Running head: CLINICAL FIELD EXPERIENCE B: IMPROVING NEW TEACHER 1

Clinical Field Experience B: Improving New Teacher Induction Strategies

David Gonzales

Grand Canyon University

Developing Professional Capacity

EAD-523

Dr. Williams

July 22, 2020

CLINICAL FIELD EXPERIENCE B: IMPROVING NEW TEACHER 2

Clinical Field Experience B: Improving New Teacher Induction Strategies

After interviewing Amanda, new to us this year, I was enlightened by her experience as a

new teacher to our campus. Being that I have been a part of our Valley Life Charter team since

its inception in 2011, I have not always been aware of how our new teachers have been inducted

over the course of our nine years. I had always spent my time making sure that my own

departmental needs were ready

In usual times, new hires will arrive on campus at least one day earlier than the returning

staff members. Much of this extra day is becoming familiar with the Covey’s 7 Habits of Highly

Effective People, which is what our school is founded on. Current staff members usually divide

up the habits and present them to new staff members to immerse them into this thought process.

Original staff members were fortunate enough to receive an entire week’s worth of 7 Habits

training prior to the school opening. We feel this training is imperative for all staff members.

Amanda is a seventh grade Math teacher. She stated understanding the school culture,

mission, and vision was the easiest part of teaching at Valley Life, as leadership is at the

forefront of the school’s culture. The first week of school, she didn’t teach math, but leadership

skills. She feels the school does an amazing job of presenting and abiding by the 7 Habits which

are evident in the actions of the students. Although there were some discipline issues, as in any

school, she felt there were far less because of the established culture. She also felt supported by

administrators and their designees, and felt like she wasn’t judged when she asked for assistance

with classroom management. There is a sense of community and resources in place to ensure that

students are being reached and provided the best opportunity available to be successful students.

From the RSP team to the Intervention Resource Classroom (IRC), Valley Life strives to

“Empower and entrust teachers and staff with collective responsibility for meeting the academic,
CLINICAL FIELD EXPERIENCE B: IMPROVING NEW TEACHER 3

social, emotional, and physical needs of each student, pursuant to the mission, vision, and core

values of the school”. (PSEL Standard 7b)

Amanda was equally impressed with the existing staff. They were approachable and

willing to help with anything, ranging from classroom setup/budget and the school information

system to allowing her voice to be heard in professional development sessions and middle school

meetings. PSEL standard 6g “Develop the capacity, opportunities, and support for teacher

leadership and leadership from other members of the school community” was met by our staff

providing her the support needed.

She did state however, there still was some room for improvement. One of the areas was

having a true mentor. It wasn’t until after the school year started, did another teacher become that

mentor. She understands that although she had teaching experience prior to arriving at Valley

Life, the culture, rules, and procedures are different from anywhere she’s been and it would have

been nice to have a designated person to lean on and have weekly check-ins with.

This brings up a valid point for me to keep in mind when becoming an administrator. I

will be sure to have a mentorship program in place for all new staff members to help ease the

transition to our campus. Not only will this program be put in place, but I will have an open door

policy that will hopefully allow all staff members to become comfortable coming to me with

questions or concerns. I will actually suggest a mentorship program at my current site to start up

this Fall.
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References

(2020). Retrieved 16 July 2020, from http://npbea.org/wp-

content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf