New Teacher Induction—Building a Teaching Force for the 21st Century

Successful teacher induction systems focus on student learning and teacher effectiveness. Strong programs include instructional mentoring by carefully selected, well prepared, released mentors; professional learning communities for mentors and new teachers; engaged principals; and supportive school environments and district policies.

NTC works with state departments of education, school districts and other local education agencies to successfully design, develop, and implement robust and sustainable teacher induction programs and to build their organizational capacity by providing:

  • Support to program leaders around a systemic approach to teacher development

NTC supports district program leaders through on-going consultation, communities of practice, formative and summative assessment, and professional development, over a multi-year engagement. In partnership we periodically assess your needs and offer targeted professional services in a wide variety of areas from program design and mentor recruitment to data collection and evaluation.

  • Professional development for instructional mentors

NTC's mentor professional development is a research-based curriculum focused on the levers known to have the greatest impact on improving teacher practice.

For full-release mentors NTC offers a two or three-year Mentor Academy series

For partial release mentors NTC offers a two-year Professional Learning Series

  • Capacity building for principals and site leaders

Supportive and engaged principals and school leaders are key to the success of strong teacher induction programs. NTC provides a number of professional development workshops for school leadership to support the implementation of high-impact teacher induction programs. Learn more.

  • Assessment tools to guide mentoring and new teacher growth

Mentor-new teacher interactions are shaped by NTC’s nationally-recognized Formative Assessment and Support (FAS) system, researched-based tools and protocols (aligned with state professional standards and LEA goals) that guide the work of instructional mentoring and provide the foundation for accelerating the development of the new teacher practice. Mentors use the FAS to inquire, analyze, assess, and document their work with new teachers. Learn more.

  • Data Driven Continuous Improvement (DDCI)

To support a systems approach to accelerating new teacher effectiveness, NTC guides programs through a process that facilitates Data Driven Continuous Improvement. Through this process we help programs to identify and implement a data focused, intentional approach for assessing program progress grounded in the NTC’s Theory of Action and Induction Program Standards.

NTC researchers and program leads collaboratively support programs to use key data sources, such as NTC's Induction Survey that helps programs collect and analyze triangulated data of program implementation, and other defined criteria, to reflect on key program metrics that can guide program improvement. The DDCI Process takes programs through a cycle including Needs Assessment, Goal Setting, Reflection, Improvement, and Assessment.

NTC induction programs:
  • Enhance student achievement
  • Accelerate teacher effectiveness
  • Improve teacher retention
  • Strengthen school leadership
  • Address educational inequities

To talk more about partnering with NTC and taking your induction program to the next level, email us at