Establishing or improving a mentoring and induction program is ideally designed around a framework that should incorporate three aspects: 

  1. Program Design and Vision 
  2. Professional Learning for mentors/coaches and new teachers 
  3. Best Principles of Instructional Practice

The 2018 Teacher Induction Program Standards (TIPS) provides a framework to assist schools and districts as they seek to implement induction and mentoring programs that improve teacher retention, accelerate beginning teacher effectiveness, strengthen teacher leadership and increase student learning. There are 10 program standards in the TIPS that provide a common language that helps school teams identify next steps toward program implementation or acceleration. 

The NTC TIPS framework is broken down into Foundational, Structural, and Instructional Standards. As you are establishing a new mentoring or induction program or seeking to improve and enhance an existing one, the resources in each of these three standards will support you in tailoring a program that works best for your district and context. 

The framework used for the Montana Mentor Project is designed by the New Teacher Center (NTC), a non-profit focused on teacher induction, instructional coaching and school leadership development. The framework is a comprehensive document that has been developed from their work with state agencies, school districts, policy-making organizations, and a range of educational institutions.  

The following resources are comprehensive and may provide most of the information and resources needed to initiate a mentoring/induction program

Mentoring and Induction Toolkit 2.0

Oregon Mentoring Program 

Alberta Teachers Association

Mississippi Department of Education Mentoring and Induction

Program Assessment Overview

In addition to these resources, you and your staff may choose to use the Program Assessment tools to assess your programs’ strengths and areas for growth, whether you are just beginning the journey of starting a mentoring or induction program or are on your way to developing your next steps. 

How To Use 

If you are beginning to establish a mentoring and induction program, you may want to start with the Induction Program Inventory. The inventory outlines the program components that you can use to determine immediate next steps for designing a mentoring and induction program. The Induction Program Inventory may also be useful to consider next steps to accelerate your program goals and outcomes.  

You would then compare the results with the NTC TIPS to consider how your findings align with the Program Standards.

For any program who wants more detail about the program elements, the Mentoring and Induction in Turnaround Schools Self-Assessment is a more comprehensive document examining components of a high-quality mentoring and induction program.





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Linda Vrooman Peterson, Division Administrator, 406.444.5726
Patty Muir, Accreditation Program Director, 406.444.4317
Vacant, Accreditation Data Specialist, 406.444.2410
Vacant, Data Control Technician
Vacant, Rural Schools Program Specialist
Amber Zietz, Administrative Specialist, 406.444.1852