induction program, allowing local school systems to build on their current programs.

.04 General Requirements.

Each local school system shall establish and maintain a comprehensive induction program for all new teachers.

The comprehensive induction program shall be designed to provide participating teachers with the knowledge and skills necessary to be successful in their classrooms and schools to enable them to stay in the profession.

Local school systems shall use the Maryland Teacher Professional Development Planning Guide to develop the program, which shall include the following professional learning activities: 
  1. Before the school year begins, orientation programs for all teachers new to the local school system; 
  2. Ongoing support from a mentor, including regularly scheduled meetings during non-instructional time; 
  3. Regularly scheduled opportunities for new teachers to observe or co-teach with skilled teachers; 
  4. Follow-up discussions of the observations and co-teaching experiences; 
  5. Ongoing professional development designed to address new teacher needs and concerns; and 
  6. Ongoing formative review of new teacher performance, including classroom observations, reviews of lesson plans, and feedback based on clearly defined teaching standards and expectations.
The district shall consider the need for staffing to:
  1. Plan and coordinate all induction activities;
  2. Supervise new teacher mentors;
  3. Communicate with principals and other school leaders about induction activities, and
  4. Oversee the evaluation of the comprehensive induction program.
The comprehensive induction program may provide annual training for principals, assistant principals, and school-based professional development staff to familiarize them with the factors that contribute to teacher attrition and retention, the learning activities and schedule for induction program participants, the role of mentors and expectations for supporting mentors' work in schools, and the importance of school-level coordination of support for new teachers.

.05 Participation in the Comprehensive Induction Program.

All teachers new to the profession shall participate in all induction activities until they receive tenure. Veteran teachers, in their first year of teaching in the district, shall participate in all induction activities designed for veteran teachers for a minimum of 1 year.

To the extent practicable given staffing and fiscal concerns, local school systems shall adopt at least one of the following options for teachers during their comprehensive induction period:
  1. A reduction in the teaching schedule; 
  2. A reduction in, or elimination of, responsibilities for involvement in non-instructional activities other than induction support; or 
  3. Sensitivity to assignment to teaching classes that include high percentages of students with achievement, discipline, or attendance challenges. 

.06 Mentoring Component of the Comprehensive Induction Program.

A local school system shall establish a mentoring program as part of its Comprehensive Induction Program.

A local school system shall establish a cadre of full-time or part-time mentors to support teachers during their comprehensive induction period.

To the extent practicable given staffing and fiscal concerns, local school systems shall establish the maximum ratio of mentors to mentees in the comprehensive induction program at one mentor to 15 mentees.

A mentor under the comprehensive induction program may be assigned school-level administrative duties only on an emergency basis.

A mentor under the comprehensive induction program may not participate in the formal evaluation of a mentee.

Mentors shall:
  1. Demonstrate knowledge of adult learning theory and peer coaching techniques;
  2. Demonstrate a knowledge base and skills to address the performance evaluation criteria and outcomes to be met by each mentee; and
  3. Hold an advanced professional certificate and be rated as a satisfactory or effective teacher or be a retiree from a local school system and have been rated as a satisfactory or effective teacher; and
  4. Possess a positive reference from a current or recent building principal or supervisor that addresses the instructional, management, human relations, and communication skills of the mentor applicant.
Local school systems shall provide ongoing training for mentors that includes:
  1. Initial training for each mentor prior to assuming the assignment on the essential characteristics of mentoring adults and the duties and responsibilities of a mentor;
  2. Ongoing training and feedback to enable each mentor to address the specific and varied performance needs of mentees;
  3. Models of effective instructional practices that address the identified needs of mentees; and
  4. Identification and coordination of appropriate resources to address the performance needs of mentees.


Jennifer Wojcik
Instructional Assessment Specialist
Office: (410) 767-0346