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ERIC Number: EJ1043704
Record Type: Journal
Publication Date: 2014-Oct
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0276-928X
A Fresh Approach for Fresh Faces: Central Office Leaders Adopt Strategies to Support New Teachers
Molitor, Suzanne; Burkett, Dina; Cunningham, Allison; Dell, Cheryl; Presta, Anna
Journal of Staff Development, v35 n5 p53-56 Oct 2014
The Ontario Ministry of Education established the New Teacher Induction Program in 2006, ensuring that new teachers in the province receive orientation, mentoring, and continuous professional learning in their first year. Through this program, districts receive funding and opportunities to support mentors and respond to the needs of novice teachers in their first and second year. The Peel District School Board embraced this mandate as an opportunity to be intentional, adaptive, and responsive to the learning needs of mentors and beginning teachers. Serving 153,000 students in 206 elementary and 37 secondary schools, this growing school board is the second largest in Ontario.The New Teacher Induction Program educational reform context, together with current knowledge about effective professional learning, has affected how central office staff think about the design and implementation of professional learning according to Learning Forward's Standards for Professional Learning (Learning Forward, 2011). District leaders have adopted new strategies and processes for performing their work. Roles have shifted as central leaders adopt conceptual and interactive roles, including designers of evidence-informed professional learning, facilitators of teacher professional learning, and instructional coaches developing teacher leaders. The program supports differentiated learning for novice teachers and mentors.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A