Leveraging Expertise: Local Implementation of California's Teacher Induction Policy

• In Event: The Complexity of School Reform Implementation: Evidence From Broad-Scale Innovations

Abstract

The purpose of this study was to understand how a public local educational agency in California designed a program to implement state teacher induction policy. With a qualitative research approach, data were collected from document analysis and interviews with key stakeholders: teacher candidates, mentors, site and county administrators, and teacher induction personnel. The data, through the high leverage policy framework, brought an understanding of the influence of contextual factors on the implementation of California's induction policy. The analysis of the data revealed key aspects of program design and contextual factors that strongly influenced policy implementation at the county office of education, the focus case of this study.

Authors

• Seth Simas, Modesto City Schools

• Anysia P. Mayer, California State University, Stanislaus