AFT Approves Policy to Encourage New Teacher Peer-Assistance Programs
Programs Aim To End ‘Sink or Swim’ Initiation into Teaching and To Help
 Teachers Take Charge of Their Profession

CHICAGO – Consistent with the AFT’s view that “the most sensible, cost-effective way to strengthen teaching quality is to focus on the ‘front-end,’” the American Federation of Teachers passed a resolution today supporting strong peer assistance and review (PAR) programs. These programs assure both that new teachers get the professional development and support they need, and that only capable, well-prepared teachers who meet high entry standards are offered permanent positions.

“If our school systems can do these two things right, we will have moved a long way toward assuring the quality of teaching in the future,” the resolution says. 

PAR programs are jointly created and run by teachers and school officials to provide new teachers with expert mentors to support them. After the induction period, an evidence-based recommendation is then made to decision-makers about whether a new teacher merits continuing employment. The resolution encourages AFT affiliates to work with their school districts to create PAR programs, and pledges to offer them the national AFT’s active support.

“New teachers need strong induction and mentoring programs,” said Antonia Cortese, AFT executive vice president.  “As a profession, teaching must define standards of good practice, help new teachers master that practice, and assure that only capable teachers enter teaching for the long term.” 

In establishing peer assistance and review programs for new teachers, AFT convention delegates are continuing the AFT’s effort to put teaching on the path toward professionalism. The resolution said that with a turnover rate of about 50 percent for new teachers, school districts need updated support and evaluation programs.

There are several components to strong PAR programs, including: 

• Placing expert teachers—selected through a fair process by the union and the administration—in charge of mentoring new teachers;
• Providing sufficient training and resources for the mentor teachers to do their job; and
• Ensuring that the PAR process is created collaboratively by the union and the district.

“This is another big step in our mission to increase the professionalism of the teaching field,” Cortese said. “More importantly, we’re working to make sure that new teachers receive the best possible on-the-job training, and that the very best teachers stay in our children’s classrooms.” 

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