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    Marin County Teacher Induction Program's Non-Discrimination Policy: It is the policy of our induction program to ensure equal opportunity without discrimination or harassment based on race, color, religion, sex, sexual orientation, gender identity or expression, age, disability, marital status, citizenship, genetic information, or any other characteristic protected by law. These decisions include decisions regarding admission, retention or completion, and decisions regarding the employment, retention or promotion of employees.

Marin County Teacher Induction Program Support Components

  • The Marin County Teacher Induction Program offers a high-quality job-embedded, individualized system of support and development for Teachers. There are three components of support for Teachers offered:

    1. Your Teacher Induction Mentor

      Teachers have weekly on-site contact during and after school hours (averaging not less than one hour per week) with a Mentor who is an exemplary, experienced educator.Mentors provide classroom support during the first two years in the classroom or continued support for those who have been interns, or have taught out of state or out of country. Observe and coach Teachers, offer emotional support, assist with short- and long-term planning, help design classroom management strategies, teach demonstration lessons, provide curriculum resources, and facilitate communication with the site administrator. Mentor work with Teachers to engage in Cycles of Inquiry and reflect upon practice. They help arrange and facilitate veteran Teacher observations. Mentors maintain a confidential, formative development professional relationship with Teachers. Mentors do not share information contributing to evaluation with administrators or department chairs.
    2. Individualized Learning Plan-Growth in the Mastery of the California Standards for the Teaching Profession

      Teachers and Mentors use the Induction processes and tools- a set of flexible graphic organizers designed to help Teachers solidify best practices in teaching. The use of these tools is based on the professional development needs of the Teacher. Teachers and Mentors collaboratively assess teaching practice in relation to the California Standards for the Teaching Profession (CSTPs).

      Setting and reflecting on professional goals, analyzing student work, cycles of inquiry, observations, lesson plans, and other tools guide professional development and support activities as applicable to the Teacher’s individual learning plan. Together, the Mentor and Teacher complete plans for individualized learning and professional development.

      The Marin County Teacher Induction processes are designed to help Teachers grow professionally by supporting them within their own classroom context to construct knowledge and strong instructional practice from the beginning. Establishing strong professional habits and dispositions such as collaboration, seeking to know students, goal-setting, data-driven decision-making, designing rigorous standards-aligned instruction, ongoing reflection and learning can support Teachers in making rapid growth with the support of their mentor during Induction.

    3. Professional Development

      Professional Development aligned with the California Standards for the Teaching Profession, the Common Core State Standards and Academic Content Standards, is critical to the growth of new teacher practice. It is the expectation of the Marin County Teacher Induction Program that Teachers fully engage in their districts’ professional development activities and work to integrate their learnings into their classroom practice.

      At the beginning of the year, all Teachers attend a Year 1 Orientation or Year 2 Goal Setting Seminar outlining the benefits and requirements of the Program. Throughout the fall, each Teacher and mentor work weekly to facilitate collegial networking and the completion of Induction Program requirements. Mentors may also assist Teachers in locating subject-specific professional experts that will enhance Teachers’ classroom practice. At the start of the second semester, Teachers and Mentors together attend an afternoon seminar designed to support the Teacher with an opportunity to network and reflect on individualized goals at mid-year. The partners have time to refine their current individual learning plan and update goals and next steps. At the end of the year, Teachers attend a final Reflection seminar in which they share their inquiry cycle learning with colleagues.

      Between mentor-facilitated ongoing support and other district-sponsored or subject-specific events, Teachers receive robust professional development that will accelerate their practice.

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Image of Mentors and teachers working together
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