A Quality Teacher Induction Program to Improve Teaching and Learning

• In Event: 54.073 - Across the Domains: Mentoring Throughout the Professional Journey

Abstract

The study investigated how a teacher induction program increased the beginning teachers’ student achievement scores and increased teacher retention. The program components are discussed and include the concept of transformation as a beginning teacher transforms into a professional within a shorter period of time than research has reported in the past.
The induction program was implemented in diverse K-12 school districts in the southwest including inner city, suburban, rural and Native American schools. Over a nine year period, there were 148 schools within 18 districts. Professional development was provided for 203 mentors and 2,162 first and second year teachers which impacted 163,808 students.
The association with full time mentors, extended professional development for all stakeholders. The commitment of the partner districts to implement the components of the teacher induction program resulted in success for the districts, the mentors, the beginning teachers and the students.
The questions that were addressed include:
· Can the development of full-time mentors who employ a variety of formative practices and processes accelerate a beginning teachers’ practice for student success?
· Does mentoring increase the beginning teachers’ student achievement scores on the state achievement test when compared with veteran teachers?
· Does mentoring increase the beginning teachers’ retention rate?

Author

• Patty J. Horn, Northern Arizona University