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Comprehensive Teacher Induction Program

The Howard County Public School System is committed to the success of our non-tenured teachers. Professional learning and support for non-tenured staff is designed to provide opportunities for growth within the Charlotte Danielson Framework for Teaching and other relevant professional standards. Non-tenured staff are supported by site-based colleagues and Central Office program staff.

We believe that a strong contributing factor to the success of a new teacher is having support aligned with new teacher needs. The HCPSS Comprehensive Teacher Induction Program is grounded in the Induction Program Standards developed by the New Teacher Center and addresses the requirements of COMAR 13A.07.01 and aligned with the HCPSS Strategic Plan.

Program Goals

As we welcome, support and develop our new teachers our goals are focused on:

  • Creating classrooms where diversity, equity and inclusion are valued
  • Enhancing teacher performance
  • Improving classroom instruction
  • Accelerating student learning
  • Increasing teacher retention rates
  • Creating collaborative and inclusive school cultures

Program Components

New Educator Orientation

Each August, the HCPSS hosts New Educator Orientation (NEO) that marks the beginning of the Teacher Induction Process for newly hired, certificated staff. New hires receive curriculum resources, develop relationships with program staff, and engage in professional learning to prepare them for the start of the school year.

Instructional Mentoring Program

Novice teachers receive support throughout their first year of teaching from central office or school-based staff who are assigned to them as instructional mentors. Instructional mentors provide support for the four domains of the 2022 Charlotte Danielson Framework for Teaching: Planning and Preparation, Learning Environments, Learning Experiences, Principled Teaching and the Framework’s broader themes of Equity, Cultural Competence, High Expectations and Student Assumption of Responsibility. These themes support the actualization of the HCPSS Equity Framework. Instructional Mentors also conduct non-evaluative classroom observations and provide feedback throughout the year that targets the needs of the new teachers. This focus on instruction leads to effective teaching, resulting in improved student learning.

Teacher Development Liaisons

Every school in Howard County has a designated teacher leader known as the Teacher Development Liaison (TDL). The role of this master teacher is to provide ongoing, school-based professional learning opportunities and support for all non-tenured staff aligned with best practices for instruction and the Charlotte Danielson Framework for Teaching.

High-Quality Professional Learning

Framework in Action I

This course is a 3-day professional learning program designed for educators in their first year of teaching in the HCPSS. Teachers have the opportunity to reflect on current teaching practice, explore specific strategies and set goals for improvement. They also discuss new ideas with colleagues, and deepen their understanding of the Charlotte Danielson Framework for Teaching and HCPSS evaluation expectations. The FIA I experience is customized and differentiated based on each teacher’s level of teaching experience. Teachers new to HCPSS learn about and reflect on Danielson Domains 1-4 while developing artifacts for the teacher evaluation process.

Framework in Action Level II

This three day seminar develops participants’ capacities to meet the needs of all learners as it focuses on the manner in which teachers do what they do. Seminar participants will engage in adult learning experiences that: amplify their understanding and ownership of their unique strengths and growth areas in their journey to become a more equitable educator; strengthen their commitment to equity and cultural competence by applying culturally responsive practices to their own context; maximize collegial sharing that builds on personal and professional experiences and synthesizes the connection between culture, cognition, and customized learning.

School-Based and Curricular Program Support

Teacher Development Liaisons coordinate school-based professional learning targeted to the needs of newly hired staff. Additionally, curricular program staff design and deliver sessions for new teachers throughout the year.

Digging Into the Foundations of Teaching

This 15-hour course offers a collaborative space for educators to strengthen their practice through improved instruction, effective data collection, purposeful differentiation, and reflective writing. Designed for early career educators, the course guides participants in examining their professional practice through the lens of the Danielson Framework for Teaching and the National Board’s Five Core Propositions. By connecting their learning to the skills assessed in the National Board process, participants will build confidence and deepen their understanding of the characteristics of accomplished teaching.

Continuing Professional Development Course

Each semester, seminars and courses targeting non-tenured teachers are offered through the Continuing Professional Development (CPD) program. Staff may choose from a variety of offerings delivered in face-to-face, hybrid, and online formats.

Program Contacts:

  • Juliann Dibble, Director, Teacher and Paraprofessional Development
  • Patricia L. Otero, Coordinator, Comprehensive Teacher Induction and Paraprofessional Development