Mentoring and Induction Standards

Michigan's Teacher Induction and Mentoring Standards


These standards were adopted by the Michigan Board of Education on January 13, 2004

Standard 1: The teacher induction and mentoring program is designed and
implemented to specifically meet local and state standards for teaching and

The Teacher Induction and Mentoring Program:

  • Provides a clearly stated vision, mission, and set of purposes and
  • Articulates selection criteria and a support process for mentor
  • Connects the teacher induction and mentoring program, as adopted by
    a locally agreed upon representative group of stakeholders, with
    identified local context reflected in the school setting;
  • Identifies the roles and responsibilities of participants and
  • Focuses on assistance and support of the new teacher;
  • Articulates a program that is a multi-year effort and part of a continuum
    of learning;
  • Builds on a vision and philosophy of teacher growth and development
    that addresses unique teacher needs and learning styles; and
  • Focuses on the teaching and learning standards as reflected in
    Michigan’s documents.

Standard 2: Professional development opportunities for new teachers and mentors
meet quality professional development standards.

The Teacher Induction and Mentoring Program:

  • Focuses teacher’s learning toward and supports student learning;
  • Offers a variety of effective professional development strategies used
    to meet a teacher’s continuous learning cycle;
  • Demonstrates a connection to the best teaching and learning practice
    and research on effective teacher induction, including a developmental
    approach to the coaching and support of teachers; and
  • Provides an Individual Professional Development Plan through a
    coordinated record-keeping and accountability system.

Standard 3: Administrative policy is explicit in providing time, equity of responsibility,
and personnel to design, implement, and maintain the local teacher
induction and mentoring program.

The Teacher Induction and Mentoring Program:

  • Implements essential and effective policy and practice at the building
    and district level to support mentoring and induction programs;
  • Provides oversight of adequate time, equitable responsibility, and
    experienced personnel at the building level to ensure the success of
    the mentoring program;
  • Assures all policies recognize and respect the confidentiality essential
    to the mentor/mentee relationship.

Standard 4: The teacher induction and mentoring program is comprised of, and
functions through, a well-informed community of learners.

The Teacher Induction and Mentoring Program:

  • Identifies roles, responsibilities, and expectations of all stakeholders;
  • Articulates and promotes the benefits of teacher induction and
    mentoring support to all stakeholders;
  • Describes a plan for continuous learning, reflection, and dialogue that
    occurs throughout the learning community; and
  • Provides assurance that all interaction between mentor and new
    teacher is held in confidence.

Standard 5: Cultural proficiency, which means esteeming cultures, knowing how to
learn about individual and organizational culture, and interacting effectively
in a variety of cultural environments, is a program component.

The Teacher Induction and Mentoring Program:

  • Encourages the adaptation of an individual’s values and behaviors and
    the organization’s policies and practices to acknowledge, accept, and
    respect differences;
  • Assesses one’s own and the organization’s (district, school,
    classroom) culture; and
  • Attends to and manages the dynamics of difference.

Standard 6: Initial and ongoing evaluation of the teacher induction and mentoring
process is a program component.

The Teacher Induction and Mentoring Program:

  • Presents a well-defined evaluation plan inclusive of multiple data
  • Provides a timeline for preparation and presentation of evaluation
    reports; and
  • Describes the process for gathering, reviewing, and analyzing
    evaluation data and providing timely program adjustments.