The Perceptions and Effects of One School District's Teacher Induction Program

The Perceptions and Effects of One School District's Teacher Induction Program

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Teacher induction programs are seen as a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a professional. This qualitative case study looked at the perceptions of second year teachers new to the teaching profession and the effects of the induction program they experienced. The in-depth study explains the relationship between an induction program in a suburban Indiana school district in addition to the intentions and motivating factors associated with the program. The participants in the study consisted of five, second year elementary teachers, two building principals, and the Human Resource Director of the school district. The methods of data collection included one-on-one interviews with all participants, group interviews with the teachers, and observations of New Teacher Induction Seminars for first year teachers led by the Human Resource Director. The effects associated with the new teacher induction program are reflected through an interpretive lens. My research question was: What are the perceptions of new teachers completing the induction program and remaining in the school district beyond the critical first few years? The dynamics and complexity of new teacher induction programs have been proven to give support to new teachers in the critical first few years, and this study supported the induction process in regards to the social process and transitioning from pre-service preparation to classroom teacher. The induction process was not the salient factor the teacher participants attributed to their job satisfaction and to their remaining in the school district. The support, nurturing, and guidance provided through mentoring, principal's encouragement, and colleagues were the key components the teachers regarded as significant to their teaching success during years one and two.Teachers included in the BTIP/IMAP process are those individuals who receive an initial standard or reciprocal license; are employed ... (TIC) as part of the Indiana Professional Standards Board (IPSB) which develops and refines standards, makes training guidelines, and rules ... In 1998, the IPSB, now the Indiana Department of Education, Division of Professional Standards (DPS), began piloting a newanbsp;...

Title:The Perceptions and Effects of One School District's Teacher Induction Program
Author:Beth Ann Moore
Publisher:ProQuest - 2007


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