Following the residency year, TR@TC alumni commit to teaching for at least three years in New York City high-need public schools. During the first two years of teaching, alumni are provided on-going support by Induction Mentors, engage in professional development opportunities, and participate in TR@TC functions. These activities are designed to further the professional growth of TR@TC alumni.
INDUCTION KICK-OFF New TR@TC alumni are required to attend a summer seminar that is designed to support them in preparing for their first year of teaching. This may include thinking about classroom management, being part of a professional community, personal areas of strength and growth, and expectations of the TR@TC Induction Program.
INDUCTION MEETINGS AND RESPONSIBILITIESThrough induction, TR@TC alumni are provided ongoing support through Induction Mentors, professional development opportunities, and TR@TC functions. These professional development opportunities may include participation in small learning communities and innovative projects to further professional growth. Participation in activities and meetings is required as part of the TR@TC program.
Additional components offered through the TR@TC Induction program may include:Education Rounds. Similar to the medical rounds model of teaching where experienced physicians and medical interns circulate through teaching hospitals to review real life medical cases, Education Rounds is a model of professional development and an explicit practice that supports TR@TC alumni in conducting systematic inquiry around teaching in order to improve practice and schools. TR@TC alumni may participate in educational rounds to varying degrees.
- Action Research. Action research is another approach that may be used during induction for systematically engaging with a problem of practice or challenge in the classroom. Practitioner Action Research involves TR@TC alumni identifying a puzzle or problem related to social justice from their classroom, collecting systematic baseline data, implementing a well-researched action that attempts to make meaningful changes in regard to the problem, and then collecting systematic post-action data to see the influence that the action had on the problem. TR@TC alumni participate in action research to varying degrees, based on professional and personal goals.
INDUCTION REFRESHERTR@TC alumni are immersed in multi-faceted experiences designed to refresh their community, their state of mind, and their professional practices. These experiences are targeted for individuals, small groups, and the entire cohort, based on experiences from their first year of teaching.