CAMPUS BASED INDUCTION PLANNING TOOL
Coaching to Win: Action Planning for New Teacher Success
Created by: Takesha Winn, M.Ed., Assistant Principal at T.W. Browne Middle School at Dallas ISD
New teacher induction programs allow teachers to become acclimated to the demands profession while continuing to
learn and refine their skills. Induction programs focus on providing instructional, managerial, and developmental
support. It is our belief that teachers are more likely to be retained in the profession and at their campus, if the
induction support takes place on campus and addresses the teachers’ needs in the context in which those needs are
experienced.
Effective campus based induction programs have the following characteristics:
 Instructional Support Systems
 Highly Trained and Qualified Mentors
 Targeted and Outcomes Based Professional Development Sessions
 Collaborative Cultures
 Administrators Who Wish to Support, Train, and Retain New Teachers
With those characteristics in mind, principals and school leaders will be able to build highly effective induction programs
that improve teacher quality and help to keep teachers in the classroom.
Campus Based Induction Planning Tool Guide
The purpose of this planning tool is to serve as an annual framework to help principals, assistant principals and teacher
leaders begin to reflect upon their current induction practices and determine if their practices can be improved. This
document provides a foundation that allows leaders to be very intentional about the efforts that they will exert when
supporting new teachers and assisting in their professional growth and development.
Action Planning Tool Guide Table of Contents
1. Needs Assessment
2. Current Teacher Interview Questions
3. Goal Setting
4. Motto
5. Mentor Selection
6. Mentor Expectations
7. Calendar Planning
8. Professional Development
9. Playbook Chart for Mentors and Principals
10. New Teacher Reflection Journal
New Teacher Induction Planning Tool
Action Planning for New Teacher Success
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ACTION PLANNING ACTIVITY WORKSHEET
Needs Assessment
Select the appropriate number that corresponds the progress of your school’s current new teacher induction program. Tabulate the
score to determine your school’s need level:
Strongly
Agree
Neutral
Disagree
Agree
(1)
(2)
(3)
(0)
1.
My campus offers regular sessions to help teachers to dissect their content
standards.
2.
My campus offers sessions that teach new teachers the essentials of lesson
planning and resource development.
3.
New teachers at my school have access to weekly lesson planning support.
4.
The new teacher induction program at my school has an outlined
professional development plan for new teachers.
5.
My campus prescribes professional development specifically to the new
teachers who display deficits in a particular area.
6.
There was a rigorous selection process for selecting mentors.
7.
Mentors were regularly (monthly, bi-monthly, quarterly) trained and
provided with strategies to support new teachers.
8.
Mentors met with teachers on a weekly basis. This includes observations,
feedback sessions, emails, and telephone calls.
9.
The induction program provided new teachers with information to cope with
the demands of the teaching profession.
10. Administrators were educated about the induction process and their role in
helping new teachers to transition into the profession.
Total
21 to 30 = Critical Need, 10-20= Moderate Need, 9 and below= Low Need
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Teacher Interview Questions to Determine Needs
Use the questions below to gauge the effectiveness of your campus' current support systems for new teachers. The goal of these
questions is to obtain the honest perspectives of the new teachers on your campus, so campus systems can be modified to build
teacher quality and efficacy.
 Describe your campus' current support systems for new teachers.
 Which component of the new teacher program has proven to be the most helpful for you this year?
 What were the top three major challenges of your 1st/2nd year of teaching?
 What systems were in place to help address the challenges that you faced?

Describe the relationship that you have with your new teacher mentor?
 How often did you meet? Describe the meetings.
 Was your mentor able to address your concerns or suggest possible solutions? Give an example of a concern that was
addressed by your mentor.



What professional development sessions were the most valuable? Which professional development sessions were the
least valuable?
o What suggestions do you have for future professional development for new teachers?
How long do you plan to be an educator? What support systems will be necessary as you continue on your journey to
become a highly effective teacher?
On a scale from 1 to 10, how effective was administration with addressing the concerns that were applicable
specifically to new teachers?
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Reflection
Based on your needs assessment and teacher interview questions, what are the reoccurring themes that must be addressed by your
new teacher induction program?
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New Teacher Induction Academy Goals
In the spaces below, please create three goals for your campus' new teacher induction program. Ensure that the goals are outcome
based and lead to the development of high quality educators. See the example in the first column.
Take a moment to reflect and determine why this goal is vital to the program. This reflection is important because every professional
development, observations, mentor training, feedback session and other new teacher induction activity will be aligned to these
goals that have been established.
Academy Goals
Why is this goal vital to
your program?
Example: The New Teacher Induction Academy at Exemplary Elementary School
will provide differentiated learning opportunities that allow teachers to identify
their weaknesses and have access to interactive professional development that
builds capacity, capability and self-efficacy.
This goal is vital because it
reiterates that every teacher will
not need the same training.
Differentiated instruction will be
just as critical for teachers.
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Motto
In the space below, please create a motto that will be the mantra for your new teacher induction program.
____________________________________________________________________________________________________________
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Mentor-Model Selection
The mentor and mentee relationship is one of trust and support, and it is essential to the success of an inexperienced teacher. This
relationship requires the mentor teacher to understand the needs of an inexperienced teacher. These needs can range from simple
needs such as needing to know where the copy machine is, who the teacher’s appraiser will be, where parking will be, how to
handle grading, what does this acronym mean, what are the “unwritten rules”? The list could continue forever, but it is critical for
the mentor teacher to understand, that he or she is the tour guide for this new teacher’s first year journey. It is critical that
mentoring actually takes place for the support to be effective. Being an effective mentor requires the mentor to be able to counsel
(provide advice based on his or her own experience), support and train new teachers.
Mentor-Model teachers exhibit the core beliefs and actions of a highly effective teacher.
The qualities and teaching styles of these educators will serve as models to be replicated
by our new teachers. This position is not a paid position (unless paid directly from AC
department), but a teacher’s willingness to participate as a Mentor-Model Teacher
demonstrates his or her vested interest in the growth of a fellow teacher.
-From Browne’s Mentoring Expectations Manual
When selecting and preparing to train a mentor-model teacher, the following criteria must be taken into consideration:
 Principal/ Appraiser Recommendation
 Most Recent Evaluation
 Years of Experience
 Grade Level/Content Level
 Understanding of The Core Beliefs
 Understanding of Teacher Effectiveness Measures
 Commitment to Teacher Growth
 A Model Classroom

Willingness to mentor, even if compensation is not an option
In the spaces below, list the criteria that will be used to select mentors at your campus.
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Expectations of the Mentor
The expectations that are established for the mentors will be the guiding principles that will improve the
support for novice teachers and lead to more successful teaching experiences. Therefore, the leadership team
and program coordinators should be thoughtful and intentional about the expectations and responsibilities
that are bestowed upon mentors. These expectations must enhance the induction process, the quality of
education provided, and the self-efficacy of the teachers. These expectations also demonstrate to a mentor
that the leadership team believes that he or she can be entrusted with the task of helping a new teacher to
develop. Above all, these mentors must be trained and adequately equipped to meet these expectations.








Receive training and resources as it relates to serving their mentee.
Meet weekly to discuss mentee challenges (lesson planning, discipline, data decisions, etc.)
Analyze case studies to develop strategies for helping to address the needs of the mentee.
Ability to provide demonstration lessons for new teachers.
Complete the Mentor and Mentee Task List to help orient your mentee throughout the school year.
Set goals with your mentee.
Advocate on behalf of your mentee and serve as a guide for your mentee.
Give program feedback to guide research efforts for program improvement.
After reviewing the expectations listed above, which expectations will be utilized at your campus? Are there any additional
expectations for the mentors on your campus that you will add? If so, list those expectations below.
____________________________________________________________________________________________________________
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Calendar Planning and Professional Development
Calendar planning for campus based induction programs consists of standardizing the times that you and your team plan to meet
with the teachers (and mentors) to provide the critical support systems necessary for success on your campus. When planning your
calendar, it is necessary to include pre planned professional development topics, targeted development topics, and regional (from
your education service center)/national trainings. Each new teacher induction program will begin with an initial training to introduce
teachers to the campus, staff members, and mentors. Typically, initial new teacher induction training is one to five days long. It is
vitally important that novice teachers are exposed to this initial training to build their comfort level with their surroundings and
make connections with those staff members who will be able to answer logistical questions.
As your leadership team continues to plan, it is important to determine how often you will provide training to mentors and teachers
and who will be required to attend the training. Will the training be offered on a weekly, bi-weekly, or monthly basis? Will the
trainings be differentiated and only select teachers will receive invitations? Will 1st year teachers attend all trainings? Will 2nd year
teachers be allowed to select trainings? All of this information must be considered when planning the calendar for the new teacher
induction program.
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Activity/ Professional
Development Session
Timeline (circle one)
Pre-planned professional
development sessions that
everyone will attend will be
held-Targeted/differentiated
professional development
session will be provided--Mentors will be trained ---
Weekly
Bi-Weekly
Monthly
Weekly
Bi-Weekly
Monthly
Weekly
Bi-Weekly
Monthly
Relevant and necessary
trainings at the Education
Service Center will be
scheduled--
Weekly
Bi-Weekly
Monthly
Quarterly
Relevant and necessary
national trainings will be
scheduled--
Quarterly
Annually
Day of the Week and Time
Required Attendees
(the attendees below
are recommendations
only)
All teachers 0 to 2 years
__________________________
__________________________
Select teachers (based on
mentor or principal
recommendation)
All new teacher mentors
__________________________
__________________________
Select teachers (based on
mentor or principal
recommendation)
Select teacher mentors
Select teachers (based on
mentor or principal
recommendation)
Select teacher mentors
Social Gatherings will be held--
One per semester
Quarterly
__________________________
All teachers and mentors
Once the calendar has been outlined and all meetings have been designated days and times, a list the professional development
session topics need to be composed. In order to compose this list, review the relevant data points for your campus. These data
points include, but are not limited to STAAR test data, student survey data, teacher feedback surveys, campus discipline data and
teacher observation data. A few possible topics are listed below. Use the spaces below (25-30) to list other professional
development topics that will be taught on your campus. There is a sample PD calendar included to support you as your leadership
team begins to calendar out the professional development sessions for the campus. Sample PD calendar allows accommodations for
"open" sessions that allow for administrators and mentors to observe new teachers and identify trends before determining which
sessions best address the teachers' immediate and specific needs.
PD Topics
1. Teacher Expectations
2. First Year--- Happy and Successful
3. Beyond the First Year—Happy and Successful
4. School/ District Need To Know Information
5. Grading Practices
6. SPED, ARDs and The Law
7. Due dates and Deadlines
8. Testing
9. Multiple Intelligences and Learning Styles
10. Maintaining High Behavioral Expectations
11. CHAMPS
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12. Contacting and Conferencing with Parents
13. Strong Voice (from Teach Like a Champion)
14. 100% (from Teach Like a Champion)
15. Diffuse potential discipline problems
16. SLANT (from Teach Like a Champion)
17. Building Relationships with Students
18. Curriculum Study and TEKS Tutorials
19. Maintaining High Academic Expectations
20. Multiple Response Strategies/ Total Participation Techniques
21. Cold Call (from Teach Like a Champion)
22. Right Is Right (from Teach Like a Champion)
23. No Opt Out (from Teach Like a Champion)
24. Nuts and Bolts/ Teacher Driven-Selected Sessions
25. _______________________________________________________
26. _______________________________________________________
27. _______________________________________________________
28. _______________________________________________________
29. _______________________________________________________
30. _______________________________________________________
Sample PD Calendar for 1st Year
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August
Dates
Topics
August
1. Teacher Expectations
2. School and District Need to Know
Information
1. CHAMPS
2. 100%
3. Strong voice
1. Building Relationships with Students
2. Contacting and Conferencing with
Parents
3. Diffusing potential discipline
problems
---Open--1. MRS
2. Cold Call
3. SLANT
---Open--1. Right is Right
2. No Opt Out
3.Effective Interventions
Semester Reflections and Celebration
August 8, 2014
September
September 4, 2014
September 18, 2014
October
October 2, 2014
October 16, 2014
November
November 6, 2014
November 20, 2014
December
*2nd semester topics are to be
determined based on mentor's and
administrator's observations and new
teacher needs. The calendar for the 2nd
semester should be in place by
November.*
January
December 11, 2014
1. Reset Expectations
1. Second Semester Goal Setting for
Assessments
February
1. Effective Questioning Techniques
2. Revisit TLAC Strategies
--Open---Open---Open---Open---Open---Open---Open-Program Feedback and Improvement
End of the Year Reflections and
Celebration
March
April
May
June
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Action Planning for New Teacher Success
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Playbook for Mentors and Principals
Problem
Superficial Coverage of
Content
Root Cause
The teacher does not have a concrete
and deep knowledge of the content.
The teacher may be a generalist, who is
now teaching an isolated content. The
teacher does not study the content to
fully grasp the concepts before
presenting to students. The teacher
does not understand the TEKS or
learning standards for the content.
Solution
-Content academies
-TEKS Tuesdays
-Personalized planning
sessions
-Lesson observation in
demonstration classroom
(novice observes)
Resources and Books
-Lesson planning template
with teacher think boxes
-Lesson Demonstration
Protocol Studies
-Mentor Teachers'
Classrooms
-Department PLCs
Instructional Coach
Limited Strategies During
Instructional Delivery
The teacher teaches using the same
mode, with absolutely no variation. The
classroom is completely teacher
centered. These modes include all
lecture, all power point, all worksheets,
and etc. The strategies that are used do
not engage students.
The teacher is delivering instruction
using his or her learning style. The
teacher may not have received any
professional development about
teaching to a variety of learning styles.
-PLC strategy
demonstrations by CIC
- Interactive Power Points
PD
-Chunk and Chew PD and
Modeling
- PD about planning for
various learning styles
- In-Class coaching cues for
variation or strategy switch
-Video Feedback Sessions
-Why Didn’t I Learn This in
Pacing/ Losing
Instructional Time
The teacher loses several minutes of
instructional time due to pacing issues
such as long transitions. The teacher
also fails to execute daily activities with
a sense of urgency; this behavior has
transferred to the students. The teacher
is unaware of the time loss during the
class and frequently believes that,
"there just isn't enough time" in the
class period.
The teacher experiences classroom
management issues, resulting in a loss
in instructional time. Daily routines and
procedures have not been established
in the class. The teacher may have set
extremely expectations in an attempt to
appease the students. The teacher may
seek to befriend the students, so he or
she does not want to be too strict.
-Tight transition PD and
drills
-Pre-planned timed lesson
plan
-Use of timer during
instruction
-PLC Novice teacher
demonstrations
-Do Nows and entry
routines
-Establishing a classroom
management system
-Positive framing PD and
drills
- 100 Percent PD and drills
-What to Do PD and drills
-Positive Behavior
Interventions and Contracts
Trainings
-Role playing parental
phone calls
-Scenario email responses
-Observations of
conferences
Poor Classroom
Management/Students
Following Instructions
and Meeting Expectations
Failure to Communicate
with Parents
The teacher neglects to communicate
with parents. The teacher feels
uncomfortable talking to parents, or he
or she may be afraid of having an
unpleasant experience with the
parents.
New Teacher Induction Planning Tool
College
-Total Participation
Techniques
-Handbook for
Differentiated Instruction
in Middle and High
Schools
-Department PLCs
-Instructional coach and
mentor demonstrations
-Cue cards
-Video equipment and
access to smartcookie.com
-Teach Like a Champion
-Demonstration Lessons
from instructional coaches
and mentors
-Demonstration lessons in
PLC
-Stopwatches
-Cue Cards
-CHAMPS
-Teach Like a Champion
- The Do’s & Don’ts of
Discipline
-Practice time in PLC and
New Teacher Sessions
- Instructional coach
modeling
-Campus parent call script
- Practice time in New
Teacher Sessions
-Mentor modeling
Action Planning for New Teacher Success
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Coaching to Win
New Teacher Reflection Journal
Teacher Name:_______________________________________________ Content Area:________________________________
Mentor Name: ______________________________________________
Date:___________________________________
Lesson Description:
TEKS Addressed:
Goals of the Lesson Activities:
________________________________________
____________________________
____________________________
________________________________________
____________________________
____________________________
________________________________________
____________________________
____________________________
What research, data or prior observations did I use to plan the instructional activities for this lesson? Was I successful in
helping my students to meet the overall learning goal for today? What proof do I have to validate this success?
1.
Students'
response to the lessons and activities (struggling students, special populations, gifted students, etc.):
2.of Growth:
Areas
Concerns to present to my mentor or administrator:
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ADDITIONAL NOTES:
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