New Teacher Induction Programs: An Examination of 11 School Divisions' Programs and Their Leadership's Perceptions

• In Event: Implementation and Assessment of Quality Induction Programs

Abstract

New teacher induction programs provide support and training for novice and veteran teachers who are newly hired in schools. Using social capital theory and human capital theory as theoretical guides, a descriptive case study was conducted of eleven school divisions to describe their teacher induction programs regarding organizational structures and curriculum. In addition, this study aimed to qualitatively examine how school division leaders express and describe concerns and the issues they face with induction programs. Preliminary findings suggest that new teacher induction programs are complex and raise challenges for program facilitators including retaining versus growing new teachers, training mentors, mentoring new Millennial teachers, and including principal leadership in new teacher induction programs.

Authors

• Lori Wilt Silver, George Mason University

• Jessica Schwartzer, George Mason University

• Scott C. Bauer, University of Colorado Denver