District administrators on Feb. 1 described Unionville‑Chadds Ford SD’s induction program for employees new to the district, emphasizing three components in year one: assigned mentors, job‑embedded learning activities including observations, and a sequence of professional-development sessions.

Administrators said each new teacher receives a mentor — preferably a same‑building colleague — and that mentors support curriculum, procedures and school-specific practices. The program includes two formal classroom observations by building administrators, optional observations by mentors and district administrators, and a supported practice in which a new teacher and mentor obtain a substitute so the new hire can observe effective instruction in another classroom.

“Twice, they'll really come in, do a full period observation, sit down afterwards for a full reflective conversation to give feedback on their practice,” a district staff member said. The district also assigns job‑embedded work such as unit planning, recorded lessons for reflection and targeted observations to support growth.

Required professional development in year one includes technology integration, safety and security procedures, English‑language‑learner supports and topics such as classroom management and differentiated instruction. Administrators said year two focuses on continuing observations and reflective feedback. The district confirmed that teachers experienced elsewhere who are new to Unionville‑Chadds Ford also participate in year one induction.

School leaders said the induction program will inform staffing decisions and that early and clear communication with teachers about assignments is a priority as the district prepares for full‑day kindergarten staffing and other openings.