A Pilot Analysis of School Division Needs to Develop and Implement Micro-learning Structures
Abstract: Providing new teacher induction supports is a common policy response to inadequate teacher preparation and teacher attrition. While teacher induction programs often include a mentor teacher assignment, the preparation, support, and frameworks for mentoring vary widely. Unlike large school districts with resources to develop, support, and evaluate programmatic mentoring and coaching practices, smaller districts report inconsistencies and resource gaps. We aim to conduct a professional learning analysis of mentoring and coaching support across school divisions in Northern Virginia. This pilot project will map the landscape of current practices and identify resource gaps as well as opportunities to re-imaging professional learning supports.