These conversations highlighted several key themes that TLINC designers must keep in mind as they plan for a networked system that supports new teachers and those who work with them:
The partnerships created in the TLINC planning districts are beginning to demonstrate the ways that higher education institutions can work with districts to build a continuing support model that links novice teachers with all the resources of the education profession across a learning continuum.
Mindful of these key themes and of the uniqueness of each district's needs, TLINC is adopting a two-tiered approach: 1) developing site-based strategies targeted to the specific needs of new teachers and 2) creating an overarching framework to forge strong professional communities within and across districts.
THE TLINC ONLINE COMMUNITY IN ACTION: A VISION OF CHANGE
To paint a more concrete picture, we revisit our composite new teacher, "Catherine," who at the beginning of this article gave voice to the many challenges and frustrations faced by the new teachers with whom the TLINC design team spoke.
In June 2005, NCTAF received a grant from Microsoft's Partners in Learning program to implement the TLINC model in three district/university partnerships.