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.

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