Introduction

How to Use this Guide

Orientation of New Teachers

Examples of Exemplary Induction Practices

Developmental Phases of Beginning Teachers

BEST Participation Requirements

RESC BEST Field Staff

Project Leaders and Teachers-in-Residence

BEST Connections Website

Initial Support Teacher Training Mentors and Cooperating Teachers

Professional Development  for Administrators

Sample Questions for Conferences with Teachers

Summary of PortfolioTasks and Expectations

Administrators's BEST Calendar

Mentor/Beginning Teacher Action Plan

BEST Professional Development Descriptions

Back to Resources on ctbest.org

1. Beginning teachers have at least biweekly meetings or other forms of contact with mentors or support team members. (Required by state regulation.) 2. District provides release time on at least eight occasions to allow beginning teachers to observe or be observed by their mentors or support team members or for professional development-related activities. (Required by state regulation.) 3. All administrators attend in-district BEST Portfolio Support Training. 4. District facilitator/master mentor coordinates monthly workshops/meetings for year one beginning teachers and a separate series for year two teachers. Workshops are divided by elementary and middle/secondary levels. 5. Schools hold monthly sessions for teachers which promote reflective practice. 6. Recognition events are held for beginning teachers/mentors. 7. Departments or grade levels have a morning coffee club where experienced teachers share strategies with novices. 8. Mentors are paid for mentoring. This also provides a vehicle for accountability/quality control.

9. Working on a BEST portfolio or assisting a teacher with development of a portfolio becomes the teacher’s professional goal for the year. 10. Beginning teachers not submitting BEST portfolios complete reflective journals and meet with principals. 11. District or school-level workshops are planned around the BEST online, content-specific seminars. 12. Conversation Points from Support Teacher Training are used to guide “mini action research projects.” 13. Specialized training where mentors and beginning teachers work together is planned throughout the year. 14. Portfolio scorers provide workshops for beginning teachers and mentors on topics such as understanding and using portfolio feedback rubrics and analyzing portfolio exemplars. 15. Principal integrates BEST and district observations by having ongoing conversations that focus on common expectations. 16. Principal observes twice during one unit of instruction. Student work is used to focus on student learning over time.  Connections are then made to portfolio expectations.