Exemplary Induction Programs
Results of an Effective Induction Program
Mentors Don't Align-Induction Aligns
Unaligned teams produce very little;
whereas "alignment" is the necessary
condition for effective teaming.
Team learning is the process of aligning
the capacity of a team to create
the results its members truly desire.6
The ultimate purpose of an effective induction program
is student achievement. On student achievement we can look
at two books written by Mike Schmoker. The first book, Results:
The Key to Continuous School Improvement, reports that three
characteristics exemplify continuous school improvement:
- Ensuring meaningful teamwork
- Setting clear, measurable goals
- Regularly collecting and analyzing performance data7
In his second book, The RESULTS Fieldbook: Practical Strategies
from Dramatically Improved Schools, he shares the "eminently
replicable and adaptable" core practices of five school districts
that have produced short- and long-term, measurable achievement
"A rapidly growing number of schools have made a momentous
discovery: When teachers regularly and COLLABORATIVELY review assessment
data for the purpose of improving practices to reach measurable
achievement goals, something magical happens," says Schmoker.
And that magic is student achievement. How? By having people working
collaboratively as a team.
Schmoker further says, "Cultivating and capturing teacher
expertise is one of the most grossly underused assets in education."
Accordingly, he dedicates his book "to the day when we regard
TEACHERS and their organized expertise as the center of school improvement."
The staffs of the five school districts he profiles have three
- They are goal-oriented.
- They function in data-driven collaboration.
- They conduct ongoing assessment.
For this to happen, mentoring ALONE will not produce the desired
results. Mentoring is concerned with supporting an individual teacher.
Induction is a group process, one that organizes the expertise
of educators. When you have a collaborative culture, people
will climb mountains, move mountains, and do whatever it takes-for
the sake of the students.
Mentoring is caring for an individual, whereas induction
is caring for the group. Teaming mentoring with the induction process
will yield student achievement.
Teachers Work as Teams
|The Consortium on Chicago School
Research found that in schools where
teachers worked as teams, students were
taught math above their grade level. In
schools where teachers worked alone,
instruction lagged behind. In these schools eighth-grade
math teachers typically taught math at a fifth-grade level.9