| Best Practices in Induction
Teacher induction programs are programs that are designed to provide a formal support
structure for new teachers. A thorough review of the research literature on teacher induction
conducted by the Arizona K-12 Center’s Teacher Induction research Project has identified nine
common elements of Best Practice in Induction. These common elements are as follows:
Orientation of new teachers, at least five
days in length, which includes an overview of curriculum, training in
important curricular features, a review of district policies and calendar
of events, and an introduction to the mentor program and opportunity to
meet mentors.
Time provided for support activities for
new teachers, including new teacher seminars, model lessons by mentors,
observations and feedback.
Adjusting Working Conditions, for example:
reducing student numbers, minimizing other assignments, providing classroom
materials and supplies, and providing developmentally appropriate professional
development activities.
Formal Mentoring, including the following
components: matching mentors and new teachers by location, grade, and
subject; regular contact and formative observations by the mentor; feedback
from the mentor based on strengths, concerns, and a formulated plan for
improvement; and compensation for the mentor.
Professional Development, including ongoing
developmentally appropriate professional development activities, the development
and implementation of a professional growth plan, and alignment with professional
teaching standards and academic standards.
Opportunities for Collegial Interaction,
including new teacher support teams and study groups that focus on specific
topics.
Teacher Assessment, including documentation
of strengths and concerns related to the teaching practices of the new
teacher, and a new teacher assessment of the level of assistance received
from the mentor.
Program Evaluation, including a comprehensive
and ongoing system involving all participants, a focus on increased student
growth and achievement, and teacher retention.
Induction Continuum, including continued
assistance into the second and third year, and a readjustment of assistance
based on the new teacher's needs.
These nine common elements have been incorporated into the center's induction
program funding activities.
Researchers at the Arizona K-12 Center administered a questionnaire to
225 public school districts in a statewide survey conducted via telephone
between August and November of 2000 to determine (1) how many districts
provided induction programs for first-year teachers and (2) how many districts
provided high-intensity induction programs.
The following are research and materials about teacher induction that
have been created by the Arizona K-12 Center:
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Induction Research Project Common Elements Rubric
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Induction Research Project Common Elements Descriptors
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Induction Research Project References
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Induction Research Paper Presented at AACTE
February 25, 2002 |
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Policy Brief on Induction Programs
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