Accelerating beginning teacher effectiveness to increase student achievement by providing high quality data-driven, instructionally focused support.

“Teachers are not “finished products” when they complete a teacher preparation program. Strong residency and mentored induction experiences during their initial years in the classroom provide beginning teachers with invaluable support as they lay the groundwork to become accomplished teachers. A well-planned, systematic induction program for new teachers is vital to maximize their chances of being successful in any school setting…” - No Dream Denied; National Commission on Teaching and America’s Future; Washington, DC, January 2003

Download the Induction Program Overview document [PDF, 216KB].

Download the 2013 Induction Coaches Application [DOCX, 39KB].

Beginning Teacher Induction

What is Induction?

Induction is a systematic support system for beginning teachers who are just entering the profession. The support provided to beginning teachers is data-driven and research-based with a focus on improving effective instructional strategies to increase student achievement.

Our current model, funded through Race to the Top, employs a cohort of Induction Coaches who are some of Rhode Island’s top educators to support beginning educators. RIDE has partnered with New Teacher Center (NTC, a leading non-profit organization in Teacher Induction) to develop a model that provides beginning teachers with:

  • An average 90 minutes per week of support time
  • Ongoing assessment for continuous teacher and student growth
  • Use of data to drive ongoing support
  • Regular classroom observations to collect data on teaching and learning for analysis with the teacher
  • Triangulation with other district supports
  • Supports that are differentiated based on the teachers’ needs

Induction Slide

This model ensures:

  • Coaches are selected through a highly rigorous process
  • Induction Coaches are fully released from their teaching duties to ensure their entire job is dedicated to supporting beginning teachers
  • Rigorous and ongoing training is given to develop and refine coaching skills

Induction Coaches provide ongoing, weekly support to beginning teachers. Generally, each coach has a caseload of approximately 15 beginning teachers that each are provided an average of 90 minutes of support each week. Supports include, but are not limited to: analysis of student work, observations with selective scripting co-planning, co-teaching, analysis of student profiles, guidance through the evaluation system, assessing student performance, reflective practices, etc.

Induction Coaches and Beginning Teachers work together in variety of ways. Induction Coaches observe teachers or meet with them for any of the following reasons: to analyze student data, plan lessons, prepare for evaluation components, assess student work, analyze scripted data, etc. They may also co-plan or co-teach. When it is possible, the coach and beginning teacher can also observe other veteran teachers or beginning teachers together to get new ideas. Induction coaches will serve as a liaison to connect beginning teachers to resources inside or outside of the school.

Induction Coaches use teacher assessment tools designed by New Teacher Center to gather data for the beginning teacher, which is then analyzed and reflected upon. The focus of support is improving instructional strategies to ensure that students are learning and succeeding. Confidentiality is a key in maintaining a successful and prosperous relationship between the Induction Coach and Beginning Teacher.

The program is designed to ensure beginning teachers build an understanding of curriculum, standards, pedagogy, and how to meet student needs. It supports the natural development of beginning teachers by supporting them in their own settings and ensuring they have the support they need to be successful in their everyday job. It is not intended to be an additional obligation and should not result in additional work that would not be necessary to success.

Common PPT [PDF, 874KB]

Who is Considered a Beginning Teacher in Rhode Island?

A Beginning Teacher supported by the RI Beginning Teacher Induction Program is identified by ANY of the following:

  • Has never opened and closed a school year with their own class (the same class for the entire school year).
  • Is part of The New Teacher Project or Teach for America.
  • Is a Year 2 teacher in one of the Urban Core districts (Central Falls, Newport, Pawtucket, Providence and Woonsocket).
  • Was hired past the deadline for identifying Beginning Teachers during the previous year.

For more information, see:
Beginning Teacher Pamphlet [PDF, 661KB]

“If you do what is right or the first 1-3 years of teachers’ careers, then you have trained them and ensured that you have teacher leaders for the next 10-20 years and beyond.”
- Dr. Sito Narcisse, Boston Public Schools, 2010

Induction Coaches

Iduction Coach Training

“My induction coach has played a crucial role in my development as a first year teacher, and I know that on top of my own extensive training, she has played an integral role in my development as an effective leader in my classroom…. I believe that every first year teacher should be granted an opportunity to work alongside an Induction Coach. I never once felt as though I was being evaluated, and always felt as though I was being offered support as well as insight into my own practice.”
- From A RI Beginning Teacher surveyed in March 2012

Induction Coach Professional Development

Induction Coaches receive two types of training each year. The first is through the Induction Coach Academies which are held 4 times per year for 3 days each. During the Academies, Induction Coaches learn how to use the wide variety of Formative Assessment System tools designed by New Teacher Center as well as how to navigate the complicated work of being and Induction Coach. New Teacher Center provides the training, which will be gradually shifted over to the RIDE Induction Team.

The second type of training happens at bi-weekly Induction Coach Forums. The first half of the Forum is dedicated to problem solving and handling issues in the field in a timely manner. The second half of the Forum is dedicated to providing training and professional development in Rhode Island specific initiatives to meet the needs of the coaches and their beginning teachers.

Induction Coach Supports

Induction Coaches are assigned coaching partners. They are required to meet with their coaching partner once each month. During these meetings, they observe each other, collect data, provide support on coaching strategies, and work on professional goals.

An online Google Group is used for Induction Coaches to connect with each other on a regular basis. The online group is a source of support since they can post issues and receive suggestions and resources in a protected environment. This format allows coaches to network and receive immediate support.

Full Release – Induction Coaches Application Form [PDF, 154KB]

Who is New Teacher Center (NTC)?

RIDE has contracted with New Teacher Center (NTC) using Race to the Top funding. NTC is a leader in Induction and have many years of data and research that supports their model of Induction. NTC has worked with RIDE to develop the RI Beginning Teacher Induction Program as well as to provide training to Induction Coaches. More information about this non-profit organization and their research on supporting new teachers can be found at

“For all of the benefits beginning teachers, schools, students, and others receive from our work, coaches derive huge benefit from the work we are doing. Not only can we see the changes and improvements we make in others’ lives, but this work has greatly improved my professional growth as an educator. I have so many ideas to share and implement with students and colleagues that are tested and proven to work in the classroom that I did not have before.”
- From an Induction Coach surveyed in March 2011

Administrators & District Supports

“I have felt a greater sense of security and willingness to take risks amongst new teachers, knowing that they had the support of their induction coach. Given the positive communication I have had with the coach, I feel extremely comfortable with her support of my new teachers, knowing that she understands our school’s culture and goals. This has been a very positive experience.”
- From a Principal surveyed in March 2012

Role of the Administrator in Induction

Principals play a key role in the development of a beginning teacher. They know the vision of the school and have performance expectations. It is important for the induction coaches to know and understand the context of each school they work in to be able to support the beginning teachers on their caseloads. Part of the induction coach’s job is to engage in collegial conversations with the building principals in the schools they are working in to ensure that they understand the vision and expectations of the school. It is expected that induction coaches and principals meet at least once every 4-6 weeks.

To help administrators understand the program and the important role they play, RIDE provides training, information sessions, and other communications.

Graphic View of Educator Evaluation Supports through Induction [PDF, 255KB]

“Having an “outside” person coach provides a “safer” outlet for issues and concerns thAt new teachers may have. I believe new teachers like the fact that their coach is not apart of their department, school or district and feel more free to discuss problems and ask questions without fear of reprisal.”
- From a Principal surveyed in March 2012

Newsletters & Resources




  • Achinstein, B. & Athenases, S.(2006). Mentors in the making: Developing new leaders for new teachers. New York, NY: Teachers College Press.
  • Alliance for Excellent Education. (2004). Tapping the potential: Retaining and developing high-quality new teacher. Retrieved from Tapping the Potential [PDF]
  • Breaux, A. & Wong, H. (2003). New teacher induction: How to train, support, and retain new teachers. Mountain View, CA: Harry K. Wong Publications, Inc.
  • Heller, D. (2004). Teachers wanted: Attracting and retaining good teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Moir, E., Barlin, D., Gless, J. & Miles, J. (2009). New teacher mentoring: Hopes and promise for improving teacher effectiveness. Cambridge, MA: Harvard Education Press.

Sustainability Beyond RTTT