In order to most effectively facilitate new and novice educators' induction into the Public Schools of Brookline, the district has established a structure that supports all educators in their first year, and supports novice educators for their first three years.
The mentoring program pairs all new educators, regardless of prior experience or FTE, with a trained mentor in a confidential, non-evaluative partnership. This structure allows each and every new educator to receive individualized support in order to ease their transition to the district. Novice teachers receive additional support through the district's Mentored Professional Learning program, outlined below.
Brookline's mentoring and induction program is designed to support, encourage, and acculturate novice and new educators so they can:
All incoming educators hired before the start of the year participate in a two-part district-wide orientation before they begin work. The first portion of orientation covers basic structures in the district, an introduction to current district initiatives, and other relevant expectation. The second portion is conducted at individual school buildings and covers appropriate school-specific information.
Educators in their first year with the district are provided with a 1:1 mentor and also receive group-support at their building through monthly new educators meetings organized by their building's Mentor Facilitator. The 1:1 mentor and Mentor Facilitator support new educators throughout their first year in Brookline.
After their first year in Brookline, educators are invited to participate in the district's Mentored Professional Learning program. This program, while open to all educators, is specifically tailored to help teachers fulfill the required "50 hours of mentored professional learning beyond the induction year" which is necessary to earn a professional license.
This program groups 8-12 beginning educators into a 2-year cohort facilitated by a trained coach. Participants in the program will deepen their understanding of teaching practice, expand their repertoire, building cross-district connections, and strengthen their reflective skills. The program combines essential content for new educators, collaborative problem solving, and facilitated discussion to build a community of educators.