A Model of a New-Teacher Induction Program and Teacher Perceptions of Beneficial Components

Abstract

Hiring new teachers and continuing their professional growth so that they remain in the profession and become effective teachers have been a challenge for decades. Research suggests that induction programs can achieve these outcomes if they are highly structured, include mentoring, focus on professional learning, and emphasize collaboration that is broad and focused. The Great Beginnings new-teacher induction program, the focus of this article, contains these effective components. Results of a multiyear study indicate that the new teachers view the instructional resource teacher, an instructional coach and mentor, and opportunities to collaborate with colleagues as the key components of the new-teacher induction program. Additionally, teachers value professional development that they perceive as addressing their particular challenges. Implications for research and practice are discussed.