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 language | English (US) |
|---|---|
| Pages (from-to) | 387-416 |
| Number of pages | 30 |
| Journal | Teachers College Record |
| Volume | 114 |
| Issue number | 14 |
| State | Published - 2012 |