What is induction?
Induction is a coherent, comprehensive
process that provides teachers in their first three years of teaching
the support they need to become effective teachers. During those first three
years, beginning teachers have serious learning needs. According to Feiman-Nemser (2001) beginning teachers need to:
- Gain local knowledge of students,
curriculum and the school context;
- Design responsive curriculum and
- Enact and build their teaching
repertoire in purposeful ways;
- Create a classroom learning community;
- Develop a professional identity;
- Learn in and from practice.
While mentoring is central to induction,
induction is more than mentoring. The best induction
programs include a full set of planned, purposeful efforts that district
administrators, principals and teachers engage in to support beginning
teachers’ development of effective instructional skills and strong
commitments to their students’ learning.
Creating such programs requires that
principals and teachers work together in their schools and with their
districts to establish and sustain school cultures that support both their
own and their students’ learning.
See Components of strong induction programs
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., & Kralik, J. (2003).
A review of empirical research on the effects of teacher mentoring programs
in elementary and secondary schools. Denver, CO: The Education Commission
of the States.