Examining the Effects of New Teacher Induction

Marjorie E Wechsler, Kyra Caspary, Daniel C Humphrey, Kavita Kapadia Matsko

Research output: Contribution to journalArticle

Abstract

This chapter examines the implementation and outcomes of state-funded induction programs in Illinois, and finds important contributions to increasing the effectiveness of beginning teachers. However, even when program supports for new teachers are intensive and focus on instruction, a poor school climate and weak leadership can undermine the program. The authors question the current conception of new teacher induction as an isolated program and call for a more comprehensive approach linking teacher induction with whole-school improvement.
Original languageEnglish (US)
Pages (from-to)387-416
Number of pages30
JournalTeachers College Record
Volume114
Issue number14
StatePublished - 2012

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