New teachers to the district are supported through the mentoring program which involves a dedicated mentor for each teacher and the support of Central Office, school administrators, coaches, teacher leaders and colleagues. This is essential to the retention of our new staff; that they receive that education to become acclimated to the culture of our district and schools in order to provide the excellent teaching for student achievement.

I am also Director of the Foreign Languages Department. I believe and have strived to implement in the Malden schools the research that states that the study of languages contributes to the overall success of students in many ways, both cognitively and developmentally. Several of our early language learning programs are tied to grants that I sought and received for our schools.

MALDEN PUBLIC SCHOOLS TEACHER INDUCTION PROGRAM
A teacher induction program can help new teachers improve practice, learn professional responsibilities and ultimately positively affect student learning. In addition to providing support to beginning teachers, these programs allow veteran teachers to reflect upon practice and can unite the learning community as each individual works toward the same goal - improving the quality of education. Induction programs also have the potential of elevating the teaching profession and fostering a collaborative learning community for all educators. These benefits can lead to a much higher rate of retention, as new educators find themselves in an environment that cultivates continual growth and success.

The intent of a teacher induction program is to provide a systematic structure of support for beginning teachers. Our comprehensive induction program includes components such as:

• New teacher orientation: An orientation program begins the comprehensive induction program. It provides an opportunity to learn key information about the district and school.

• Mentoring relationships: The mentoring relationship provides the beginning teacher with an opportunity to work closely with and learn from a veteran teacher. The mentoring relationship is shaped by the activities that the beginning teacher and mentor participate in together. Release time is a necessary part of the mentoring relationship as it enables mentoring activities such as observation, co-teaching, and lesson planning to take place.

• Support teams: The purpose of the support team is to link the beginning teacher with a network of veteran teachers, in addition to their mentor, that they can rely on for assistance and guidance.

• Workshops and training for beginning teachers: Beginning teacher workshops and training are professional development opportunities that are specifically designed for the beginning teacher. This professional development provides the beginning teacher with vital information on topics that are relevant to them during their first year in the classroom.

• Evaluation: In order for beginning teachers to gain an understanding of their strengths and weaknesses and to grow professionally, it is important for the teacher to participate in a formal evaluation administered by a supervisor. The beginning teacher, as well as the mentor, should be aware of the standards and processes by which the new teacher will be evaluated. The standards of the evaluation will form a "curriculum" for the joint work of the mentor and beginning teacher throughout the school year.

PROFESSIONAL DEVELOPMENT
The work of all teachers and staff must be supported through professional development directly related to student learning. Through peer observations, lesson study, looking at student work, teaming, - targeted development that connects to their students' needs, and embedded support in their classroom, all teachers will be supported by the district.

Graduate of Simmons College, Boston, B.A. Foreign Languages (French / Spanish) Master's Degree from Tufts University, Medford, M.ED in Education

Workshop presenter in the area of technology, curriculum, instruction and assessment at the state and regional levels.

Teacher of French, Spanish, ESL; Foreign Languages Department Head from 1995-2001; Director of Foreign Languages, World Cultures, and International Relations 2001-2006.

Attendance and facilitator of workshops and courses on leadership, professional learning communities and most recently I have been certified by the National Institute for School Leadership as a facilitator and presenter.

Tufts Graduate School of Education, Adjunct Lecturer since 1999, in addition to having served as a cooperative teacher and supervisor of student teachers.

Past President of the Massachusetts Foreign Language Association and serve as the New Teacher consultant and workshop facilitator for that organization.

I was born in Watertown,Massachusetts to first generation immigrants and raised in an Armenian bilingual and bicultural home. My love of my native language then lent itself to my passion for learning languges and, subsequently, the teaching of languages as I majored in French and Spanish throughout my university career. Learning languages in my mind truly opens doors throughout the world and as I travel I can attest to the use of my skills to help facilitate communication and understanding of others. Additionally, my passion for multicultural and world studies stems from the background of my parents who were genocide survivors. It is essential that we promote understanding and knowledge for our students in all areas to facilitate responsible decision making for participation in our global society and for the future of our world.