Page 22 - Teacher Selection and Onboarding Guide

❏ Connecting New Teachers with their Department or Grade Level Chair
The Grade Level or Department Chair and out-of-classroom instructional personnel can also
serve as a great guide for new teachers and can be particularly helpful to ensure they
receive relevant information and assistance as of day one at the school. The leadership
team should meet and plan with Department or Grade Level Chairs to plan new teacher
support strategies.

❏ Strategically Monitoring the Work Load and Commitments of New Teachers
New teachers can be ambitious and can take on more duties than they should. School site
administrators should strategically monitor new teachers to ensure that they maintain a focus
on the classroom as they acclimate to the new school site. Out of classroom commitments
such as afterschool tutoring, committee or Action Team work, coaching, etc., can potentially
overextend new teachers’ capacity, especially during the first year of their career.

❏ Suggesting Training for New Teachers
Identify and share trainings that are relevant to the schools’ mission, vision, and student
achievement goals to assist new teachers in developing their instructional practice. This is
also a way to invest in their long-term professional development.

❏ Establish a New Teacher Club
New teachers benefit greatly from interacting with other teachers. This interaction helps
them build emotional support networks and friendships that can make the workplace a
supportive and enjoyable place to be. Teachers that report being happy at their school site
tend to stay longer.

❏ New Teacher Resource Book
New teachers find comfort in having a guide that they can turn to that can answer common
questions and provide information on where to access resources at the school site and
community. Include information that addresses school site-specific information.

❏ Recognize New Teachers’ Contribution to the School
New teachers appreciate being recognized for their contributions. Principals should find
ways to show teachers that their work with students or fellow teachers has value.

Appendix Page 7