YES Prep Public Schools
New Teacher Induction Program
The YES College Preparatory School New Teacher Induction Program is a collaborative effort
between school and district personnel to ensure that teachers entering the profession at all YES
College Preparatory Schools will have the knowledge and skills they need to be successful in their
first two years of teaching and beyond. By providing a high level of support to beginning teachers,
the New Teacher Induction Program promotes increased student achievement by ensuring that
new teachers are prepared to teach effectively and by increasing retention of these highly skilled
individuals.
PROGRAM GOALS
The YES College Prep New Teacher Induction Program serves to:
o welcome new teachers to the YES community
o communicate the professional expectations and standards of the YES College
Preparatory Schools system and each campus
o deliver vital information pertaining to instructional planning and delivery, classroom
management and culture, and assessment
o help beginning teachers become familiar with state law, adolescent emotional and
cognitive development, conversations around diversity, and other issues that frame their
teaching experience in a larger context
o create a safe environment to address questions, concerns, frustrations, and victories
o provide ongoing support throughout each beginning teacher’s first two years in the
classroom through regular observations, observation conferences, and workshops
o develop a professional learning community among beginning teachers and among the
entire YES staff
o foster an attitude of life long learning within each beginning teacher
PROGRAM SUMMARY
In order to achieve these goals, YES commits to instructing, guiding and supporting beginning
teachers through their first two years of teaching. The program consists of the following
components:
Pre-Service Training (July – August before the first year of teaching)
 Focused workshops facilitated by district Instructional Coaches that address two major
strands of beginning teacher preparation: Classroom Culture and Management (CCM), and
Instructional Planning and Delivery (IPD)
 Meetings with a mentor teacher to plan classroom set up, communication with parents,
syllabus, first day and week of instruction, and first assessments
First Year of Teaching
 Once-per-month workshops on instructional planning and delivery, assessment, and special
populations facilitated by district staff (primarily by Instructional Coaches)
 Consistent, structured meetings with mentor teacher to discuss lesson and unit planning,
assessment, student achievement, and classroom culture
 Regular classroom observations and conferences conducted by Instructional Coaches and
mentor teacher focusing on IPD and CCM – these observations center around increasing
teacher effectiveness in ensuring student learning and helping teachers to reach at least

the “Proficient” level on the YES Teacher Summative Rubric (YES’s formal teacher
assessment system) in both IPC and CCM
Classroom observations and conferences conducted by Department Head and School
Director or Dean of Instruction to formally assess the beginning teacher’s progress and
performance according to the standards set forth in the YES Teacher Summative Rubric
Second Year of Teaching
 Meetings with mentor teacher, as needed
 Classroom observations and conferences conducted by Instructional Coach, as needed, to
continue to hone the new teacher’s instructional methods and classroom systems
 Classroom observations and conferences conducted by Department Head and School
Director or Dean of Instruction to formally assess the teacher’s progress and performance
OVERVIEW OF ROLES
Beginning
Teacher
Conscientiously fulfills
all provisions,
assignments, and
responsibilities set
forth in contract, and
all asked of him/her by
the instructional
coaches, mentor,
department head, and
school director
Attends all staff, grade
level, and department
meetings
Participates in all preservice and first year
induction workshops
and meetings
Meets with mentor
teacher and
instructional coach on
a regular basis to
discuss teaching and
student management
Meets with department
head and school
director to discuss
progress
Prepares for monthly
observations including
pre- and postconference reflections
Completes all required
paperwork in a timely
manner
Instructional
Coach
Leads pre-service
workshops
Conducts workshops
during school year for
beginning teachers
Conducts observations
of first and second
year teachers and
provides them with
timely oral and written
feedback on their
lessons.
Conducts pre- and
post-observation
conferences with first
and second year
teachers to discuss
observations and
review instructional
planning
Provides reports to
school directors and
department heads
about each beginning
teacher’s progress
Suggests other
professional
development activities
appropriate for
beginning teachers
Mentor
Teacher
Department
Head
Guides beginning
teacher through
preparations for the
first week of school
(inc. syllabus, letter to
parents, classroom set
up, lesson planning,
assessments)
Provides curricula and
texts to beginning
teacher
Meets regularly with
beginning teacher
during first year to
review lesson plans,
unit plans, and
assessments
Meets regularly with
beginning teacher
during first year to
discuss student growth
Conducts observations
of mentee’s classes
monthly and provides
oral and written
feedback for each
observation
Teaches model
lessons in his/her own
classroom to
demonstrate
instructional and
management
techniques for mentee
Acts as a “go to”
person
Provides guidance on
curricular and
management issues
Coordinates
department meetings
and collaboration
between department
members on issues of
instructional planning
and assessment
Reviews and approves
midterm and final
exams
Conducts “walk
through” observations
of beginning teacher
Conducts 2-3 formal
evaluations of
beginning teacher and
provides reports to
school director that
contribute to
summative (end-ofyear) evaluation
School
Director and Dean of
Instruction
Pairs beginning
teachers with mentors
Meets with
instructional coaches
to review induction
program and each
beginning teacher’s
progress
Conducts “walk
through” observations
of beginning teachers
Provides guidance on
classroom
management,
curriculum and
instructional issues
Holds at least 1 “check
in” meeting per
semester with
beginning teacher
Conducts formal
classroom evaluations
of beginning teacher
Completes summative
evaluation of the
beginning teacher