Connecticut has long understood the importance of supporting beginning teachers to successfully transition from preparation to the role of professional educators. In October 2009, Connecticut General Statute, Section 10-145o was passed and called for the establishment of “a teacher education and mentoring (TEAM) program that includes guided teacher support and coaching and the completion of instructional modules” for beginning teachers.
The TEAM Program is a two-year induction program for new teachers that includes mentorship and professional development support that new educators need to be successful. Learning to teach is a developmental process that begins during preservice and continues throughout a teacher’s career. Becoming a highly effective teacher requires a lifelong commitment to continuous professional learning.
TEAM is a professional growth model that incorporates the CT Standards for Professional Learning and provides beginning teachers with multiple opportunities to reflect on their practice, analyze student data and outcomes, and identify areas for growth and improvement that drives their individual professional learning.
Beginning teachers must complete up to five professional growth modules focused on the Common Core of Teaching (CCT) domains: classroom environment, planning, instruction, assessment, and professional responsibility. Mentors and beginning teachers work together to identify a need/opportunity for professional learning based on the teacher’s own self-assessment, using the CCT Performance Profiles, feedback from observations conducted by the mentor and/or an evaluator, student data, and established student learning goals.
- Classroom Environment (reflection paper or project)
- Planning (reflection paper or project)
- Instruction (reflection paper or project)
- Assessment (reflection paper or project)
- Professional Responsibilities (this module is normally a facilitated conversation)
Together the teacher and mentor develop a professional growth action plan (PGAP). The plan begins with a goal that establishes the focus for professional learning and outlines how the teacher will develop new learning and apply it in practice. At the culmination of each module, the teacher writes a reflection paper or completes a project, documenting how the new learning was developed, what the teacher learned, how it changed the teacher’s practice, and the positive outcomes for students.
Successful completion of the TEAM Program is required for eligibility to move from an Initial Educator Certificate to a Provisional Educator Certificate.
Multiple web-based resources are available to support beginning teachers and mentors through the module process in addition to the support provided by school districts, Regional Education Service Centers and the Department of Education.
Connecticut recognizes that learning to teach is a developmental process that begins during preservice and continues throughout a teacher’s career. In their first years in the profession, early career teachers face the challenge of translating theory from teacher preparation programs into practice and developing effective classroom management skills while planning and delivering instruction to maximize student learning. Becoming a highly effective teacher requires a lifelong commitment to continuous professional learning.
Induction in CT
Connecticut believes that supporting early career teachers through a well-designed mentoring program is critical for inducting and retaining new teachers to the profession and positively impacting student achievement.
Therefore, in order to successfully transition early career teachers from preparation to the role of professional educators, Section 10-145o of the Connecticut General Statues, passed in October 2009, called for the establishment of “a teacher education and mentoring (TEAM) program that includes guided teacher support and coaching and the completion of instructional modules” for beginning teachers.
TEAM is designed around five professional growth modules in order to provide a framework for the support of new teachers. These five modules are focused on the following domains of the Connecticut Common Core of Teaching (CCT): classroom environment, planning, instruction, assessment and professional responsibility.
Mentors and beginning teachers focus on classroom practice – within the context of the teacher’s own students, subject, grade level, curriculum requirements and school and district goals. Working in collaboration, mentors and beginning teachers establish the focus of each module and develop a professional growth action plan for the beginning teacher based on an individualized needs assessment. At the culmination of each module, a written reflection paper is submitted by the beginning teacher to a district or regional review committee to determine if the beginning teacher has successfully completed the module.