# KRS § 161.031: 161.031 New teacher induction and mentor programs provided by school districts -- Definitions -- Standards -- Evaluations -- Annual report > Kentucky · Statutes · In force URL: https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.031 ## Section - **Citation:** KRS § 161.031 - **Heading:** 161.031 New teacher induction and mentor programs provided by school districts -- Definitions -- Standards -- Evaluations -- Annual report - **Jurisdiction:** Kentucky - **Kind:** Statutes - **Status:** In force - **Text as of:** August 14, 2026 - **Source:** Compiled text - **Location:** KY Code / Title XIII / Chapter 161 / Section 161.031 ## Text 161.031 New teacher induction and mentor programs provided by school districts - - Definitions -- Standards -- Evaluations -- Annual report. (1) As used in this section: (a) "Mentor" means an educator who has at least three (3) full years of experience under a professional certificate and who has been trained to assist a beginning educator in the same professional role with his or her professional responsibilities and general school and district procedures; and (b) "New teacher induction and mentor program" means a multiyear, structured program of mentorship and professional development in which trained mentors provide constructive feedback to new teachers. (2) The Education Professional Standards Board shall develop standards and guidance for school districts to implement new teacher induction and mentor programs. All school districts are encouraged to provide an induction program for teachers in their first year of teaching that is aligned with the standards and guidance for school districts developed by the Education Professional Standards Board. (3) Standards for new teacher induction and mentor programs shall include but not be limited to the following: (a) An orientation program for new teachers and other incoming teachers to be provided at the beginning of and throughout the first year of employment; (b) Assignment of a mentor teacher to a new teacher within the first two (2) weeks of teaching and remaining with the new teacher for the first year of the new teacher's employment in the school. The mentoring relationship shall be composed of activities that the beginning teacher and mentor participate in together, including but not limited to coteaching, lesson planning, and observation; (c) The creation of a support team to provide assistance for new teachers, including focus on each new teacher's individual professional growth and development plan; (d) Workshops and training, including professional development opportunities specifically designed for the beginning teacher that provides vital information on topics relevant during the first year in the classroom; (e) Workshops and training for mentors prior to assignment to a beginning teacher on the skills necessary for effective mentoring; (f) Opportunities for the new teacher to meet with the assigned mentor to share successes and troubleshooting strategies; (g) Support teams to link the beginning teacher with a network of teachers in the school or district, in addition to their mentor, that the beginning teacher can rely on for assistance and guidance, especially for content specialization; and (h) Formative and summative evaluations to provide feedback for a beginning teacher to gain an understanding of his or her strengths and weaknesses and to grow professionally. (4) The Education Professional Standards Board shall develop evaluations and rubrics aligned to state academic standards and state and local procedures that shall be based on the following standards of effective teaching: (a) Curriculum, content mastery, planning, and assessment; (b) Teaching all students; and (c) Family engagement. (5) Rubrics shall describe practice in detail at different levels of performance. (6) Categories of evidence shall be included to assess educator performance, including multiple measures of student learning, observations, and additional relevant evidence. (7) Evaluations shall include new teacher self-assessment, individual goal setting and plan development, implementation of the plan, formative assessment, and a summative evaluation. (8) By October 1 of each year, the Education Professional Standards Board shall provide a report to the Legislative Research Commission for referral to the Interim Joint Committee on Education. The report shall include but not be limited to: new teacher self-assessment, individual goal setting and plan development, implementation of the plan, formative assessment, and a summative evaluation. (8) By October 1 of each year, the Education Professional Standards Board shall provide a report to the Legislative Research Commission for referral to the Interim Joint Committee on Education. The report shall include but not be limited to: (a) Identification of the school districts that have not implemented an induction program for teachers in their first year of teaching that is aligned with the standards and guidance for local districts developed by the Education Professional Standards Board; (b) The number of mentor teachers and the educator preparation programs that were attended by the mentor teachers; (c) The number of new teachers and the educator preparation programs that were attended by the new teachers; (d) An analysis of how prepared new teachers are upon entering the profession; (e) The types of training utilized by districts to train new teachers, mentors, and support teams; (f) The types of remediation or supports needed by districts for new teachers that were not covered in the educator preparation programs; (g) The major components of each new teacher induction and mentor program; (h) How new teacher induction and mentor programs are operated and funded; (i) How long new teachers receive mentor support; (j) The estimated annual amount spent per new teacher; (k) Measures being utilized to gauge the new teacher induction and mentor program's effectiveness; and (l) Impact on teacher retention. (9) The Education Professional Standards Board shall accumulate long-term data for analysis of the impact of teacher induction and mentor programs on new teacher retention. ## Nearby sections - [KRS § 161.010 161.010 Definitions for KRS 161.020 to 161.134](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.010.md) - [KRS § 161.011 161.011 Definitions of "classified employee" and "seniority" -- Job classifications and minimum qualifications -- Requirement of written contracts and written personnel policies -- Reduction in force -- Registry of vacant classified employee positions and training -- Review of local board policies by Department of Education](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.011.md) - [KRS § 161.017 161.017 Education Professional Standards Board to be headed by commissioner of education -- Duties and powers](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.017.md) - [KRS § 161.020 161.020 Certificates required of school employees -- Filing requirements -- Validity and terms for renewal](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.020.md) - [KRS § 161.027 161.027 Preparation program for principals -- Assessment and internship requirements](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.027.md) - [KRS § 161.028 161.028 Education Professional Standards Board -- Powers and duties regarding the preparation and certification of professional school personnel -- Membership](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.028.md) - [KRS § 161.030 161.030 Certification authority -- Assessments of beginning teachers and teachers seeking additional certification -- Conditional certificates -- Temporary certificates -- Emeritus and exception certificates](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.030.md) - [KRS § 161.031 161.031 New teacher induction and mentor programs provided by school districts -- Definitions -- Standards -- Evaluations -- Annual report](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.031.md) - [KRS § 161.032 161.032 Certification incentive fund -- Purpose of grants -- Eligibility -- Priorities -- Forgivable loan incentive -- Stipend -- Other financial incentives](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.032.md) - [KRS § 161.042 161.042 Status of student teachers -- Responsibility to administrative staff and supervising teachers -- Professional competency requirement for supervising teachers](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.042.md) - [KRS § 161.044 161.044 Requirements for teachers' aides -- Legal status -- Preference to certified applicants -- Training](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.044.md) - [KRS § 161.046 161.046 Adjunct instructors](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.046.md) - [KRS § 161.048 161.048 Legislative findings -- Alternative certification program -- Purpose -- Options -- Testing and eligibility requirements -- Salary schedule](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.048.md) - [KRS § 161.049 161.049 Professional support teams -- Training program -- Alternate training program](https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.049.md) --- Source: Frix Law Library, https://www.frixlaw.com/law-library/statutes/STATE_KY_TXIII_C161_S161.031. Check the current official text before relying on it. Not legal advice.