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nti:admin-training:question-2
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nti:admin-training:question-2 [2022/09/23 14:50] Schaefer, Jonathan M [The Cost of Induction] |
nti:admin-training:question-2 [2022/09/26 15:31] (current) Schaefer, Jonathan M |
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| * **NTI Administrative Assistant**: Lisa Fenske [[nti@mlc-wels.edu]] (507) 354-8221 | * **NTI Administrative Assistant**: Lisa Fenske [[nti@mlc-wels.edu]] (507) 354-8221 | ||
| * **NTI Data & Online Tools**: Michelle Yotter [[yotter.michelle@gmail.com]] | * **NTI Data & Online Tools**: Michelle Yotter [[yotter.michelle@gmail.com]] | ||
| - | * **Building Administrator**: Usually the principal or director of the building where the new teacher works. In some cases, it may be the pastor or an interim principal/director. | + | * **Building Administrator**: Usually the principal or director of the building where the new teacher works. Sometimes, it may be the pastor or an interim principal/director. |
| - | * **District Lead Mentors**: These persons have years of mentoring experience and complete a mentor & coaching credential. They will work directly with the mentors to provide support for mentoring practice and skills. | + | * **District Lead Mentors**: These persons have years of mentoring experience and complete a mentor & coaching credential. They will work directly with the mentors and district leaders to facilitate induction within the district. |
| - | * **Mentor Teacher**: This person must apply/be accepted as a WELS mentor, complete NTI approved training, and will work directly with the new teacher to provide support and to help improve instructional skills as a Lutheran educator. | + | * **Mentor Teacher**: This person must apply/be accepted as a WELS mentor, complete NTI-approved training, and will work directly with the new teacher to provide support and to help improve instructional skills as a Lutheran educator. |
| - | * **New Teacher**: As you are no doubt already aware, WELS teachers who are in their first two years of teaching are mentored through this program. | + | * **New Teacher**: As you are undoubtedly already aware, WELS teachers who are in their first two years of teaching are mentored through this program. |
| [[https://docs.google.com/document/d/1XPEBaIViGeJodH6tJ4eldloQ2L-E1qr-9KrBomGArSA/edit?usp=sharing|You can also read an overview of everyone's responsibilities [PDF]]]. | [[https://docs.google.com/document/d/1XPEBaIViGeJodH6tJ4eldloQ2L-E1qr-9KrBomGArSA/edit?usp=sharing|You can also read an overview of everyone's responsibilities [PDF]]]. | ||
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| General Timeline for NTI Teacher Growth Reflection Tool | General Timeline for NTI Teacher Growth Reflection Tool | ||
| - | * //October - Administrators of 1-year assignments finalize Fall Teacher Reflection Growth Tool// | + | * //October - Administrators of 1-year assignments finalize Fall Teacher Growth Reflection Tool// |
| * //November - Administrators of permanently and multi-year assigned beginning teachers finalize Fall Teacher Growth Reflection Tool// | * //November - Administrators of permanently and multi-year assigned beginning teachers finalize Fall Teacher Growth Reflection Tool// | ||
| * //January/February - Administrators of 1-year assignments finalize Spring Teacher Growth Reflection Tool// | * //January/February - Administrators of 1-year assignments finalize Spring Teacher Growth Reflection Tool// | ||
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| A lack of qualified teachers and faculty instability threatens students’ ability to learn. Stewardship and the encouragement of qualified teachers in their first years of teaching are part of effective teacher induction programs. Over thirty states in the United States (U.S.) have provided induction for their teachers during their initial years of teaching (Bullough, 2012). These induction programs' primary purposes included increased retention, accelerated teacher development, networking, and aligned school systems’ objectives and teacher needs (Sutcher, 2019). Quality induction often included a mentor teacher, common teacher planning time with other teachers, and regularly scheduled teacher collaboration (Ingersoll & Strong, 2011). Exceptional programs include additional programmings like professional development for mentors and new teachers, mentor and teacher observations, and program orientation (Knight, 2017). Personal processes like induction focused on working relationships and associated teaching conditions. | A lack of qualified teachers and faculty instability threatens students’ ability to learn. Stewardship and the encouragement of qualified teachers in their first years of teaching are part of effective teacher induction programs. Over thirty states in the United States (U.S.) have provided induction for their teachers during their initial years of teaching (Bullough, 2012). These induction programs' primary purposes included increased retention, accelerated teacher development, networking, and aligned school systems’ objectives and teacher needs (Sutcher, 2019). Quality induction often included a mentor teacher, common teacher planning time with other teachers, and regularly scheduled teacher collaboration (Ingersoll & Strong, 2011). Exceptional programs include additional programmings like professional development for mentors and new teachers, mentor and teacher observations, and program orientation (Knight, 2017). Personal processes like induction focused on working relationships and associated teaching conditions. | ||
| - | WELS New Teacher Induction's two-year program = | + | Schools and centers are responsible for the cost of NTI. WELS New Teacher Induction's two-year program = |
| Year 1 is $1000 per new teacher + | Year 1 is $1000 per new teacher + | ||
| Year 2 is $1000 per new teacher | Year 2 is $1000 per new teacher | ||
nti/admin-training/question-2.1663944653.txt.gz · Last modified: 2022/09/23 14:50 by Schaefer, Jonathan M
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