ERIC Number: ED471238
Record Type: Non-Journal
Publication Date: 2001-Sep
Reference Count: N/A
Beginning Teacher Induction: The Essential Bridge. Educational Issues Policy Brief.
American Federation of Teachers, Washington, DC.
This brief examines the underlying research-based rationale for the American Federation of Teachers' (AFT) policy on beginning teacher induction, noting that among the most often-cited reasons young teachers give for leaving teaching is lack of support, and considerable evidence shows that induction is an effective means of retaining them. Five characteristics of effective induction programs include: all beginning teachers participate, the program lasts at least one year, all beginning teachers are assigned qualified mentors, beginning teachers have reduced teaching loads, and a summative review completes the program. Results of a 50-state analysis on induction policies show that in recent years, induction has become quite popular with state policymakers, though of 33 states with induction policies, only 22 mandate and fund them. State policies vary widely as to who participates in induction programs. Only New York has policy language on reduced teaching loads for new teachers. Most states with induction policies require that mentors be part of the effort. Only 5 of the 33 states require that teachers receive some sort of summative review as a condition of program completion. Five recommendations include states should strive for comprehensive induction policies and should at least partially fund induction programs. (SM)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: American Federation of Teachers, Washington, DC.