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Mentoring and Induction Update

Explore the phases of a teacher's first year, the importance of induction programs, and ways to build trusting relationships with new staff. Learn about mentor training, retention rates, and the role of support in achieving confidence and competence. Reflect on your own experience and contribute to a supportive environment for new employees.

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Mentoring and Induction Update

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  1. Mentoring and Induction Update

  2. Remember when… Think back to your first year at Grant Wood AEA… • What were you feeling that first day, week, month, year? • How long did it take you to feel confident and competent in your new role? • Who was instrumental in helping you get there?

  3. Challenge:Attrition Facts for AEA 10

  4. Why are they leaving? • Multiple Reasons • Challenging Roles • Confident • Competent • Most make up their minds within the first 90 days

  5. The Phases of a Teacher’s First Year Anticipation Anticipation Reflection Survival Rejuvenation Disillusionment Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun July

  6. Chunk and Chew • Turn to your neighbor and discuss the following… • How does this graph translate to the AEA context? • What role do we play in supporting new staff during these phases?

  7. What is Induction? • Phase of New Employee Development • Period of Socialization & Enculturation • A Formal Program for Beginning Employees

  8. Mentor Training • Partnership with the NTC • 20 years of experience • Retention rates - approximately 94%

  9. Induction Plans • Assignment Profiles • How can I see myself contributing to this work moving forward? • “Facilitating the IDM process.” • “Involving parents, giving students a voice in meetings.” • “My background and experience.” • “Building relationships and being present.”

  10. Induction Plans • Assignment Profiles • Questions I still have: • “How do referrals get from teachers or grade level teams to CST?” • “How can I provide my services using a collaborative or inclusive model?” • “How can I help with the SINA process?” • “I wonder how much I will be utilized?”

  11. Induction Plans • Assignment Profiles • Things you’ve done to build a trusting relationship in your buildings: • “I’ve been available when teachers need me and observed in classrooms.” • “I ate lunch in the teacher’s lounge so I could talk with the teachers in an informal setting.” • “I walked around the building the week before school started and spent time introducing myself and getting to know staff.” • “I gave the secretary some chocolate and a card thanking her in advance for answering all my questions.”

  12. Induction Plans • Assignment Profiles • What learning and support will be necessary to feel confident and competent in this work? • “I will need support and consultation on new strategies, paperwork, etc.” • “I will need to become more familiar with I-Plans.” • “PBS and CBE trainings.” • “I am confident that having contact with my mentor and supervisor will give me the confidence I need to move forward in this building.”

  13. Induction Plans • Self-Assessment • Completed individually by new staff • Coaching Conversation (Supervisor/Mentor/Mentee) • Assignment Profiles • Self-Assessment • Induction Plan (Orange Sheets)

  14. Remember when… Think back to your first year at Grant Wood AEA… • What were you feeling that first day, week, month, year? • How long did it take you to feel confident and competent in your new role? • Who was instrumental in helping you get there?

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