A Multifaceted Approach to Teacher Induction

May. 10, 2010

This article was published in Teaching and Teacher Education, Vol 26, Issue 4, Author(s): Dana L. Bickmore and Steven T. Bickmore, “A Multifaceted Approach to Teacher Induction“, Pages 1006-1014, Copyright Elsevier (May 2010).

The goal of this study was to determine the implementation and effectiveness of the components of two middle school induction programs. The effectiveness of the elements of these programs was examined through the perceptions of three participant groups – new teachers, mentor teachers, and principals.

Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs.

Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher.

This multifaceted approach appeared to effectively support new teachers.

Updated: Aug. 24, 2010