Research shows mentoring and professional learning opportunities are essential for new teacher retention and instructional mastery.

In our Elementary Induction Program, teachers in years 1-3 benefit from strong mentoring support and engage in learning with experienced teachers in both school and district communities of practice.

Focused on instructional competencies and reflective practice, our comprehensive induction process greatly improves both teaching quality and student learning.

Orientation

• Welcoming Phone Call - Personalized calls to new hires made by New-Teacher Leaders. New teachers are welcomed to Davis District and offered information about expected emails, hiring processing steps, and New Educator Orientation dates.

• New Educator Benefits Orientation - Online Benefits Canvas Courses with detailed information on Davis District benefits. Topics include payroll, licensing, insurance, retirement, sub system, evaluation, Davis Foundation, and Encore. Teachers are able to complete the online sessions at their own convenience.

• New Educator Orientation - In-person, 1 1/2-day orientation for licensed educators. Upon arrival, teachers receive a celebratory welcome by the superintendency, district administrators, board members, and student leaders.  Educators engage in highly-interactive sessions focused on best instructional practices, classroom management, and curriculum resources. This day is designed to help new teachers prepare for their first week of teaching and learn about the mentoring and professional learning supports in our district.

Professional Learning

• Classroom Management - A full day, in-person course designed to help year one teachers develop their confidence, inner authority, and consistency. Session is focused on building an inviting, consistent classroom environment, teaching procedures, using consequences and supportive practices, and modeling Social Emotional Competencies.

• Year 1 Support Group - Five sessions for year one teachers of specific grade and SpEd levels. Sessions include hands-on experiences and takeaway materials and are focused on helping new teachers navigate the first year, reflect with colleagues, and problem solve collaboratively. 

• Early Career Professional Learning - A series of 8 sessions for teachers in years 2 & 3 focused on best instructional practices. Sessions are offered in two personalized settings: 2 hour in-person session with colleagues or 1 hour remote session with assignment of demonstrated competency.

• Guided Observation - Opportunities to observe experienced teachers in other schools guided by a District Mentor, ELA Coach, Math Coach, or school administrator. Observations are focused on specific instructional practices and include pre and post observation conversations.

Mentoring Collaboratives

• Site Mentors - Experienced teachers chosen by school administrators to support a new team member as they acculturate to the building, faculty, and teaching profession. Site Mentors are offered mentoring training and suggested ways to support their mentees.

• Encore Mentors - Experienced teachers chosen by school administrators to help new teachers navigate the Encore platform during their first term.

• Mentor Teacher Leaders - Master teachers trained in mentoring who host 5 Support Group sessions for year one teachers. Sessions are grade or SpEd level-focused and include collaborative reflection and sharing of best instructional practices. Mentor Teacher Leaders provide a unique and inviting community of practice with activities and discussions that are relevant to a teacher's first year.

• District Mentors - Master teachers trained in mentoring who visit year one teachers bi-monthly and engage in reflective conversations, co-planning, co-teaching, instructional modeling, and guided observations. District Mentors help new teachers develop confidence and consistency in classroom management, best instructional practices, professional communication, and planning.

Administrative Support

• Informal Observational Feedback - Principals and administrative interns visit new teachers often to informally observe and offer supportive feedback on instructional practice, classroom management, and professionalism.

• Formal Observational Feedback - Principals and administrative interns visit new teachers' classrooms for 20-minute formal observations three times yearly. After each observation, teachers receive detailed feedback on specific instructional competencies using the Evaluate Davis Standards and Indicators.