Induction and Mentoring

Induction Program Overview

The mission of the MCCPS Induction and Mentoring Program is to support beginning and new-to-MCCPS teachers. The program matches an experienced educator (mentor) with an incoming teacher (mentee), and both the incoming teacher and the mentor engage in various forms of professional development that foster growth in their own practice and in the learning of their students. Their learning is supported by their grade level and department colleagues and the administration. 

The Induction and Mentoring Program strives to create an environment where collegial, reflective practice is the norm, and where students, teachers and administrators build a community of reflective and self-directed learners. It is built on the premise that incoming teachers - as adults - know themselves as learners, have a natural, inherent potential to learn, and will be motivated to work collaboratively with their mentors to create the kinds of learning that will improve their practice and improve student learning. Thus, support is individualized, based on the needs of the incoming teachers and their students.


The Induction and Mentoring Program is designed to support beginning and new-to-MCCPS teachers to:
  • Adapt to the school environment and embrace a culture of collegiality and continuous learning
  • Provide student-centered, project-based learning experiences for all students
  • Become reflective practitioners
  • Honor the policies and practices that are described in the School's Charter
Meetings and Observations

The administration will match mentors to mentees.  All first and second year teachers will have a mentor. First year teachers will meet with their mentors at least once a week.  Second year teachers will meet with their mentors regularly.  Each will record this work via a Mentoring Log  The Head of School will meet weekly with first year teachers during the first term and will observe them during classroom instruction.  First year teachers will be observed at least two times in September, a minimum of three times during the first trimester and at least once in both second and third trimesters.   Second year teachers will be observed at least once each trimester.  Mentors and Mentees will also meet together and as separate groups with the Head of School each trimester. 
Mentors will be offered one of three options to compensate their efforts.   A Mentor may choose forty lunches, two additional personal days, or no recess duties.  This choice should be communicated to the Head of School.

Daily Life

Curriculum and Instruction

Sharing information about the Common Core, best teaching practices, planning, assessment and teaching for understanding

Classroom Management and Home School Communication

Providing assistance with routines, organization, assessment and best practices leading to high levels of instructional rigor and engagement. Share methods related to conferencing and communication with colleagues and parents

Operations and HR

Conflict of Interest Documents

CORI and SORI Forms

Professional Development

Technology Links:

Student Information System: PowerSchool Training Tutorials

Matt Cronin,
Aug 18, 2014, 5:52 AM
Matt Cronin,
Jul 2, 2012, 7:22 AM
Matt Cronin,
Jul 2, 2012, 7:41 AM