Why Strong Onboarding Matters
A thoughtful onboarding process is one of the most important investments a child care program can make. The first few days shape how new staff understand expectations, approach supervision, and integrate into the culture of the school. When onboarding is structured, intentional, and supportive, educators are more confident, more prepared, and more effective in their role.
In early childhood settings, this directly impacts safety, compliance, and the quality of care provided to children. It also plays a critical role in staff retention. When teachers feel supported from the start, they are far more likely to stay, grow, and contribute meaningfully to the program. This model is designed to balance licensing requirements, best practice, and real-world functionality to ensure new staff are set up for success from day one.
This onboarding plan includes 3 days of direct training and classroom observation time that are in alignment with MSDE requirements, but this plan will be modified based on unique needs of your program.
Director Prep
Day 1 should feel seamless, not scrambled: preparation ahead of a new hire’s first day is crucial. Ensure you are ready to spend the morning with the new employee, with materials, log in information, and a plan in place.
Prep Work for Onboarding: 1 week in advance of new hire’s first day
- Door access ready (code, key fob, or key assigned)
- Accounts created- some organizations use multiple platforms, be sure you prepared to share information on:
- HR systems
- Payroll/timekeeping systems
- Classroom management apps
- Staff file started or complete (as much as possible pre-hire)
- Training materials printed or ready. If using virtual onboarding or training, ensure a computer is accessible and accounts are created as needed
- Welcome communication: Email, message, or app notification introducing new staff to families and team. Sharing professional and educational experience is important, but often a personal touch about the new hire is appreciated.
- Assigned classroom and lead teacher/mentor teacher is identified and prepared
- Alleviate first-day anxiety by providing a warm welcome. Reach out via phone or email a few days before their start date to check in about last-minute questions, and always ensure first-day directions have been shared via email:
- Where to park and how to gain access to the building
- Reminder of dress code (if uniform shirts are required, allow new hire to come in ahead of time to ensure sizing is correct and shirts can be taken home laundered ahead of their first day)
- What lunch and breaks will look like
- A brief agenda of the day
- Consider creating a welcome bag: A few thoughtful items that will help the new hire acclimate and feel welcome. A few nice token items might include: Uniform shirts (if not required to be worn on the first day), name badge/lanyard or keychain (especially for building that use card-swipe entries), water bottle, personal welcome note, notebook and pen, other small branded items (ie: organizational promo items or “swag”)
DAY 1: Welcome and Foundations
8:00 – 10:00 AM | Welcome and Center Overview
Welcome and Center Overview (15 to 30 minutes)
- Introductions to leadership and administrative team
- If applicable, show how to clock in, where to place belongings, store lunch, etc.
Facility Tour: Classrooms, Adult Areas, Playground
Providing a tour helps acclimate a new team member to the environment. Be sure point out room numbers or names, especially in large centers where learning many classrooms can feel daunting.
In addition to classrooms, be sure to highlight:
- Administrative offices
- Staff lounge or area, fridge, personal item storage, staff bathrooms
(Review shared space etiquette as applicable) - Supply areas (art supply closet, laundry rooms, storage room)
- Kitchen and designated staff areas, if applicable
- Emergency exits and overview of procedures
(Fire drills, lockdown, shelter in place, evacuation and relocation sites)
Walk all outdoor areas and identify:
- Entry and exit points
- High-risk zones and potential blind spots
- Safety rules for equipment and climbers
During outdoor tour, explicitly note:
- Where staff stand during outdoor play
- How to spread out for full visibility
- Active supervision (scan, move, engage)
- Safe transitions in and out
After a thorough tour, set aside 10 to 15 minutes for a break to allow information to settle.
Job Expectations and Role Clarity
Once back in a quiet space:
- Review job description and professional expectations
- Daily schedule and flow
- Complete a thorough overview of systems used for HR and payroll:
- How to clock in and out
- Time off policies
- Pay schedule
- Communication expectations (email, apps, etc.)
- Benefits (if applicable) and calendar (highlight closings, trainings, holidays, etc)
10:00 AM – 12:00 PM | Classroom Observation Time
Ensure the lead teacher is prepared in advance for the observation period. Providing the new staff member with a simple, structured observation guide can help focus attention on key elements such as transition routines, team communication, teacher–child interactions, and overall classroom flow. Using the “See/Try/Do” model below ensure a new hire feels included, but not overwhelmed and supports a confident transition.
Day 1: See
- Observe and take notes
- Minimal interaction; child-led engagement only
- Focus on understanding the environment
- Encourage reflection rather than participation
Day 2: Try
- Limited, low-stakes participation
- Engage naturally (reading to a child, assisting with simple tasks)
- Not expected to lead
Day 3: Do
- Begin taking a more active role
- Assist with routines such as snack, diapering or toileting
- Participate in circle time if comfortable
- Support activities
This progression builds confidence and reinforces expectations in a supportive, intentional way.
12:00 – 1:00 PM | Lunch
- Review break expectations (clocking out and back in, if applicable) and common-area etiquette expectations
- Show staff spaces and nearby options
- Clarify return time and re-entry process
1:00 – 3:00 PM Systems Training (Intro Level)
Often, training on classroom management apps and classroom attendance tracking can be done with an Assistant Director or highly-skilled lead teacher, alleviating some time from the Director.
Apps Overview (this will vary by organization, and could be split into multiple days/session depending on how many different systems are used)
- System use expectations (ie: how many photos taken/sent home in a week, how often are lessons uploaded/shared, etc- this will vary by organization)
- Logging in/Basic navigation
- Overview of required daily care task tracking: meals, diapering, toileting, sleep, etc
3:00 – 4:45 PM Classroom Observation
Focus: “See” with limited interaction.
Much of this time will likely be outdoor play time or indoor “free play” – focus on transitions, how supervision is managed, how classes combine or close down as children and staff depart for the day, focus on parent interactions as pick up time will be starting. The new hire is still in the “see” period of observation and is not yet responsible for care, but should be practicing active supervision skills at all times.
4:45 – 5:00 pm End-of-Day Debrief
Connection Touch-point: Have a quick check in about the day, share anything notable about the next day, etc
DAY 2: Compliance & Hands-On Practice
8:00 – 10:00 AM Health, Safety, and Compliance
MSDE REQUIRED FORM
- Completion of the Orientation Verification Form is a required licensing component and can be found on the MSDE Office of Childcare website (this form must be signed by both the new employee and a school leader and shared with your licensing specialist within 5 days of a new hire’s start date).
Health & Safety Training
- The MSDE Office of Child Care provides a comprehensive collection of resources aligned to the topics outlined in the Orientation Verification Form. These materials serve as valuable tools for supporting the orientation of new staff (and are helpful reminders for seasoned staff, too). School leaders are strongly encouraged to review these resources and intentionally integrate them into their onboarding and orientation processes to ensure alignment with licensing expectations and best practices. Click the button below to view the Resource Documents.
- Ensure the following topics are covered clearly. It is recommended to use the resources noted above.
- Mandated reporting requirements
- Signs/symptoms of abuse and neglect, and how/when to report suspected abuse or neglect
- Internal chain of communication vs. direct reporting
- Share pertinent information specific to the age group the new staff member will be working with (ie: sleep safety procedures, snack/meal time policies, allergies within their classroom, medication/first aid information, transition safety, etc)
- Some organizations will provide additional health and safety training that may be important, but may not meet OCC requirements: ensure you are doing both, if needed.
10:00 – 12:00 PM Classroom Observation
Focus: “Try”, and increased involvement
- Supervision positioning
- Transitions
- Behavior guidance
- Encourage light participation
12:00 – 1:00 PM Lunch
1:00 – 3:00 PM Hands-on Systems Practice
Hands-on practice with center apps, including activity logging, parent messaging, and “what-if” troubleshooting for common classroom scenarios. AI can assist in creating an “app scavenger hunt” or task trial checklist to further enhance their user understanding. This work can be done with a highly-qualified Lead Teacher or Assistant Director.
3:00 – 5:00 PM Classroom Observation
Focus: “Try”, and increased involvement
- Assist teacher
- Practice supervision
- Try transitions
- Allow new staff to greet parents who they have met, continue introductions to additional families as applicable
4:45 – 5 PM End-of Day Debrief
Staying well-connected to the new teacher through on-boarding builds trust and anchors them to the school’s culture. Close out Day 2 with a check in about how things are going, what feels comfortable, what feels challenging, any questions/concerns, etc.
DAY 3: Integration and Confidence Building
8:00 – 10:00 AM Professionalism and Expectations
Communication Expectations and Closing Onboarding Notes
- Talking with families (email, app messaging, phone, and in-person conversation training)
- Team communication (preferred methods and professionalism)
- When/where to escalate concerns and how to address challenges (both in and out of the classroom)
Daily Rhythm Mastery: consider creating a list of 5 or 10 important “Things to Know about Our School” that can be shared to wrap up the onboarding experience and leave a lasting impression with the new hire
- Consider questions like “what does a GREAT day look like in our school?”
- Consider some common mistakes to avoid, or tips and tricks to navigate unique challenges
- Consider sharing a “favorite things” form/survey to get to know the teacher a bit more intimately, and understand how they like to receive praise, support, and how they would like to receive feedback
10:00 – 12:00 PM Classroom Observation
Focus: “Do”, with more involvement. Explain that the new hire should begin:
- Taking initiative
- Supporting routines
- Engaging with children
12:00 – 1:00 PM Lunch
1:00 – 2:00 PM: Final Systems + Readiness Check
- Meet with new hire to go over onboarding checklist and ensure all organizational-required training and licensing trainings are complete
- Final file check: ensure all documents are in employee folder, discuss any classes/certifications that will be needed in the next 30-60 days and how to register, etc.
- Confirm understanding of basic center policies moving forward
- Ensure you both feel that all “loose ends” are discussed
- Ensure they are proficient in logging in to all systems/apps/etc
2:00 – 5:00 PM Classroom Observation
Focus: “Do”, and more involvement
- New hire is now encouraged to take an active role in supervision, facilitating activities, greeting parents, helping in transitions
- Recommendation: not using the staff member in ratio just yet, but allow them to begin taking responsibility of care and supervision
Closing Thoughts
Effective onboarding does more than prepare staff for their first day—it sets the foundation for how they will show up in the classroom every day moving forward. When new educators feel confident, supported, and clear on expectations, they are better equipped to provide safe, responsive, and high-quality care. A strong onboarding experience reflects the values of the program, communicating that preparation matters, relationships matter, and that every team member plays an important role in the success of the school. Investing the time up front leads to stronger performance, better retention, and a more cohesive team overall.
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