ERIC Number: EJ787253
Record Type: Journal
Publication Date: 2006
Reference Count: 6
Helping Beginning Teachers Remain in the Profession: A Successful Induction Program
Carr, Sonya C.; Evans, Elizabeth D.
Teacher Education and Special Education, v29 n2 p113-115 Spr 2006
Quality teachers are needed if all students are to perform to high standards, yet teacher shortages in both general and special education remain a national concern. Too many teachers, both veterans and novices, are leaving the profession and the national attrition rate for new teachers is highest among the most "academically talented." Induction programs have been proposed as one solution to beginning teacher retention; however, as Huling-Austin explained, these programs must contain some degree of systematic and sustained assistance and not merely be a series of orientation meetings or a formal evaluation process used for teachers new to the profession. Like many other states, Louisiana has difficulty retaining beginning teachers and faces significant shortages in special education, math, and science. In response to these issues, faculty members at Southeastern Louisiana University developed the Teacher Scholars Program (TSP). This article describes the features, goals, and outcomes of TSP.
Descriptors: Teacher Persistence, Evaluation, Teacher Shortage, Program Effectiveness, Teacher Qualifications, Beginning Teachers, Special Education Teachers, General Education, Beginning Teacher Induction, Masters Degrees, Graduate Study
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: Louisiana