Teacher Induction Research Paper
Induction programs serve as an intervention for supporting and retaining teachers. According to Sweeny (2001), “Contemporary teacher induction programs include orientation, mentoring, staff development, observations of experienced teachers at work, and peer support groups, among other components”. The principal plays a crucial role in nurturing and sustaining quality induction programs to retain effective teachers. Induction programs serve as a way to support new and novice teaches. Highly effective principals know how to create an engaging culture to attract and retain the best and brightest teachers. Marzano et al (2005) asserts that, “Developing people involve building the capacity of those within the school and using their strengths to support the school’s efforts. Marshak and Klotz (2002) avers, “the functional support provided to novice teachers during the induction period should include numerous knowledge and sill areas, including knowledge and skills related to instruction and to an understanding of the educational system at the building, district, state and national levels”.
Stronge, Richard, & Catano (2008) assert that new teachers need guidance in the following five areas:
1. Becoming consumers and users of assessment data, including the collection of data through valid and reliable assessments.
2. Modifying instruction based on assessed …show more content…
Dunsworth & Billings (2009) sum up effective professional development through eight characteristics:
1. The professional development program is focused on improving student learning by deepening the knowledge and skills of educators in their subject matter and in pedagogy.
2. The professional development program is based on an analysis of student achievement data and learning needs, is coherent with state standards, and complements the instructional program.
3. Professional development is collaborative, is job-embedded, and addresses both individual and schoolwide needs.
4. Professional development is ongoing and sustained over time.
5. Professional development builds cultural proficiency.
6. Professional development explicitly addresses the needs of teachers new to the profession.
7. The professional development program has adequate