Induction and mentoring programs are especially important for supporting new and novice educators, and particularly for educators of color.
Equitable Student Assignment: As you assign new teachers, examine the presence of inequitable student/teacher assignment practices that may compound over time for individual students or specific student groups. Consider assigning students who are economically disadvantaged, persons of color, English language learners, and students with disabilities to teachers who have already demonstrated strength in order to narrow opportunity gaps, and ensure that these teachers are receiving equitable assignments, too. Taking the opportunity to assign students more strategically within schools can narrow critical equity gaps.
Resource: See the Student Learning Experience Report for your student assignment data.
As districts continue to manage staffing shortages, many school leaders are looking to support existing staff in accessing training (including coursework and/or practicums that lead to degrees and/or licensure) in specialized areas given the ongoing need for this expertise. This is particularly true with respect to meeting the needs of students with disabilities and English learners. Existing streams of federal education grant funding can be used to directly support educators, including:
See also Quick References Guides for ESSER I , II , and III and ESSER Covid Relief guidance documents.
Title II, Part A, Supporting Effective Instruction State Grants
These funds may be used to support course reimbursement, professional development, or any kind of educator development to support teacher/educator recruitment and retention, especially if it expands access to teachers in high-demand areas: teachers of children with disabilities, English learners, science, technology, engineering, mathematics, or other areas where the State experiences a shortage of educators. The IIA statute underscores the use of Title IIA funds for developing mid-career professionals from other occupations, paraprofessionals, former military personnel, recent graduates, etc., in the field of education. See also Title II, Part A: Quick Reference Guide — Fund Code 140
High Quality Mentoring & Induction Practices
New Teacher Center
ESE Policy Brief: Teacher Equity Gaps in Massachusetts
Multi-Classroom Leadership with Students and Teachers at Home
Opportunity Culture (Public Impact)
Coaching for Equity: Conversations that Change Practice
For their contributions to this module, we’d like to thank the following individuals:
Darryl Delzie, 6th Grade History Teacher, Springfield
Ricardo Dobles, Assistant Principal, Barbieri Elementary School, Framingham
Dejour Hollins, Grade 7 ELA Teaching Fellow, Bridge Boston Charter School
Alicia Thomas, Manager of Teacher Development, Teach Western Mass
Jariela Cruz Caliz
Goldhaber, Dan, and Matthew Ronfeldt. "Sustaining Teacher Training in a Shifting Environment." EdResearch for Recovery, 2020.
Motamedi, Jason Greenberg, and David Stevens. "Human Resources Practices for Recruiting, Selecting, and Retaining Teachers of Color." 2018.
TeachPlus and The Education Trust. "If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover." 2019.
Please contact us at firstname.lastname@example.org with questions, feedback, or for additional support and partnership around any of the practices and resources included in this guide.
Last Updated: March 14, 2023
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