Increasing new-teacher success

Posted on March 05, 2012

Increasing new-teacher success

A report from the New Teacher Center examines teacher-induction policies across the country, finding no single U.S. state has perfected its induction policy to ensure provision of high-impact, multi-year induction support for all beginning educators. Half of states don’t require beginning educators to receive induction or mentoring support. The report summarizes existing policies in each state related to 10 criteria it deems critical to universal, high-quality induction and mentoring support for beginning educators, enumerating policies, statutes, regulations, and standards on new-teacher induction and mentoring. The report also stresses that efforts to improve new-teacher induction, as well as teacher effectiveness generally, must address teacher working conditions — including the critical role of school leadership, opportunities for teacher leadership and collaboration, and customized professional development — all of which greatly impact teachers’ chances of success. While all schools and students can benefit from more effective teachers, the power of high-quality induction has special significance for hard-to-staff schools that serve low-income and minority students. High-quality induction programs help provide the specialized support needed for new teachers in these challenging professional environments. They also can help transform these hard-to-staff schools into strong professional communities where educators want to stay and work — and where they can be successful practitioners.

See the report:

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