The SECC Georgia state liaison and Dougherty County staff discussed content from the fifth Talent for Turnaround Leadership Academy (T4TLA) Workshop and its application to their work as well as progress on their work developing mentoring and induction (M&I) support for teachers and administrators in the district. Additionally, Dougherty County leadership reviewed and analyzed survey results from district mentors and teachers in their first 5 years of teaching to adjust their 5-day induction training for 115 new staff members. Leaders recognized a need for more intensive support and training on classroom management and identifying the needs of students to plan for the initial days of the new school year. They also will continue to provide learning and support for implementation of these skills during the fall semester. Further, the SECC Georgia state liaison provided information to the Georgia Department of Education (GaDOE) district effectiveness specialist and Dougherty County team members for planning for participation in the national meeting of the T4TLA in November.
In August, the SECC director, SECC Georgia state liaison, GaDOE deputy superintendent, associate superintendent, South Regional manager, and district effectiveness specialist, will meet to review work of T4TLA, SECC, and GaDOE in supporting Dougherty County Schools leaders in designing and implementing a revised induction process for teachers, to discuss interest in adding an additional district to partner with Dougherty, and summarizing lessons learned for application in the work of the School Improvement Division of GaDOE. Additionally, SECC staff, the GaDOE manager and specialist, and the Dougherty County leadership team will participate in the sixth webinar of the M&I Affinity Group.
As evidence of improvement, summer induction has been extended to 5 days, with 1 day devoted to getting to know and working with a mentor to help the new teacher prepare for the first 2 weeks of school.
Based on the Dougherty County leadership team’s careful and thoughtful review of survey feedback from teachers and mentors as well as professional development provided in the spring, content for the expanded 5-day induction process for 115 teachers new to the district was revised to address the most important concerns identified. Each day’s session included activities that modeled how to begin to engage students in the classroom and use of this engagement as an informal assessment to better know their students. New staff also had time at their assigned schools to get to know their principal, leadership team, and instructional team.