Clinical Field Experience B: Improving New Teacher Induction Strategies 1

Clinical Field Experience B: Improving New Teacher Induction Strategies

Michelle Martelli

Grand Canyon University

EAD 523- Developing Professional Capacity

August 25, 2020

Clinical Field Experience B: Improving New Teacher Induction Strategies 2

I interviewed my Emily Moore, a new special education teacher at my school for

feedback on her teacher induction process. I also reviewing the induction plan and materials used

by the school to onboard new teachers. At our school, we do have two new teacher mentors.

Having the new teacher mentors provides opportunities for teacher leadership roles (PSEL 6f).

They hold monthly meetings to review campus based information, expectations, and for support.

Our district also holds monthly new teacher meetings with the purpose of familiarizing new staff

with district requirements. The induction plan addresses PSEL 6, especially 6b of “providing

opportunities for effective induction and mentoring of new personnel.”

Emily’s induction included a very quick orientation at the district office to get her badge,

computer, and submit some paperwork. Due to COVID, most everything has been virtual,

presenting new challenges for those of that are new to a district, let alone those who are brand

new to the profession. Her induction included time with a few teachers from the local school site

who were also new and a campus based new teacher mentor. This was helpful in terms of being

able to ask questions that were directly related to the campus and job. Serving as a Special

Education Teacher, she also attended an "induction" meeting specifically for the "newbies" in

this area, to learn more about how the district conducts the IEP process and other things related

to services within Special Education.

When I asked how beneficial the induction was in setting up her classroom, she informed

me that she has not yet done that since we are remote teaching. She did however get advice on

how to set up her virtual classroom on Canvas and Zoom. Some pointers were about how to

group students and utilize break out rooms as well as how to organize assignments for students to

have easy access. This was also somewhat helpful in starting the first day of teaching with

students because some information was given about Canvas and she already knew how to use
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Zoom. Since she was familiar with Zoom, she felt that this time could have been used better and

differentiated to meet her level of understanding. This induction did not really prepare her for all

the technology problems and upset parents that she would encounter, but as Emily said, “Nothing

can prepare you for that.” The induction was not helpful in classroom management. There was

no time set aside for individual or group management of behaviors. However, that did not phase

her because this is an area that she considers one of her strengths. Plus, at the campus level

during the in-service days before students started, many strategies were presented on student

engagement and relationship building virtually. That was helpful.

As for the mission, vision, and culture of the school, the induction was very insightful.

Emily stated, “The culture of a school and staff is something that you experience and it was very

easy to see that the staff at Desert Sky are close and they care about students being successful.”

This is evident by the virtual interactions that she had with the staff during staff meetings and in-

service PDs. Also the fact that Desert Sky only has 3 new teachers is telling of the positive

culture. Most of the staff are veterans of five years or more. The mission and vision were

broken down and clarified for the entire staff. This is an annual activity so that shows the value

and importance of the shared mission and vision statements. This part of the interview proved

that PSEL 7b is definitely employed.

Although the culture has a very positive vibe, the actual induction process was not useful

in getting to know other faculty and staff besides the new teacher mentors. Emily did mention

that it is hard to build deep connections with faculty (or anyone for that matter) through a

computer. The amount of stress that teachers are currently under also hinders great relationships

from being built. She understands that teachers have so much on their plates and are exhausted

so there is a limited availability to form relationships. She is grateful though for the new teacher
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mentors at her school (one in particular) and her team lead that has set apart time to help her

navigate all the technology resources and just be there as someone to talk to. Another thing that

has went well is that the staff is very knowledgeable and when they don’t know an answer, they

do have a direction to point her to. The district also has an online website called the Portal which

is great for finding information. The caveat to there being so much knowledge and staff to help,

is knowing what to ask for and not feeling like a nuisance. She is feeling very overwhelmed and

does not know what to ask for and being virtual is especially difficult. Meeting in person would

be much more ideal, however the seriousness of this pandemic is first and foremost.

As for room for improvement, the answer is time. She would like the gift of time. Time

to work with knowledgeable teachers and step by step instructions being walked through how to

do things that are required like using Canvas, IEP Pro, and even with helping understand the

email situation. These are some of the things that she feels like are thrown at her and she is just

supposed to know how to do. She would appreciate it if people would just offer to help with

little things like that so that she does not have to ask for assistance. The most beneficial help of

being new is the kind and selfless staff members that have been welcoming and supportive of

her. The campus based new teacher meetings have also been immensely beneficial. The campus

new teacher meetings have been aimed towards PSEL 6h of ways to ensure a work-life balance.

I asked Emily what she knows now that she wishes she knew before/during the induction

plan. She honestly could not answer that questions. She still feels like there is so much she

doesn’t know. She used the quote, “you don’t know what you don’t know.” Being new to a

district and especially profession during this time is something that she would not recommend to

anyone. She feels a little forgotten here, however she is well aware that this experience is not

typical or normal. Even the most experiences teachers are overwhelmed and she listens to them
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talk about their stress. Because she hears them, it is difficult to want to ask for help when so

many teachers are, as she put, “building the plane as they are flying it.” As far as what was

included in the induction, she could see the benefits of everything. I also asked what her favorite

part of the induction program. Her favorite part meeting peers that were also new. It was nice

for her to have people to network with that were also in her shoes. They have made friendships

and are able to talk each other through problems. This speaks to PSEL 7e of “open, productive,

caring, and trusting working relationships”. To end the interview, I questioned her on what was

the worst part of the induction program. She said without a doubt that the worse part was that

there was no face to face connections. Though she understands why everything has to be virtual,

seeing others over Zoom is not comparable to being in a room interacting together. Emily feels

as if there is a huge hole in her heart from missing face to face connections. Another negative

side effect also has to do with time. All of these monthly new teacher meetings (campus and

district level) are outside of her work day. She is required to attend them, however not paid for

her time. This is rough on her because her hectic days are even longer two days a month. She

wishes that they could either be embedded into her day (PSEL 7f) or that she could get paid a

stipend or something for attending.

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References

National Policy Board for Educational Administration (2015). Professional Standards for

Educational Leaders 2015. Reston, VA: Author.