Integrating Sustained and Vertical Professional Development for Novice Teacher Growth

• In Event: Different Perspectives on Induction: The Teacher, the Program, and the National Context

Abstract

This mixed method study explores the beliefs of novice teachers and their coaches throughout a two-year induction program. Survey data from 2016-2018 are explored using t-tests to identify differences in beliefs within and across groups, multiple linear regressions to predict how respondent beliefs impact novice teachers’ program outcomes, and qualitative analyses to compare Candidates and Coaches’ beliefs about induction. Results indicate that Candidates and Coaches have differing beliefs between one another and over time, and that beliefs about the integration of induction curriculum amidst novice teacher development is important. These results have implications for the need for more coordinated efforts to create vertical professional development for novice teachers.

Authors

• Jeffrey Keese, Mercer University

• Andrew Kwok, Texas A&M University - College Station

• Mario I Suarez, Utah

• Douglas E. Mitchell, University of California - Riverside

• Deborah Huston, University of California - Riverside

• Tonya Almeida