A multifaceted approach to teacher induction |
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| Authors: | Dana L Bickmore Steven T Bickmore |
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| Institution: | 1. Doctoral Student Middle School Education, University of Georgia, 427 Aderhold Hall, University of Georgia, Athens, GA 30602-7122, USA;2. Doctoral Student Language Education, University of Georgia, 125 Aderhold Hall, University of Georgia, Athens, GA 30602, USA |
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| Abstract: | The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers. |
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| Keywords: | Teacher induction Teacher mentoring Teacher collaboration |
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