Teacher Induction Program

Teacher Induction
Program

New teachers have unique needs as they enter the classroom. Ensuring that they have high-quality support allows them to become effective teachers faster and builds their confidence to stay longer in the profession. JNTP’s two-year Teacher Induction program prepares in-school veteran teacher mentors to support their new teacher colleagues through their first years of teaching and to accelerate new teachers’ growth through one-on-one, ongoing, job-embedded feedback and assessment of the effectiveness of their teaching.

New Teachers

Over a two-year period, ongoing cycles of weekly 45-60 minute one-on-one mentoring and bi-weekly classroom observations
Assessment tools and rubrics to analyze data, track progress and set professional goals
Orientation before the first year of the program
Three professional development webinars each year

Administrators

Orientation webinar: Maximize JNTP Mentoring in Your School
One in-person, full-day seminar each year based on New Teacher Center’s most recent research
Quarterly meetings with JNTP mentor for updates
Access to New Teacher Center’s research and publications
Consultation with JNTP staff on professional development for all faculty, upon request

Mentors

Over a two-year period, ongoing cycles of weekly 45-60 minute one-on-one mentoring and bi-weekly classroom observations
Ten days of in-person seminars and nine online forums over two years
Assessment tools to analyze data, track progress and set professional goals
Opportunity for continued training as a Veteran Mentor after initial two-year program
Onsite observation of mentor/new teacher meetings by JNTP staff three times over two years to provide one-on-one coaching of mentor practice

“I’m fairly certain that I wouldn’t be serving in Jewish education had I not had those first years of JNTP support and training.”

Rabbi Dr. Hillel Broder

Principal, DRS Yeshiva High School for Boys

“I can say with 100% confidence that the teacher I supported felt strengthened emotionally by our time together. In our first meeting together she said that she felt ‘more heard in the one hour of our meeting than she felt since she began teaching.’ And despite the emotion and tears that she often expressed / demonstrated in each of our meeting sessions, each session evolved as we moved from the simple expression of hardships to also how to address, what was the significance or impact of and how to find the entry points to understand the true trigger.”