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, and Encore. Teachers are able to complete the online sessions at their own convenience.

• New Educator Orientation - In-person, full day orientation for new hires. Upon arrival, teachers receive a celebratory welcome by the superintendency, district administrators, board members, principals, and student leaders.  The bulk of the day is spent in highly-interactive sessions focused on curriculum resources and best instructional practices. 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 - Monthly sessions for year one teachers of specific grade 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. 

• Evaluate Davis Elementary Lecture (EDEL) - 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

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

• Mentor Teacher Leaders - Current, master teachers trained in mentoring who host a monthly Support Group session for year one teachers. Sessions are grade level-focused and include collaborative reflection and sharing of best instructional practices. Mentor Teacher Leaders model blended instructional approaches and are often observed by mentees during the year.

• District Mentors - Master teachers trained in mentoring who visit year one teachers monthly and engage in reflective conversations, co-teaching, instructional modeling, and guided observations. District Mentors guide new teachers in developing instructional competencies by focusing on specific Evaluate Davis Standards and Indicators each term.

Administrative Support

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

• Formal Observational Feedback - Principals and administrative interns make four unannounced visits during the year to conduct 20-minute formal observations. After each observation, teachers receive detailed feedback on specific instructional competencies using the Evaluate Davis Standards and Indicators.