Culturally Relevant Induction: A Framework for Induction Practices in High-Poverty, Urban Schools

• In Event: Shifting Policy Contexts for Induction: Implications for Research and Practice

Abstract

Induction programs for new teachers are imperative, particularly in high-poverty, urban schools where attrition rates are highest. However, recent research suggests that existing induction practices are not necessarily effective in such schools. This paper suggests a different lens through which to view new teacher induction in high-poverty, urban schools: culturally relevant induction. Based on a meta-synthesis of the literature, this paper explores: (1) What types of induction practices occur in high-poverty, urban schools?; (2) Which of these induction practices are culturally relevant?; and (3) How do exemplary urban induction programs reflect the characteristics of culturally relevant induction? Synthesizing research findings, this paper suggests conceptualizing induction as individualized, setting-specific support.

Author

• Meredith Cromwell Moore, Boston College