Teacher induction

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Induction is the support and guidance provided to novice teachers and school administrators in the early stages of their careers. Induction encompasses orientation to the workplace, socialization, mentoring, and guidance through beginning teacher practice.

Comprehensive, high-quality induction consists of several key elements:

  • a multi-year program
  • rigorous mentor selection and training
  • subject-area pairing of mentors and beginning educators
  • sufficient time for mentors to meet with and observe new educators
  • formative assessment that assists beginning educators to advance along a continuum of professional growth.

The New Teacher Center induction model is nationally recognized in the United States for its promotion of new educator development and its impact on teacher retention and student learning.

References[edit]

  • Alliance for Excellent Education, "Tapping The Potential: Retaining and Developing High-Quality New Teachers", 2005. [1]
  • American Association of State Colleges and Universities, "Teacher Induction Programs: Trends and Opportunities," 2006. [2]
  • Moir, Ellen, "Launching The Next Generation of Teachers Through Quality Induction," National Commission on Teaching and America's Future, 2003. [3]
  • National Commission on Teaching and America's Future, "Induction into Learning Communities," 2005. [4]
  • New Teacher Center at UC Santa Cruz, "Does New Teacher Support Affect Student Achievement? - Some Early Research Findings," 2006. [5]
  • New Teacher Center at UC Santa Cruz, "Mentoring New Teachers to Increase Retention - A Look at the Research," 2005. [6]
  • Smith, Thomas M., "How Do State-Level Induction and Standards-Based Reform Policies Affect Induction Experiences and Turnover among New Teachers?," American Journal of Education, volume 113 (2007), pages 273–309.
  • Smith, Thomas M. and Ingersoll, Richard M. "What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?” American Educational Research Journal 41 (Fall 2004). [7]
  • Portner, H. (Ed.). (2005). Teacher mentoring and induction: The state of the art and beyond. Thousand Oaks, CA: Corwin.