Teacher Induction That Works: A Lasting Impact from Day One
By Tara Link and Beth Whitaker
(Routledge/Eye On Education, 2025 – Learn more)
Reviewed by Kathee Lamberies
This book immediately caught my attention as I co-direct our district’s new teacher mentoring program. We’re always looking for fresh, effective ideas to support educators who are new to both the profession and our district. One feature I especially appreciated was the authors’ decision to make appendix items from the book available as free downloadable resources on their website!
Section 1 – Let’s Get This Journey Started
The authors stress that every district, regardless of size, needs a strong new teacher induction program. The first step is defining the “how” and “why” of supporting new staff. Guiding questions like “What are common challenges for new teachers?” and “What do new hires need to know and do to be successful on day 1, month 1, and quarter 1?” help districts get started.
They also introduce the concepts of “Relivables” and “Repeatables.” A Relivable is a positive experience that staff will remember fondly, while a Repeatable is essential information new teachers need to know and refer to frequently. The section closes by reminding us that supporting new teachers takes a village – beyond just the school building.
Section 2 – Making It Happen
This section focuses on onboarding, which includes welcome emails or phone calls, help with housing, technology set-up, and even community resources. The authors recommend an “In Your Shoes” panel featuring Year 1 and Year 2 teachers to provide insights to incoming staff.
Orientation should clearly lay out expectations for day one and beyond. It should also include time with administrators, mentor teachers, and fellow staff, opportunities to set up classrooms, and – of course – food!
Key elements of induction should include timely and purposeful professional development, access to instructional coaches, peer observation, mentoring, book studies, and other learning tools. The message is clear: there should be no surprises when it comes to school policies or expectations.
Section 3 – Polishing the Apple
This section emphasizes the importance of celebrating new teachers – through handwritten notes, treats, shoutouts in newsletters, or local media recognition.
As a mentor, I especially connected with the emphasis on fostering strong mentor-mentee relationships. Districts should be intentional when selecting mentors and provide them with toolkits, collaborative opportunities, well-being support, and clear accountability structures.
The section also addresses the critical issue of work-life balance. New teachers should be encouraged to choose 1–3 days per week to stay late, but to leave on time the rest of the week. Districts should also limit the number of committees new teachers join and help them learn to distinguish between what’s negotiable and non-negotiable in their workload.
Section 4 – In and Out of the Classroom
The final section focuses on the finer details that help ensure a smooth transition into the school community. This includes everything from how to operate the copier and ensure classroom tech is working to understanding building rituals and receiving school closure updates.
The book concludes by reinforcing the importance of administrator support, identifying available resources, selecting focus areas, and spotlighting the expertise of strong teachers as a resource for newcomers.
In the appendix there are 13 ready-to-use resources for both elementary and secondary settings – all accessible online. I’ve already adapted one of the tools for our upcoming onboarding session in August with new mentors and mentees!
I highly recommend this book to anyone involved in setting up or improving a mentoring program – it’s practical, engaging, and full of actionable ideas.
Kathee Lamberies is a 5-8 Instructional Coach for Roscommon Area Public Schools. Now in her 22nd year in education, she has taught 1st, 2nd, 4th, 5th, 6th, and 7th grades, and has been a coach for the past 3 years. In the 2022-2023 school year she was the Michigan Region 2 Teacher of the Year. She belongs to the Michigan Reading Association and the International Literacy Association. She lives on Otsego Lake in Gaylord, Michigan with her husband Mark and their one-year-old Pomeranian, Pippa.
