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It's all about the right support, at the right time, in the right amountNew teaching staff, whether novice or veteran, are a central part of a successful school year. So why is it that they are often greeted at the door of our school community with the autopilot vibe of a ticket taker at the movies?
Onboarding Teachers changes the rules of engagement, offering activities and practical strategies that focus leaders and coaches on critical aspects of success for that make-or-break first year.
Built on high-impact instructional and coaching practices and ready for you to roll out in four eight-week cycles, everything you need is here:
- Timely content aligned to needs as they come up throughout the year including the physical environment, engagement, and classroom management
- Checklists and self assessments to gauge readiness
- Sample emails and communication tips for various audiences
- Coaching scenarios to apply and reflect on strategies
- Links to access additional resources on-line
Half of all new teachers leave the profession within five years. We can reduce that attrition by integrating new members in a way that deepens connection and practice. With
Onboarding Teachers, the wish for new teachers to find their stride becomes a plan.
List of contents
Introduction: Building a New Generation of Educators
Cycle 1. Planning for Your First Day of School
Cycle 2. Starting Out Strong
Cycle 3. How Are We Building Students' Perceptions of Excellence?
Cycle 4. Are We Teaching With Clarity?
Cycle 5. How Are We Using Evidence-Based Instruction to Foster Student Ownership of Their Learning?
Cycle 6. How Do We Teach Responsively?
Cycle 7. How Will Students Know They Are Successful?
Cycle 8. Closing the Year and Moving Forward
Index
References
About the author
Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.
Michelle Shin, Ed.D., brings over 15 years of experience and research to her role at San Diego State University. She has a proven track record of excellence, transforming schools in the areas of instruction, systems, leadership, and culture. Dr. Shin has experience serving as classroom teacher in mathematics, teacher leader, site administrator, and educational consultant. Her life-long passion is to work with school communities and educators at all levels to ensure that all students and families have access to equitable, high-quality education.
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!
Enrico Biscocho is coordinator for new teachers in Long Beach Unified School District in the Office of Curriculum, Instruction, and Professional Development. As a lifelong learner, he always takes advantage of learning and growing in his profession. His passion for education was born from the many professional development opportunities he was provided. His 31 years in education have included teaching elementary, middle and high school, adult education, and one year in the UK with Fulbright. He received his masters degree from San Diego State in Educational Leadership.
