Essential features of the NNECN research-based design closely follow several of the recommendations released by an NSF-funded study of induction programs in selected countries. This study, conducted by WestEd’s National Center for Improving Science Education, and presented to The National Commission on Teaching Mathematics and Science in the 21st Century, highlights several recommendations that are adapted in the NNECN model to fit the context of Maine, New Hampshire, and Vermont:

1. BROADER INDUCTION FOCUS

NNECN moves mentoring beyond basic survival skills and “one size fits all” best teaching practices. The focus broadens to include content specific teaching and learning combined with professional skills best learned “on the job” such as examining student work linked to standards and research. NNECN specifically targets and supports strategies for addressing the preparation gaps of the different types of “new” teachers entering the profession. For example, teachers entering through alternative certification may have strong content backgrounds but little pedagogical content knowledge of the content that is developmentally and conceptually appropriate for all students to learn successfully and ways to teach it. These teachers may run the risk of “teaching over the heads” of students and can ultimately fail to help all students reach standards just as much as a teacher with little content expertise. NNECN’s tools, resources, and strategies combined with mentors, knowledgeable and communicative about the pedagogy of their discipline will help these teachers direct their love for and strong knowledge of content into appropriate instructional and assessment experiences for students, while helping them gain the content pedagogical knowledge of the discipline. The NNECN Projects strong focus on mathematics and science complements general induction practices to ensure that content integrity is not lost in the induction process.

2. RETHINKING ASSIGNMENTS AND SCHEDULING

The strain of balancing time in the classroom with time devoted to mentoring other teachers is one of the major concerns expressed by mentors. NNECN provides strategies and support to rethink the meaning of time out of the classroom through innovative ways to support release time and reconfigure schedules. State coordinators will work closely with mentors to identify and implement new practices such as common planning times, combining two small classes for mentor/mentee team teaching, flexible use of substitute time, etc. NNECN will provide recommendations and support mechanisms for easing the teaching assignments of new teachers without placing additional burdens on other staff. Embedded professional development strategies provide a vehicle for mentoring that includes other teachers and can be incorporated into mentor teachers' professional development leadership activities.

3. GREATER VARIETY OF INDUCTION ACTIVITIES

NNECN deepens and moves beyond the predominant U.S. induction process of one-on-one mentoring by creating a co-mentoring network where all participants, new and experienced, are involved in various phases of learning both one-on-one and with others. Enhanced mentoring practices may include collaborative action research, study groups, book studies, case discussions, demonstration teaching, curriculum topic studies, examining student work and thinking together, attending a conference together, Japanese model of Lesson Study, facilitated peer support, reciprocal classroom observations, and electronic networking.

4. SYSTEMIC COORDINATION AND MULTIPLE PROVIDORS

Supporting mentoring and induction practices in the NNECN project will not be the sole responsibility of the mentor or the school district. Systemic support is coordinated and provided through an infrastructure established in each state and aligned with their state’s initial certification and induction policies. A variety of partners and collaborators in the New England region and nationally will provide resources and professional development. State coordinators, link to the Maine Mathematics and Science Alliance (MMSA); the New Hampshire Mathematics, Science, and Technology Coalition (NHMaST); and the Vermont Institutes (VI), will ensure mentors and districts are getting the ongoing support and resources they need within their state. Through electronic networks and summer institutes, mentors support each other within and across the three states with their classroom contextual insights and strategies. Additional support through partners such as the TERC Regional Alliance and learning Innovations extends the state support at a regional level.