Regardless of where it is in its development, rarely does a program have an abundance of resources. Finding adequate program resources takes creativity, ingenuity, and perseverance on the part of program administration and participants. Proper allocation and management of resources begins with a program’s most important resource—people—and needs to align with the program’s culture, available resources, and goals.

Determining needed resources and how they should be allocated begins by taking an inventory. Based on what is learned through this process, a sustainable program can be developed. With creativity, determination, and a real understanding of the program’s goals for induction and mentoring, the vision of creating and implementing a sustainable program (regardless of limited resources) can be attained.

The quality and effectiveness of induction/mentoring programs rely on program leadership that allocates resources in a manner consistent with the stated program rationale, design, goals, and, when appropriate, local collective bargaining agreements.

The Standard 3 Subsections address the following issues:

While examining Standard 3, keep the following questions in mind:

• What are the district’s current resources?
• Who are the key stakeholders to bring to the table? How can they collaborate and work towards common program goals?
• How can program leadership demonstrate the cost effectiveness of mentoring beginning teachers?
• Based on resources, what is the plan for sustainability?

Previous: Standard 2.5 Next: Standard 3.1