2026 - 2027 Certified Teacher Induction Program Application

Certified Teacher Induction Program Application
The purpose of the GaDOE Certified Teacher Induction Program is to provide Georgia districts and schools guidance in the creation, implementation, and sustainability of high-quality induction programs.
- The GaDOE Certified Teacher Induction Guidance is a comprehensive and sustainable model for Georgia school districts.
- High-quality teacher induction programs can reduce teacher turnover and improve student outcomes.
- GaDOE Certified Induction Programs include seven key components for providing high-quality teacher induction support.
District/Local Education Agency (LEA) Information
LEA:
District/LEA Contact Person for Teacher Induction
LEA Contact:

First NameLast Name
Position:
Email:
example@example.com
Phone Number:
Format: (000) 000-0000.
Certified Teacher Induction Program Background and Goals
Provide a concise summary of your district's teacher induction program, covering the program's length, collaborative partnerships, customization to meet specific local needs, and the motivations for pursuing certification.

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Current Assessment of District/LEA Induction Program for Certification
Read the Georgia Department of Education Teacher Induction Guidance, then rate your current program using the reflection questions provided.

Component One: Roles and Responsibilities

The induction guidance components collectively provide for an effective induction program and require an investment from all stakeholders to ensure teacher effectiveness and student success. The development of the Induction Phase Teacher is strengthened by the roles and responsibilities of GaDOE, RESAs, higher education institutions, district-level personnel, administrators, mentors, and the Induction Phase Teacher.

Rows	Please Select	Comments/Notes (Optional)
1.1 The district has a vision, mission, and goals for the induction program.
1.2 There are clearly identified roles and responsibilities for the Georgia Department of Education (GaDOE), Regional Education Service Agencies (RESAs), higher education institutions, district-level personnel, administrators, mentors, and the Induction Phase Teacher (IPT).
1.3 The district clearly communicates roles, responsibilities, goals, and expectations of the program to all stakeholders [i.e. district leadership, school leadership, mentors, and Induction Phase Teacher(s)]
1.4 The district provides access to internal and/or external professional learning opportunities for program stakeholders (i.e. district leadership, school leadership, mentors, and Induction Phase Teacher(s)), aligned with the vision, mission, and goals of the district induction program.
1.5 School leadership ensures implementation of the district induction program at the school level, while district leadership monitors implementation and provides support and accountability.
1.6 School leadership assigns qualified mentors to teachers participating in the induction program.
1.7 An Induction Phase Teacher Support Team exists and includes, at a minimum, the mentor, school leader, and when possible, an external support agency representative from the Regional Educational Service Agency (RESA), the Governor's Office of Student Achievement (GOSA), etc.

Upload up to 4 artifacts supporting component one. Suggested artifacts:
- District induction vision, mission, and goals documents
- Role and responsibility matrix for all induction stakeholders
- Communication materials (e.g., onboarding slides, handbooks, or newsletters)
- Meeting agendas or sign-in sheets documenting induction planning sessions
- Mentor assignment rosters
Artifact Upload Example:

One artifact may cover several indicators. This can be explained in the notes and comments section of this application.

(1.1, 1.2 &1.3) Teacher Induction Handbook, p. 2 vision and mission; p.5 - the roles, responsibilities, goals, and expectations of the induction program are listed.
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Component Two: Leadership and Organizational Structures

The success of the Induction Phase Teacher requires a culture of support and organizational structures that promote growth. District- and building-level administrators’ responsibilities for establishing a supportive environment are identified in the following guidance.

Rows	Please Select	Comments/Notes (Optional)
2.1 The district provides useful resources to support Induction Phase Teachers (IPTs).
2.2 The district regularly provides sufficient time for mentoring interactions and training.
2.3 School leaders help Induction Phase teachers (IPTs) manage time by limiting committees and extra duties.
2.4 The district provides high expectations regarding ethical behavior and conduct as stated in the Georgia Code of Ethics for Educators (GaPSC).
2.5 The district has a culture and climate that supports IPTs.
2.6 The district has a timeline of induction support for IPTs spanning a three-year period.
2.7 District and school provide orientation and training on GA Code of Ethics.

Upload up to 4 artifacts supporting component two. Suggested artifacts:
- Induction calendar or multi-year support timeline
- Sample mentor/mentee meeting schedules or time-allocation logs
- Documentation of ethics training and code of conduct orientation
- Climate or induction satisfaction survey summaries
- Evidence of administrative monitoring or reflection logs
Artifact Upload Example:

One artifact may cover several indicators. This can be explained in the notes and comments section of this application.

(1.1, 1.2 &1.3) Teacher Induction Handbook, p. 2 vision and mission; p.5 - the roles, responsibilities, goals, and expectations of the induction program are listed.
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Component Three: Mentoring

An effective induction program recognizes the importance of creating a systematic process for the recruitment, selection, training, and support of qualified mentors who provide school-based support for Induction Phase Teachers. The New Teacher Center states, “The recruitment and selection of mentors is arguably the single most important task facing the teacher induction program’s leadership. Highly trained and supportive mentors can accelerate the development of high-achieving classroom teachers and improve student achievement.”

Rows	Please Select	Comments/Notes (optional)
3.1 The district establishes mentor recruitment procedures and selection criteria in alignment with the vision, mission, and goals.
3.2 Mentors provide support in a variety of areas, such as classroom management, instructional practices, content, self-reflection, and measuring student success metrics.
3.3 The district/school develops a pool of qualified mentors.
3.4 Mentoring occurs in various modalities (i.e. with individuals, small groups, classroom-embedded, in-person, or remote).
3.5 The district/school provides quality professional learning for mentors based on individual needs and includes relevant and meaningful topics such as program overview, roles and responsibilities, needs of beginning teachers, classroom management, Multi-Tiered System of Supports (MTSS), TAPSs, and mentoring techniques.
3.6 Mentoring is based on an ongoing cycle of feedback and reflection of current strengths and weaknesses as Induction Phase Teachers (IPTs) apply their learning and refine their practice.
3.7 Accountability measures are built into the induction program.

Upload up to 4 artifacts supporting component three. Suggested artifacts:
- Mentor recruitment and selection criteria or application forms
- Mentor training agendas and sign-in sheets
- Mentor/mentee meeting logs or reflection notes
- Coaching or peer observation forms
- Retention or exit survey summaries reflecting mentoring impact
Artifact Upload Example:

One artifact may cover several indicators. This can be explained in the notes and comments section of this application.

(1.1, 1.2 &1.3) Teacher Induction Handbook, p. 2 vision and mission; p.5 - the roles, responsibilities, goals, and expectations of the induction program are listed.
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Component Four: Orientation

Orientation allows Induction Phase Teachers to become familiar with local, district, and state initiatives and provides professional, social, and emotional support.

Rows	Please Select	Comments/Notes (Optional)
4.1 School/district leaders communicate with Induction Phase Teachers (IPTs) from the time of hire through orientation.
4.2 The district new teacher orientation provides comprehensive information to inductees.
4.3 The school provides an orientation that aligns with the district induction plan.
4.4 An orientation is provided for staff hired off-cycle throughout the year.

Upload up to 4 artifacts supporting component four. Suggested artifacts:
- New teacher orientation agendas and presentations
- Communication samples (welcome letters, onboarding emails, newsletters)
- Orientation evaluation surveys and feedback summaries
- Calendar of ongoing onboarding or follow-up sessions
- Evidence of mid-year orientation for off-cycle hires
Artifact Upload Example:

One artifact may cover several indicators. This can be explained in the notes and comments section of this application.

(1.1, 1.2 &1.3) Teacher Induction Handbook, p. 2 vision and mission; p.5 - the roles, responsibilities, goals, and expectations of the induction program are listed.
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Component Five: Ongoing Performance Assessment

Ongoing performance assessment is a cycle that may continue for up to two years. The cycle includes identifying an Induction Phase Teacher Support Team, conducting a diagnostic assessment, developing an induction plan, and providing evidence of growth on the Teacher Assessment on Performance Standards (TAPS). The Induction Phase Teacher, along with the Teacher Induction Support Team, reviews multiple sources of data to revise the induction plan for the second year.

Rows	Please Select	Comments/Notes (Optional)
5.1 Diagnostic assessments are administered to determine the learning needs of the Induction Phase Teacher (IPT), including a variety of assessment types such as self-assessment, conferencing, and observation of classroom practices.
5.2 The Induction Phase Teacher (IPT) Support Team collaboratively develops an individual plan for each IPT, including personalized learning goals, developmental needs, and TAPS ratings.
5.3 Data from the induction process is systematically collected, analyzed, and used to inform Induction Phase Teacher (IPT) ongoing professional learning.

Upload up to 4 artifacts supporting component five. Suggested artifacts:
- Diagnostic self-assessments and mentor observation notes
- Individualized induction or growth plans (linked to TAPS standards)
- Reflection logs or goal-tracking templates
- Feedback summaries or conference notes
- Data reports showing growth over time
Artifact Upload Example:

One artifact may cover several indicators. This can be explained in the notes and comments section of this application.

(1.1, 1.2 &1.3) Teacher Induction Handbook, p. 2 vision and mission; p.5 - the roles, responsibilities, goals, and expectations of the induction program are listed.
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Component Six: Professional Learning

High-quality professional learning includes ongoing support that builds, sustains, and refines educator effectiveness and positively impacts student growth and achievement. Professional learning will be guided by the standards (TAPS) in the Teacher Keys Effectiveness System.

Rows	Please Select	Comments/Notes (Optional)
6.1 The school/district offers high quality professional learning to Induction Phase Teachers (IPTs) that is relevant and meaningful to classroom practice, grounded in research and theories about learning, and advances evidence-based learning designs.
6.2 The school/district offers professional learning that is personalized and based on the strengths, needs, interests, and experiences of the inductees.
6.3 The school/district offers professional learning guided by the Teacher Assessment of Performance Standards (TAPS).
6.4 The Induction Phase Teacher Support Team uses evidence, data, and research from multiple sources to plan professional learning.
6.5 The school/district provides clear structures, continuous support, and follow-up to build the capacity of the Induction Phase Teacher (IPT).

Upload up to 4 artifacts supporting component six. Suggested artifacts:
- Professional learning plans or calendars specific to IPTs
- TAPS-aligned session agendas and sign-in sheets
- Evidence of differentiated PL (choice boards, needs surveys)
- Follow-up coaching or implementation evidence
- Reflection summaries showing PL impact
Artifact Upload Example:

One artifact may cover several indicators. This can be explained in the notes and comments section of this application.

(1.1, 1.2 &1.3) Teacher Induction Handbook, p. 2 vision and mission; p.5 - the roles, responsibilities, goals, and expectations of the induction program are listed.
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Component Seven: Program Evaluation

Districts establish a systematic approach to evaluate the effectiveness of all aspects of Teacher Induction Programs.

Rows	Please Select	Comments/Notes (Optional)
7.1 To assess the effectiveness of the induction program, the program evaluation occurs within a cycle of continuous improvement including data collection, analysis, and action steps.
7.2 Program evaluation assesses all components of the induction program and the impact of the program on student growth and achievement.
7.3 Program evaluation captures evidence of implementation fidelity of the induction plan through a variety of data gathering and analysis methods.
7.4 The district has a plan to share the induction program evaluation results and "induction story" with stakeholders for the purposes of accountability, decision-making, and continuous improvement.

Upload up to 4 artifacts supporting component seven. Suggested artifacts:
- Annual program evaluation reports
- Data analysis summaries and meeting minutes
- Continuous improvement plans or action steps
- Evidence of stakeholder feedback integration
- Public summaries or presentations of program outcomes
Artifact Upload Example:

One artifact may cover several indicators. This can be explained in the notes and comments section of this application.

(1.1, 1.2 &1.3) Teacher Induction Handbook, p. 2 vision and mission; p.5 - the roles, responsibilities, goals, and expectations of the induction program are listed.
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Acknowledgement

I acknowledge that the information provided in this application is, to the best of my knowledge, complete and accurate.
Signature of District/LEA Contact
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Certified Teacher Induction Program Application

District/Local Education Agency (LEA) Information

District/LEA Contact Person for Teacher Induction

Certified Teacher Induction Program Background and Goals

Current Assessment of District/LEA Induction Program for Certification

Component One: Roles and Responsibilities

Component Two: Leadership and Organizational Structures

Component Three: Mentoring

Component Four: Orientation

Component Five: Ongoing Performance Assessment

Component Six: Professional Learning

Component Seven: Program Evaluation

Acknowledgement