New Teacher Experience

List of 7 items.

• New Faculty Institute

  New teachers come to Masters a week earlier than returning teachers to participate in the New Faculty Institute (commonly referred to as NFI). During the week, new teachers explore a variety of pedagogical topics, including The Masters School’s student-centered approach, the Harkness method of teaching, and research related to growth mindset and issues of equity and inclusion. New teachers also have an opportunity to familiarize themselves with our policies and procedures.

• Mentoring

  Each teacher is assigned a mentor as part of a division-specific mentoring program. Mentor pairs meet formally and informally to go over practical concerns, like the schedule and day-to-day policies and practices. To enhance the depth of their ongoing conversations about the craft of teaching, mentors and new teachers also visit each other’s classrooms. During the second year of the New Teacher Experience, faculty members will continue to meet with their mentors on a more ad hoc basis.

• Evening Explorations: Pedagogical Deep Dives

  New teachers gather four times a year for pedagogical “deep dives” over dinner. Topics may include lesson planning, scaffolding, metacognition, feedback and assessment.

• Faculty Development and Pedagogical Coaching

  The School has two faculty members, a pedagogical coach and a faculty development advisor, who work with new teachers. The role of the pedagogical coach and the development advisor is to serve as developmental supports who are available to talk about teaching and learning at Masters and to provide nonjudgmental, non-evaluative feedback through classroom observations and conversations.

• Department Chair/Administrative Feedback and Support

  Even before the start of the school year, department chairs and/or supervisors communicate with new faculty regarding curricular goals and other relevant information. New faculty members can also anticipate feedback from a supervisor during their first year through at least one announced class observation that includes pre- and post-observation conversations. The goal is to provide ongoing, constructive feedback and support through regular contact.

• Mini-MAGNETs

  During year two, teachers will create a mini-MAGNET goal (MAGNET is an acronym for a mission-driven, annual goal to nurture growth, elicit feedback and teach effectively). The mini-MAGNET goal is a practice round that gives new faculty members the opportunity to experience the MAGNET process with a peer teacher. During the third year, new teachers will design MAGNET projects with an assigned department chair or administrator.

• School Visits

  Near the end of the second year of teaching at Masters, faculty participate in off-site, professional development days during which groups of year-two faculty members visit other independent schools in New York City and/or Westchester County. During these school visits, they observe and reflect on approaches, network with other educators and explore teaching strategies that address their "mini-MAGNET" goals. Each second-year teacher at Masters participates in one visit and debriefs that visit with other members of their cohort.