Based on extensive research by the Teacher Preparation Initiative’s (TPI) Support Working Group, it is recommended that P-12 School Districts adopt, support, implement, and assess the following Induction Program Essential Components:
Student Achievement
Program Vision
Collaboration
Institutional Commitment and Support
Professional Development
Teacher Leadership
Teacher Evaluation System
Instructional Coaching and Proximity Mentoring
Program Assessment and Evaluation
Student Achievement
Program Vision
Collaboration
Institutional Commitment and Support
Professional Development
Teacher Leadership
Teacher Evaluation System
Instructional Coaching and Proximity Mentoring
Program Assessment and Evaluation
“Induction is a process-a comprehensive, coherent, and sustained professional development process-that is organized by a school district to train, support, and retain new teachers and seamlessly progresses them into a lifelong learning program” (Wong, 2004, p. 42 ). Districts should strive to support novice teachers for their first three years in the profession. “By most accounts, new teachers need three or four years to achieve competence and several more to reach proficiency” (Feiman-Nemser, 2003, pgs. 2-3). Comprehensive induction programs that support new teachers over multiple years accelerate the effectiveness of novices and have impact on students in classrooms. The data shows that quality, comprehensive induction programs not only increase retention of new hires, but also accelerate the effectiveness of new teachers by “...fast-tracking their progress to exemplary teachers with the ability to positively impact student achievement” (Moir, 2009, p.16).
Finally, this website breaks down each component to provide districts with implementation indicators and includes research and related professional articles as resources.