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    Unlocking the secrets of agency in a teacher induction program

    New Teacher Induction Program empowers educator-centered growth

    By Juliet Correll
    Categories: Educator evaluation
    August 2017
    Vol. 38 No. 4
    Kayla Long, a first-year teacher, greets every student at the door with a smile and a handshake. Students enter the room reading the clear expectations on the board to get started — and they do. In the rare case that a student does not, peers take a leadership role and respectfully remind. After the bell rings, Long enters the room and acknowledges students who are doing what they are supposed to do. “Savannah, I like that you have your device out and are logging into the quiz tool for the warm-up. Kyle, I notice that you and your team are talking about your next steps for the project. Isabella, I appreciate that you are working with your group to solve that problem. Jennifer, thank you

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    Juliet Correll (jcorrell@frontlineed.com) serves on the board of directors of the Learning Forward Foundation and is past president of Learning Forward New England

    References

    Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.


    Juliet correll
    + posts

    Juliet Correll (juliet.correll@lwtears.com) is vice president for professional learning at Learning Without Tears. She is a past director of the Learning Forward Foundation, past president of a Learning Forward regional affiliate, and a graduate of the Learning Forward Academy.


    Categories: Educator evaluation

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