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Why induction programs?

Good induction programs matter. They matter…

  • For retaining new teachers
  • For increasing job satisfaction among teachers
  • For improving the quality of teaching.

Too many new teachers are leaving the profession because they receive inadequate support, are overwhelmed with management concerns and feel they have little voice in how decisions are made.

The induction years – typically seen as the first 3 years in a teaching position – should be recognized by states and school districts as a distinct phase in learning to teach and in teachers’ career development. In Michigan, for example, the State Board of Education adopted Teacher Induction and Mentoring Program Standards in January 2004. Effective induction programs will contribute significantly to teacher retention, teachers’ job satisfaction and teaching quality.

ASSIST provides support for this phase of teachers’ learning and professional development. ASSIST tools and resources help beginning teachers, experienced teachers, principals and other district administrators to work together in a professional learning community in which collaboration becomes the norm of practice.

References:

Feiman-Nemser, S. (2001).From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.

Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.

Lieberman, A., & Miller, L. (2000). Teaching and teacher development: A new synthesis for a new century--Education in a new era. In R.S. Brandt (Ed.), ASCD Yearbook 2000 (pp. 47-66). Alexandria, VA: ASCD.

Stanulis, R.N., Fallona C.A., & Pearson, C. A. (2002). 'Am I doing what I am supposed to be doing?' Mentoring novice teachers through the uncertainties and challenges of their first year of teaching. Mentoring and Tutoring 10(1), 71-81.

Wilson, S., & Berne, J.  (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education (pp. 173-209). Washington, D.C.: American Educational Research Association.