The Content of Induction Programs: What Do Teachers Really Need?

• In Event: Roundtable Session 17
  In Roundtable Session: The Dynamics of Context and Content in Induction

Abstract

Although there have been studies of induction programs and their effects on teacher retention, beginning teachers’ teaching practices, and student achievement, there have been few that examine the connection between the content of these programs and their actual value to beginning teachers.
This study of beginning special education teachers in an induction program at a large, urban public university explored the question, “What skills and knowledge do our induction teachers identify as needed?” Consistencies and inconsistencies across grade levels, educational contexts, and other factors were compared.
Responses collected from a questionnaire distributed to first-year teachers informed curriculum development and refinement of the induction program. The study methodology also promoted self-analysis, reflection and goal-setting in the teachers.

Author

• Virginia Kennedy, California State University - Northridge