The state should require effective induction for all new teachers, with special emphasis on teachers in high-need schools. This goal was reorganized and not graded in 2017.
Mentoring for New Teachers: North Dakota requires that all new teachers receive mentoring through its Teacher Support System. During the first year of teaching, mentors and new teachers are required to spend 30 hours in one-on-one meetings, and mentors must observe new teachers. New teachers are granted leave to observe other classrooms and can participate in an online class to earn continuing education credits.
Mentor Selection Criteria: North Dakota allows districts to select their own mentors but provides suggested criteria to use in mentor selection, including outstanding instructional practice and strong interpersonal skills. Mentors receive stipends.
Mentoring Program 2016-2017 http://www.nd.gov/espb/TeacherSupport/Mentoring/ND%20Mentoring%20Program%20(2015).pdf North Dakota Administrative Code 67.1-04-04 http://www.legis.nd.gov/information/acdata/pdf/67.1-04-04.pdf North Dakota Century Code 15.1-18.2-05 through 07 http://www.legis.nd.gov/cencode/t15-1c18-2.pdf
Set more specific parameters.
To ensure that all teachers receive high-quality mentoring, North Dakota should set a timeline by which mentors are assigned to new teachers, ideally soon after the commencing of teaching, to offer support during those critical first weeks of school. The state should also specify a method of performance evaluation.
Select high-quality mentors.
While still leaving districts with flexibility, North Dakota should articulate minimum guidelines for the selection of high-quality mentors. It is particularly important that the mentors themselves are effective teachers. Teachers without evidence of effectiveness should not be eligible to serve as mentors.
North Dakota recognized the factual accuracy of this analysis.
Too many new teachers are left to "sink or swim" when they begin teaching, leaving most new teachers overwhelmed and under-supported at the outset of their teaching careers. Although differences in preparation programs and routes to the classroom do affect readiness, even teachers from the most rigorous programs need support once they take on the myriad responsibilities of their own classroom. A survival-of-the-fittest mentality prevails in many schools; figuring out how to successfully negotiate unfamiliar curricula, discipline and management issues, and labyrinthine school and district procedures is considered a rite of passage. However, new teacher frustrations are not limited to low performers. Many talented new teachers become disillusioned early by the lack of support they receive, and, particularly in our most high-needs schools, it is often the most talented teachers who start to explore other career options.
Vague requirements simply to provide mentoring are insufficient. Although many states recognize the need to provide mentoring to new teachers, state policies merely indicating that mentoring should occur will not ensure that districts provide new teachers with quality mentoring experiences. While allowing flexibility for districts to develop and implement programs in line with local priorities and resources, states also should articulate the minimum requirements for these programs in terms of the frequency and duration of mentoring and the qualifications of those serving as mentors.