A Framework for Supporting the Transition of Experienced New Teachers

• In Event: Teacher Support: Efficacy, Perceptions, and New Teacher Experiences

Abstract

Beginning at a new school can be challenging for staff. To support beginning teachers, many school districts utilize induction programs to prepare newly hired educators to successfully transition to their new classrooms. While significant attention has been afforded to exploring the impact of induction programming for beginning teachers, limited scholarship is devoted to induction programming for experienced-new teachers (ENTs). ENTs are teachers who are new to a school but have taught for at least three years full academic years. In this paper, we argue that induction programing for ENTs must address their unique needs as experienced educators. We provide a framework built on Schlossberg’s Transition Theory that we propose implementing for induction programming that seeks to specifically assist ENTs.

Authors

• Joshua Wesley Wilson, Monroe Area High School
  Presenting Author

• Mark M. Diacopoulos, Pittsburg State University
  Presenting Author