The school year is winding down (or has already come to a close) and you’re looking forward to doing some planning in the less-harried atmosphere of summer. One of the things on your mind is next fall’s orientation program, we’re sure. Oh—it isn’t? Hmmm. Should it be? Actually … yes!
Induction vs. Orientation
Looking up the definition of “induction,” we see that it comes from the Latin word, inducere, “to lead”—as in, to lead into the life of the school. This is exactly the sense in which we mean it in the world of private-independent schools. If you can design a program to lead new faculty into the mission, culture, and values of the school (i.e., “how and why we do things” and “what’s important here”), you will be going a long way toward helping each teacher survive (and thrive) at your school.
2 to 3 Years … Really?
Effective induction needs to be a longer-term (we think 2 to 3 years) program to be most effective. Think of it this way: When you start a new job, do you understand everything you need to know within the first week? Does it usually take longer (months, or even a few years) to get a grasp of what is expected of you, and how you can best get things done in your new environment? This is exactly why even the most intensive, week-long orientation programs will fall far short of the support and attention that new teachers need to be successful. An energizing orientation program is a great start to effective induction—but it’s just a start.
What Does This Have to Do With Me (HR)?
Isn’t this something that the academic leadership should be concerned with? Absolutely! And … they need your help! Even the best project managers can use support—and from your perch overseeing your school’s HR needs, you are in the perfect position to help. You know how important it is for all teachers to absorb and live the Characteristics of Professional Excellence that your school has defined—which are used throughout the entire faculty life cycle, from interviewing and hiring, to performance evaluation and growth, to (on rare occasions) corrective action and termination. Helping the academic leadership team systematically build these characteristics into a 24-month program is one of the most important things you can do to help retain, support, and develop faculty who deliver your mission with excellence.
We look forward to sharing more details about effective induction programs (including a sample calendar) in an upcoming edition of I&P. In the meantime, we encourage you as you begin your planning to bring your unique mission to life in next year’s induction program.
Additional ISM resources of interest for Consortium Gold members
I&P Vol. 28 No. 16 Hiring and Orienting Your New Advisers
To The Point Vol. 12 No. 5 Orienting New Board Members: Three Steps to Success
