The state should require effective induction for all new teachers, with special emphasis on teachers in high-needs schools.
Vermont does not require a mentoring program or any other induction support for its new teachers.
Ensure that a high-quality mentoring experience is available to all new teachers, especially those in low-performing schools.
Vermont 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, the state should specify how long the program lasts for a new teacher, who selects the mentors and a method of performance evaluation.
Require induction strategies that can be successfully implemented, even in poorly managed schools.
To ensure that the experience is meaningful, Vermont 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.
Vermont noted that last spring the state adopted Act 20 which requires a study group to consider how it might better provide mentoring support for teachers, new principals and new technical center directors.