Date of Award
2017
Document Type
Open Access Dissertation
Department
Educational Studies
Sub-Department
College of Education
First Advisor
Susan Bon
Abstract
Educational institutions struggle to increase student achievement. While the educational needs of students remain at the forefront, teachers’ needs must also be met—before and after entering the classroom. My experience in public education has shown most beginning teachers depend on the support a teacher induction program provides to manage the multitude of new responsibilities faced during the first year in the classroom. Induction programs are constructed and implemented within school districts in a variety of ways. This study is an in-depth analysis that identifies factors that impacted an effective teacher induction program, examines how the program changed as a result, and explores the district’s response over a five-year period. The discussion of findings includes recommendations for future research and policy implications for sustaining effective teacher induction programs.
Rights
© 2017, Karen Pack
Recommended Citation
Pack, K.(2017). Examining the Evolution of a Teacher Induction Program In A Diverse, Urban, Southeastern School District. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4407