Induction Candidates and Support Providers in an Induction Consortium Serving Diverse Urban Schools

• In Event: Roundtable Session 54
  In Roundtable Session: Induction, Mentorship, and Support of Novice Teachers: The Role of Mentors and Mentees

Abstract

Induction programs in California provide novice teachers with the training and preparation to transition from student teaching to full-time classroom teaching as credentialed teachers. This study examined how one Beginning Teacher Support and Assessment (BTSA) induction program was implemented within an induction consortium in Southern California. The objectives for this study were to: (a) determine how induction candidates experienced induction in a BTSA consortium serving urban schools, and (b) examine how induction support providers influenced induction candidates and their instructional practices. This qualitative case study used interviews, observations, and document analysis to uncover the perceptions and experiences of novice teachers and support providers at schools in the consortium.

Authors

• Mario Moya, Los Angeles Unified School District

• Florence Nguyen-Quang, Amplify Education, Inc.

• Sharon H. Ulanoff, California State University - Los Angeles