Ignite Center

Ignite Center


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"Comprehensive and quality induction programs, which include instruction coaching, provide a return on the investment by increasing retention of new hires and accelerating the effectiveness of new teachers impacting student achievement. It has been estimated that for every dollar invested in induction, there is an estimated payoff of at least $1.66 ($1.89 in 2015 dollars)."

— Alliance for Excellent Education

Induction Programs

Essential components of induction

Ignite Center helps districts enhance their induction programs to support new teachers in their first three years. Whether you have a program in place or need to develop one, Ignite Center will work with you to create the program that best meets your needs.

We use the latest research on how to retain new teachers with a robust and comprehensive program. We help you keep those teachers you hire and accelerate their effectiveness with students.

What are the essential components of such a program?

Essential components

Best practice indicates there are essential components to effective induction programs. Districts are encouraged to use the essential components to guide their implementation of comprehensive induction programs and how they might look in a three-year program.

Year 1

  • Proximity mentoring.
    • Professional development and content on communication, resiliency, relationship building etc.
  • Instructional coaching.
    • Professional development and content on co-teaching, assessment mapping, student engagement etc.
  • Building/district orientation.
    • Relationship building, curriculum overview, initiatives such as Positive Behavioral Intervention & Supports, technology etc.
  • Building, district and regional collaboration.
    • New teacher workshops, teacher leadership introduction
  • Collaboration among first-, second- and third-year teachers.

Year 2

  • Instructional coaching.
    • Professional development and content involving lesson study, assessment mapping, student engagement etc.
  • Building, district and regional collaboration.
    • New teacher workshops, teacher leadership opportunities etc.
  • Collaboration among first-, second- and third-year teachers.

Year 3

  • Guided action research.
  • Teacher leadership.
    • Cohort article/topic discussions, leading and sharing action research projects, professional development
  • Building, district and regional collaboration.
    • New teacher workshops
  • Collaboration among first-, second- and third-year teachers.