State Policy Review:
Teacher Induction
Rhode Island
The New Teacher Center’s 2011 Review of State Policies on Teacher
Induction provides comprehensive summaries for all 50 states. For
each state, the NTC reviews the presence or absence of policies
related to 10 key criteria that are most critical to the provision of
Rhode
Island
universal, high-quality induction and mentoring support for beginning
educators. The state summaries capture all relevant policies, statutes,
regulations, induction program standards, and other guidance on new
teacher induction and mentoring.
1. Teachers Served:
State policy should require that all teachers receive
induction support during their first two years in the
profession.
• Program Implementation: The mentoring program
is implemented in a way that assures quality mentors,
effective mentoring relationships, and provides ongoing
professional development for all stakeholders.
State law requires school district strategic plans to “include
a process for mentoring of new teachers,” but does not
stipulate the number of years mentor support must be
offered. In practice, mentoring programs in Rhode Island
vary in length, some serving only first-year teachers and
others serving new teachers through their third year in the
profession. [Rhode Island General Laws (RIGL) § 16-7.1-2]
• Program Development: The mentoring program uses a
comprehensive, ongoing system of program evaluation
and improvement.
2. Administrators Served:
State policy should require that all school
administrators receive induction support during their
first two years in the profession.
The state does not require new school administrators to
receive induction support.
3. Program Standards:
The state should have formal program standards
that govern the design and operation of local teacher
induction programs.
Rhode Island Mentor Program Standards, approved by the
State Board of Regents for Elementary and Secondary
Education in 2002, includes three elements:
• Program Design: The mentoring program is organized
for quality, efficiency and consistency with collaborative
partners from among all stakeholders.
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Draft induction program guidelines — produced by the
Rhode Island Department of Elementary and Secondary
Education in 2008 — provide additional guidance, but
were never formalized. The guidelines identify five stages
of educator induction (preparation, hiring, orientation,
mentoring and growth), highlight promising practices
in the five areas, and provide a self-assessment tool for
induction programs.
4. Mentor Selection:
State policy should require a rigorous mentor selection
process.
Rhode Island Mentor Program Standards, Element 2.B,
articulates required elements of a school district’s mentor
selection process: (1) Ability to work with adults;
(2) Commitment to participate in all activities outlined
in program; (3) Commitment to the school community;
(4) At least five years of teaching experience; (5) Knowledge
of and commitment to standards-based instruction in
the classroom; (6) Professional growth; and (7) Teaching
experience in the district.
State Policy Review: Rhode Island
1
5. Mentor Training:
State policy should require foundational training and
ongoing professional development for mentors.
Rhode Island Mentor Program Standards, Element 2.C,
articulates required elements of a school district’s initial
mentor training program: (1) A minimum of 10 hours;
and (2) Includes a focus on adult learning, reflective
questioning, the role of the mentor, setting expectations,
stages of teacher development, and trust and confidentiality.
Element 2.D of the mentor standards requires on-going
mentor professional development. Specifically, that
training must include cognitive coaching, individual
professional development plan support, parent connections,
performance assessment, Rhode Island Beginning Teacher
Standards, standards-based instruction, and trust and
confidentiality.
6. Mentor Assignment and Caseload:
State policy should address how mentors are assigned
to beginning teachers, allow for manageable mentor
caseloads, and encourage programs to provide release
time for mentors.
Rhode Island Mentor Program Standards, Element 2.E,
requires local programs to address how mentors are
assigned to new teachers. Specifically, a local program
must provide “criteria and a clearly delineated process for
successfully matching mentors and mentees.” Element
2.F requires programs to provide “adequate time and
opportunities” for mentors and mentees to meet regularly,
observe teaching, and engage in shared professional
development. Element 1.F requires programs to provide
“sufficient funds,” including funding for “release time
for mentors and mentees to engage in conferencing and
observation.” State policy does not specifically address
mentor caseloads.
•Based upon research in teacher induction, development,
and quality;
•Designed to promote increased understanding and
application of the state’s Beginning Teacher Standards;
•Clearly stated goals that support beginning teachers’
strengths while addressing their needs;
•Sufficient staff (including program coordinators,
building level coordinators, mentors and substitutes) to
design, implement, and sustain activities that support all
beginning teachers;
•Sufficient funds to support all beginning teachers,
including funding for mentor training, materials, meeting
expenses, ongoing professional development for mentors
and mentees, release time for mentors and mentees to
engage in conferencing and observation, mentor stipends,
and coordinator stipends;
•Clear oversight by a governance structure that has
written policies and procedures and is supported by union
leadership and central office administration;
•Partnerships with all district stakeholders, statewide
mentoring networks, and university teacher preparation
programs;
•Clear communication between and among program
partners and district/school community members; and
•A code of conduct.
Program Implementation requirements include:
•A process for recruiting high-quality mentors;
•A mentor selection process;
•Initial mentor training;
•On-going mentor professional development;
•Criteria and a clearly delineated process for successfully
matching mentors and mentees;
7. Program Delivery:
State policy should identify key induction program
elements, including a minimum amount of mentor-new
teacher contact time, formative assessment of teaching
practice, and classroom observation.
•Adequate time and opportunities for mentors and
mentees to engage in regularly scheduled mentor/mentee
networking sessions, conferencing, observation, individual
professional development plan support, and shared
professional development; and
Rhode Island Mentor Program Standards provide guidance
to school districts on the three required induction
program elements: (1) Program Design; (2) Program
Implementation; and (3) Program Development.
•Ongoing support and professional development for all
stakeholders.
Program Design requirements include:
•Inclusion as an integral part of the district’s Strategic Plan
(RIGL § 16-7.1-2);
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Program Development requirements include:
•An annual program evaluation that is based on the
Rhode Island Mentor Program Standards and designed
to provide information for setting goals and ongoing
program improvement;
State Policy Review: Rhode Island
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•Periodic needs assessments to determine specific needs;
•Soliciting ongoing feedback from a variety of program
stakeholders; and
•Designing and implementing program improvements
based upon the needs assessment and program evaluation
data.
8. Funding:
The state should provide dedicated funding to support
local educator induction programs.
State funding is not available to support local teacher
mentoring programs during the 2010 – 2011 school year.
State law indicates that funds will be allocated to the
state department of elementary and secondary education
to support teacher and administrator professional
development in all districts, including for “supporting
mentoring systems.” [RIGL § 16-7.1-10] In addition, state
law provides for targeted school aid that may be used for
new or expanded teacher mentoring programs.
[RIGL § 16-7.1-16]
9. Educator Accountability:
The state should require participation in and/or
completion of an induction program to advance from
an initial to a professional teaching license.
The state does not require participation in or completion
of an induction program to advance to a professional
teaching license.
10. Program Accountability:
The state should assess or monitor program quality
through accreditation, program evaluation, surveys,
site visits, self-reports, and other relevant tools and
strategies.
Rhode Island Mentor Program Standards, Elements 3.A and
3.B, requires mentor programs to conduct “an annual
program evaluation that is based on the Rhode Island
Mentor Program Standards” that is “designed to provide
information for setting goals and ongoing program
improvement.” In addition, Elements 3.C through 3.E
require programs to conduct “periodic needs assessments
to determine specific needs”, solicit “ongoing feedback
from a variety of program stakeholders”, and design and
implement “program improvements based upon the needs
assessment and program evaluation data.”
The state’s draft induction program guidelines include a
tool for school districts to self-assess their use of induction
strategies and identify them in one of four ways: (1) an area
in which the district might improve practices; (2) district is
working to establish school/district practices in this area;
(3) district has implemented practices but does not monitor
effectiveness; or (4) district has implemented practices and
monitors effectiveness.
The Department of Elementary and Secondary Education
also has available on its web site a program site visit tool
that looks at district implementation of state mentor
program standards.
Links:
Rhode Island Department of Elementary and
Secondary Education, Office of Educator Quality and
Certification — Induction Programs and Mentoring:
http://www.ride.ri.gov/EducatorQuality/mentoring.aspx
Rhode Island Mentor Program Standards:
http://www.ride.ri.gov/EducatorQuality/DOCS/
mentoring/Rhode%20Island%20Mentor%20Program%20
Standards%20%20January-02%20x.pdf
The Rhode Island Department of Elementary and Secondary
Education has reviewed this state summary.
This information is accurate as of April 2011.
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