Just as the school community must acknowledge its role in the new teacher induction program, so too must the new teacher recognize one's own responsibility to the school in the induction program. For fearing to appear to be incompetent, new teachers often do not ask questions. They sometimes do not attempt more creative or innovative ways of teaching since the activity may fall flat and create an appearance of incompetence. However, given the right opportunity, a new teacher is able to flourish and succeed. If the role of the new teacher with in the context of the induction program is clearly defined, then the protégé is on the right track for a successful first year in the teaching profession.
Participation
Maintains an open-minded attitude towards professional growth
Shares mutual respect with mentor and engages in both formal and informal communication.
Seeks support and assistance on a regular basis and reflects with mentor and colleagues.
Engages in in-depth conversation while seeking answers to questions
Documentation
Documents reflection, as well as activity logs, rubrics, and new teacher induction program evaluation
Records performance-based teacher evaluations, inservice, and university assistance programs.
Organizing and Implementing Instruction
Displays a firm understanding of curriculum
Acknowledges unique needs of learners in a diverse classroom
Prepares units, lessons, activities, and assessments to meet the needs of the individual learners
Leadership
Assists in the evaluation of the new teacher induction program
Uses team based approach to solving problems
Demonstrates oneself as a leader among other new teachers
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