An Analysis of School Divisions Needs on New Teacher Induction

• In Event: Emerging methods of teacher education research

Short Description

Providing new teacher induction supports is a common policy response to inadequate teacher preparation and teacher attrition. Unlike large school districts with resources to develop, support, and evaluate programmatic mentoring and coaching practices, smaller districts report inconsistencies and resource gaps. In this study, we conducted a needs analysis of mentoring and coaching support across school divisions in Northern Virginia to identify needs (gaps) and root causes as well as opportunities to reimagine professional learning supports.

Authors

• Presenter: Stephanie L. Moore, University of New Mexico

• Presenter: Adria Hoffman, Virginia Commonwealth University