The state should require effective induction for all new teachers, with special emphasis on teachers in high-needs schools.
Minnesota does not require a mentoring program or any other induction program for its new teachers. Local districts must "provide opportunities for teacher-to-teacher mentoring" as part of staff development activities. The state has developed guidelines for mentoring and induction programs.
Ensure that a high-quality mentoring experience is available to all new teachers, especially those in low-performing schools.
Minnesota should ensure that all new teachers—and especially any teacher in a low-performing school—receive mentoring support, especially in the first critical weeks of school.
Set specific parameters.
To ensure that all teachers receive high-quality mentoring, Minnesota should set a timeline in which mentors are assigned to all new teachers throughout the state, soon after the commencing of teaching, to offer support during those first critical weeks of school. Mentors should be required to be trained in a content area or grade level similar to that of the new teacher, and the state should mandate a method for performance evaluation.
Require induction strategies that can be successfully implemented, even in poorly managed schools.
To ensure that the experience is meaningful, Minnesota should guarantee that induction includes strategies such as intensive mentoring, seminars appropriate to grade level or subject area and a reduced teaching load and/or frequent release time to observe other teachers.
Minnesota was helpful in providing NCTQ with facts that enhanced this analysis.