Introduction
My task is to compare my school district and school 's induction process to the process outlined in our textbook. Also, describe the changes I would make to my district 's induction program. Lastly, as a school leader or district leader, describe how I would implement an effective mentoring process. Mentors have been described as educational leaders and change agents, particularly those mentors involved in programmes connected to the NTC (Gless, 2006; Hanson, 2010; Lieberman et al. , 2012).
Induction
Induction is the process designed to acquaint newly employed individuals with the community, the school district and their colleagues. …show more content…
The introduction of key professional and classified personnel were provided. Maps were provided in our packets and our mentors took me on a walkthrough of the building and introduced me to other faculty and staff. The differences is we are assigned a mentor. We have schedule time to meet. We have pre conferences and ---------------------------- At our school we have team leaders, which their role is to let us know about anything new, supplies, material, deadline and reports to turned in. The team leader is my immediate go to person. We have a hall leader and a content …show more content…
The district has a very thorough induction program, but two things I would not change but add is four day orientation instead of three, with block time to fill out paperwork with a representative.
Describe how Would I implement an Effective Mentoring Process To enable employees to become productive more quickly on the job, they need to be given information and materials to “get a head start” before their employee’s first day on the job such as the initial paper work, benefits information and company products and brand information (Sims, 2010). Some key skills necessary when mentoring others comprise of listening and the ability to give positive as well as negative feedback. Knight (2011) defines instructional coaching as a partnership in which the coach works in collaboration with the teacher to promote effective teaching through reflection. Because of the potential of peer instructional coaching to shift school cultures to be more reflective, the present study explores the peer instructional coaching component of a larger leadership development program, the "Scaffolded Apprenticeship Model of school improvement through leadership development"