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



    Induction

    Induction programs are comprehensive support systems that are designed to ease the transition of new educators as they begin their careers in education. Induction programs assist inexperienced educators by providing the models and tools necessary for planning and delivering effective instruction and offering feedback aimed at helping new educators meet performance standards. In short, induction programs give new educators the time, resources, and relationships they need to thrive in their new environment.

    According to Code of Maryland Regulations (COMAR), a comprehensive induction program shall include the following components:
    • New Teacher Orientation: An orientation program at the beginning of the year to provide an opportunity to learn key information about the district and school.
    • Mentoring/Coaching Relationships: The mentoring/coaching relationship provides the beginning teacher with an opportunity to work closely with and learn from a veteran teacher. The mentoring relationship is shaped by the activities that the beginning teacher and mentor participate in together. Whenever possible, full-time mentors or release time for veteran teachers should be used as a necessary part of the mentoring relationship as it enables mentoring activities such as observation, co-teaching, and lesson planning to take place.
    • Ongoing Professional Learning: Workshops and needs-based training are professional learning opportunities that are specifically designed for the beginning teacher and those teachers who are new to the district. This professional learning provides the beginning teacher with vital information on topics that are relevant to them during their first year in the classroom.
    • Co-teaching with Skilled Teachers: Observing a skilled teacher and co-teaching are accepted methods of providing new teachers with demonstrations of effective teaching. These experiences should be followed up with discussions and/or debriefing between the new teacher, the mentor, and the observed teacher.
    • Ongoing Formative Performance Review: For beginning teachers to gain an understanding of their strengths and weaknesses and to grow professionally, it is important for the teacher to participate in ongoing performance review. Classroom observations, reviews of lesson plans, and feedback on clearly defined teaching standards and expectations should be incorporated into the evaluation plan.


    Contact:

    Cecilia Roe
    Director of Instructional Assessment, Professional Learning, Title IIA, & English/Language Arts
    Office: (410) 767-0574
    cecilia.roe@maryland.gov


    Jennifer Wojcik
    Instructional Assessment Specialist
    Office: (410) 767-0346
    jennifer.wojcik@maryland.gov


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